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SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Published by WISE Pendidikan Indonesia
ISSN : -     EISSN : 30642361     DOI : https://doi.org/10.70211/sakalima
Core Subject : Religion, Economy, Humanities, Education, Social,
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan is a peer-reviewed journal dedicated to the publication of high-quality research and community service outcomes in the field of education and community empowerment. All publications in SAKALIMA are freely accessible, ensuring that articles are available online without any subscription fees. SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan is an open-access journal, fully referenced, and exclusively published online since 2024. The journal is issued two times a year. The primary goal of this journal is to disseminate the results of community service initiatives that contribute to solving educational and societal issues. The focus of SAKALIMA extends beyond academic research; it centers on the application of knowledge, technology, and innovation in empowering communities, particularly in the context of education and social transformation. This includes, but is not limited to, sustainable community development programs, capacity building, and educational interventions.
Arjuna Subject : Umum - Umum
Articles 33 Documents
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Manajemen Pembiayaan Pendidikan Berbasis Akuntabilitas dalam Meningkatkan Mutu Layanan Sekolah Menengah Atas Hermawan, Trian; Luthfiyah, Binti; Rosidin, Undang
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.465

Abstract

This study aims to analyze accountability-based educational financing management in improving the quality of senior high school services. This study employed a qualitative-conceptual approach using an integrative literature review design involving nine relevant articles on educational financing management, school financial management, accountability, transparency, school funding, and service quality in education. The data were analyzed through thematic-critical synthesis by identifying patterns of findings, comparing the contributions of each article, and formulating a conceptual framework for accountability-based educational financing management. The findings indicate that financial accountability is not merely related to administrative compliance or financial reporting, but also functions as a strategic governance principle that connects needs-based budgeting, participatory allocation, disciplined implementation, transparent reporting, supervision, and quality-oriented evaluation. The findings also reveal that the involvement of principals, treasurers, teachers, school committees, and other stakeholders is essential to ensure that school funds are used effectively, equitably, and meaningfully to improve learning services. This study concludes that accountability-based educational financing management can serve as a governance framework for strengthening the quality of senior high school services. The implication is that schools need to develop a transparent, well-documented, participatory, and benefit-evaluation-based financing system so that educational funds contribute directly to sustainable educational service quality.
Kebijakan Zonasi Sekolah dan Eksklusi Administratif: Analisis Kritis terhadap Ketimpangan Akses Pendidikan di Indonesia Fahri Yahya Ainuri, Ahmad; Wijaya, Mirza Mahbub
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.476

Abstract

This study analyzes school zoning policy in Indonesia as an instrument for promoting equitable access to education. Using a conceptual policy analysis and theory synthesis approach, the article examines the relationship between zoning regulation, spatial inequality, administrative practices, and educational opportunity. The data were drawn from national regulations on new student admission, empirical studies on Indonesian zoning policy, and comparative literature on school choice, opportunity hoarding, and mobility capacity. The analysis shows that zoning contributes to formal redistribution of student access, but it does not automatically resolve substantive inequalities in school quality, transportation capacity, information access, and institutional resources. In several contexts, zoning may also generate administrative exclusion through domicile-based eligibility, document verification, and alternative admission pathways that are more easily navigated by families with stronger social, cultural, and economic capital. The study proposes the concept of bounded access to explain how formally equal admission rules may still produce unequal educational outcomes. These findings imply that zoning reform should be accompanied by school quality equalization, transparent data governance, mobility support, and stronger administrative monitoring.
Manajemen Kurikulum dalam Membina Kompetensi Intelektual, Etis, dan Pengembangan Diri Peserta Didik di MA Darul Falah Batu Putu Bandar Lampung Fahri, Agung; Diana, Nirva; Fadhilah, M. Kharis
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.506

Abstract

This study aims to analyze curriculum management in fostering students’ intellectual, ethical, and self-development competencies at MA Darul Falah Batu Putu Bandar Lampung. Employing a qualitative evaluative case study design, the research involved purposively selected informants, including the head of the madrasah, vice principal for curriculum affairs, teachers, activity supervisors, and students. Data were collected through in-depth interviews, observation, and document analysis, and were analyzed through data condensation, data display, and conclusion drawing, with source and technique triangulation used to strengthen data credibility. The findings reveal that curriculum management at MA Darul Falah is implemented through the integration of intracurricular learning, religious habituation, madrasah culture, co-curricular activities, and extracurricular programs. Curriculum planning is directed toward aligning academic achievement, Islamic values, character formation, discipline, independence, and students’ potential development. Curriculum implementation indicates that intellectual competence is fostered not only through mastery of subject matter but also through literacy development, academic assignments, and active student engagement. Ethical competence is cultivated through religious routines, teacher role modelling, school regulations, and a religious institutional culture, while self-development competence is strengthened through student organizations, extracurricular activities, social programs, and leadership development. However, the evaluation of ethical and self-development competencies still requires more systematic instruments, such as attitude assessment rubrics, student development portfolios, homeroom teacher journals, and data-based program evaluation. The study concludes that the curriculum of Islamic boarding school-based madrasahs should be understood as a holistic development system that integrates students’ academic, moral, spiritual, and personal dimensions. The implication of this study is that madrasahs need to develop more measurable, well-documented, and data-informed curriculum management so that educational success is assessed not only through academic achievement but also through students’ character formation, independence, leadership, and readiness to participate in broader social life.

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