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INDONESIA
Jurnal Administrasi Pendidikan Indonesia
Published by Universitas Pendidikan Ganesha
ISSN : 26139561     EISSN : 2686245x     DOI : https://doi.org/10.23887/japi
Core Subject : Education,
Education
Jurnal Administrasi Pendidikan Indonesia adalah jurnal ilmiah yang diterbitkan oleh Universitas Pendidikan Ganesha. Jurnal ini bertujuan untuk mewadahi artikel-artikel hasil penelitian dibidang Administrasi Pendidikan. Jurnal Administrasi Pendidikan Indonesia dapat memberikan deskripsi tentang perkembangan ilmu pengetahuan dan teknologi di bidang administrasi pendidikan, manajemen pendidikan, kurikulum, manajemen sumber daya manusia untuk masyarakat akademik
Arjuna Subject : Umum - Umum
Articles 3 Documents
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Search results for , issue "Vol. 16 No. 2 (2025)" : 3 Documents clear
EVALUASI IMPLEMENTASI PROGRAM BINA PRIBADI ISLAMI (BPI) DALAM MEMPERKUAT KARAKTER SISWA SMA IT TUNAS BANGSA DENGAN MODEL CIPP Refni, Evi; Priyanto, Sugeng; Badrujaman, Aip
Jurnal Administrasi Pendidikan Indonesia Vol. 16 No. 2 (2025)
Publisher : Pascasarjana Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jurnal_ap.v16i2.5646

Abstract

Efforts to shape student character require an in-depth study. During implementation, various problems have been identified that indicate a mismatch between the program objectives and students' actual behaviour. The purpose of this study is to analyse the rationale, resources, implementation, and results of the Islamic Personal Development (BPI) program in strengthening student character. The research method used is a mixed-method design, with data collected through interviews, observations, questionnaires, and documentation. The research subjects consisted of the principal, BPI coordinator, mentors, and students (mentees) in grades 10 and 11. The results of the study indicate that BPI implementation is quite effective but still needs improvement in several areas, especially in time management and interactions during coaching. The learning process, including BPI, which is also a form of learning, requires regular planning. This includes planning the curriculum and the mentors' teaching/mentoring workload. In addition, there is a need for a coaching guidebook that mentors and students can own. This research has implications for providing a reference for other Islamic educational institutions in designing character development strategies that are not only oriented towards cognitive aspects but also comprehensively address students' affective and spiritual domains.
PERAN LEMBAGA UJIAN DALAM PEMBELAJARAN DAN PENGAKUAN KUALIFIKASI: STUDI KOMPARATIF CISCE DAN GAOKAO/NEEA Arianda, Yoga Dwi; Nurcahya, Fikri; Ridwan, Achmad; Madani, Faisal; Suseno, Muchlas
Jurnal Administrasi Pendidikan Indonesia Vol. 16 No. 2 (2025)
Publisher : Pascasarjana Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jurnal_ap.v16i2.5656

Abstract

Assessment systems across countries often face challenges in balancing the functions of selection and learning. Examinations often focus on measuring learning outcomes without considering the accompanying pedagogical and social impacts. This study aims to critically analyze and compare the assessment systems implemented by the Council for the Indian School Certificate Examinations (CISCE) in India and the National Education Examinations Authority (NEEA)/Gaokao. This study uses a qualitative, comparative document analysis design to provide an in-depth understanding of the characteristics, principles, and implications of both institutions' assessment systems. The research subjects consisted of 32 official documents. Data were collected through documentation studies and in-depth interviews. The instrument was a validity analysis sheet containing four main components: content relevance, indicator clarity, source consistency, and theoretical relevance. Data analysis was conducted descriptively and analytically using thematic categorization techniques based on four main dimensions: assessment instrument development, system validity and reliability, impact on learning, and institutional credential recognition. The results show that the CISCE excels in curriculum flexibility, integration of formative assessment, and recognition of international credentials. In contrast, the Gaokao excels in mass selection efficiency and national standard consistency. This study concludes that an effective assessment system must balance selection and student potential development to avoid excessive academic pressure. The implications of this research emphasize the importance of developing a national assessment system that is equitable, relevant, and oriented toward lifelong learning
SINERGI TIGA GAYA KEPEMIMPINAN KEPALA SEKOLAH: STUDI KASUS IMPLEMENTASI DEMOKRATIS, LAISSEZ-FAIRE, DAN TRANSFORMASIONAL DI SMAN Herlina, Besse; Aminah, Sitti; Wahyuddin, Wahyuddin; Hairawati, Hairawati; Hasriani, Hasriani; Rahmawati, Rahmawati; Ratnawati, Ratnawati
Jurnal Administrasi Pendidikan Indonesia Vol. 16 No. 2 (2025)
Publisher : Pascasarjana Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jurnal_ap.v16i2.5710

Abstract

Challenges include limited facilities, human resource constraints, and the need to improve learning quality. This study aims to analyze the implementation of democratic, laissez-faire, and transformational leadership styles applied by SMAN principals in carrying out managerial and educational leadership functions. The study used a descriptive qualitative approach, with data collected through direct observation, in-depth interviews, and reviews of school documentation. The research subjects consisted of 1 principal, 15 teachers, 10 students, and five educational staff. The results showed that the democratic leadership style was applied in strategic decision-making and the formation of school policies involving various parties. Meanwhile, the laissez-faire approach was used in teacher professional development and the implementation of extracurricular activities, in which the principal granted full autonomy to teachers and students. On the other hand, the transformational leadership style was reflected in an inspirational vision, encouragement of learning and innovation, and the formation of an adaptive and collaborative school culture. The combination of these three leadership styles demonstrated effectiveness in creating a positive learning environment, empowering all school components, and encouraging improvements in the quality of education. The implications of this study provide an overview of the importance of flexibility and contextual sensitivity in principal leadership in developing areas.

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