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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 27 Documents
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The impact of digital tools on curriculum delivery in public and private secondary schools in Awka south local government area Nkolika, Chukwuka Judith
Bulletin of Educational Management and Innovation Vol. 3 No. 1 (2025): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v3i1.107

Abstract

Background: With the increasing reliance on technology in education, it is crucial to assess how these tools enhance or hinder teaching effectiveness. This is because, integration of digital tools in education can transform curriculum delivery in secondary schools, influencing teaching methodologies and learning outcomes. Employing a descriptive correlational design, the study explored the extent of digital tool integration in teaching and its effects on curriculum delivery. Method: The sample consisted of 118 teachers from both public and private schools, selected using a purposive sampling technique. Data were collected through a structured questionnaire, which included both closed-ended and Likert-scale items, assessing the integration of digital tools and teachers' perceptions of their effectiveness. The questionnaire was administered via an online survey for accessibility and timely data collection. Statistical analysis, including regression analysis, was used to determine the relationships between variables such as school location, school type, and gender, and their effects on the use of digital tools. Findings: Results indicated that while school location significantly influenced digital tool integration, there is a moderate use of digital tools in lesson delivery (mean: 3.41) and communication (mean: 3.03), but limited support for personalized learning (mean: 1.81). Digital tools enhance student engagement (mean: 3.02) and curriculum delivery (mean: 3.32). Regression analysis indicates that location (B = 2.806, t = 4.716, p < 0.001) significantly affects integration, while school type and gender do not. The findings highlight the importance of location in shaping digital tool utilization, offering valuable insights for policymakers and educators seeking to enhance curriculum delivery through technology.
A systematic literature review of the policy and practice critiques of higher education exit exams: A global perspective Teshome, Samson Worku
Bulletin of Educational Management and Innovation Vol. 3 No. 1 (2025): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v3i1.110

Abstract

Background: Exit exams in higher education have been a subject of extensive debate, with proponents arguing that they ensure quality assurance and accountability, while critics highlight their potential negative impacts on students, educators, and institutions. This systematic literature review aims to synthesize the critiques of exit exams in higher education by analyzing 33 peer-reviewed studies published between 1994 and 2024. Method: The review employed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework and PICO (Population, Intervention, Comparison, Outcome) criteria to ensure a rigorous and transparent selection process. A comprehensive search was conducted across multiple databases, including PubMed, ERIC, JSTOR, and Google Scholar, using keywords such as "exit exams," "higher education," "critiques," "equity," and "student well-being." Studies were screened based on predefined inclusion and exclusion criteria, with duplicate and irrelevant articles removed systematically. Data extraction was performed using a standardized form to capture key information, including study objectives, methodologies, geographic context, and specific critiques of exit exams. The extracted data were synthesized thematically to identify recurring patterns and trends. Key themes identified include the impact of exit exams on student stress and mental health, inequitable outcomes for marginalized populations, limitations in accurately assessing student competency, and misalignment with real-world skills. Findings: The findings reveal that exit exams often fail to account for diverse learning styles and may disproportionately affect marginalized students, while also potentially reinforcing systemic inequities and narrowing curricula. The review concludes with recommendations for policymakers and educators to consider alternative assessment methods that balance accountability with equity and student well-being, suggesting a need to reevaluate the role of exit exams in higher education.
The impact of transformational, transactional, and visionary leadership styles on the quality of education of Madrasah Aliyah R. Asep Hidayat, Sugiri; Syarifudin, Encep; Fauzi, Anis
Bulletin of Educational Management and Innovation Vol. 3 No. 1 (2025): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v3i1.109

Abstract

Background: The head of the madrasah has the responsibility to influence all parties involved to work together in achieving the objectives of the madrasah. This study used a quantitative approach. This type of research uses descriptive research to solve or answer problems at hand by collecting data, classification, analysis, conclusions, and reports. Research Objectives Want to know transformational leadership – transactional and visionary madrasah heads have a simultaneous influence on the quality of education at the research site. Method: The population in this study is all teachers and education staff in Madrasah Aliyah Negeri 1 and 2 Serang city, Madrasah Aliyah Negeri 1 Serang Regency and Madrasah Aliyah Negeri 2 Tangerang totaling 200 people. Sampling technique Using the formula from Slovin, the number of samples of this study was obtained as many as 136 people. The data collection technique uses documentation studies and questionnaire techniques. Research Objectives Want to know transformational leadership – transactional and visionary madrasah heads have a simultaneous influence on the quality of education at the research site. Findings: The results showed that there was a significant influence of transformational leadership style, transactional leadership style and visionary leadership style together on the quality of madrasah education in Banten with an adjusted R2 of 72.2% and the remaining 27.8% influenced by other factors not studied in this study.
Enhancing motivation and learning achievement in IPAS through the environmental science, technology, and society approach in Elementary School Palupi, Margiyanti; Utaminingsih, Retno; Murniningsih, Murniningsih
Bulletin of Educational Management and Innovation Vol. 3 No. 1 (2025): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v3i1.111

Abstract

Background: This study addresses the low levels of student motivation and learning outcomes in the integrated science and social studies (IPAS) subject among fourth-grade students at SDN Mandungan. It aims to investigate the effectiveness of the Science, Environment, Technology, and Society (Salingtemas) approach in improving both motivation and academic performance. Method: The research employed a Classroom Action Research (CAR) design, implemented over two cycles involving planning, implementation, observation, and reflection. The participants were 30 fourth-grade students during the 2023/2024 academic year. Data were collected through observation sheets and tests, then analyzed using both quantitative and qualitative methods. Findings: The findings showed that the Salingtemas approach led to notable improvements: students’ motivation increased from 61.2% at the initial stage to 73.5% in Cycle I and 79% in Cycle II. Similarly, the average learning score rose from 73.33 to 83.3, exceeding the Minimum Mastery Criteria and achieving over 80% in class-wide mastery. These results indicate that the Salingtemas approach effectively enhances both motivation and learning outcomes in elementary IPAS education. This demonstrates that the Salingtemas approach significantly enhances both motivation and learning outcomes.
Pengaruh platform pembelajaran daring terhadap prestasi akademik siswa SMP Mitra Eduversal Nurohman, Nurohman; Hidayatullah, Ahmad Syauqi
Bulletin of Educational Management and Innovation Vol. 3 No. 1 (2025): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v3i1.113

Abstract

Background: The rapid advancement of digital technology has encouraged the education sector to adopt various online learning platforms to support the teaching and learning process. Purpose: This study aims to determine the effects of using Google Classroom, Zoom Meeting, and Chromebook on students’ academic achievement in online learning at SMP Mitra Kerja Eduversal, as well as to identify which of these platforms is the most effective. Method: A quantitative approach was employed with a population of 140 students. The sample of 103 students was selected using proportional cluster random sampling and the Slovin formula. The research instruments were tested for validity and reliability, followed by assumption testing through normality and homogeneity tests. Data were collected through pretests and posttests, and analyzed using ANOVA.  Findings: The results show that the use of Google Classroom significantly improved students' academic achievement, as indicated by the difference between pretest and posttest scores. In contrast, the use of Zoom Meeting did not result in a significant difference between pretest and posttest scores, suggesting limited effectiveness. The use of Chromebooks showed a significant difference between pretest and posttest scores, though its effectiveness was still lower than that of Google Classroom. Therefore, it can be concluded that Google Classroom is the most effective online learning platform among the three in enhancing student achievement at SMP Mitra Kerja Eduversal.
Educational e-accountability: Lessons for Zimbabwe's educational accountability system Shoko, Shepherd
Bulletin of Educational Management and Innovation Vol. 3 No. 2 (2025): In Press
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v3i2.114

Abstract

Background: Zimbabwe still relies on a traditional educational accountability system that can no longer cope with new pressures for educational accountability in the face of changing conceptions and practices of Educational Accountability. This prompted the researcher to explore a possible alternative of an educational accountability system driven by technology Method: Educational e-accountability systems in three countries were analysed to draw lessons for Zimbabwe's proposed educational e-accountability system. The researcher employed a qualitative approach using the content analysis technique. The focus was on some online studies purposively selected and derived from the EBSCOHOST, JSTOR, ProQuest E-Book Central and Google web search engine. The paper exposed the inadequacies of Zimbabwe’s current educational accountability system, which is described as traditional, limited, and weak in feedback mechanisms as compared to accountability systems of the other three countries, namely the United States of America, Australia, and Botswana. Findings: The proposed e-accountability for Zimbabwe, unlike other countries reviewed that rely on one form of accountability, draws from external and internal accountability systems informed by Open Government concepts to maximize the combined strengths of these three conceptual frameworks. If implemented, the new e-accountability system will improve accountability, efficiency, effectiveness, trust, transparency, feedback, and ultimately, the educational outcomes in Zimbabwean schools.
Developing AtmoLearn: Mobile simulation learning media to enhance students understanding of atmospheric concepts Fadlan, Muhammad Sainul Fadlan; Zulfa, Alfiatus; Handoyo, Budi
Bulletin of Educational Management and Innovation Vol. 3 No. 2 (2025): In Press
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v3i2.115

Abstract

Background: The need for learning media continues to grow in accordance with students' learning needs, including in geography subjects. Geography material that still has difficulties in understanding is the phenomenon of the geosphere (Atmosphere). It is necessary to develop learning media that can solve problems in geography learning, namely media based on mobile learning simulation. Purpose: The purpose of this study is to develop a geography learning media product for atmospheric material based on mobile learning simulation in the form of a website with the product name AtmoLearn. Method: The development method used is a modification of ADDIE, namely ADD. Researchers are aware of limitations in implementing it.  Findings: The results of this study are to produce learning media products that are ready to be implemented. Thus, AtmoLearn products can be applied to students to determine their effectiveness, usefulness, and can increase student motivation and learning outcomes.

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