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Arif Nugroho
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Universitas Islam Negeri (UIN) Raden Mas Said Surakarta Jln. Pandawa No. 1, Pucangan, Kartasura, Central Java, Indonesia, 57168 Phone: +62271-781516
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Journal of Educational Management and Instruction (JEMIn)
Published by Institut Agama Islam Negeri Surakarta
ISSN : 27978931     EISSN : 27978923     DOI : https://doi.org/10.22515/jemin.v1i2.4301
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
JOURNAL OF EDUCATIONAL MANAGEMENT AND INSTRUCTION (JEMIn) openly welcomes scholars, academicians, students, teachers, policyholders, and practitioners to submit their best research articles that correspond to the topics. This journal covers two primary areas, Educational Management and Instruction. Educational Management limits its discussion on implementation and administration of education including policy, curriculum development, leadership, teacher professional development, and quality assurance. Instruction focuses on innovation in teaching and learning processes and classroom activities such as the use of technology, teaching media, methods, and strategy in all education levels. By promoting the current issues of these areas, JEMIn represents an excellent forum for highlighting the profile of education management and instruction on both national and international levels.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 96 Documents
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Flipped classroom model for teaching Bahasa Indonesia in higher education Pitoyo, Andri; Lailiyah, Nur
Journal of Educational Management and Instruction (JEMIN) Vol. 4 No. 2 (2024): December 2024
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v4i2.9450

Abstract

This study aimed to design and evaluate a flipped classroom model for Bahasa Indonesia learning in higher education. It explores the potential challenges of implementing the flipped classroom in Bahasa Indonesia language teaching in a university setting. Employing a mixed method, this study combined both qualitative and quantitative approaches. In the first stage, a flipped classroom model for Bahasa Indonesia language learning was designed, considering pedagogical, technological, and contextual aspects. The model was implemented over a six-week course. Qualitative data were collected through classroom observations, interviews with lecturers and students, and document analysis. Quantitative data were obtained using pre- and post-intervention to assess students' perceptions and performance. The results showed that the flipped classroom model had a positive impact on student motivation and engagement in Bahasa Indonesia learning. However, challenges were also identified, such as the availability of quality digital resources and mastery of technology by lecturers and students. The findings of this study contribute to the development of innovative and effective Bahasa Indonesia teaching practices in higher education and provide insights for the development of the flipped classroom model in other language learning contexts.
Enhancing mathematical critical thinking skills: Guided discovery learning model with Om Jakaw Taksapa media Asriyanti, Anisa; Andrijati, Noening
Journal of Educational Management and Instruction (JEMIN) Vol. 4 No. 2 (2024): December 2024
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v4i2.9557

Abstract

Critical thinking skills are essential for students as they enable rational decision-making and the selection of optimal alternatives, equipping them to navigate the challenges of globalization effectively. This study aims to analyze and compare the impacts of conventional teaching methods with guided discovery learning models, supplemented by Om Jakaw Taksapa media, on the critical thinking abilities of fifth-grade students at SDN Gugus Larasati, Central Java, Indonesia. A quasi-experimental design featuring a nonequivalent control group framework was employed. The study population comprised fifth-grade students from SDN Gugus Larasati in Semarang City, with a cluster random sampling technique used to select a total sample of 61 students. Data collection methods included interviews, observations, and tests. The data were analyzed through quantitative techniques and inferential statistics. The results demonstrated that the t-value exceeded the critical t-value (t-count = 2.733 > t-table = 2.131) and the significance level was below 0.05 (p = 0.015 < 0.05), indicating a statistically significant effect. The guided discovery learning model, enhanced by Om Jakaw Taksapa media, exerted a more substantial influence on students’ critical thinking skills in the context of speed-related concepts compared to conventional methods. This research contributes to the advancement of educational science and underscores the importance of innovative teaching models and interactive media in fostering critical thinking. Additionally, it provides practical insights for educators to enhance classroom engagement and learning outcomes.
Beyond the classroom walls: Unveiling teachers’ and students’ experiences in Biology education Marati, Siti Hamamatul; Haryanto, Sigit; Darsinah, Darsinah; Mansoor, Hafiza Sana
Journal of Educational Management and Instruction (JEMIN) Vol. 4 No. 2 (2024): December 2024
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v4i2.9632

Abstract

Despite the growing emphasis on formal classroom settings, the learning experiences of students outside the classroom, particularly in biology education, remain underexplored. This research seeks to bridge this gap by unveiling the perspectives of both students and teachers regarding their biology learning experiences. Conducted with senior high school participants in Indonesia, this qualitative study employs purposive sampling to gather data through semi-structured interviews with three biology teachers and seven students. Thematic analysis of the collected data reveals the multifaceted nature of biology instruction, highlighting challenges, achievements, and the potential for pedagogical improvement. The findings suggest that while there are several strengths in current teaching methods, significant opportunities exist to enhance the learning experience by incorporating additional activities beyond the classroom. In particular, the study underscores the need for fostering more immersive and holistic educational environments that can cater to diverse learning styles. This research contributes valuable insights for educators and policymakers, advocating for innovative strategies that extend beyond traditional educational boundaries and stimulate a more dynamic, engaging biology curriculum. The study’s implications call for a reevaluation of current educational practices, aiming to create more inclusive and enriching learning experiences for senior high school students.
Examining technology readiness among senior high school teachers: The role of proactive school management Kadiyono, Anissa Lestari; Wardhani, Admiranti Adhyarizka
Journal of Educational Management and Instruction (JEMIN) Vol. 4 No. 2 (2024): December 2024
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v4i2.9729

Abstract

Teachers play a pivotal role in integrating technology into education. Proactive school management can significantly enhance teachers' ability to utilize technology, making the teaching and learning process more creative, modern, and aligned with contemporary developments. This study investigates the relationship between teachers' technology usage and their technology readiness, which refers to an individual's propensity to accept and use new technologies for daily needs. A non-experimental quantitative research design with a descriptive method was employed. Data collection was conducted through an online questionnaire distributed to 100 senior high school teachers in Bandung City, Indonesia. The sampling technique used was non-probability sampling, specifically snowball sampling. The instrument utilized in this study was the Technology Readiness Index, which has a high reliability score. Data were analyzed using descriptive statistics, normality tests, and the Mann-Whitney and Kruskal-Wallis tests. The findings revealed that 52% of respondents fell into the high technology readiness category, indicating that proactive school management supports teachers in being more inclined to accept and use new technologies effectively. The study highlights the importance of school leadership in fostering a positive technological environment, with implications for future teacher training programs.
Community-based education program in Afghanistan: A study of policy and quality of education Kayen, Hazrat Shah; Madhakomala, R. Madhakomala; Rahmawati, Desi
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 1 (2025): January - June 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i1.9875

Abstract

Afghanistan continues to grapple with profound challenges in delivering equitable and high-quality education, particularly in marginalized regions, despite concerted efforts to enhance educational access. This qualitative study investigates the policy frameworks and educational quality of community-based education (CBE) programs in two provinces, Nangarhar and Laghman. CBE initiatives are pivotal in mitigating barriers to education in areas beset by enduring sociopolitical adversities. Employing in-depth semi-structured interviews with nine participants—three community leaders, three directors of organizations implementing CBE, and three educators—in conjunction with a rigorous policy analysis, this study evaluates the efficacy and implementation of these programs. The findings emphasize that while CBE initiatives have markedly increased enrollment rates and bolstered community engagement, significant disparities persist in the quality of education and the execution of policy directives. Key determinants such as local governance structures, resource distribution, and cultural attitudes toward education profoundly influence these outcomes. Furthermore, challenges surrounding teacher qualifications, learning environments, and integration with the national education system remain critical concerns. This study culminates in a set of strategic recommendations aimed at refining policy frameworks and enhancing program management to address these deficiencies and advance educational outcomes.
Strategic model to enhance students’ entrepreneurship interests through Merdeka Belajar Kampus Merdeka program Dunggio, Titin; Mashudi, Imam; Darman, Darman
Journal of Educational Management and Instruction (JEMIN) Vol. 4 No. 2 (2024): December 2024
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v4i2.9920

Abstract

The Merdeka Belajar Kampus Merdeka (MBKM) program, launched by Indonesia’s Ministry of Education and Culture in 2020, aims to foster entrepreneurship among university students to address low post-graduation entrepreneurial engagement. A 2022 Tracer Study at Bina Mandiri University Gorontalo (UBMG), Indonesia, found that only 1.13% of 177 alumni pursued entrepreneurship as a profession. Drawing on this issue, this research explores a strategic model to enhance students’ entrepreneurial interests through the MBKM program at UBMG. A qualitative descriptive design was employed, gathering data from key informants, including university leaders, lecturers, and students, through interviews and document analysis. The findings revealed that despite students showing a high potential for entrepreneurship, key barriers such as limited experience and financial capital persist. The study suggests strategies to overcome these challenges, including strengthening practice-based curricula, providing continuous mentorship, fostering positive entrepreneurial mindsets, and encouraging adaptation to external challenges through partnerships with industries and government support. These strategic measures are expected to significantly improve students' entrepreneurial engagement at UBMG.
Management practices in the implementation of driving school program at senior high school: A phenomenological study Putra, M. Rusni Eka; Marianita, Marianita; Prananosa, Ahmad Gawdy; Erwandi, Rudi
Journal of Educational Management and Instruction (JEMIN) Vol. 4 No. 2 (2024): December 2024
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v4i2.9974

Abstract

The Driving School program has become a prominent subject in the context of the Independent Curriculum's implementation. While substantial research has been conducted on its execution, studies specifically examining the management processes remain scarce. This study aims to investigate the management of the Driving School program at the senior high school level. Employing a phenomenological approach, the research was conducted at SMAN 5 Lubuklinggau, South Sumatera, Indonesia. The participants included the principal, vice principals, facilitator teachers, alumni, teaching staff, and school administrative personnel. Data were collected through interviews and analyzed using an interactive model for qualitative data. The findings revealed that effective management of the program involves a comprehensive approach encompassing planning, organizing, implementation, and evaluation. Key areas of focus include: 1) student management, from enrollment to graduation; 2) the professional development and performance of teaching and administrative staff; 3) infrastructure and facilities management; 4) financial management; 5) curriculum development; and 6) fostering community partnerships. The study suggests the establishment of a detailed procedural framework, such as Standard Operating Procedures (SOP), to guide future program implementation. Additionally, future research could explore the effectiveness of these management procedures in achieving the program's overarching objectives.
Optimizing educational personnel for effective teaching factory implementation in vocational schools: A case study Widiatna, Alexius Dwi; Permana, Natalis Sukma
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 1 (2025): January - June 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i1.9548

Abstract

There is a growing need to enhance the alignment between vocational education and industry requirements, yet research on the role of educational personnel management in optimizing teaching factory implementation remains limited. This study explores the management of educational personnel in the implementation of teaching factories as an innovative learning model. A teaching factory represents a dynamic and practical learning environment designed to integrate educational processes with industrial practices, bridging the gap between the competencies of students in vocational schools and the demands of industry for skilled workers. The research employs a qualitative approach using a case study method. Data were gathered through observation, participatory observation, documentation, and in-depth interviews with key stakeholders, including the principal, the head of personnel, and the heads of expertise programs. Data analysis involved processes of data condensation, data display, and conclusion drawing. The findings demonstrate that St. Mikael’s approach to educational personnel management is both innovative and effective. By investing in teacher development, fostering collaboration, and addressing challenges proactively, the school has created an environment where both teachers and students thrive. These strategies not only enhance the competencies of educators but also prepare students to meet the demands of the modern workforce. The insights from this study provide valuable lessons for other vocational schools aiming to implement teaching factory models and align education with industry needs.
Developing E-module based on hypothetical inquiry learning to improve students' critical thinking skills Sajidan, Sajidan; Jannah, Misbahul; Asnafiyah, Asnafiyah; Rizal, Setria Utama; Noris, M.; Suyitno, Margiyono
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 1 (2025): January - June 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i1.9838

Abstract

There is a scarcity of empirical studies that specifically examine the integration of Hypothetical Inquiry Learning (HIL) in e-modules to enhance students' critical thinking skills, particularly within the context of digital learning. This study aims to develop an e-module based on HIL to improve students' critical thinking abilities and the overall quality of learning in the digital era. The e-module is designed to facilitate students' understanding of complex concepts through an interactive Hypothetical Inquiry-based learning approach. The study employs a Research and Development (R&D) model based on Alessi and Trollip's framework, encompassing the Planning, Design, and Development stages. The study involved a population of 160 students, with a sample of 81 students from a senior high school in Sukoharjo regency, Central Java, Indonesia, and 5 validation experts, with validity assessed using the Aiken’s V index. The results of the practicality test demonstrated that the e-module based on HIL is highly practical for use as a digital learning tool, achieving a practicality score of approximately 98.32%. Furthermore, the effectiveness test revealed that the e-module significantly improves students' understanding of concepts and critical thinking skills, with an N-gain score of approximately 95.23%. Thus, the e-module based on Hypothetical Inquiry Learning represent an innovative and highly effective educational resource for enhancing student learning outcomes.
Developing innovative learning media using Wordwall Application to foster teachers’ competency Hartono, Rudi; Rifani, Salsabila Adrisdityas Candra; Jamilah, Siti; Ozturk, Omer Tayfur
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 1 (2025): January - June 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i1.9859

Abstract

The integration of technology in education remains a challenge for many teachers, hindering their ability to improve learning quality. According to the 2024 Education Report Card, there was a 3.72% decrease in learning quality compared to 2023, indicating the need for innovative solutions. One potential solution is the Wordwall application, which enables the creation of interactive learning games and activities. This study aims to develop Wordwall-based learning media to enhance teachers' performance and competency in utilizing technology for teaching. The study employs a Research and Development (R&D) methodology, involving stages of needs analysis, design, development, validation, testing, and evaluation. The subjects of the study were elementary school teachers who participated in trials using the developed Wordwall media. Findings show a significant improvement in teachers' competencies, with their understanding and application of technology in teaching increase from 75% to 95%. Additionally, the use of Wordwall application allowed teachers to design more interactive and engaging learning activities, which fostered greater student involvement. The evaluation also revealed that the learning media was easy to use and well-received by teachers. The study concludes that Wordwall application-based learning media effectively supports teachers in enhancing their teaching performance, offering a practical tool for integrating technology into the classroom.

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