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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 64 Documents
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Deconstructing the history of Madioensche Kartinischool (1914–1919): Indigenous women's education in Madiun during the Dutch colonial period Iqbal Rizki Sucahyo; Muhammad Syaifudin; Ilham Putra Pratama; Annisaa Khansa Labibah; Setia Ningrum; Ilzam Alzier Purbaya; Muhammad Najmudin bin Nadzri; Niswa Azmii Zameilani; Muhammad Faizzaby
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.v4i1.156

Abstract

Background: During the colonial period, indigenous women faced severe marginalization in education due to restrictive traditional customs like pingitan and a lack of serious attention from the Dutch East Indies government. This situation began to shift in the early 20th century following the implementation of the Ethical Policy, which spurred humanists and local elites to establish specialized female educational institutions across Java. While major cities like Semarang have been widely researched, the historical development of such schools in smaller regions remains understudied. Purpose: This study aims to deconstruct the history of the Madioensche Kartinischool (Kartini School in Madiun) during its formative years from 1914 to 1919. It specifically examines its institutional origins, administrative dynamics, funding mechanisms, facilities, student body conditions, and curriculum development. Method: This study employs a qualitative approach with a historical research method consisting of five systematic stages: topic selection, heuristics (data gathering), verification (source criticism), interpretation, and historiography. Primary sources utilized include colonial archives, official annual reports (Jaarverslag) of the Vereeniging Madioensche Kartinischool (1916–1919), and contemporary photographs, complemented by relevant secondary literature.  Findings: The school originated from a progressive local initiative under the "Wilotomo" association in 1913 before officially transforming into the Madioensche Kartinischool in 1914 with legal government recognition. Structurally, the management and teaching staff experienced high turnover due to health issues, marriages, and official transfers. Financially, operations were sustained through a diverse network of government subsidies, international aid from the Dutch Kartini Fonds, private donations from local sugar factories, and student tuition fees. Structurally, the school transitioned from a cramped, former prison building into a permanent facility with expanded classrooms by 1918. Student enrolment grew significantly from 50 in 1914 to 212 by 1919, despite experiencing a severe 41.5% absenteeism rate that forced a temporary closure in late 1918 due to staff shortages. The institution implemented a comprehensive curriculum featuring 14 subjects combining academic knowledge with domestic skills like batik and embroidery, alongside bi-monthly Islamic education supported by the Sarekat Islam, establishing the school as a vital cornerstone for regional women's emancipation.
Improving junior high school students' critical thinking skills through an ethnomathematics-based problem-based learning model with the teaching at the right level approach Irham Taufiq; Agus Maman Abadi; Ariyadi Wijaya; Istiqomah Istiqomah; Nafi’ah Rahma Utami
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.v4i1.146

Abstract

Background: Although previous studies have examined ethnomathematics, Problem-Based Learning (PBL), and the Teaching at the Right Level (TaRL) approach separately, empirical evidence on their integrated application in mathematics learning remains scarce. This study addresses this gap by evaluating the effectiveness of an ethnomathematics-based PBL model integrated with the TaRL approach to enhance junior high school students' critical thinking skills. Purpose: This study aims to compare the effectiveness of the ethnomathematics-based Problem-Based Learning (PBL) model integrated with the Teaching at the Right Level (TaRL) approach and the conventional PBL model in improving the critical thinking skills of seventh-grade junior high school students. Method: The study adopted a quantitative quasi-experimental approach and utilized a pretest–posttest control group design. This study employed cluster random sampling because the population consisted of intact seventh-grade classes. Rather than randomly selecting individual students, two existing classes were randomly selected from the population. One class (VII D; n = 28) was assigned as the experimental group, while another class (VII E; n = 29) served as the control group. Data were obtained through pre-intervention and post-intervention tests, observation records, and relevant documentation. To address the research objectives, the data were analyzed using descriptive and inferential statistical procedures, whereas hypothesis testing was performed using the Independent Samples t-test to determine the significance of differences between groups.  Findings: Findings: Students taught using the ethnomathematics-based Problem-Based Learning (PBL) model integrated with the Teaching at the Right Level (TaRL) approach obtained a higher mean critical thinking score (M = 49.58) than students taught using the PBL model without ethnomathematics and TaRL (M = 32.64). The difference was statistically significant (p = 0.006) and showed a moderate effect size (Cohen's d = 0.84), indicating that the integrated instructional model was more effective in improving seventh-grade junior high school students' critical thinking skills. The novelty of this study lies in integrating ethnomathematics-based PBL with the TaRL approach into a single instructional framework that combines culturally contextualized mathematics learning with differentiated instruction based on students' learning readiness
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.
Google Sites-based statistics learning: Integrating Tri-N ethnopedagogy and cognitive load theory Istiqomah Istiqomah; Betty Kusumaningrum; Tiara Pramudianti; Sri Adi Widodo; Denik Agustito; Trisniawati Trisniawati; Hakeem Nafiu
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.v4i1.165

Abstract

Background: Google Sites is commonly used as a static repository for learning materials, limiting its potential to foster meaningful cognitive engagement in mathematics education. Moreover, few studies have integrated Ki Hadjar Dewantara's Tri-N philosophy (Niteni, Nirokke, Nambahi) with Cognitive Load Theory (CLT) to design culturally responsive and cognitively structured e-learning, particularly for junior high school statistics. Purpose: This study aimed to develop and validate a Google Sites-based e-learning platform grounded in Tri-N philosophy and CLT for Grade VIII statistics learning. Method: This Research and Development (R&D) study employed a modified 3D development model adapted from Thiagarajan's 4D model, consisting of the Define, Design, and Develop stages. Participants included 32 Grade VIII students and one mathematics teacher. Data were gathered through observations, interviews, expert validation questionnaires, and student response questionnaires. Specific instruments were used to measure CLT aspects (e.g., intrinsic, extraneous, and germane cognitive load items) and Tri-N integration (e.g., items assessing niteni–observation, nirokke–imitation, and nambahi–creation activities). Data were analyzed using descriptive qualitative and quantitative techniques. Findings: The developed e-learning product showed high validity and practicality. Content expert validation yielded a mean score of 4.05 (Valid), and media expert validation reached 4.44 (Highly Valid). Student practicality assessments indicated Practical levels, with overall means of 3.61 (limited trial) and 3.93 (large-scale trial). These findings suggest that integrating Tri-N with CLT provides a culturally responsive and cognitively optimized framework that enhances meaningful digital learning. This approach offers practical implications for designing local wisdom-based e-learning and warrants further research on its effectiveness in broader educational contexts and longer implementation periods
The boundary role of motivation in the relationship between competence, leadership, work environment, and teachers’ continuance commitment Mutiara Restu Amalia; Christantius Dwiatmadja; Djoko Santoso
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.v4i1.174

Abstract

Background: Keeping highly qualified teaching staff demands comprehensive insight into the mental and structural drivers shaping an educator's choice to stay at their current school. While professional capability, administrative guidance, and workplace conditions are established predictors of institutional loyalty, it is still unclear how professional drive acts as a moderator within these dynamics. Purpose: The current inquiry explores the capacity of occupational motivation to serve as an interacting variable, specifically examining its influence on the pathways linking competence, leadership styles, and school climate with continuous institutional loyalty amid escalating job demands. Method: This research employed a cross-sectional explanatory design involving 250 state junior high educators in Salatiga City, Indonesia. Participants were chosen via a proportional randomized sampling approach. To gather information, we distributed standardized, independently completed surveys based on validated metrics. Responses were measured on a 5-level rating format to capture participant viewpoints. Finally, the empirical data underwent evaluation via Partial Least Squares Structural Equation Modeling (PLS-SEM). Findings: The structural model explained 76.6% of the variance in teachers’ continuance commitment. Competence, leadership, work environment, and work motivation each had positive effects on continuance commitment. However, work motivation demonstrated differential moderating effects: it weakened the relationship between leadership and continuance commitment, strengthened the relationship between work environment and continuance commitment, and did not significantly moderate the relationship between competence and continuance commitment. These findings suggest that work motivation operates as a context-dependent mechanism rather than uniformly strengthening organizational influences, highlighting its importance in developing effective teacher retention strategies.
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.

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