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Journal of Education Policy and Management Studies
Published by Piramida Akademi
ISSN : -     EISSN : 30478502     DOI : 10.62385/jepams.
Core Subject : Education,
Education
The JEPAMS main objective is to provide an Open Access scientific platform that publishes quality manuscripts and contributes to international collaboration in the area of educational policy and management research. The scope of the journal covers the following topics, but is not limited to Educational management and governance, Policy-making process in education, Implementation and impact of educational policies, Educational and instructional leadership, Educational systems and school organization, Research theory, design, methods and evaluation in educational policy and management, Economy and financial management in education, School effectiveness and school improvement, Strategic planning in education, Entrepreneurship in education, Gender, race and social issues in educational policy and management, Political ideologies and educational systems, Professional organizations for teachers and educational staff, Educational policies and social change.
Arjuna Subject : Umum - Umum
Articles 15 Documents
 1   2 
Exit exams and curriculum design in Higher Education: A systematic review Teshome, Samson Worku
Journal of Education Policy and Management Studies Vol. 2 No. 1 (2025): Journal of Education Policy and Management Studies
Publisher : Piramida Akademi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62385/jepams.v2i1.172

Abstract

As a standard for evaluating students' preparedness for graduation and professional practice, exit exams have emerged as a crucial element of higher education.  Based on a thorough examination of 30 studies from various academic databases, this systematic review investigates how exit exams affect curriculum design. To ensure methodological rigor, the review uses the PRISMA framework, which identifies important themes like curriculum alignment with exit exam requirements, the impact of high-stakes testing on instructional strategies, and the function of exit exams in quality assurance. Findings show that exit exams can influence curriculum changes, especially when it comes to matching academic material to professional competencies and industry standards. But there are drawbacks as well, like stress from tests, a focus shift in the curriculum, and disparities in student performance. The review emphasizes the necessity of a well-rounded curriculum that incorporates exit exam preparation with more general learning objectives. Future research directions and implications for educational practice are also covered. Findings reveal that exit exams can drive curriculum reforms, particularly in aligning educational content with industry standards and professional competencies. However, challenges such as exam-related stress, narrowing of curriculum focus, and inequities in student outcomes are also highlighted. The review underscores the need for balanced curriculum design that integrates exit exam preparation with broader educational goals. Implications for educational practice and future research directions are also discussed.
Enhancing science teacher performance: The role of interpersonal communication, pedagogical competence, and organizational climate wijiyanto, Iwan; Hayati, Rina Mida
Journal of Education Policy and Management Studies Vol. 2 No. 1 (2025): Journal of Education Policy and Management Studies
Publisher : Piramida Akademi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62385/jepams.v2i1.185

Abstract

The purpose of this study in general was to analyze the contribution of interpersonal communication, pedagogical competence and organizational climate to the performance of science subject teachers Specifically, the objectives of this study are as follows: (1) To analyze the contribution of interpersonal communication, pedagogical competence and organizational climate simultaneously to the performance of science subject teachers; (2) To analyze the contribution of interpersonal communication to the performance of science subject teachers; (3) To analyze the contribution of pedagogic competence to the performance of science subject teachers; and (4) To analyze the contribution of organizational climate to the performance of science subject teachers.The approach of this research was quantitative. The independent variables in this study were intepersonal communication, pedagogic competence, and organizational climate, while the dependent variable was teacher performance. This study was conducted on science teachers at MTs in Purworejo District. The population of this study were all science subject teachers in public and private MTs in Purworejo District, which numbered 38 people. The sample in this study were all science teachers in MTs in Purworejo District, which totaled 38 people. Thus, this study uses saturated samples. Data collection techniques using a questionnaire. The analysis used was multiple linear regression analysis.Based on the results of data analysis, it can be concluded that: (1) Interpersonal communication, pedagogical competence and organizational climate contribute positively to the performance of science subject teachers. (2) Interpersonal communication demonstrated a statistically significant positive contribution to the performance of science subject teachers. (2) Pedagogical competencies contribute positively to the performance of science subject teachers. (3) The organizational climate demonstrated a statistically significant positive contribution to the performance of science subject teachers.
Analisis kesiapan kerja siswa SMK keperawatan: Peran prestasi, kompetensi prakerin, dan motivasi kerja Arifah, Kun
Journal of Education Policy and Management Studies Vol. 2 No. 1 (2025): Journal of Education Policy and Management Studies
Publisher : Piramida Akademi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62385/jepams.v2i1.186

Abstract

The aim to be achieved in this research is to find out (1) the influence of learning achievement, Prakerin competence, and work motivation on the work readiness of class XII students of the Health Vocational School Nursing Skills Program in Gunungkidul Regency; (2) the influence of learning achievement on the work readiness of class XII students of the Nursing Skills Program at the Health Vocational School in Gunungkidul Regency; (3) the influence of Prakerin competence on the work readiness of class XII students of the Health Vocational High School Nursing Skills Program in Gunungkidul Regency; (4) the effect of work motivation on work readiness of class XII students of the Health Vocational School Nursing Skills Program in Gunungkidul Regency. This research is a correlational study using a quantitative data approach. The population in this study were all students of class XII Nursing Skills Program at the Health Vocational School in Gunungkidul Regency a total of 131 students. The sampling technique in this study is total sampling. The data collection techniques used in this research are: (1) documentation for variable data on learning achievement and Prakerin competence; (2) questionnaire for data on work motivation and work readiness variables. The conclusion of the research shows that together learning achievement, Prakerin competence, and work motivation greatly determine students' work readiness; students' work readiness can be improved by increasing learning achievement, Prakerin competence and students' work motivation. Meanwhile, individually, learning achievement will determine students' work readiness; the higher the learning achievement, the higher the student's work readiness, and vice versa. Prakerin competence also determines students' work readiness; the higher the Prakerin competency, the higher the student's work readiness, and vice versa. Likewise, work motivation determines student work readiness; the higher the work motivation, the higher the student's work readiness, and vice versa.
Determinasi faktor-faktor manajerial terhadap kinerja guru: Studi pada guru matematika SMK Negeri di Kabupaten Bantul Nodo, Nodo; Mansur, Mansur
Journal of Education Policy and Management Studies Vol. 2 No. 1 (2025): Journal of Education Policy and Management Studies
Publisher : Piramida Akademi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62385/jepams.v2i1.187

Abstract

This study aims to determine the simultaneous effect of work motivation, principal's academic supervision and job satisfaction on the performance of mathematics teachers at State Vocational Schools in Bantul Regency. Meanwhile, it specifically aims to analyze the effect of work motivation on teacher performance, the effect of principal's academic supervision on teacher performance and the effect of job satisfaction on teacher performance. This type of research is quantitative with a population of 59 teachers. The data collection technique used a questionnaire in the form of a questionnaire. The data analysis technique used multiple regression analysis and partial correlation analysis. The results of this study indicate that (1) there is a positive and very significant influence jointly between work motivation, principal's academic supervision and job satisfaction on teacher performance, (2) there is a positive and very significant influence between work motivation on teacher performance, ( 3) there is a positive and very significant effect between the principal's academic supervision on teacher performance and (4) there is a positive influence between job satisfaction on teacher performance. Of the three independent variables that have a dominant influence on the performance of State Vocational High School mathematics teachers in Bantul Regency, the teacher's work motivation.
Examining the influence of principal leadership, pedagogical, and professional competence on teacher performance in elementary schools: A multiple regression analysis Sundaryanti, Nofvin; Supriyoko, Supriyoko
Journal of Education Policy and Management Studies Vol. 2 No. 1 (2025): Journal of Education Policy and Management Studies
Publisher : Piramida Akademi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62385/jepams.v2i1.206

Abstract

Teacher performance is a crucial determinant of the quality of learning in elementary schools. This study aims to examine the influence of principal leadership, pedagogical competence, and professional competence on the performance of elementary school teachers. Employing a quantitative correlational design with multiple regression analysis, the study involved 87 teachers selected through random sampling from a population of 111 elementary school teachers in Ngawen District, Gunungkidul, Indonesia. Data were collected using structured questionnaires, and instrument validity and reliability were tested using Pearson’s Product Moment correlation and Cronbach’s Alpha. The findings reveal that principal leadership, pedagogical competence, and professional competence simultaneously have a significant effect on teacher performance (R² = 0.207, F = 7.235, p < 0.05). Partially, principal leadership (β = 0.355, p < 0.05) and pedagogical competence (β = 0.349, p < 0.05) show positive and significant effects on teacher performance, while professional competence indicates a significant but negative effect (β = –0.360, p < 0.05). These results suggest that improving principal leadership and pedagogical competence can enhance teacher performance, while the negative contribution of professional competence requires further exploration. The study provides practical implications for school leaders and policymakers in strengthening teacher development programs to improve the quality of education.

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