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Proceedings Series of Educational Studies
Published by Universitas Negeri Malang
ISSN : -     EISSN : 29872448     DOI : 10.17977
Core Subject : Education,
Education
The proceedings series Proceedings of Educational Study Seriesaims to publish proceedings from conferences on the theories and methods in fields of education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 893 Documents
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Strategic Implementation of SERVQUAL Dimensions to Strengthen Excellence Service in Secondary Education Nailah Aliya Putri Antero; Silvi Dziya’ul Aini; Vina Mahmudah; Rochmawati Rochmawati; Achmad Supriyanto; Burhanuddin Burhanuddin
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Educational institutions in Indonesia are increasingly expected to shift from compliance-based quality management toward impact-based quality governance that is genuinely oriented toward customer satisfaction. Guided by the SERVQUAL model developed by Zeithaml, Parasuraman, and Berry, this study aims to describe the strategic implementation of five service quality dimensions Tangibles, Reliability, Responsiveness, Assurance, and Empathy at SMAN 3 Malang, a public secondary school recognized for its diverse academic and non-academic excellence programs. A qualitative case study design was employed. Data were collected through in-depth interviews with the vice principal for public relations, the quality management unit, teachers, information-technology staff, and students, supported by field observation and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldana. The findings show that each dimension has evolved beyond its conventional meaning: Tangibles through digital-based facilities, Reliability through standardized operating procedures reinforced by periodic evaluation, Responsiveness through proactive feedback mechanisms, Assurance through an integrated quality assurance system grounded in need-based competency development and instructional leadership, and Empathy through a student-centered, restorative approach. The five dimensions interact synergistically, transforming excellence service from mere administrative compliance into an institutionalized quality culture.
Metacognitive Leadership and Digital-Enabled Partnership Management in Inclusive Early Childhood Education: A Case Study of Special Companion Teachers at PAUD Terpadu Anak Saleh Malang Syafira Fadillah Maulidah; Fariza Ika Cahyani; Eny Nur Aisyah
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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The digital age, educational management increasingly depends not only on technology adoption but also on frontline educators' metacognitive capacity to monitor, regulate, and adapt their practice under conditions of uncertainty. This study examines this capacity through an in-depth analysis of Special Companion Teachers (Guru Pendamping Khusus/GPK) who realise inclusive education rights for early childhood learners with autism spectrum disorder at PAUD Terpadu Anak Saleh Malang, an exemplary inclusive institution at the regional level. Employing Permendikbudristek No. 48 of 2023 on Reasonable Accommodation for Students with Disabilities alongside metacognitive and reflective-practice frameworks as an analytical lens, this research constructs a comprehensive understanding of how self-monitoring, self-regulation, and digitally mediated coordination shape policy implementation at the micro level. A qualitative approach with an intrinsic case study design was applied through data triangulation encompassing semi-structured interviews, field observations, and documentary analysis. Findings indicate that GPK function as street-level bureaucrats whose effectiveness as educational managers rests on four interrelated dimensions: (1) systematic pre-learning commitment grounded in multidisciplinary collaboration and distributed leadership for Individual Learning Programme (ILP) development; (2) metacognitive self-regulation, evidenced through real-time monitoring of children's emotional escalation cues and iterative revision of intervention strategies; (3) pedagogical competence expressed through tactile learning media engineering, instructional differentiation, and digitally supported progress tracking; and (4) digitally enabled communication partnership management, particularly the use of daily logbooks and instant-messaging platforms to sustain school-family intervention continuity in near real time. The study also identifies two structural issues requiring urgent management and policy intervention: formal qualification gaps among non-special education GPK and parental fiscal unaffordability of inclusive operational costs in private early childhood institutions. The findings offer implications for transformative educational leadership and digital-age management practice, and policy recommendations are directed to the Ministry of Education and regional governments to establish formal GPK certification pathways, metacognitive-oriented professional development, and subsidy mechanisms for private inclusive PAUD operational costs.
INTEGRATION OF SPEECH AND SIGN LANGUAGE TRAINING USING THE QUBRAIN PLATFORM FOR DEAF STUDENTS I Kadek Deva Sancitta Aiswarya; Finanda Rihanika Putri; Natasya Putri Femy Gosoemolo; Dimas Arif Dewantoro
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Communication skills are an important foundation for learning, social interaction, and independence among deaf and hard-of-hearing students. This article describes the implementation of QuBrain, a snakes-and-ladders board game equipped with speech and sign-language challenge cards, to support communication practice in a special school in Malang, Indonesia. A descriptive qualitative approach was used through direct observation, an interview with the accompanying teacher, field notes, and visual documentation. The activity was conducted on 10 November 2025 with two ninth-grade students with hearing impairment. The implementation began with introductory practice in pronunciation and simple signs, followed by a game session in which students responded to speech and sign-language challenges. The observed results indicated increased enthusiasm, participation, willingness to attempt verbal vocabulary, and willingness to demonstrate signs. Peer interaction also appeared when students helped or corrected one another. Nevertheless, the students initially had difficulty with SIBI and required repeated demonstrations and facilitator support. The findings suggest that QuBrain has potential as an interactive and visually accessible learning aid for communication practice. Because the activity involved only two students and lacked pre-post measurement, the findings should be interpreted as descriptive evidence of engagement and participation rather than experimental evidence of effectiveness.
Literature Review: Impact of Teacher Support on Cognitive Development and Motivation in Visually Impaired Children Sofi Andini; Khairul Wathoni; Ediyanto Ediyanto; Robitul Umam Ramdani
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
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Blindness is a condition in which an individual experiences damage or impairment to their vision. Teachers who teach blind students not only provide material, but also act as facilitators in adaptive learning. This study aims to determine how teachers provide support to blind children and the factors that hinder this support. The method used was a Systematic Literature Review (SLR) of 10 literature sources with two questions asked, namely a. How do teachers provide support for cognitive and motivational improvement in blind children. b. What factors hinder teachers in providing support for cognitive and motivational improvement in blind children. The results of this study are: 1) utilising audio media and Braille boards, creating learning plans tailored to characteristics and abilities, using concrete learning media, and providing praise during the learning process; 2) lack of available facilities and infrastructure, limitations in flexible and accessible learning facilities, lack of adequate Braille resource books, an unsupportive environment, and lack of specialised training for teachers. This research concludes that the role of teachers is crucial in providing education for visually impaired students because teachers have a positive impact on students' cognitive abilities, motivation, learning engagement, and achievement. Providing guidance and direction and building self-confidence can increase their motivation.
Assistive Reading Technology for Blind Children: A Literature Review of Developments in the Last Five Years (2022–2026) Grace Elinda; Risa Safira Ramadhani; Keyne Berly Clorinda; Emira Nurfitria Muhammad; Anisa Ruwaidah; Qurotul Ishaqiyah
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Reading is a foundational skill for blind children, yet limited access to sensory accessible reading materials remains a major barrier in their education. Over the past decade, rapid advances in assistive technology ranging from RFID and computer vision-based devices for braille learning, Optical Character Recognition (OCR) and Text-to-Speech (TTS) text readers, artificial intelligence (AI)-based smart glasses, to adaptive audio learning platforms have opened up new opportunities to support literacy among blind children. This article presents a narrative literature review of 20 publications from 2022–2026 discussing assistive technology for reading among blind children and individuals, gathered from academic search databases and filtered for relevance to the topic. Thematic synthesis grouped the findings into six categories: (1) tactile braille-based technology; (2) OCR and TTS based text reading devices; (3) AI-based visual assistance and smart glasses; (4) audio learning platforms and AI-based personalization; (5) implementation, perception, and school readiness; and (6) dimensions of context, equity, and family. The review results show that innovation in assistive reading technology is moving from single-function tactile devices toward integrated multimodal systems, but most available research consists of small-scale engineering prototypes that have not been widely tested on populations of blind children in real school settings. Gaps were also found in cost affordability in low- and middle-income countries, teacher readiness, standardized assessment tools for assistive technology skills, and the affective and family dimensions of shared reading practices. This article concludes with recommendations for future research to strengthen child-user-based evaluation, cost-effectiveness studies in developing-country contexts including Indonesia, and the development of standardized assessment instruments.
School burnout across vocational tracks: A comparative study of Indonesian vocational high school students Tassya Dewi Sartika; Viandita Erika Putri; Zahwa Aulia Azzakiy Hamsyah; Diniy Hidayatur Rahman; Arif Hendro Waluyo
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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School burnout is an important concern in vocational education, where students encounter diverse academic, practical, and competency-based demands. This study examined differences in school burnout across vocational tracks among Grade 11 students at a vocational high school in Indonesia. A quantitative cross-sectional comparative design was employed involving 271 students from Digital Business, Software Engineering, Banking Services, Office Management, and Accounting programs. School burnout was assessed using the nine-item Indonesian version of the School Burnout Inventory. Data were analyzed using descriptive statistics and one-way analysis of variance (ANOVA). The results revealed a significant overall difference in school burnout across vocational tracks, F(4, 266) = 4.28, p = .002, η² = .060. Accounting students showed the highest mean burnout score, whereas Software Engineering students showed the lowest. These findings indicate that school burnout may vary across specialization-based learning contexts within vocational education. The results highlight the importance of differentiated needs assessment and context-sensitive guidance and counseling services that consider the characteristics and demands of different vocational tracks.
Analysis of the Availability, Utilization, and Constraints Regarding Learning Facilities and Infrastructure in Madrasah Ibtidaiyah Mahmada Assyifa; Surayanah Surayanah; Weka Tyas Puspita; Nayla Zalfa Destiasha; Muhammad Fatikhun Naqiya
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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The availability of facilities and infrastructure is a crucial component in supporting effective and conducive learning at Madrasah Ibtidaiyah (Islamic elementary schools). This study aims to describe and analyze the availability, utilization, and challenges of facilities and infrastructure in supporting learning activities. The study employs a qualitative approach with a descriptive design. Data were collected through observation, interviews, and documentation concerning the condition and utilization of learning facilities and infrastructure. Data were analyzed descriptively through data condensation, data presentation, and conclusion drawing and verification. The results indicate that basic facilities and infrastructure, including classrooms, student desks and chairs, whiteboards, libraries, and other supporting amenities, are available and in relatively adequate condition. Their utilization supports learning implementation and helps teachers create more varied learning activities. However, challenges remain regarding limited technology-based facilities, such as smart TVs, LCDs, and projectors, requiring shared use on a rotational basis. Furthermore, the utilization of learning facilities has not been fully optimal or equitable. The findings suggest that optimizing facility management, upgrading technological equipment, and strengthening teacher competence in utilizing learning media are essential to fostering more effective and adaptable learning. Thus, adequate facilities and infrastructure must be accompanied by optimal management and utilization to better support learning activities at Madrasah Ibtidaiyah.
The Role Of The Batu Social Service In Increasing The Capacity Of Socio-Economic Vulnerable Women Kukuh Miroso Raharjo; Nabila Gresita Fitri
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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This article examines the role of the Batu City Social Service in increasing the capacity of socio-economically vulnerable women (PRSE) through empowerment programs that include business capital assistance, motivational guidance, social, entrepreneurship, as well as mentoring and monitoring. The research aims to describe the implementation of the program, the process of determining beneficiaries, the form of assistance, and the obstacles faced in the empowerment of PRSE. The research uses a qualitative descriptive approach with a location in Batu City. Data was obtained through in-depth interviews with Social Service workers who handle the PRSE program and observation of the implementation of activities. The results of the study show that the Social Service plays a role in identifying potential recipients, assessing needs, preparing Cost Budget Plans, disbursing assistance, assisting in the use of funds, and monitoring. The capital assistance began to touch the PRSE target in October 2024 and is planned to be implemented in December 2024, with assistance of IDR 10 million for 16 recipients. The main obstacles are limited data and inaccuracy of citizen information. The program requires data verification, coordination, and adaptive management so that empowerment is on target and sustainable.
THE EFFECT OF THE FLIPPED CLASSROOM MODEL BASED ON THE SONKAL APPLICATION ON TAEKWONDO COMPREHENSION AND MOVEMENT SKILLS (TUL) ON STUDENTS Luqman Hakim; Otto Fajarianto; Herlina Ike Oktaviani; Agus Wedi
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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This study aims to analyze the influence of the Flipped Classroom model based on the Sonkal application on Taekwondo comprehension and movement skills (Tul) in students. The study used a quantitative approach with a quasi-experimental design involving an experimental class and a control class. Treatment was provided through Flipped Classroom learning assisted by the Sonkal application in the experimental class, while the control class used the demonstration method. Data collection was carried out through comprehension tests and movement skills practice tests, then analyzed using descriptive statistics and independent samples t-test. The results showed that the Flipped Classroom model based on the Sonkal application had a significant effect on improving students' understanding (p < 0.05), shown by a higher average posttest of the experimental class than the control class. In terms of movement skills, a higher improvement occurred in the control class, but the Flipped Classroom model still made a positive contribution to learning readiness, mastery of movement sequences, and student independence. These findings confirm that the integration of Flipped Classroom and digital applications is effective in strengthening cognitive aspects and supporting the development of comprehensive movement skills in Taekwondo learning.
Analysis of Student’s Psychological Development in the Implementation of Teacher Learning Strategies at SDN Sumberjo 02 Najin Fadila Foresta; Surayanah Surayanah; Arina Mufti Ruchana; Adhistya Ramadhani
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Students’ psychological development is one aspect that must be considered when implementing learning strategies in elementary schools, as it is closely related to student engagement during the learning process. This study aims to analyze students’ psychological development including emotional aspects, motivation, social interaction, self confidence, and concentration and to describe how teachers apply learning strategies in response to students’ psychological conditions at SDN Sumberjo 02. The study employs a qualitative approach using a descriptive research design. Data were collected through observation, semi structured interviews, a supplementary questionnaire administered to 10 students, and documentation. Data validity was assessed through source and technique triangulation, while data analysis was conducted through the stages of data reduction, data presentation, and the drawing and verification of conclusions. The results of the study indicate that students’ psychological conditions exhibit diverse characteristics. Some students demonstrated positive conditions in terms of motivation, social interaction, and the courage to ask questions, while others still required support particularly in developing self confidence, managing anxiety related to assessments, and maintaining concentration during learning. Teachers responded to this diversity by implementing adaptive learning strategies, such as positive reinforcement, cooperative learning, the use of media and varied activities, and gradual guidance. The research findings indicate that understanding students’ psychological conditions is a key consideration for teachers in determining learning strategies. Thus, adaptive, humanistic, and responsive learning strategies that account for students’ psychological conditions are necessary to create a learning process that optimally supports student engagement and learning needs.

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