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Educational Management
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 2502454X     DOI : https://doi.org/10.15294/eduman
Core Subject : Education,
Education
Educational Management is a peer-reviewed journal which publishes original contributions on education administration, management and leadership in the widest sense: on the management of schools of all types, and of further and higher education institutions; on administration and policy at all levels - institutional, local, national and international; and on the study and teaching of educational administration.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 44 Documents
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School Management and Character Formation for High-Achieving Students at MI Darul Hikmah Menganti Mahmuda; Nina Oktarina
Educational Management Vol. 15 No. 1 (2026): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v15i1.38981

Abstract

This study examines the school management strategies implemented at MI Darul Hikmah Menganti in shaping the character of high-achieving students. Supported by management theory, character education, and the Indonesian Pancasila Student Profile framework, this study aims to analyze how the functions of planning, organizing, executing, and evaluating (POAC) are used to strengthen students' academic and non-academic achievements. Using a qualitative case study approach, data were collected through in-depth interviews, documentation, and achievement records from teachers, administrators, students, and parents. Findings show that the school instills a culture of achievement through its motto “A Thousand Students, A Thousand Champions,” integrates a Quran memorization program, establishes a structured extracurricular system, encourages collaborative involvement of teachers and parents, and conducts continuous evaluation through character reports and performance competitions. This study concludes that effective management strategies significantly improve students' spiritual, moral, academic, and achievement-oriented character. Recommendations include strengthening digital-based evaluation tools, expanding parent partnership programs, and extending the talent development model to other schools.
Development of the Busy Book “Adventures in Protecting Nature” as an Environmental Literacy Innovation for Early Childhood Nadra Sahi; Yuli Utanto
Educational Management Vol. 14 No. 3 (2025): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v15i1.39780

Abstract

This study aims to develop the Busy Book “Adventures in Protecting Nature” as a medium for teaching environmental literacy to young children. This product is designed to introduce environmental concepts through various interactive activities that can raise children's awareness of the importance of protecting nature and cleanliness. Using the Research and Development (R&D) method with the 4D model, this study produced media that has been validated by media experts and subject matter experts with very high scores, namely 100% and 81.33%, who assessed this media as very suitable for use. However, there are several suggestions for improvement, such as adding a cardboard coating to increase the durability of the media and adding material related to the impact of environmental pollution. This research contributes to the development of innovative and effective environmental literacy-based learning media, with the aim of increasing children's understanding of environmental issues from an early age.
The Influence of Leadership Style, Work Climate and Facilities and Infrastructure On Teacher Performance with Motivation Work as Variables Mediation at the Sub- district Public Elementary School Sirampog Brebes Regency Laelatul Khoeriyah; Suwito Eko Pramono; Sugi
Educational Management Vol. 15 No. 1 (2026): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v15i1.40011

Abstract

This study aims to determine the role of work motivation in mediating the influence of leadership style, work climate, and infrastructure on the performance of public elementary school teachers in Sirampog Regency. This study was conducted using a quantitative method, and data collection was carried out using valid and reliable research instruments. The population in this study consisted of public elementary school teachers, with a sample selected using the Slovin formula. Data analysis was conducted using multiple linear regression, mediation testing with the Sobel test, and path analysis. The results of the study indicate that work motivation as a mediating variable is able to mediate the influence of leadership style and work climate on teacher performance, as evidenced by significant results and calculated Z values exceeding the critical Z value. On the other hand, work motivation does not have a positive and significant mediating effect on the relationship between infrastructure and teacher performance, as indicated by non-significant results and calculated Z values below the critical threshold. Overall, the findings show that improving work motivation, leadership style, and a supportive work climate has a significant influence on enhancing teacher performance.
The Influence of School Culture and School Quality on Teachers’ Performance through Achievement Motivation of Vocational High School Teachers in Bangsri District, Jepara Regency Dwi Agung Suhartono; Tri Joko Raharjo
Educational Management Vol. 14 No. 3 (2025): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v14i3.42284

Abstract

Teachers’ performance is the outcome of their competence, responsibility, and dedication in accomplishing educational goals. Various factors may influence teachers’ performance, including school culture, school quality, and achievement motivation. The objective of this research was to analyze the influence of school culture and school quality on teachers’ performance through achievement motivation as an intervening variable among vocational high school teachers in Bangsri District, Jepara Regency. A quantitative descriptive approach was employed for this study. The population consisted of 129 teachers from both public and private vocational high schools in Bangsri District, Jepara Regency. The sampling technique used was total sampling. Data were collected through a questionnaire that had been tested for validity and reliability. Path analysis was applied to test the hypothesis using SPSS version 23. The findings revealed that school culture and school quality have a direct, positive, and significant influence on achievement motivation and teachers’ performance. Moreover, both variables also have indirect effects on teachers’ performance through achievement motivation. Based on these results, it can be concluded that school culture and school quality strongly affect teachers’ performance both directly and indirectly through achievement motivation. Therefore, fostering a positive school culture and improving school quality continuously are essential to enhance teachers’ motivation and performance in achieving educational excellence.
Management of Educational Curriculum Integration in the Implementation of Full Day School at SDIT Nurul Islam Semarang Dona Muhammad Syukur; Fakhruddin; Suwito Eko Pramono
Educational Management Vol. 15 No. 1 (2026): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v15i1.41293

Abstract

This study aims to describe and analyze the planning, organizing, implementation, and evaluation of the curriculum within the Full Day School system at SDIT Nurul Islam, Tengaran District, Semarang Regency. As an integrated Islamic educational institution, this school faces challenges in synchronizing the national curriculum with the specific boarding school (pesantren) or religious curriculum without causing student burnout. The research method employed is descriptive qualitative. Data were collected through participatory observation, in-depth interviews with the principal, teachers, and management staff, as well as documentation studies related to learning tools. The results indicate that the management of Full Day School implementation at SDIT Nurul Islam Tengaran is carried out through holistic curriculum integration, where cognitive, affective, and psychomotor aspects are developed through extended learning hours. The key to successful implementation lies in varied scheduling management, the use of active learning methods, and the strengthening of character education through daily religious habituation. Obstacles identified include limited infrastructure to support student rest and the need for improved pedagogical competence among teachers in managing long-duration classes. This study concludes that structured and collaborative management between the school and parents is a determining factor in the effectiveness of the Full Day School system in achieving educational quality targets at SDIT Nurul Islam Tengaran.
Principal Leadership and Teacher Performance: Motivation and Coaching-Based Academic Supervision Muhammad Zamzami; Agus Wahyudin
Educational Management Vol. 15 No. 1 (2026): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v15i1.41479

Abstract

This study examines the effect of principal leadership on teacher performance, with teacher work motivation as a mediating variable and coaching-based academic supervision as a moderating variable. A quantitative research design was employed involving 220 public elementary school teachers in Sirampog District, Brebes Regency, Indonesia. Data were collected using structured questionnaires and analyzed using multiple regression, path analysis, Sobel test, and moderated regression analysis. The results indicate that principal leadership has a significant positive effect on teacher performance. Teacher work motivation also significantly influences teacher performance and partially mediates the relationship between principal leadership and teacher performance. Coaching-based academic supervision has a direct positive effect on teacher performance; however, it does not moderate the relationship between principal leadership and teacher performance. The model explains 57.2% of the variance in teacher performance. These findings highlight the importance of effective school leadership and teacher motivation in improving teacher performance, while positioning coaching-based academic supervision as a supportive professional development mechanism rather than a moderating factor. The study contributes to leadership and supervision literature in primary education and provides practical implications for school management.
The Influence of Teachers’ Understanding of the Merdeka Curriculum and Instructional Technology Skills on Its Implementation: The Moderating Role of Differentiated Instruction Iman Subhi; Noor Hudallah
Educational Management Vol. 15 No. 1 (2026): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v15i1.41524

Abstract

This study analyzes the effects of teachers’ understanding of the Merdeka Curriculum and their ability to use instructional technology on the implementation of the Merdeka Curriculum, with differentiated instruction conceptualized as a moderating variable. Grounded in curriculum implementation theory, pedagogical content knowledge, technological pedagogical content knowledge, and differentiated instruction theory, this study addresses a research gap that has traditionally treated curriculum understanding, technology, and pedagogical practice as separate domains. This quantitative study involved 207 elementary school teachers in Sirampog District, Brebes Regency, as the research sample. Data were collected using Likert-scale questionnaires and analyzed using Partial Least Squares–Based Structural Equation Modeling (PLS-SEM). The results indicate that teachers’ understanding of the Merdeka Curriculum does not have a direct effect on curriculum implementation but exerts a significant indirect effect through differentiated instruction. Teachers’ ability to use instructional technology has a direct and significant effect on both curriculum implementation and differentiated instruction. Differentiated instruction demonstrates the strongest influence and functions as a mediating rather than a moderating variable, bridging the effects of curriculum understanding and technological competence on Merdeka Curriculum implementation. This study advances the Synergistic Curriculum Implementation Model (SCIM), which suggests that the success of the Merdeka Curriculum is determined by the synergy among curriculum understanding, mastery of instructional technology, and differentiated instructional practices. These findings offer important theoretical and practical implications for policy development and the strengthening of teacher capacity in implementing the Merdeka Curriculum.
The Role of Educators in Improving Learning Quality at the Police Academy Eko Krismianto; Suwito Eko Pramono; Rodiyah
Educational Management Vol. 15 No. 2 (2026): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v15i2.42661

Abstract

Police education plays a strategic role in developing professional, ethical, and competent human resources within the Indonesian National Police (Polri) to address the dynamics of modern policing. The Police Academy (Akpol), as a higher education institution, is required to provide quality education, where the role of educators is a key factor in the success of the educational process. This study aims to examine in depth the role of educators in improving the quality of learning at the Police Academy, identify the obstacles faced, and analyze the strategies applied in efforts to improve the quality of learning. This study uses a qualitative approach with a case study design. The research participants consisted of educators and Akpol cadets from Levels I to III. Data collection techniques included in-depth interviews, participatory observation, and documentation studies. The data obtained were analyzed using thematic analysis. The results showed that educators at the Police Academy have a multidimensional role, not only as teachers but also as facilitators, mentors, motivators, and role models in shaping cadets' academic competence, professional skills, and attitudes of discipline and leadership. However, several obstacles were found in the implementation of learning, including limited variety of learning methods, suboptimal use of technology, the dual workload of educators, and limited supporting facilities and infrastructure. To overcome these obstacles, educators applied contextual learning strategies, field experience-based learning, and competency development through training and certification. This study concludes that improving the quality of learning at the Police Academy requires the support of sustainable institutional policies, particularly in strengthening the competence of teaching staff and providing adequate learning facilities.
The Effect of Growth Mindset and Basic Needs on Teacher's Performance Through Organizational Commitment Fitri Nurjannah; Suwito Eko Pramono; Arief Yulianto
Educational Management Vol. 15 No. 1 (2026): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v15i1.45479

Abstract

This research is prompted by the discrepancy between professional demands and the actual performance of teachers within the Darussalam Waqf Foundation, evidenced by a decline in the 2025 Education Report Card’s instructional quality scores. Although personal factors such as a growth mindset and the fulfillment of basic needs (physiological and safety) are considered crucial for enhancing pedagogical effectiveness, empirical evidence suggests that teacher performance has not yet reached optimal levels. This study aims to analyze the influence of growth mindset and basic needs on teacher performance, with organizational commitment positioned as a mediating variable hypothesized to strengthen emotional engagement and productivity. Utilizing a quantitative research approach, data were collected from 88 teachers across MI, MTs, MA, and SMK Darussalam Subah via structured questionnaires. This study employed path analysis and the Sobel test to evaluate both direct and indirect effects, alongside classical assumption testing to ensure data validity and reliability. The findings demonstrate that: 1) Growth mindset has a positive and significant effect on organizational commitment. 2) Basic needs have a positive and significant effect on organizational commitment. 3) Growth mindset has a positive and significant effect on teacher performance. 4) Basic needs have a positive and significant effect on teacher performance. 5) Organizational commitment has no significant effect on teacher performance. 6) Organizational commitment fails to mediate the influence of growth mindset on teacher performance. 7) Organizational commitment fails to mediate the influence of basic needs on teacher performance.
The Influence of Principal Leadership on Teacher Performance with Work Motivation as a Mediating Variable in Public High Schools/Vocational Schools in Jepara Regency Makrus; Agus Wahyudin
Educational Management Vol. 15 No. 1 (2026): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v15i1.45714

Abstract

This study aims to analyze the effect of principal leadership on teacher performance with work motivation as a mediating variable in public senior high schools (SMA) and public vocational high schools (SMK) in Jepara Regency. This study uses a quantitative approach with a survey method. The research sample consisted of 230 teachers with a sampling technique using probability sampling. Research data were collected through questionnaires distributed to respondents. The research instruments were tested for validity and reliability using SPSS software to ensure the suitability of the measuring tools used.The results showed that principal leadership had a positive and significant effect on teacher performance. Work motivation also has a positive and significant effect on teacher performance and is the most dominant factor in improving teacher performance. However, principal leadership has a negative and significant effect on teacher work motivation. In addition, the mediation analysis results show that work motivation does not mediate the effect of principal leadership on teacher performance. This indicates that the effect of principal leadership on teacher performance occurs more effectively through a direct relationship.

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