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Kelola: Jurnal Manajemen Pendidikan
Published by Universitas Kristen Satya Wacana
ISSN : 24430544     EISSN : 25499661     DOI : https://doi.org/10.24246/j.jk
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education Mathematics Other
Kelola: Jurnal Manajemen Pendidikan is a scientific journal in the major of Education Management, published by the Program Pascasarjana Magister Manajemen Pendidikan (PPs MMP), Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Kristen Satya Wacana (UKSW), Salatiga to disseminate the results of research and innovative thoughts in the major of education / school management from the academic community of education management, experts, professional associations, bureaucracy and education / school management practitioners. Kelola: Jurnal Manajemen Pendidikan is also committed to publishing specifically on themes, actual and crucial issues in the field of education / school management. As well as developing collaboration on research publications and scientific studies with universities, research institutions and scientific journals at the national and international levels.
Arjuna Subject : Umum - Umum
Articles 231 Documents
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Manajemen Museum Akademi Kepolisian Sebagai Sarana Pembelajaran Peningkatan Karakter Kebhayangkaraan Taruna Ari, Arianata Vira Testiani
Kelola: Jurnal Manajemen Pendidikan Vol. 12 No. 2 (2025)
Publisher : Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.jk.2025.v12.i2.p257-265

Abstract

This study aims to analyze the effectiveness of the Police Academy Museum (Akpol) management as a learning medium for improving the Kebhayangkaraan character of cadets. This research employed a descriptive-correlational method with a mixed-method approach. The subjects consisted of 168 first-year cadets of the Bhayangkara Dharma Battalion, 25 lecturers, and 20 museum managers. Data were collected through Likert-scale questionnaires, direct observation, and in-depth interviews. Quantitative data were analyzed using Pearson Product Moment correlation and multiple regression, while qualitative data were analyzed thematically. The results indicate that the perceptions of cadets, lecturers, and museum managers fall into the “good” category regarding museum management as a learning medium. Furthermore, there is a positive and significant relationship between museum management and the improvement of cadets’ Kebhayangkaraan character. A well-managed museum is proven to facilitate experiential learning through direct interaction with artifacts and reflection on Kebhayangkaraan values. The management of the Police Academy Museum plays an essential role in supporting the development of cadets’ Kebhayangkaraan character, and the positive perceptions of all stakeholders serve as a foundation for optimizing character education within Akpol.  
Evaluasi Program Proyek Penguatan Profil Pelajar Pancasila (P5) Menggunakan model Goal Free di SD GMIT Tepas Martince Benu; Wasitohadi; Sophia Tri Satyawati
Kelola: Jurnal Manajemen Pendidikan Vol. 13 No. 1 (2026)
Publisher : Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.jk.2026.v13.i1.p138-153

Abstract

This study evaluates the implementation of the Pancasila Student Profile Strengthening Program (P5) at GMIT Tepas Elementary School, focusing on its planning, implementation, challenges, and impact. Using a qualitative approach, the study collected data through in-depth interviews, observations, focus group discussions (FDGs), and documentation, with data analysis using the Creswell model. The P5 planning proved successful in generating positive impacts, particularly in building initial understanding and support from students, parents, and the school community through effective outreach. The planning also established a systematic program implementation structure, including the formation of a facilitator team, scheduling, and the development of project modules. Furthermore, the planning facilitated the identification of student learning needs through diagnostic assessments, which is crucial for determining relevant project themes. These efforts provide a strong foundation for holistic character development. In terms of implementation, P5 successfully increased student engagement and teacher competency. However, the program faced significant challenges from both internal (e.g., lack of teacher training and limited resources) and external (e.g., limited parental support) factors. Thanks to effective coordination between the principal and teachers, these obstacles were overcome. The impact of P5 is very strong on students' character and Pancasila values. This program successfully increases moral awareness, empathy, tolerance, critical thinking, independence, and social skills. The results of the study, which included a Goal Free evaluation, showed that the implementation of P5 had a positive impact, as evidenced by a 10.6% increase in character indicators in the school quality report. This confirms P5 contribution to improving the quality of education at the school.
Authoritarian Leadership Style of Principals at the Elementary Education Level: A Review of the Literature Muhammad Huda; Marevic Jean P. Lutog; Nerru Pranuta Murnaka
Kelola: Jurnal Manajemen Pendidikan Vol. 13 No. 1 (2026)
Publisher : Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.jk.2026.v13.i1.p16-35

Abstract

This study aimed to examine authoritarian leadership styles at the elementary school level by highlighting their characteristics in elementary education. The problem this research addresses is the impact of authoritarian leadership implemented by school principals, particularly its strengths and weaknesses. This study used a qualitative approach and a literature review method, collecting literature from the Google Scholar database from 2019–2024 and from January to April 2025, using keywords related to authoritarian leadership in elementary schools. The literature was then filtered into 15 primary sources based on their relevance and focus on the research topic. The criteria for the literature used discuss authoritarian leadership in the context of elementary schools. The findings revealed that authoritarian leadership can improve discipline and rapid decision-making, but it often hinders creativity, collaboration, and a sense of togetherness among educators and leads to increased stress and decreased motivation. The conclusion of this study states that authoritarian leadership helps achieve school goals by maintaining teacher discipline, yet it negatively impacts teacher creativity, cooperation, and job satisfaction. Thus, school principals need to use this style selectively and responsibly, combining it with other leadership approaches that are more adaptive to the situation and the characteristics of team members.
An Adaptive Rapid Supervision (ARS) Model for Multigrade Classrooms in 3T (Disadvantaged, Frontier, and Outermost) Regions Sahbana Ridha; Ahmad Suriansyah; Aslamiah
Kelola: Jurnal Manajemen Pendidikan Vol. 13 No. 1 (2026)
Publisher : Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.jk.2026.v13.i1.p1-15

Abstract

Multigrade classrooms in Indonesia's 3T (Disadvantaged, Frontier, and Outermost) regions face unique pedagogical challenges that require adaptive supervision approaches different from single-grade contexts. This study developed the Adaptive Rapid Supervision (ARS) Model for multigrade classroom learning in 3T regions and assessed its validity, practicality, and initial benefit indications. The research employed an Educational Design Research approach through preliminary, prototype development, and limited trial evaluation stages. The research context was combined grade 3–4 classrooms at SDN Kecil Juhu and SDN Kecil Datar Batung. The ARS product comprises a model document and operational instrument package including brief pre-observation, one-page two-round observation instrument, four-level rubric, work evidence checklist, single-focus coaching guide, and weekly micro follow-up. Validation by two experts using a Likert scale (1–5) showed a mean of 4.26 (very high category). Limited trials across four sessions showed all ARS components were implemented within 23–28 minutes (mean 25.5 minutes). Process indicators showed improvements after micro follow-up: independent class interruptions decreased from a mean of 8 to 4 times per 10 minutes, on-task behavior increased from 62% to 76%, and rotation transitions improved from approximately 3 minutes to 1.5 minutes. Practitioner practicality and teacher acceptance fell in the very high category with means of 4.34 and 4.22 respectively. ARS is assessed as valid, practical, and has potential to strengthen evidence-based supervision in multigrade classrooms in 3T regions.
Tantangan dan Optimalisasi Asesmen Digital dalam Transformasi Pembelajaran: Studi Kasus Di SMPN 10 Kendari Asmawati Asmawati; Sahidin Sahidin; La Baso; Dwi Wahyuningsih; Lilianti Lilianti
Kelola: Jurnal Manajemen Pendidikan Vol. 13 No. 1 (2026)
Publisher : Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.jk.2026.v13.i1.p111-123

Abstract

Despite the rapid expansion of digital assessment practices, existing studies largely focus on macro-level implementation or technological effectiveness, with limited attention to how governance, organizational readiness, and user experiences interact within real school contexts, particularly in developing countries. This study examines the implementation of digital assessment in a junior secondary school in Indonesia through a qualitative single-case study approach, highlighting governance dynamics, infrastructure readiness, user experiences, and operational challenges. Data were collected through in-depth interviews, observations, and document analysis involving school leaders, teachers, IT staff, and students, and analyzed using thematic analysis. The findings identify five interconnected themes. The study demonstrates that digital assessment effectiveness emerges not solely from technology adoption but from the interaction between leadership structures, infrastructure conditions, and user adaptation processes. By positioning digital assessment as an organizational and socio-technical practice rather than a purely technological innovation, this case study offers a contextualized theoretical perspective relevant to schools undergoing digital transition. The findings also provide broader insights for education systems in developing contexts, emphasizing that sustainable digital assessment requires governance capacity, equitable access strategies, and adaptive implementation models beyond technological provision alone.
Strengthening Early Childhood Teachers’ Competence through Professional Learning Communities in Rural Indonesia Rusmiyati Rusmiyati; Wiwik Pudjaningsih
Kelola: Jurnal Manajemen Pendidikan Vol. 13 No. 1 (2026)
Publisher : Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.jk.2026.v13.i1.p53-66

Abstract

This study examines how a cluster-based Professional Learning Community (PLC) strengthens early childhood teachers’ competencies in a rural Indonesian context. Employing a qualitative case study design, data were collected through semi-structured interviews with 12 participants (8 teachers, 2 coordinators, and 2 principals), non-participant observations of 4 PLC meetings, and document analysis of lesson plans and meeting records. Thematic analysis revealed that the Anggrek Cluster functions as a collaborative learning infrastructure that enhances pedagogical competence through joint lesson planning, reflective dialogue, and peer feedback. Participation in the PLC fostered adaptive instructional practices, diversified teaching strategies, and clearer alignment between learning objectives and classroom implementation. The findings also indicate the emergence of collective teacher efficacy, as participants increasingly framed instructional challenges as shared professional responsibilities. Despite contextual constraints such as limited resources and meeting frequency, trust-based collaboration and distributed leadership enabled sustained engagement. This study contributes to PLC scholarship by extending empirical evidence to a rural early childhood setting in a developing country and highlighting the mediating role of collaborative inquiry and collective efficacy in competency development. The findings suggest that cluster-based PLCs can serve as contextually sustainable professional development mechanisms in resource-constrained environments.
Digital Infrastructure Management and Student Learning Motivation: Evidence from a Quasi-Experimental Study in Secondary Education Tanti Harjanti; Wiwik Pudjaningsih
Kelola: Jurnal Manajemen Pendidikan Vol. 13 No. 1 (2026)
Publisher : Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.jk.2026.v13.i1.p67-80

Abstract

This study investigates the effect of Digital Infrastructure Management (DIM) on student learning motivation in secondary education using a quasi-experimental design. Although previous studies have widely examined educational technology usage, limited research has explored digital infrastructure management as a structured organizational intervention influencing motivational outcomes. Addressing this gap, the present study conceptualizes DIM as a systematic managerial process involving planning, organizing, maintenance, and monitoring of digital learning resources. A non-equivalent control-group pretest–posttest design was employed involving 76 Grade VIII students divided into experimental and control groups. The experimental group received structured DIM implementation, while the control group continued conventional digital practices. Data were collected using a validated learning motivation questionnaire and analyzed through descriptive statistics, paired and independent-samples t-tests, and Pearson correlation analysis. The findings revealed a significant increase in student motivation in the experimental group (p < 0.001), whereas the control group showed no meaningful change. Posttest comparisons indicated a statistically significant difference between groups with a large effect size (d = 1.98). Furthermore, DIM implementation quality demonstrated a strong positive correlation with student motivation (r = 0.742). These findings suggest that structured digital governance may function as an enabling organizational mechanism for enhancing motivation in digitally supported learning environments. The study contributes theoretically by extending discussions on digital transformation beyond technology adoption toward institutional management processes, while practically informing school leaders and policymakers about the importance of sustainable digital infrastructure governance in secondary education.
Kesenjangan Implementasi Kurikulum Merdeka di Sekolah Dasar Daerah Terpencil Maluku: Analysis Fidelity of Implementation Linda Violetta Siwalette; Zainal Arifin
Kelola: Jurnal Manajemen Pendidikan Vol. 13 No. 1 (2026)
Publisher : Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.jk.2026.v13.i1.p97-110

Abstract

This study examines the level and gap of Merdeka Curriculum implementation in elementary schools located in remote areas of Maluku, Indonesia, using the Fidelity of Implementation (FOI) framework. A quantitative descriptive-comparative design with a cross-sectional survey was employed. The study involved 129 teachers selected through purposive sampling. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability. Data analysis involved descriptive statistics and gap analysis to identify discrepancies between ideal and actual implementation. The findings reveal that all dimensions of implementation are at a moderate level, with mean scores ranging from 3.26 to 3.44 (out of 5) and implementation gaps between 31.2% and 34.8%. The dimensions of quality of delivery and program differentiation demonstrate relatively higher performance, indicating teachers’ adaptive capacity in sustaining instructional quality and applying core curriculum principles. In contrast, adherence, dosage, and participant responsiveness show larger gaps, highlighting challenges in maintaining implementation consistency, instructional intensity, and student engagement. These results underscore that curriculum implementation in remote contexts is shaped not only by program design but also by contextual constraints, including limited resources, geographical isolation, and variations in student readiness. Future studies are recommended to employ mixed-method approaches and longitudinal designs to better capture the dynamics of curriculum implementation across different contexts.
The Quality Improvement of Certified Teachers’ Teaching Performance Using the Deming Cycle Model Andreas Andreas; Reinhard Leonardo Paais
Kelola: Jurnal Manajemen Pendidikan Vol. 13 No. 1 (2026)
Publisher : Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.jk.2026.v13.i1.p36-52

Abstract

Teacher performance enhancement is vital for optimal education quality. This research portrays the Deming Cycle’s application in improving certified teachers' performance at SMK Negeri 1 Sorong Regency. Using a qualitative descriptive approach, data were gathered from a principal and 13 purposively selected teachers through interviews, observations, and FGDs. Data were validated via triangulation and analyzed using Miles and Huberman’s interactive model. Results indicate that the Deming Cycle (PDCA) effectively enhances teaching performance. The Plan step identified needs for innovation, while the Do step implemented Project-Based Learning (PjBL) to boost students' analytical and creative skills. The Check step showed significant growth in teacher confidence and student engagement. Finally, the Act stage established sustainable mentoring and collaboration. Practically, the Deming Cycle serves as a "Kaizen" framework, aligning teacher professionalism with industrial demands. These findings suggest that systematic mentoring is essential for translating certification into classroom innovation, positively impacting overall learning quality.
Peran Kepala Sekolah dalam Komunitas Belajar di Daerah Terpencil Nur Aisyah Wani Aisyah; Priadi Surya
Kelola: Jurnal Manajemen Pendidikan Vol. 13 No. 1 (2026)
Publisher : Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.jk.2026.v13.i1.p124-137

Abstract

This study aims to describe the roles of the principal as a leader, supervisor, and motivator in developing a learning community at SMA Negeri 1 Belantikan Raya. The research is based on the observation that learning community activities in the school are still incidental and have not yet become part of a sustainable reflective culture among teachers. A qualitative phenomenological approach was employed, using in-depth interviews, participatory observations, and document analysis. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing and verification. The findings reveal that the principal’s role as a leader is reflected in building a collaborative vision, strengthening instructional direction, and fostering a culture of teacher cooperation. As a supervisor, the principal provides academic guidance, facilitates reflective practices, and ensures systematic follow-ups to learning community outcomes. Meanwhile, the role as a motivator is demonstrated through emotional support, recognition, and encouragement that strengthens teachers’ commitment to continuous learning. The study also identifies several challenges, including limited facilities, variations in teacher competence, low consistency in reflective practices, and limited professional networks. These challenges were addressed through visionary leadership strategies, strengthened school policies, and expanded collaboration across learning communities. In conclusion, the principal plays a significant role in establishing a sustainable learning community. The integration of leadership, supervision, and motivation functions becomes a key determinant in fostering a collaborative culture that contributes to teacher professionalism and improved instructional quality.

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