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Journal of Educational Management and Learning
Published by PT. Heca Sentra Analitika
ISSN : -     EISSN : 30251117     DOI : https://doi.org/10.60084/jeml
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Journal of Educational Management and Learning (JEML) is a prestigious peer-reviewed academic publication that focuses on original research articles and review articles in the field of education management and learning. JEML seeks to encourage interdisciplinary research that connects educational theories to practical applications and their impact on society. The scope of the Journal of Educational Management and Learning (JEML) may include, but is not limited to, the following areas: educational leadership and policy development, school governance and administration, curriculum development and assessment, educational technology and digital learning, teacher professional development, organizational behavior in educational institutions, educational innovation and entrepreneurship, quality assurance and accreditation in education, student engagement and motivation, education and social justice
Arjuna Subject : Umum - Umum
Articles 6 Documents
 1 
Search results for , issue "Vol. 2 No. 1 (2024): May 2024" : 6 Documents clear
Key Influences on Students' Academic Success: Insights from Scholarly Research Vitoria, Linda; Ramli, Marwan; Johar, Rahmah; Mawarpury, Marty
Journal of Educational Management and Learning Vol. 2 No. 1 (2024): May 2024
Publisher : Heca Sentra Analitika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60084/jeml.v2i1.164

Abstract

Literature reveals that there are numerous factors that affect students' academic achievement. These factors range from internal factors with varying degrees of influence. Determining the dominant factors is highly useful as part of the effort and the planning of potential actions regarding what can be done to improve students’ academic achievement. The present study employed a systematic literature review method to identify the dominant factors. Results show that there are four dominant factors that affect students’ academic achievement. They are academic motivation, emotional intelligence, teachers, and peers. This finding confirms the complex nature of the factors that affect students’ academic achievement, which involve internal and external factors. Without disregarding the other factors, these findings suggest that schools and parents should pay close attention to the dominant factors in order to improve students’ achievement.
Infrastructure Management for Improved Learning Outcomes: Insights from Junior High Schools in Southwest Aceh, Indonesia Istakri, Dedi; Sofyan, Hizir; Ismail, Ismail
Journal of Educational Management and Learning Vol. 2 No. 1 (2024): May 2024
Publisher : Heca Sentra Analitika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60084/jeml.v2i1.169

Abstract

This qualitative study explores the management of facilities and infrastructure at two junior high schools in Southwest Aceh Regency, Indonesia (SMP Negeri 1 Susoh and SMP Negeri 2 Susoh) and examines its impact on learning quality. The research methodology includes observations, structured interviews, and documentation to collect data from key stakeholders such as principals, deputy principals, and teachers. The findings emphasize the critical role of detailed planning and collaboration among teachers, principals, and school development teams in aligning facility needs with curriculum requirements. Efficient use, storage, maintenance, and care of educational assets are essential for maximizing their functionality and longevity. The study also highlights the importance of comprehensive inventory management that adheres to regulatory guidelines to ensure effective resource control and supervision. However, the schools face challenges including limited land availability, insufficient funding, human resource constraints, and inadequate government support, which impede their ability to provide well-rounded learning environments. The study points out the necessity for ongoing improvement efforts by principals to adapt educational facilities to evolving educational demands. It recommends prioritizing investments in facilities, staff training, and policy enhancements to address these challenges and foster comprehensive educational development. Future research should assess the effectiveness of these management practices in various contexts and their long-term impact on student outcomes.
Academic Supervision by School Principals: Enhancing Junior High School Teachers' Professional Competence Julianda, Eka; Ismail, Ismail; Khairuddin, Khairuddin; Lala, Andi
Journal of Educational Management and Learning Vol. 2 No. 1 (2024): May 2024
Publisher : Heca Sentra Analitika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60084/jeml.v2i1.170

Abstract

This study investigates the role of academic supervision by school principals in enhancing teacher professional competence at SMP Negeri 1 Babahrot and SMP Negeri 2 Susoh in Southwest Aceh, Indonesia. Employing a qualitative approach, the research examined the planning, implementation, and follow-up of academic supervision activities conducted by the school principals. The findings indicate that the principals' systematic approach to academic supervision includes comprehensive planning, active implementation, and targeted follow-up actions, all aimed at supporting the continuous professional development of teachers. The study demonstrates that these practices significantly improve teaching quality and student learning outcomes. Challenges such as limited time and the need for experienced supervisors and strategies to address these issues were identified. Overall, the research underscores the vital role of effective academic supervision in fostering teacher professionalism and enhancing educational quality, suggesting that these practices could be adopted in other educational settings to achieve similar benefits.
Strategic Management of Boarding Schools for Enhanced Learning Quality Geh, Nyak; Bahrun, Bahrun; Niswanto, Niswanto
Journal of Educational Management and Learning Vol. 2 No. 1 (2024): May 2024
Publisher : Heca Sentra Analitika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60084/jeml.v2i1.174

Abstract

This study examines the management of boarding school programs at junior high schools in South West Aceh Regency, Indonesia, and their impact on educational quality. Using qualitative methods, it investigates the planning, implementation, and evaluation of these programs at two schools: Boarding School Ibnu Sina and Boarding School Jabal Nur Jadid. The findings show: (1) The planning adheres to government regulations and involves the school community; (2) Implementation follows structured daily routines integrating academic and religious activities; (3) Regular evaluations reveal improvements in student discipline and academic performance. The boarding school environment is found to enhance educational quality and foster students' moral development. The study highlights the importance of comprehensive planning, stakeholder involvement, structured implementation, and continuous evaluation in the success of boarding school programs.
Machine Learning for Early Detection of Dropout Risks and Academic Excellence: A Stacked Classifier Approach Noviandy, Teuku Rizky; Zahriah, Zahriah; Yandri, Erkata; Jalil, Zulkarnain; Yusuf, Muhammad; Mohamed Yusof, Nur Intan Saidaah; Lala, Andi; Idroes, Rinaldi
Journal of Educational Management and Learning Vol. 2 No. 1 (2024): May 2024
Publisher : Heca Sentra Analitika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60084/jeml.v2i1.191

Abstract

Education is important for societal advancement and individual empowerment, providing opportunities, developing essential skills, and breaking cycles of poverty. Nonetheless, the path to educational success is marred by challenges such as achieving academic excellence and preventing student dropouts. Early identification of students at risk of dropping out or those likely to excel academically can significantly enhance educational outcomes through tailored interventions. Traditional methods often fall short in precision and foresight for effective early detection. While previous studies have utilized machine learning to predict student performance, the potential for more sophisticated ensemble methods, such as stacked classifiers, remains largely untapped in educational contexts. This study develops a stacked classifier integrating the predictive strengths of LightGBM, Random Forest, and logistic regression. The model achieved an accuracy of 80.23%, with precision, recall, and F1-score of 79.09%, 80.23%, and 79.20%, respectively, surpassing the performance of the individual models tested. These results underscore the stacked classifier's enhanced predictive capability and transformative potential in educational settings. By accurately identifying students at risk and those likely to achieve academic excellence early, educational institutions can better allocate resources and design targeted interventions. This approach optimizes educational outcomes and supports informed policymaking, fostering environments conducive to student success.
Evaluating Learning Motivation: An Analysis of Students' Engagement in Online Learning Environments Karyadi, Prita Atria; Paristiowati, Maria
Journal of Educational Management and Learning Vol. 2 No. 1 (2024): May 2024
Publisher : Heca Sentra Analitika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60084/jeml.v2i1.193

Abstract

This study analyzes students' learning motivations, including concentration, curiosity, enthusiasm, independence, readiness, encouragement, consistency, and self-confidence during online learning at Pahoa High School. Using a qualitative descriptive method, the research was conducted from February to April 2022, involving 53 students from class XI. Data were collected through observations, interviews, reflective journals, and questionnaires adapted from various research journals, focusing on learning motivation. The data analysis involved stages of data reduction, coding, presentation, and conclusion. Results were categorized into three areas: (1) student learning motivation during online learning, (2) advantages of online learning, and (3) disadvantages of online learning. Questionnaire data revealed that 78% of students exhibited excellent concentration, 57% had good curiosity, 41% displayed fair enthusiasm, 92% showed excellent independence, 54% demonstrated good readiness, 93% had excellent encouragement, 78% maintained excellent consistency, and 61% had good self-confidence. Overall, 69% of students were found to have good learning motivation. These findings suggest that students generally possess strong learning motivations in an online learning environment, providing valuable insights for educators to enhance online teaching strategies and improve student learning outcomes. This study also serves as a reference for future research on learning motivation in online education.

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