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Khotim Hanifudin Najib
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Gang Semar Purworejo Sukoharjo Kec. Ngaglik, Kab. Sleman. Daerah Istimewa Yogyakarta
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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 51 Documents
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The management of the Sekolah Orang Tua Hebat program for strengthening school–parent collaboration Dwi Wahyu Rachmawati; Muhamad Sholeh; Ainur Rifqi; Amrozi Khamidi; Karwanto Karwanto; Mohammad Syahidul Haq
Bulletin of Educational Management and Innovation Vol. 3 No. 2 (2025): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v3i2.148

Abstract

Background: Collaboration between schools and parents is a key factor in the success of children’s education. However, its implementation still faces challenges such as low parental involvement, high expectations placed on schools, and limited adjustment of programs to family characteristics. Purpose: This study aims to analyze the management of the Sekolah Orang Tua Hebat (SOBAT) program in strengthening school–parent collaboration at SMPN 1 Singojuruh, Banyuwangi, with a focus on the functions of planning, organizing, implementing, and controlling (POAC). Method: The research employed a qualitative approach with a case study design conducted over a 4-month period at SMPN 1 Singojuruh, Banyuwangi. Five research informants (1 principal, 2 facilitators, 2 parents) were selected through purposive sampling. Data were collected through in-depth interviews, observations, and document analysis, then analyzed interactively using the Miles, Huberman, and Saldana model involving data reduction, data presentation, and conclusion drawing. Data validity was ensured through source triangulation, method triangulation, member checking, and prolonged engagement with informants. Findings: The results indicate that program planning was carried out participatively by involving the Education Office, school principals, teachers, and parents, while considering flexible scheduling according to families’ socio-economic conditions. Program organization was characterized by adaptive structures, clear task distribution, and intensive facilitator training. Implementation applied the DEF method (Dialogue, Education, Facilitation) and 16 comprehensive parenting modules, enabling peer learning and empowering parents as learning resources. Program control was conducted participatively through direct observation, periodic questionnaires, and parental involvement in evaluation. The study concludes that the integrated application of POAC functions strengthens school–parent collaboration, increases family involvement in children’s education, and supports alignment of parenting patterns between schools and families.
Integrating mathematical literacy and self-regulated learning through PBL-based linear programming worksheets for culinary vocational students Cinthia Kurnia Dewi; R. Rosnawati; Mohamad Basri Nadzeri
Bulletin of Educational Management and Innovation Vol. 4 No. 1 (2026): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i1.149

Abstract

Background: Culinary vocational education requires students to make various decisions related to menu planning, ingredient allocation, production scheduling, cost efficiency, and profit optimization. These decision-making processes involve quantitative reasoning and problem-solving skills that are closely associated with mathematical concepts, particularly linear programming. However, many vocational students struggle to connect abstract mathematical concepts with authentic culinary contexts. In addition, mathematical literacy and self-regulated learning remain significant challenges, as mathematics instruction is often dominated by teacher-centered approaches and lacks contextual relevance. Consequently, students tend to demonstrate limited engagement, inadequate problem-solving skills, and low levels of learning autonomy. Therefore, innovative learning media that integrate authentic culinary contexts with active learning approaches are needed to foster these essential 21st-century competencies. Purpose: This study aims to develop problem-based learning (PBL) worksheets on linear programming that are valid, practical, and effective in enhancing mathematical literacy and self-regulated learning among culinary vocational high school students. Method: This study employed a Research and Development (R&D) approach based on the ADDIE model, comprising five stages: Analysis, Design, Development, Implementation, and Evaluation. The participants were tenth-grade students enrolled in the culinary vocational program at SMK Negeri 6 Yogyakarta. Data were collected through observations, questionnaires, mathematical literacy tests, and self-regulated learning scales. The data were analyzed using descriptive statistics, paired-samples t-tests, and N-gain analysis to assess the effectiveness of the developed worksheets. Findings: The findings revealed that the developed PBL-based worksheets met the validity and practicality criteria, as demonstrated by expert validation and positive student responses. Furthermore, the implementation of the worksheets significantly improved students’ mathematical literacy and self-regulated learning, as evidenced by the paired-samples t-test results (p < 0.05) and moderate N-gain scores. These findings suggest that contextualized, problem-based worksheets can promote more meaningful and self-directed mathematics learning among culinary vocational students.
Why Similar Classroom Management Produces Different Student Engagement Outcomes in Islamic Schools? Imelda Dwi Lestari; Sadam Fajar Shodiq
Bulletin of Educational Management and Innovation Vol. 3 No. 2 (2025): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v3i2.154

Abstract

Background: Classroom management is widely recognised as a key factor influencing teaching effectiveness and student engagement. However, limited research has examined why similar classroom management strategies can yield different levels of student engagement within the same educational context. Purpose: This study aims to investigate the implementation of classroom management practices and explore the factors contributing to variations in student engagement in Indonesian Islamic secondary schools. Method: Using a qualitative case study design, data were collected through non-participant classroom observations conducted in four classes (IX B, VII F, VII E, and VII D) at SMP Muhammadiyah 1 Yogyakarta. Observations focused on classroom organisation, behaviour management, teacher-student interactions, and student participation in learning activities. Data were analysed using thematic analysis to identify recurring patterns and differences across the classrooms. Findings: The findings revealed that teachers applied relatively similar classroom management strategies in all observed classes, including structured classroom organisation, time management, instructional routines, and behaviour regulation. Despite these similarities, substantial differences emerged in the levels of student engagement. Class VII E demonstrated the highest level of engagement, characterised by active participation, positive behavioural responses, and frequent interaction with the teacher, whereas Class IX B and VII D showed lower levels of engagement, characterised by passive participation, indifference, and limited responsiveness. These findings further demonstrate that teacher-student interactions and student behavioural responses play a crucial role in shaping engagement outcomes and help explain why similar classroom management practices result in differing levels of engagement.
When Caring Is Not Enough: The Promise and Limits of Socio-Emotional Classroom Management in Islamic Education Fatia Putri Sholihah; Sadam Fajar Shodiq
Bulletin of Educational Management and Innovation Vol. 3 No. 2 (2025): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v3i2.155

Abstract

Background: Although socio-emotional approaches are widely recognized as important for classroom management, limited research has examined how teacher-student relationships, emotional support, and behavioural regulation are enacted in everyday classroom practices. This gap is particularly relevant in Indonesian Islamic Education, where teachers are expected to foster not only academic achievement but also students’ moral and socio-emotional development. Therefore, this study explores the implementation of socio-emotional classroom management and its role in supporting effective learning environments. Purpose: This study aims to explore the implementation of socio-emotional approaches in classroom management within Islamic Education learning at Indonesian junior high schools and to identify their contributions and challenges in fostering effective learning environments. Method: This study employed a qualitative case study design. Data were collected through non-participant classroom observations conducted in four seventh-grade Islamic Education classes and analyzed thematically to identify recurring patterns and practices related to socio-emotional classroom management. Findings: The findings revealed four major themes: positive teacher-student relationship building, teachers’ emotional responsiveness in creating a supportive classroom climate, adaptive instructional practices that enhance student engagement, and challenges in managing student behavior through socio-emotional approaches alone. The study found that socio-emotional practices promoted student participation, emotional safety, and positive classroom interactions. Nevertheless, the absence of a structured behavior management system reduced the effectiveness of classroom discipline. These findings suggest that effective classroom management in Islamic Education requires the integration of socio-emotional support with systematic behavioral and instructional strategies.
Effectiveness of Tri-N-based unplugged coding instruction cards for figurative language learning in elementary schools Nurul Faikoh; Akbar Al Masjid; Anang Sudigdo; Siti Anafiah; Dwi Susanto; Suhailee Sohnui
Bulletin of Educational Management and Innovation Vol. 4 No. 1 (2026): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i1.140

Abstract

Background: Majas learning plays an important role in increasing students' imagination, interpretation skills, and appreciation of literary texts. Majas learning is not only a linguistic skill but also a cognitive process that requires a deeper conceptual understanding. Based on field data, many students tend to rely on memorization rather than understanding the meaning and function of figurative expressions so that learning activities have not effectively facilitated students' conceptual understanding. Purpose: This study aims to examine the effectiveness of Tri-N-based unplugged coding instruction card media in improving students’ understanding of figurative language. Method: This study used a quantitative pre-experimental design with a one-group pretest–posttest model involving 75 fifth-grade students from three elementary schools. Data were collected through tests and analyzed using descriptive statistics, Shapiro–Wilk normality test, paired sample t-test, and N-Gain analysis.  Findings: The results show that the mean score increased from 72.35 to 86.43, with a gain of 14.08 points. The paired sample t-test indicated a significant difference (p < 0.001), and the N-Gain score was 0.51 (moderate). These findings indicate that the media is effective in improving students’ conceptual understanding of figurative language.
Challenges and strategies for improving lecturer research performance through research-oriented key performance indikator 7 at Universitas Nurtanio Bandung Edah Jubaedah; Raya Mustiraya; Sri Sutjiningtyas; Hendrik Sudria Munawar
Bulletin of Educational Management and Innovation Vol. 4 No. 1 (2026): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i1.147

Abstract

Background: Research performance is a key indicator of institutional quality and academic competitiveness in higher education. Universitas Nurtanio Bandung faces challenges in optimizing KPI 7 achievement, particularly in lecturer research productivity, scientific publications, external grants, intellectual property outputs, and institutional reward mechanisms. Purpose: This study aims to analyze the current condition of KPI 7 achievement and formulate optimization strategies to improve lecturer research performance at Universitas Nurtanio Bandung. Method: This study used a qualitative approach with a descriptive exploratory design. Data were collected through in-depth interviews with nine structural leaders, including vice rectors, research institution leaders, and faculty deans. The data were transcribed and analyzed using NVivo 12 through word frequency analysis, text search query, coding analysis, hierarchy chart, and project map visualization. Findings: The findings show that lecturer research activities are dominated by internal and external grant-based schemes. The main obstacles include limited external research grants, low journal publication productivity, insignificant intellectual property outputs, competition among lecturers, and the absence of a structured reward system. The study indicates that KPI 7 optimization requires an integrated strategy through stronger institutional policy, lecturer capacity building, research mentoring, external collaboration, grant access expansion, publication support, and a clear reward system. These findings highlight the importance of institutional commitment in building a sustainable research culture and improving lecturer research performance.
Virtual campus tours as strategic marketing communication: The role of personal innovativeness Kurnadi Gularso; Henilia Yulita; Michael Christian; Sajjad Hussain
Bulletin of Educational Management and Innovation Vol. 4 No. 1 (2026): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i1.151

Abstract

Background: Virtual campus tours (VCTs) have emerged as an important digital marketing communication tool in higher education, enabling universities to engage prospective students through immersive and accessible virtual experiences. However, empirical evidence regarding the factors influencing prospective students’ intention to use VCTs remains limited. Purpose: This study examines the effects of Personal Innovativeness in Information Technology (PIIT), Perceived Ease of Use (PEOU), and Perceived Enjoyment (PE) on prospective students’ Behavioral Intention (BI) to use VCTs. Method: A quantitative study was conducted using an online survey involving 108 prospective undergraduate students in Greater Jakarta, Indonesia. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS.  Findings: The results reveal that PIIT has a significant positive effect on PEOU. Furthermore, PEOU positively influences both PE and BI, while PE has a strong positive effect on BI. In addition, PE partially mediates the relationship between PEOU and BI. These findings suggest that designing VCTs that are both easy to use and enjoyable can effectively enhance prospective students’ intention to adopt virtual campus tours.
Evaluation of the Use of Interactive Flat Panel (IFP) as a 21st-Century Learning Innovation in Elementary Schools of Sleman Regency Ahyar Nasukha; Akbar Al Masjid; Ardian Arief
Bulletin of Educational Management and Innovation Vol. 3 No. 2 (2025): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v3i2.158

Abstract

Background: The 21st-century educational transformation demands a paradigm shift toward interactive, collaborative, and student-centered digital ecosystems. In response, the government distributed Interactive Flat Panel (IFP) media to elementary schools in Sleman Regency in December 2025 to boost instructional quality. However, post-distribution data indicates a prominent phenomenon where many schools and teachers have not yet optimally integrated this advanced technology into their daily learning processes. Purpose: This study specifically aims to evaluate the effectiveness and usage patterns of IFP media as a 21st-century learning innovation in elementary schools across Sleman Regency. Additionally, it identifies the supporting and inhibiting factors influencing implementation based on curricular artifacts and documentary evidence to guide future strategic policy directions and teacher mentoring programs. Method: This evaluative-empirical field research applied a mixed-methods approach. From 556 initial responses, data screening yielded 438 clean datasets, with link validation isolating 353 fully accessible cloud links and 85 restricted links. A micro-level content analysis was then conducted on a stratified random sample of 34 Lesson Plans using a Content Analysis Checklist Sheet, synthesizing descriptive quantitative and qualitative analysis streams through method triangulation. Findings: The findings reveal a clear gap between high administrative reporting compliance and the depth of actual classroom technology integration. At the macro level, 19.41% of documents face first-order barriers due to locked cloud storage permissions. At the micro level, explicit instructional planning for IFP reached only 35.3% and is heavily dominated by teacher-centered, one-way patterns that relegate the device to the mere substitution level of the SAMR model.
Digital literacy, low-code pedagogical ecosystems, and innovative teaching in primary education Menik Miliyana; Fina Fakhriyah; Ahmad Hariyadi; Mohd Syakir Mohd Rusydi
Bulletin of Educational Management and Innovation Vol. 3 No. 2 (2025): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v3i2.160

Abstract

Background: Digital transformation in elementary schools continues to advance alongside the increasing use of technology in learning. However, the presence of technology has not always been accompanied by the emergence of innovative teaching practices, as the mechanisms explaining the relationship between teachers’ digital literacy, the technological environment, and pedagogical competence are not yet fully understood. Purpose: This study aims to analyze the relationship between digital literacy, a low-code-based pedagogical ecosystem via microsites, Technological Pedagogical Content Knowledge (TPACK), and innovative teaching practices among elementary school teachers. Method: This study employed a quantitative explanatory survey involving 83 elementary school teachers in Jepara Regency, Indonesia, selected through proportional stratified random sampling. Data were collected using a structured questionnaire measuring digital literacy, low-code pedagogical ecosystems, TPACK, and innovative teaching practices. Structural Equation Modeling–Partial Least Squares (SEM-PLS) was employed to examine the direct and indirect relationships among the proposed constructs. Findings: The findings reveal that digital literacy strongly promotes the use of low-code pedagogical ecosystems, which subsequently strengthen teachers’ TPACK competencies. TPACK emerged as the primary mechanism underlying innovative teaching practices, with significant indirect effects observed for Digital Literacy → TPACK → Innovative Teaching Practice (β = 0.231, p = 0.001), Low-Code Pedagogical Ecosystem → TPACK → Innovative Teaching Practice (β = 0.266, p < 0.001), and the sequential pathway Digital Literacy → Low-Code Pedagogical Ecosystem → TPACK → Innovative Teaching Practice (β = 0.167, p = 0.001). The proposed model explained 67.8% of the variance in innovative teaching practices (R² = 0.678). Moreover, Digital Literacy demonstrated a large effect on the Low-Code Pedagogical Ecosystem (f² = 0.649), while TPACK exerted the strongest effect on innovative teaching practices (f² = 0.702), confirming its central role in digital pedagogical transformation.
An analysis of the need to develop gamification-based teaching materials for Indonesian language learning in primary schools Desmutri Hasanawati; Akbar Almasjid; Elyas Djufri
Bulletin of Educational Management and Innovation Vol. 4 No. 1 (2026): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i1.144

Abstract

Background: Indonesian language learning, particularly reading instruction, has not yet been implemented optimally and continues to face challenges in fostering students' interest in reading. Gamification is considered a promising approach to enhancing students' engagement and participation in the learning process. Purpose: This study aims to analyze teachers' needs for the development of gamification-based interactive digital teaching materials for Indonesian language learning in elementary schools. Method: This study employed a qualitative descriptive approach. Data were collected through in-depth interviews with 10 Phase B (Grades 3–4) elementary school teachers in the Yogyakarta region. The data were analyzed using the Miles and Huberman model, which consists of data reduction, data display, and conclusion drawing. Findings: The findings indicate that: (1) Phase B students' interest in reading remains low; (2) teacher creativity plays a crucial role in creating an engaging learning environment; (3) teachers' understanding of gamification is generally limited to enjoyable classroom activities and does not comprehensively encompass its core elements; (4) limited knowledge, time constraints, and inadequate facilities hinder the implementation of gamification in learning; and (5) teachers need gamification-based interactive digital teaching materials that are varied, engaging, practical, effective, and accompanied by user guidelines.

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