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Khotim Hanifudin Najib
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Bulletin of Educational Management and Innovation
Published by Rafandha Press
ISSN : -     EISSN : 29868688     DOI : https://doi.org/10.56587/bemi
Core Subject : Education,
Education
Bulletin of Educational Management and Innovation is a peer-reviewed and open-access journal that publishes original and significant contributions to educational management, and Innovation, in the broadest sense. Bulletin of Educational Management and Innovation is fundamentally concerned with issues of Education Leadership and Management: theoretical and empirical research studies on Educational Leadership, Educational Policy and Planning, Educational Economics, Educational Politics, Human Resources in Education, Teacher Development, Leadership and management practice, educational organizational behavior, Educational organizational culture, and curriculum management. Learning and Teaching Innovation: theoretical and empirical research studies on the Development of learning content for higher cognitive skills, social and emotional skills, technological skills, digital literacy and competency, employability, etc. Learning methods and pedagogical development such as the opportunity to learn, team teaching, co-teaching, self-paced learning, active learning, e-learning, blended learning, open source learning models, etc. Research on effective learning environments through discussion of applications of design thinking; managing diversity; learning space improvement; physical, verbal, and cyberbullying
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
 1 
Search results for , issue "vol. 4 no. 2 (2026): in progress" : 10 Documents clear
Explaining citizenship behavior among government librarians through organizational fit and commitment Yustinus Yuniarto; Michael Christian; Tonmoy Halder; Danial Thaib
Bulletin of Educational Management and Innovation Vol. 4 No. 2 (2026): In Progress
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i2.152

Abstract

Background: The shifting professional demands, digital transformation and changing service expectations of librarians in government institutions have progressively made Organizational Citizenship Behavior (OCB) a crucial aspect for sustaining organizational effectiveness. However, the functions of Person–Organization Fit (P-OF), Affective Commitment (AC) and Perceived Organizational Support (POS) in explaining OCB has been little researched within this professional environment. Purpose: The purpose of this study is to assess the influence of P-OF on OCB, and to test whether AC and POS modify this relationship among government librarians. Method: This study used a cross-sectional quantitative survey involving 185 librarians working in government institutions in Jakarta and selected through purposive sampling. Data were collected through a web-based questionnaire using a five-point Likert scale and analysed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS. Measurement quality was assessed through indicator loadings, composite reliability, Average Variance Extracted (AVE), and the Heterotrait–Monotrait ratio (HTMT) before the direct and moderating effects were evaluated. Findings: The results show that P–OF has a positive and significant effect on OCB. However, neither AC nor POS significantly moderates the relationship between P–OF and OCB. Implication: These findings indicate that value congruence can directly encourage citizenship behavior among government librarians, while AC and POS do not strengthen or weaken this relationship.
Digital human resource transformation in remote secondary schools: Implications for educational quality management in resource-constrained contexts Saugadi Saugadi; Marzuki Marzuki; Zaqueu Antonio Freitas
Bulletin of Educational Management and Innovation Vol. 4 No. 2 (2026): In Progress
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i2.159

Abstract

Background: Digital transformation has become a strategic priority in education, yet research on digital human resource transformation in remote secondary schools remains limited. Existing studies have primarily focused on teaching and learning technologies, while less attention has been given to how digital transformation reshapes human resource management practices and supports educational quality management in resource-constrained contexts. Purpose: This study aimed to examine how digital human resource transformation is implemented in remote secondary schools, how it influences educational quality management, and the factors that facilitate or constrain its implementation. Method: A qualitative multi-site case study design was employed involving three remote secondary schools in Central Sulawesi, Indonesia. Data were collected through semi-structured interviews, observations, and document analysis. Eighteen participants, including principals, vice principals, teachers, administrative staff, and school committee representatives, were selected using purposive sampling. The data were analyzed using thematic analysis. Findings: The findings revealed that digital human resource transformation was implemented through three main dimensions: digitalization of administrative and personnel management, digital professional development practices, and leadership-driven digital transformation. The transformation contributed to educational quality management by improving administrative efficiency and accountability, supporting teacher performance and professional learning, and facilitating data-informed decision-making. Leadership commitment and collaborative organizational culture emerged as key enabling factors, whereas infrastructure limitations, digital competency gaps, and the absence of formal policy frameworks constrained implementation. Conclusions: The study concludes that digital transformation in remote schools remains largely compliance-oriented and that its long-term sustainability requires the alignment of technological infrastructure, human capacity, leadership support, and institutional policy
Does the co-trainers learning model improve English proficiency? Evidence from vocational high school students across different study programs Ratini Setyowati; Intan Oktaviani; Indra Hastuti
Bulletin of Educational Management and Innovation Vol. 4 No. 2 (2026): In Progress
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i2.166

Abstract

Background: English proficiency has become an essential competency for vocational high school graduates to meet the communication demands of an increasingly globalized workforce. However, English instruction in vocational education is still predominantly delivered through General English approaches, which often fail to accommodate the diverse communication needs of different vocational study programs. Purpose: This study aimed to evaluate the implementation of the Co-Trainers Learning Model by examining the English proficiency profile of vocational high school students, comparing English proficiency across different vocational study programs, and identifying the study programs demonstrating the highest English proficiency based on the English Proficiency Test (EPT). Method: A quantitative study employing a posttest-only comparative design was conducted involving 888 students from six vocational high schools in Central Java, Indonesia. Participants had completed English learning through the Co-Trainers Learning Model before undertaking the English Proficiency Test (EPT). Data were analyzed using descriptive statistics and One-Way Analysis of Variance (ANOVA), followed by Tukey's Honestly Significant Difference (HSD) test to identify significant differences among vocational study programs. Findings: The findings revealed that students generally demonstrated a moderate level of English proficiency, with listening performance exceeding reading performance. Among the participants, 288 students were enrolled in health- and pharmacy-related study programs, while 600 students represented non-health vocational programs. Significant differences in English proficiency were identified across vocational study programs, with health-related programs consistently achieving higher proficiency than several other programs. Implication: These findings suggest that the effectiveness of the Co-Trainers Learning Model is closely associated with the contextual characteristics and communication demands of individual vocational disciplines, supporting the integration of collaborative learning and English for Vocational Purposes to strengthen workplace-oriented English instruction in vocational education.
Quiet quitting among Indonesian civil servants from a public service motivation perspective: A social media discourse analysis and literature review Muhammad Dendi Krisnadi; Sri Hartati; Melinda Nurcahya Lestari
Bulletin of Educational Management and Innovation Vol. 4 No. 2 (2026): In Progress
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i2.172

Abstract

Background: Research on quiet quitting has been predominantly conducted in the private sector, while studies examining this phenomenon among Indonesian civil servants remain limited, particularly those employing the Public Service Motivation (PSM) perspective and qualitative approaches. This gap suggests that the unique structural characteristics of public bureaucracy may not be adequately explained by the generic frameworks developed from private-sector. Purpose: This study aims to examine the phenomenon of quiet quitting among Indonesian civil servants through the lens of Public Service Motivation by synthesizing the existing literature and analyzing public discourse on social media. Method: This study employed a qualitative descriptive-analytical approach. The primary data consisted of nineteen indexed scholarly references, while the secondary data comprised the top 798 comments purposively selected from 4,323 public comments on an Instagram post published by @birokrat.muda on 26 March 2026. After excluding non-substantive comments, 787 comments were analyzed using a netnographic approach and thematically mapped onto the four dimensions of Public Service Motivation. Findings: The findings reveal that the themes receiving the highest public resonance were not necessarily the most frequently discussed. The theme of minimal discretionary effort received the highest average engagement (35.10 likes), followed by legal and administrative risks (26.48 likes) and perceived failures of the merit system (26.04 likes), all substantially exceeding the overall average of 12.29 likes. In contrast, the most frequent theme-avoidance of structural positions (19.6% of comments)-generated relatively low resonance (4.27 likes). Although work-life balance remained present as a generic antecedent commonly reported in private-sector literature, it was not the dominant concern in the Indonesian civil service discourse. Implication: These findings show that quiet quitting among Indonesian civil servants is best understood as an erosion of the self-sacrifice and commitment to public interest dimensions of Public Service Motivation, reinforced by structural characteristics unique to the Indonesian bureaucratic system rather than merely reflecting the generic patterns identified in private-sector studies.
The effectiveness of differentiated learning-based digital worksheets in enhancing vocational high school students' mathematical literacy Ardian Tri Hertanto; Dwi Lestari
Bulletin of Educational Management and Innovation Vol. 4 No. 2 (2026): In Progress
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i2.173

Abstract

Background: Mathematical literacy is essential for real-world problem-solving, yet vocational students often demonstrate low competence due to teacher-centered instruction and uniform worksheets that fail to accommodate diverse readiness. Purpose: This study examined the effectiveness of differentiated learning-based digital worksheets in enhancing vocational students' mathematical literacy. The novelty lies in integrating differentiated pedagogy with adaptive digital worksheets tailored to automotive vocational contexts, providing personalized learning pathways across formulate, employ, and interpret competencies. Method: This quantitative field study employed a one-group pretest–posttest design. Random sampling was used to select 32 Grade XI students from the Automotive Engineering program at SMKN 1 Kendal Ngawi, Indonesia. Data were collected using a three-item contextual mathematical literacy test representing the formulate, employ, and interpret competencies of the OECD framework. The instrument was validated by experts for content, construct, and language validity before administration. Data were analyzed using descriptive statistics, the Shapiro–Wilk test, Wilcoxon Signed-Rank Test, effect size, and a one-sample proportion test. Findings: Students' mean mathematical literacy score increased from 50.1 to 80.0, while classical mastery reached 88%. The Wilcoxon test indicated a significant difference (p < 0.001), with a large effect size (r = 0.87). Formulate showed the highest achievement (88.64%), followed by employ (82.10%), while interpret was the lowest (65.23%). Implication: These findings suggest the potential of differentiated digital worksheets to support vocational students' mathematical literacy through adaptive and contextual learning experiences. Because the study lacked a control group, the findings should be interpreted cautiously.
Digital snake-and-ladder game for promoting learning independence and critical thinking in Pancasila Education Nurhida Yaturrohma; Ahmad Hatip; Yuni Listiana
Bulletin of Educational Management and Innovation Vol. 4 No. 2 (2026): In Progress
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i2.176

Abstract

Background: Pancasila Education requires learning experiences that provide students with opportunities to participate actively, develop learning independence, and strengthen critical thinking. However, classroom practices that remain predominantly teacher-centered may limit students’ opportunities to learn independently and engage critically with Pancasila-related concepts.Purpose: This study aimed to examine the effect of a Game-Based Learning approach supported by a digital Snake-and-Ladder game on students’ learning independence and critical thinking skills in Pancasila Education.Method: A quantitative approach with a quasi-experimental pretest-posttest control group design was employed. The participants were 56 seventh-grade students at SMPN 2 Kamal, consisting of 28 students in the experimental group (VII-A) and 28 students in the control group (VII-B). Data were collected using a learning independence questionnaire and a critical thinking skills test. Data analysis included normality and homogeneity tests, followed by an independent-samples t-test to examine differences between the groups.Findings: The pretest results indicated no significant difference in the initial abilities of the two groups. Following the intervention, the experimental group obtained a higher mean learning independence score (50.50) than the control group (32.79), with p < 0.001. The experimental group also achieved a higher mean critical thinking score (89.32) than the control group (68.61), with p < 0.001. Implication: These findings indicate that the integration of Game-Based Learning with a digital Snake-and-Ladder game can effectively support the development of learning independence and critical thinking skills in Pancasila Education.
Javanese work culture enhances teachers’ pedagogical competence through the mediation of digital agency in primary schools Nur Wakhidah Fitriyani; Sri Utaminingsih; Ahmad Hariyadi; Hanif Fadlur Rahman
Bulletin of Educational Management and Innovation Vol. 4 No. 2 (2026): In Progress
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i2.177

Abstract

Background: Digital transformation has intensified demands on teachers’ pedagogical competence. Although schoolwork culture, teacher agency, and pedagogical competence have been widely discussed, these constructs have largely been examined separately. Moreover, local cultural values are often treated as contextual backgrounds rather than empirically tested resources that may shape teachers’ adaptive professional capacity. Consequently, limited evidence explains how organisational work culture and local collaborative values jointly relate to pedagogical competence through teachers’ Digital-Adaptive Pedagogical Agency. Purpose: This study aims to analyse the influence of work culture and Javanese collaborative values on pedagogical competence through Digital-Adaptive Pedagogical Agency among elementary school teachers. Method: The study employed a quantitative approach using Structural Equation Modelling–Partial Least Squares, involving 160 teachers from 15 elementary schools in Jepara Regency, Indonesia. Findings: Work Culture showed the strongest positive relationship with Digital-Adaptive Pedagogical Agency (β = 0.481), followed by Javanese Collaborative Values (β = 0.249). Digital-Adaptive Pedagogical Agency was the strongest direct predictor of Pedagogical Competence (β = 0.425), while the model explained 57.5% of the variance in Pedagogical Competence. Mediation analysis further showed that Digital-Adaptive Pedagogical Agency significantly mediated the relationships between Work Culture and Pedagogical Competence (β = 0.204) and between Javanese Collaborative Values and Pedagogical Competence (β = 0.106). These findings indicate that organisational conditions have a stronger practical association with teachers’ adaptive pedagogical capacity than local collaborative values, although both represent relevant contextual resources. Implication: The findings suggest that efforts to strengthen pedagogical competence should extend beyond technology training by developing collaborative work cultures, reflective professional learning, and culturally responsive forms of teacher collaboration. The study contributes an integrated empirical model that positions Digital-Adaptive Pedagogical Agency as a key mechanism linking organisational and local cultural resources with teachers’ pedagogical competence in the context of digital education.
Improving learning outcomes and learning interest among vocational students majoring in motorcycle technology through web-based learning Herlina Rahmadani; Sulis Janu Hartati; Nuril Huda
Bulletin of Educational Management and Innovation Vol. 4 No. 2 (2026): In Progress
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i2.178

Abstract

Background: The integration of digital technology into vocational education provides opportunities to improve the quality of learning, particularly in Motorcycle Engineering and Business (TBSM) competency instruction. However, the continued use of conventional teaching approaches may limit students’ learning interest and achievement. Purpose: This study aimed to examine the effect of web-based learning on students’ learning interest and learning outcomes in TBSM competency instruction at SMKN 2 Bangkalan. Method: A quantitative approach with a quasi-experimental pretest–posttest control group design was employed. The participants were 60 students selected through total sampling, consisting of 30 students in Class X TBSM 1 as the experimental group and 30 students in Class X TBSM 2 as the control group. Data were collected using a learning interest questionnaire and learning outcome tests. Data analysis involved prerequisite testing and independent samples t-tests. Findings: The results demonstrated a statistically significant difference in learning interest between the experimental and control groups (Sig. = 0.024 < 0.05). The experimental group obtained a higher mean learning interest score (52.27) than the control group (46.40). A significant difference was also found in learning outcomes (Sig. = 0.000 < 0.05), with the experimental group achieving a higher posttest mean score (86.67) than the control group (65.67). Implication: These findings provide empirical evidence that web-based learning is more effective than conventional instruction in improving both learning interest and academic achievement in TBSM competency instruction.
Curriculum transformation toward outcome-based education (OBE) in an Indonesian State Islamic University: An institutional case study Nurul Hudha Purnomo; Ahmad Abdun Salam; Bongani Innocent Nkambule
Bulletin of Educational Management and Innovation Vol. 4 No. 2 (2026): In Progress
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i2.182

Abstract

Background: Outcome-Based Education (OBE) is mandated in Indonesian higher education to address the misalignment between graduate competencies and labor-market demands. However, its institutional implementation in Islamic universities remains underexplored, particularly regarding governance processes, measurable compliance, and the integration of Islamic values and Maqashid Syariah into curriculum design. Purpose: This research aims to analyze how an Islamic university systematically plans, executes, and evaluates its OBE-based curriculum transformation. Method: This qualitative case study analyzes the institutional transformation process at UIN Syekh Wasil Kediri during the 2025–2026 academic period using a strategic management perspective. Data were collected from 10 informants directly involved in the OBE curriculum development process that is the Vice Rector I, the Head of the Quality Assurance Institute (LPM), the Head of the Curriculum and Learning Center, Deans and Vice Deans I, and representative Heads of Study Programs together with curriculum development teams, via semi-structured in-depth interviews, participant observation, and document analysis, processed using Miles, Huberman, and Saldaña's interactive model. Findings: The transformation unfolded through three interconnected stages, diagnostic gap analysis, capacity-building workshops, and action-oriented mentoring, culminating in inductive policy codification. Document review across 25 undergraduate study programs (PPG excluded) revealed substantial non-compliance (54% FUDA, 38% FTIK, 27% FASYA, 7% FEBI), rooted in a forward-design logic that fitted learning outcomes to pre-existing course lists rather than the reverse. While workshops built conceptual understanding, interview evidence showed this did not translate into operational capability, the subsequent mentoring phase closed this gap through problem-embedded, learning-by-doing engagement with each program's own curriculum documents, generating psychological ownership and enabling 23 of 25 programs (92%) to finalize compliant OBE curricula. Institutional policy was deliberately codified only after these field-tested solutions emerged, functioning as institutional memory rather than an untested top-down prescription. Islamic values such as religious devotion, ethics, and Maqashid Syariah, were embedded as measurable Graduate Learning Outcomes (CPL) indicators rather than peripheral co-curricular content. Implication: Theoretically, this study conceptualizes institutional OBE transformation as an organizational learning process involving diagnosis, conceptual alignment, capacity building, and institutionalization. Practically, it proposes a staged governance model—diagnosis, capacity building, mentoring, and policy codification—that can be adapted by similar institutions, while the integration of Islamic values remains context-dependent.
How instructional leadership shapes the implementation of Pancasila character education? Evidence from Indonesian secondary schools: Evidence from Indonesian Secondary Schools Ganjar Muhammad Ganeswara; Imas Kurniawaty
Bulletin of Educational Management and Innovation Vol. 4 No. 2 (2026): In Progress
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i2.186

Abstract

Background: The implementation of Pancasila Character Education is a strategic priority under Indonesia's Merdeka Curriculum, yet implementation varies across schools and requires coherent school-level leadership. Purpose: This study examines the association between instructional leadership and teachers' implementation of Pancasila Character Education in Indonesian secondary schools. Method: A quantitative cross-sectional survey was conducted with 238 teachers from public and private secondary schools selected through purposive sampling. The questionnaire measured instructional leadership (18 indicators) and Pancasila Character Education implementation (24 indicators). Data were analysed using partial least squares structural equation modelling in SmartPLS 4. Findings: Instructional leadership was positively associated with Pancasila Character Education implementation (beta = 0.745, t = 25.134, p < 0.001). The model explained 55.5% of the outcome variance (R2 = 0.555), showed a large effect size (f2 = 1.246), predictive relevance (Q2 = 0.548), and acceptable approximate fit (SRMR = 0.038). Implication: The findings indicate that principals' goal setting, instructional supervision, curriculum coordination, support for teacher learning, and cultivation of a positive learning climate are important organizational conditions associated with stronger character-education implementation. Because the design is cross-sectional and based on teacher reports, the results support association rather than causal inference. Leadership-development programmes should therefore strengthen these instructional practices, while future longitudinal and multilevel studies should test the direction and school-level mechanisms of the relationship.

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