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Journal Education and Government Wiyata
Published by Yayasan Pancabakti Wiyata Pangandaran
ISSN : -     EISSN : 29865131     DOI : https://doi.org/10.71128/e-gov.v4i4
Core Subject : Education, Social,
Education Social Sciences Other
Journal Education And Government Wiyata adalah sebuah jurnal blind peer-review yang didedikasikan untuk publikasi hasil penelitian atau kajian literatur yang berkualitas dalam aspek Pendidikan dan Pemerintahan dan tidak terbatas secara implisit. Semua publikasi di Journal Education And Government Wiyata bersifat akses terbuka yang memungkinkan artikel tersedia secara bebas online tanpa berlangganan apapun. Jurnal ini diterbitkan dan dikelola secara profesional oleh Yayasan Panca Bakti Wiyata Pangandaran Yaitu organisasi berbadan hukum sesuai surat keputusan MENKUMHAM RI : AHU -0003089.AH.01.12. TAHUN 2015 dalam membantu para akademisi, peneliti dan praktisi untuk menyebarkan hasil penelitiannya. Journal Education And Government Wiyata menerbitkan artikel secara berkala empat kali setahun yaitu pada februari, mei, agustus dan november. Jurnal ini menerima manuskrip hasil penelitian/riset dan hasil kajian literatur (literatur review). Sebagai bagian dari semangat menyebarluaskan ilmu pengetahuan hasil dari penelitian dan pemikiran untuk pengabdian pada masyarakat luas dan sebagai sumber referensi akademisi di bidang Pemerintahan. FOCUS : Journal Education And Government Wiyata adalah Jurnal nasional yang fokus pada bidang Pendidikan dan Bidang Pemerintahan. Jurnal ini menerima maniskrip hasil penelitian/riset dan hasil kajian literatur (literatur review). Scope Pendidikan Manajemen Pendidikan Pendidikan Anak Usia Dini Pendidikan Dasar Administrasi Pendidikan, Kebijakan Pendidikan Pendidikan Agama Parenting Pendidikan Ramah Anak Belajar dan Sumber Pembelajaran Scope Pemerintahan Administrasi Negara Birokrasi Pemerintah Politik Pemerintahan Kepemimpinan Pemerintahan Ekonomi Pemerintah Hukum Tata Pemerintah Elektronik Government Pengawasan Tata Kelola Pemerintahan Pemberdayaan Pemerintah Pusat dan Daerah Pembangunan Desa Perencanaan Pemerintah Kebijakan Pemerintahan.
Arjuna Subject : Ilmu Sosial - Administrasi Publik
Articles 205 Documents
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STRATEGI PENGEMBANGAN USAHATANI KAKAO DI DESA KOLIMASANG KECAMATAN ADONARA KABUPATEN FLORES TIMUR Eugenia Alberta Lelu Lema; Ida Nurwiana; Eman Nevianus Bureni
Journal Education and Government Wiyata Vol 4 No 4 (2026): November 2026
Publisher : Yayasan Panca Bakti Wiyata Pangandaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71128/e-gov.v4i4.553

Abstract

This study aims to analyze the factors that influence the development of cocoa farming in Kolimasang Village, Adonara District, East Flores Regency and determine alternative priority strategies that can be applied in developing cocoa in Kolimasang Village, Adonara District, East Flores Regency. The basic method of this study is quantitative descriptive. The research location is Kolimasang Village, Adonara District, East Flores Regency. The data used in this study are primary and secondary data. Data analysis used is (1) Multiple Linear Regression Analysis Method to analyze the factors that influence the development of cocoa farming, (2) Analytical Hierarchy Process (AHP) Method to determine alternative priority strategies applied in developing cocoa farming. The results of the study indicate that simultaneously the variables of land, capital, labor, technology, and institutions have a significant effect on the development of cocoa farming. Partially, labor, technology, and institutions have a significant effect, while land and capital do not have a significant effect. The Analytical Hierarchy Process (AHP) resulted in a priority strategy for developing cocoa farming in Kolimasang Village, Adonara District, East Flores Regency, which is increasing the capacity of cocoa cultivation techniques. The recommendation is that collaboration between various parties needs to be strengthened to support sustainable cocoa farming development.
PENENTUAN KOMODITAS UNGGULAN SUBSEKTOR PERKEBUNAN DI KABUPATEN MANGGARAI MELALUI PENDEKATAN DYNAMIC LOCATION QUOTIENT, SHIFT SHARE ANALYSIS, DAN TIPOLOGI KLASSEN Aleksander Wuatte Nakas; Johanna Suek; Ida Nurwiana
Journal Education and Government Wiyata Vol 4 No 4 (2026): November 2026
Publisher : Yayasan Panca Bakti Wiyata Pangandaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71128/e-gov.v4i4.556

Abstract

The plantation subsector plays an important role in the economy of Manggarai Regency because it supports local economic activities and utilizes regional resources. However, plantation commodities show different growth patterns, competitiveness, and development performance across sub-districts. This study aims to identify plantation commodities with comparative and competitive advantages, classify their development positions, and describe plantation farming conditions in Manggarai Regency. A quantitative descriptive approach was applied using secondary production data for eight plantation commodities during 2019–2024 obtained from the Central Statistics Agency of Manggarai Regency. The analysis employed Dynamic Location Quotient (DLQ), Shift Share Analysis (SSA), and Klassen Typology, followed by a synthesis with the plantation farming profile. The results indicate that clove, coconut, cashew, coffee, and cocoa demonstrate comparative development prospects in several sub-districts based on DLQ. SSA results reveal varying competitiveness among commodities and locations, with clove demonstrating the strongest competitive performance, followed by cashew and coffee. Klassen Typology indicates that plantation commodities are distributed across four development categories: advanced and rapidly growing, rapidly developing, advanced but pressured, and relatively lagging. The synthesis indicates that clove is the most consistent commodity in terms of comparative advantage, competitiveness, and development performance in several sub-districts. Therefore, plantation development should focus on productivity improvement, appropriate cultivation technology, farmer institutional strengthening, market development, and product value addition.
STRATEGI KEPALA MADRASAH DALAM MENINGKATKAN KEPERCAYAAN PUBLIK DI MIS ISLAMIYAH KIJANG Fatmawati Fatmawati; M. Taufiq; Ramandha Rudwi Hantoro
Journal Education and Government Wiyata Vol 4 No 4 (2026): November 2026
Publisher : Yayasan Panca Bakti Wiyata Pangandaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71128/e-gov.v4i4.557

Abstract

This study aimed to analyze the strategies of the madrasah principal in enhancing public trust at Madrasah Ibtidaiyah Swasta (MIS) Islamiyah Kijang, Bintan Regency, Riau Islands. The study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observations, and documentation involving the madrasah principal, teachers, educational staff, committee members, and parents. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing and verification. The findings indicated that public trust had been relatively high, as reflected in the increasing number of students, positive perceptions of learning quality, religious development, and harmonious social relationships. The principal had implemented strategies involving transparency, open communication, religious programs, parental involvement, and publication of student achievements. Based on the OECD framework, competence, openness, integrity, and responsiveness had been demonstrated, while fairness still required stronger institutional governance.
PENERAPAN PENDEKATAN PMRI (PENDIDIKAN MATEMATIKA REALISTIK INDONESIA) UNTUK MENINGKATKAN PEMAHAMAN KONSEP PENJUMLAHAN PADA MURID KELAS 2 SD 2 KARANGBENER Sayyidatul Munnah; Eka Zuliana; Rizky Oktavian Saputra
Journal Education and Government Wiyata Vol 4 No 4 (2026): November 2026
Publisher : Yayasan Panca Bakti Wiyata Pangandaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71128/e-gov.v4i4.555

Abstract

Mathematics is one of the important subjects in elementary school learning. The understanding of addition concepts among second-grade students at SD 2 Karangbener still needs to be improved because some students experience difficulties in understanding addition concepts and solving given problems. This study aims to improve the addition concept understanding of second-grade students at SD 2 Karangbener through the implementation of the Indonesian Realistic Mathematics Education (PMRI) approach. This study employed Classroom Action Research (CAR) conducted in two cycles with three meetings in each cycle. Each cycle consisted of planning, action, observation, and reflection stages. Data were collected through tests, observations, interviews, and documentation. Data were analyzed using quantitative and qualitative analysis. The results showed an improvement in students' understanding of addition concepts. The average learning score increased from 44.29 in the pre-cycle to 69.64 in Cycle I and 80.36 in Cycle II. Classical completeness also increased from 14.29% in the pre-cycle to 42.86% in Cycle I and 78.57% in Cycle II. Student activity increased from 75% in Cycle I to 85% in Cycle II. Thus, the implementation of the PMRI approach can improve the understanding of addition concepts and student activity among second-grade students at SD 2 Karangbener.
IMPLEMENTASI KEBIJAKAN PENGEMBANGAN KOMPETENSI GURU MELALUI PELATIHAN PEMBELAJARAN MENDALAM, KODING, DAN KECERDASAN ARTIFISIAL TANTANGAN DAN STRATEGI PADA SATUAN PENDIDIKAN Faiz Dzul Haqqi; Undang Ruslan Wahyudin
Journal Education and Government Wiyata Vol 4 No 4 (2026): November 2026
Publisher : Yayasan Panca Bakti Wiyata Pangandaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71128/e-gov.v4i4.558

Abstract

This article analyzes the implementation direction of teacher competency development policies through training in Deep Learning, Coding, and Artificial Intelligence (PM-KKA), identifies potential implementation challenges, and formulates recommendations for educational units. The article uses library research by synthesizing policy documents and relevant literature. George C. Edward III’s implementation framework—communication, resources, disposition, and bureaucratic structure—is used as the main analytical lens. The synthesis indicates that the availability of policy information and online training channels provides an implementation foundation, but does not by itself demonstrate successful implementation in every school. Potential challenges requiring further verification include teachers’ understanding of policy, availability of time and facilities, teachers’ readiness and commitment, and coordination of post-training follow-up. The article recommends tiered communication, needs mapping, training linked to classroom practice, professional learning communities, clear assignment of responsibilities, and evidence-based monitoring and evaluation. Because this is a literature-based analysis, the discussion should not be interpreted as empirical findings from a particular school.
ANALISIS KELAYAKAN FINANSIAL USAHA PADA PABRIK TAHU BAROKAH (STUDI KASUS: KELURAHAN OEKEFAN, KECAMATAN KOTA SOE, KABUPATEN TIMOR TENGAH SELATAN) Arnoldin Yansen Temone; Marthen R. Pellokila; Eman Nevianus Bureni
Journal Education and Government Wiyata Vol 4 No 4 (2026): November 2026
Publisher : Yayasan Panca Bakti Wiyata Pangandaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71128/e-gov.v4i4.560

Abstract

Tofu processing is a soybean-based agroindustry that faces rising raw material costs and competition, so its financial feasibility needs to be assessed. This study aims to analyze the income and financial feasibility of the Barokah Tofu enterprise in Oekefan Village, Kota Soe District, South Central Timor Regency. The research was conducted from May to July 2026 using a case study method. Primary data were collected through interviews, observation, and documentation, while secondary data were obtained from literature. The 2025 data were analyzed using income analysis and the feasibility criteria of Net Present Value (NPV), Internal Rate of Return (IRR), Net Benefit Cost Ratio (Net B/C), and Payback Period (PP) at a 15% discount rate over a five-year period. The results show revenue of IDR 3.180.900.000, total costs of IDR 2.672.875.545, and income of IDR 508.024.455 per year, with an initial investment of IDR 1.193.340.000. The NPV was IDR 509.659.577, the IRR was 32,72%, the Net B/C was 1,43, and the PP was 2 years and 4 months. All criteria were met, indicating that the enterprise is financially feasible to operate and develop.
IMPLEMENTASI KEBIJAKAN KURIKULUM MERDEKA MENUJU PEMBELAJARAN MENDALAM DI INDONESIA ANALISIS KESENJANGAN IMPLEMENTASI DAN KERANGKA KEBERLANJUTAN KEBIJAKAN Nurul Jennah Agustin; Undang Ruslan Wahyudin
Journal Education and Government Wiyata Vol 4 No 4 (2026): November 2026
Publisher : Yayasan Panca Bakti Wiyata Pangandaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71128/e-gov.v4i4.561

Abstract

This article examines the implementation gap between the Merdeka Curriculum policy and the development of deep learning in Indonesia, and proposes a framework for more sustainable implementation. The study uses a qualitative approach based on policy-document analysis and an integrative literature synthesis covering regulations, policy documents, public-policy theory, and studies on curriculum implementation, teacher readiness, school leadership, and deep learning. Findings were coded using Edwards III’s four implementation dimensions—communication, resources, disposition, and bureaucratic structure—and interpreted through Dunn’s policy-analysis perspective. The synthesis indicates that clear regulations do not automatically produce pedagogical change because policy interpretation, teacher capacity, leadership support, and evaluation mechanisms may develop unevenly. The article proposes a Sustainable Curriculum Policy Implementation framework linking policy design, policy interpretation, capacity building, pedagogical implementation, evidence-based evaluation, and institutionalization of change. It argues that curriculum reform should be assessed through changes in students’ learning experiences rather than administrative completeness alone. The Ministry of Primary and Secondary Education is encouraged to provide tiered support based on school needs, while local governments and schools should use learning evidence to improve practice continuously.
EVALUASI IMPLEMENTASI KEBIJAKAN PENGELOLAAN KINERJA GURU DALAM MENDUKUNG PENINGKATAN MUTU PEMBELAJARAN Anita Debie Agustina; Undang Ruslan Wahyudin
Journal Education and Government Wiyata Vol 4 No 4 (2026): November 2026
Publisher : Yayasan Panca Bakti Wiyata Pangandaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71128/e-gov.v4i4.562

Abstract

Teacher performance management is a complex process that plays an important role in improving the quality of learning. However, a well-formulated policy does not always work the same way in practice, as teachers still understand its objectives differently, principals bear a heavy burden as assessors, devices and internet access are limited, and assessment results are not yet linked to competency development. This study aims to evaluate the implementation of the teacher performance management policy in supporting the improvement of learning quality, to identify its supporting and inhibiting factors, and to formulate strategies to strengthen it. The study employed a qualitative approach using a library research method, drawing on government policy documents, theoretical books, and national and international scientific journal articles. The analysis used the CIPP evaluation model (context, input, process, and product). The findings show that the policy has clear objectives that are relevant to the need to improve learning quality. The main supporting factors are the clarity of objectives and the growth of a reflective culture in schools, while the inhibiting factors include assessors' workload, the technology access gap, and a tendency to interpret the policy in purely administrative terms. The policy's contribution to learning quality is stronger when assessment results are used as the basis for competency development programs. The recommended strategies include positioning performance management as a continuous coaching cycle, strengthening principals' capacity, simplifying procedures, and linking assessment results to targeted development programs.
IMPLEMENTASI KEBIJAKAN PEMBELAJARAN MENDALAM (DEEP LEARNING) PADA JENJANG SEKOLAH DASAR DI INDONESIA: EVALUASI BERDASARKAN KRITERIA WILLIAM N. DUNN Fitri Patimah; Undang Ruslan Wahyudin
Journal Education and Government Wiyata Vol 4 No 4 (2026): November 2026
Publisher : Yayasan Panca Bakti Wiyata Pangandaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71128/e-gov.v4i4.563

Abstract

Deep Learning in Indonesian education is an approach intended to create conscious, meaningful, and joyful learning experiences. Its implementation in elementary schools requires teacher readiness, school support, adequate learning resources, and adjustment to students’ needs. This article examines the implementation of the Deep Learning policy using William N. Dunn’s six policy evaluation criteria: effectiveness, efficiency, adequacy, equity, responsiveness, and appropriateness. It uses library research with a conceptual approach by reviewing relevant scholarly literature, education regulations, and policy documents. The analysis links policy objectives, implementation capacity, potential implementation gaps, and the six criteria. The conceptual synthesis indicates that implementation should be assessed not only through teaching documents and training activities, but also through students’ learning experiences, teachers’ capacity to apply the approach, school support, equitable learning opportunities, and the suitability of learning strategies. The article proposes a conceptual framework connecting policy direction, implementation capacity, classroom practice, learning evidence, and feedback for improvement. As a library-based article, it does not claim to measure implementation outcomes empirically across Indonesia.
ANALISIS KEBIJAKAN PUBLIK BIDANG PENDIDIKAN TENTANG IMPLEMENTASI KODING DAN KECERDASAN ARTIFISIAL (KKA) DI INDONESIA Yayah Rodiyah; Undang Ruslan Wahyudin
Journal Education and Government Wiyata Vol 4 No 4 (2026): November 2026
Publisher : Yayasan Panca Bakti Wiyata Pangandaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71128/e-gov.v4i4.564

Abstract

Digital transformation and the development of artificial intelligence have changed the competencies required of learners. This article examines Indonesia’s Coding and Artificial Intelligence (KKA) education policy, particularly the policy direction established through Minister of Primary and Secondary Education Regulation No. 13 of 2025 and Decree No. 127/P/2025. The analysis uses a qualitative, descriptive policy-review approach based on the policy documents and the analytical framework presented in the source article. The discussion applies problem analysis, the CIPP framework, stakeholder analysis, gap analysis, implementation analysis, equity analysis, ethical-risk analysis, and SWOT. The analysis indicates that KKA has strategic potential to strengthen digital literacy, computational thinking, problem-solving, creativity, and responsible technology use. However, implementation outcomes depend on teacher readiness, school infrastructure, learning resources, local-government support, and equitable access. Key risks include uncritical reliance on AI, inaccurate or biased outputs, privacy and data-protection concerns, copyright issues, and the possibility that learning becomes limited to operating applications. The article recommends staged implementation based on school readiness, teacher professional development, unplugged learning alternatives, explicit digital ethics instruction, cross-stakeholder coordination, and outcome-oriented monitoring. Policy success should therefore be assessed not only by the number of participating schools, but also by learners’ demonstrated competencies and the fairness of learning opportunities.

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