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Journal of Leadership, Management and Policy in Education
Published by Universitas Muhammadiyah Kendari
ISSN : 30323541     EISSN : 30465583     DOI : https://doi.org/10.51454/jlmp-edu.vxix.xxx
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Journal of Leadership, Management and Policy in Education is a scholarly journal managed by the Master of Educational Administration program at Muhammadiyah University of Kendari. This journal serves as a source of current knowledge and information in the fields of leadership, management, and educational policy. Published twice a year, in June and December, the journal provides a platform for various academic contributions, empirical research, and conceptual thinking relevant to the latest developments in educational administration. The journal aims to facilitate discussion and dialogue among academics, education practitioners, and researchers in efforts to understand, develop, and implement effective leadership, management, and policy concepts in diverse educational contexts. With a rigorous editorial process, the journal ensures that each published article reflects high academic standards. Being issued twice a year, the journal contributes to the scholarly literature in the field of educational administration, making it a valuable reference for academics, researchers, and practitioners interested in the development of leadership, management, and educational policy theories and practices.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 53 Documents
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Optimasi Transisi dari Pendidikan Anak Usia Dini (PAUD) ke Sekolah Dasar: Membangun Kesiapan Siap Sekolah melalui Tinjauan Literatur Nurdianah, Andi; Suarni, Suarni; Kasim, Kasim; Nasir, Nasir
Journal of Leadership, Management and Policy in Education Vol. 2 No. 2 (2024): Journal of Leadership, Management and Policy in Education, December 2024
Publisher : Magister Administrasi Pendidikan, Universitas Muhammadiyah Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jlmpedu.v2i2.619

Abstract

This research aims to optimize the transition from Early Childhood Education (ECE) to Primary School (PS) by building school readiness. Utilizing an analysis of relevant articles published between 2020-2024 from Google Scholar with the keyword "Transition ECE-PS," this research explores factors supporting children's readiness for this transition phase. The research method involves examining the role of teachers, the utilization of technology, the involvement of parents, and the psychological aspects of children as crucial elements in fostering this readiness. Through understanding the findings from various studies, this research provides foundation for educational stakeholders to enhance the effectiveness of ECE-PS transition programs. In conclusion, comprehensive and evidence-based strategies are needed to create a positive transition experience for children in their early education stages.
Kontribusi dan Strategi Komite Sekolah sebagai Pilar Pengembangan Mutu Pendidikan M, Rahmawati; Arfin, Arfin; Ahmad, Muhammad
Journal of Leadership, Management and Policy in Education Vol. 2 No. 2 (2024): Journal of Leadership, Management and Policy in Education, December 2024
Publisher : Magister Administrasi Pendidikan, Universitas Muhammadiyah Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jlmpedu.v2i2.721

Abstract

This study aims to analyze the contributions and strategies of the school committee in supporting educational development at SMPN 11 Buteng. Using a qualitative descriptive approach, the study involved the principal, the school committee chairperson and secretary, teachers, and parents as subjects. Data were collected through observation, interviews, and documentation, with validity ensured through source, technique, and time triangulation. The results of the study indicate that the school committee plays a significant role as an Advisory Agency, Supporting Agency, Controlling Agency, and Mediator (Executive) in improving the quality of education. These roles include providing strategic input, supporting resources, monitoring accountability, and bridging communication between the school and the community. Thus, the contributions of the school committee at SMPN 11 Buteng serve as an important model for sustainable educational development.
Faktor-Faktor yang Mempengaruhi Inovasi Pendidikan: Eksplorasi pada Kebijakan, Partisipasi Masyarakat, dan Tantangan Sosial Ekonomi Mokodompit, Multi; Abubakar, Abubakar; Bagea, Ishak; Fatmawati, Titi
Journal of Leadership, Management and Policy in Education Vol. 2 No. 2 (2024): Journal of Leadership, Management and Policy in Education, December 2024
Publisher : Magister Administrasi Pendidikan, Universitas Muhammadiyah Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jlmpedu.v2i2.1004

Abstract

This study aims to analyze the factors influencing educational innovation in Bahodopi District, Morowali Regency. The research focuses on government policy support, community participation, resource limitations, and the socio-economic conditions of the local community in implementing educational innovations. A qualitative research method with a case study approach was employed. Data were collected through interviews, observations, and documentation involving policymakers, educators, and local community members. The findings reveal that government policies, both at the central and regional levels, play a strategic role in creating a framework that supports educational innovation. Community participation, through financial support and volunteer efforts, also strengthens the implementation of educational programs. However, challenges such as limited resources and infrastructure, as well as socio-economic conditions, hinder the optimization of educational innovation. Therefore, collaboration among the government, community, and other stakeholders is necessary to overcome these challenges and enhance the quality of education in the region.
Pengelolaan Kinerja Kepala Sekolah melalui Optimalisasi Pendampingan Akademik: Upaya Peningkatan Mutu Pendidikan di Sekolah Juhadira, Juhadira; Nasir, Nasir; Deluma, Ridwan
Journal of Leadership, Management and Policy in Education Vol. 2 No. 2 (2024): Journal of Leadership, Management and Policy in Education, December 2024
Publisher : Magister Administrasi Pendidikan, Universitas Muhammadiyah Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jlmpedu.v2i2.1009

Abstract

This study explores the roles of vision, mission, and academic supervision in improving the quality of education at kindergartens (TK) in Kendari City. Interviews with school principals and observations reveal that vision and mission play strategic roles in guiding educational activities. Various kindergartens' visions include character development, local culture, and STEAM approaches, while missions outline concrete steps to achieve these visions. Academic supervision showed varied results, with TK Negeri 1 and TK Negeri 4 demonstrating high effectiveness due to constructive feedback and clear goals. In contrast, TK Negeri 2 and TK Nur Ichsany face challenges related to time efficiency and the development of evaluation instruments. Effective academic supervision contributes to improving teaching quality and student learning outcomes, although some areas require improvement for optimal efficiency. Innovative strategies, such as empowering teachers through additional training and coaching, as well as regular monitoring, are identified as key to creating a supportive learning environment. These findings support educational management theory emphasizing the importance of vision, mission, and supervision in early childhood education, and highlight the need for a holistic approach to enhancing education quality at kindergartens in Kendari.
Persepsi dan Realitas: Analisis Fenomena Penyalahan Guru dalam Disiplin Peserta Didik di Sekolah Dasar Sundari Arif, Siti; Ode Linda Sawitri, Wa; Ode Darma Alisafitri, Wa; Lilianti, Lilianti; Nasir, Nasir
Journal of Leadership, Management and Policy in Education Vol. 3 No. 1 (2025): Journal of Leadership, Management and Policy in Education, June 2025
Publisher : Magister Administrasi Pendidikan, Universitas Muhammadiyah Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jlmpedu.v3i1.1156

Abstract

This study aims to analyze the phenomenon of blaming teachers for disciplining students in elementary schools, focusing on the gap between public perceptions and on-ground realities. Discipline is a crucial element in shaping students' character; however, teachers' disciplinary actions are often perceived as excessive, leading to accusations of ethical violations or abuse. This research employs a qualitative approach with a phenomenological method, involving in-depth interviews with teachers, students, parents, and school officials from three urban elementary schools. The findings reveal that negative public perceptions of teachers' disciplinary actions are frequently based on incomplete information, lacking an understanding of the school context and dynamics. On the other hand, some teachers acknowledge the need for more training in non-violent classroom management, influencing their disciplinary approaches. These findings highlight the importance of transparent communication between schools and parents and the need for intensive teacher training on empathy-based discipline management. This study contributes to formulating strategies to reduce misunderstandings between communities and schools and supports the creation of a more harmonious educational environment.
Exploring Teachers’ Independent Efforts in Enhancing Professional Competence at Madrasah Suaib, Suaib; Nasir, Nasir; Muallimah, Muallimah
Journal of Leadership, Management and Policy in Education Vol. 3 No. 1 (2025): Journal of Leadership, Management and Policy in Education, June 2025
Publisher : Magister Administrasi Pendidikan, Universitas Muhammadiyah Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jlmpedu.v3i1.1283

Abstract

This study aims to identify and analyze the independent efforts undertaken by teachers at Madrasah Aliyah Al-Islam Meeto in improving their professional skills. It also explores the supporting and inhibiting factors in these efforts, as well as their impact on the quality of learning. Using qualitative methods through teacher interviews and document analysis, the findings reveal that teachers’ motivations vary, ranging from moral responsibility to the demands of scientific development. Independent efforts identified include reading academic literature, participating in training, and engaging in collegial collaboration. Nevertheless, teachers face obstacles such as limited time and restricted access to appropriate learning resources. Despite these challenges, the independent efforts contribute positively to enhancing the quality of learning and improving students’ understanding.
A Qualitative Study of Learning Environment Quality in Rural Public Secondary Schools Ikayani, Ikayani; Abubakar, Abubakar; Nasir, Nasir
Journal of Leadership, Management and Policy in Education Vol. 3 No. 2 (2025): Journal of Leadership, Management and Policy in Education, December 2025
Publisher : Magister Administrasi Pendidikan, Universitas Muhammadiyah Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jlmpedu.v3i2.1284

Abstract

This study examines the quality of the learning environment at SMP Negeri 2 Kolaka Utara by analyzing the interaction between structural, pedagogical, and socio-economic factors within a rural public secondary school context. Employing a qualitative research design, data were collected through in-depth interviews and document analysis involving the school principal, teachers, and parents, and analyzed using thematic analysis. The findings reveal that limitations in educational infrastructure, uneven development of teachers’ professional competencies, low parental engagement, and students’ socio-economic constraints jointly shape the learning environment and hinder its optimal development. Rather than functioning as isolated issues, these factors form an interconnected system that influences teaching effectiveness and student learning experiences. This study highlights that improvements in learning environment quality require an integrated, multi-stakeholder approach that aligns school management practices, teacher capacity development, and community participation. The novelty of this research lies in its holistic analytical framework, which moves beyond single-factor explanations by demonstrating how multiple dimensions simultaneously affect learning environments in rural secondary schools. The study contributes to educational management and school improvement literature by providing empirical insights that support context-responsive and sustainable strategies for enhancing learning environments in under-resourced educational settings.
The Role of Driving Teachers in Educational Transformation: Learning Leadership and Innovation in Indonesian Schools Basman, Basman; Rasid, Rasid; Yusuf Deluma, Ridwan; Fatmawati, Titi; Mujiati, Mujiati
Journal of Leadership, Management and Policy in Education Vol. 3 No. 2 (2025): Journal of Leadership, Management and Policy in Education, December 2025
Publisher : Magister Administrasi Pendidikan, Universitas Muhammadiyah Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jlmpedu.v3i2.1285

Abstract

Improving educational quality requires systematic learning innovation, teacher empowerment, and effective leadership at the school level. This study examines the role of Driving Teachers (Guru Penggerak) in fostering educational transformation through learning leadership, professional collaboration, and community engagement in North Kolaka, Indonesia. Employing a descriptive qualitative design with a phenomenological approach, data were collected through in-depth interviews with key participants involved in the Driving Teacher program. The data were analyzed using thematic analysis to identify core themes reflecting participants’ lived experiences and perceptions. The findings reveal that Driving Teachers play a strategic role in shaping the Pancasila Student Profile through four key dimensions: learning leadership, self-development, student-centered learning, and instructional innovation. These roles are reflected in the development of students’ faith and piety, noble character, global diversity awareness, mutual cooperation, independence, and critical and creative thinking. Additionally, Driving Teachers contribute to improving teacher competence, enhancing student learning outcomes, and cultivating a collaborative school culture involving parents and the wider community.
Teacher Readiness in Implementing the Independent Curriculum in Elementary Schools: Challenges and Strategies Ritme, Ritme; Adam, Adam; Deluma, Ridwan
Journal of Leadership, Management and Policy in Education Vol. 3 No. 1 (2025): Journal of Leadership, Management and Policy in Education, June 2025
Publisher : Magister Administrasi Pendidikan, Universitas Muhammadiyah Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jlmpedu.v3i1.1345

Abstract

This study aims to analyze teacher readiness in implementing the Independent Curriculum in elementary schools, as well as provide recommendations for improving learning practices and educational policies. Using a qualitative method with a multi-case study approach at SDN 6 and SDN 7 Kodeoha, data were collected through interviews, classroom observations, and document analysis. The results show that teachers have understood the basic concepts of the Independent Curriculum, but still experience challenges in its implementation, such as gaps in student abilities, limited teaching materials, and resistance to new learning methods. Limited technological infrastructure and low parental involvement are also obstacles. This study recommends practice-based training for teachers, improving learning facilities, and strengthening communication between schools and parents. These findings are expected to be the basis for developing a more effective implementation strategy for the Independent Curriculum at the elementary school level .
Pengaruh Manajemen Kelas dan Disiplin Belajar terhadap Hasil Belajar Matematika Siswa Sukmawati, Sukmawati; Adam, Adam; Bagea, Ishak
Journal of Leadership, Management and Policy in Education Vol. 3 No. 1 (2025): Journal of Leadership, Management and Policy in Education, June 2025
Publisher : Magister Administrasi Pendidikan, Universitas Muhammadiyah Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jlmpedu.v3i1.1347

Abstract

Mathematics learning outcomes in Indonesian junior high schools, particularly in rural areas such as Pakue Tengah District, North Kolaka, remain below expectations. Many students fail to reach the Minimum Completion Criteria (KKM), indicating the need to examine classroom-level factors that may influence achievement. This study aims to analyze the relationship between classroom management and learning discipline with students’ mathematics learning outcomes. A survey method with a correlational approach was employed, involving a sample of 73 eighth-grade students selected using stratified random sampling. Data were collected through questionnaires on classroom management and learning discipline, along with mathematics achievement tests, and analyzed using multiple linear regression. The results show that classroom management has a positive and significant relationship with mathematics outcomes (r = 0.579; R² = 33.52%), while learning discipline also demonstrates a significant relationship (r = 0.533; R² = 28.41%). Together, both variables explain 55.95% of the variance in students’ mathematics achievement. These findings align with prior studies highlighting the importance of effective classroom management and discipline in enhancing student engagement and learning results. The study implies that teachers should strengthen classroom management strategies, promote learning discipline, and foster conducive environments. Academically, the research contributes by providing empirical evidence from a rural Indonesian context, while practically it offers recommendations for teacher training and school policy to improve mathematics achievement.

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