cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Eko Pramudya Laksana
Contact Email
publisher@um.ac.id
Phone
-
Journal Mail Official
jpbpp.journal@um.ac.id
Editorial Address
Jl. Semarang No 5, Malang, Jawa Timur
Location
Kota malang,
Jawa timur
INDONESIA
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan
Published by Universitas Negeri Malang
ISSN : -     EISSN : 27973174     DOI : 10.17977
Core Subject : Education,
Education
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan menerbitkan naskah terkait pendidikan mencakup pembelajaran anak usia dini, sekolah dasar, bimbingan dan konseling, teknologi pendidikan, manajemen, pendidikan luar sekolah, serta pendidikan anak berkebutuhan khusus
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 3 Documents
 1 
Search results for , issue "Vol. 6 No. 2 (2026)" : 3 Documents clear
Mapping the Progress of Technological Pedagogical and Content Knowledge Research: Bibliometric Analysis Prihantini, Prihantini; Rukmini, Ai; Mahardhani, Ardhana Januar; Mustika, Amalia
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 2 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i2.2026.12

Abstract

This bibliometric analysis maps the progress of Technological Pedagogical Content Knowledge (TPACK) research over the past decade, highlighting its significance in integrating technology into education. Despite its growing relevance, existing literature indicates a concerning lack of collaboration across disciplines and minimal contributions from developing countries. The study employs bibliometric methods to analyze publication trends, identify key authors and institutions, and explore thematic relationships within TPACK research. Findings reveal a significant increase in TPACK publications, particularly peaking in 2022, with a diverse range of topics being addressed, including educational technology, teacher education, and the impact of COVID-19. The analysis also underscores the need for further interdisciplinary research and emphasizes the potential for TPACK to enhance educational practices, especially in the context of modern technological advancements. By providing insights into publication patterns and identifying under-researched areas, this study aims to guide future research efforts and promote a more comprehensive understanding of TPACK's applications in education.
Discipline-Based Servant Leadership Model for Effective School Principal Leadership: Conceptual Framework Development and Empirical Validation Safwandi, Safwandi; Komariah, Aan; Suryana, Asep; Prihatin, Eka
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 2 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i2.2026.13

Abstract

Despite extensive research on servant leadership and positive discipline, no existing framework integrates both into a coherent model for elementary educational leadership, particularly in collectivist cultural contexts. This study develops and empirically validates a discipline-based servant leadership framework for elementary school principals. Using a qualitative approach with systematic narrative review of literature from Scopus and Web of Science (2021–2024), followed by an instrumental single case study at an Indonesian elementary school involving 15 informants (principals, teachers, staff, and students), analysis was conducted through framework analysis using ATLAS.ti for network visualization. The framework consists of five integrated dimensions: transformative service, constructive discipline, structured empowerment, moral accountability, and continuous development. The central theoretical contribution is the conceptualization of “structured compassion” as an integrative principle resolving the dichotomy between service orientation and organizational accountability through the integration of Self-Determination Theory, Compassionate Leadership Theory, and Paradoxical Leadership Theory. Empirical validation identified 72 unique codes confirming framework implementability, while network analysis revealed strong cross-dimensional interconnections. The framework advances the literature by reconciling Indonesian cultural values of gotong royong and kerukunan with contemporary educational accountability requirements, offering a transferable model for collectivist educational contexts globally.  
Transformational Leadership of Kiai in Character Building of Islamic Boarding School Alumni: A Phenomenological Study Sulaiman, Sulaiman; Kurniady, Dedy Achmad; Sa’ud, Udin Syaefudin; Aedi, Nur; Prihatin, Eka
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 2 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i2.2026.14

Abstract

This study explores the influence of kiai (Islamic boarding school leader) leadership on character building of alumni from non-Salafi Islamic boarding schools using a phenomenological approach. Through in-depth interviews and thematic analysis with six phases of Braun and Clarke, the research involving one alumni participant identified four fundamental mechanisms: transformative learning based on exemplary leadership integrating knowledge transfer and character formation through role modeling, long-term internalization of religious values resistant to contemporary social change, capacity for value adaptation in plural society without compromising basic principles through critical inclusivism, and character sustainability through non-verbal modeling and informal dakwah strategies. Kiai leadership manifests transformational leadership principles uniquely by minimizing verbal rhetoric while maximizing concrete behavioral demonstration, emphasizing moral consistency over personal charisma, and prioritizing internal transformation over external compliance. The formed character is holistic, integrating cognitive dimensions of deep textual understanding, affective dimensions of value internalization, and psychomotor dimensions manifested in consistent social behavior. This research enriches transformational leadership literature by demonstrating that leadership effectiveness is contextual rather than universal, and contributes to character formation theory by identifying specific role modeling mechanisms in intensive learning environments, producing deep and sustainable character transformation.  

Page 1 of 1 | Total Record : 3

 1 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 3 (2026) Vol. 6 No. 2 (2026) Vol. 5 No. 9 (2025) Vol. 5 No. 8 (2025) Vol. 5 No. 7 (2025) Vol. 5 No. 4 (2025) Vol. 5 No. 3 (2025) Vol. 5 No. 2 (2025) Vol. 4 No. 7 (2024) Vol. 4 No. 6 (2024) Vol. 4 No. 5 (2024) Vol. 4 No. 4 (2024) Vol. 4 No. 3 (2024) Vol. 4 No. 2 (2024) Vol. 4 No. 1 (2024) Vol. 3 No. 12 (2023) Vol. 3 No. 11 (2023) Vol. 3 No. 10 (2023) Vol. 3 No. 9 (2023) Vol. 3 No. 8 (2023) Vol. 3 No. 7 (2023) Vol. 3 No. 6 (2023) Vol. 3 No. 5 (2023) Vol. 3 No. 4 (2023) Vol. 3 No. 3 (2023) Vol. 3 No. 2 (2023) Vol. 3 No. 1 (2023) Vol. 2 No. 12 (2022) Vol. 2 No. 11 (2022) Vol. 2 No. 10 (2022) Vol. 2 No. 9 (2022) Vol. 2 No. 8 (2022) Vol. 2 No. 7 (2022) Vol. 2 No. 6 (2022) Vol. 2 No. 5 (2022) Vol. 2 No. 4 (2022) Vol. 1 No. 11 (2021) Vol. 1 No. 10 (2021) Vol. 1 No. 9 (2021) Vol. 1 No. 8 (2021) Vol. 1 No. 7 (2021) Vol. 1 No. 6 (2021) Vol. 1 No. 5 (2021) Vol. 1 No. 4 (2021) Vol. 1 No. 3 (2021) Vol. 1 No. 2 (2021) Vol. 1 No. 1 (2021) More Issue