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Gestion Educativa
Published by PT Anagata Sembagi Education
ISSN : -     EISSN : 30627524     DOI : https://doi.org/10.62872/v9h82595
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education
Gestion Educativa Journal is a scientific journal in the field of Education Management published by Nawala education to disseminate research results and innovative thoughts in the field of education / school management from the education management academic community, experts, professional associations, bureaucracy, and education / school management practitioners.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 16 Documents
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Effectiveness of School Management in Increasing Teacher Job Satisfaction in the Digitalization Era Rosmiati Rosmiati; Neviaisyah Neviaisyah
Gestion Educativa Vol. 2 No. 1 (2025): MAY-GE
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/m33f7619

Abstract

This study aims to describe in depth the effectiveness of school management in improving teacher job satisfaction in the era of digitalization of education. In the face of increasingly massive technological transformation, schools are required to implement responsive and adaptive managerial strategies. The research approach used is descriptive qualitative, with data collection techniques through documentation studies and literature review of various relevant previous research results. The main focus of this study includes the identification of technology-based management strategies, the leadership role of school principals in initiating and directing change, and the analysis of supporting and inhibiting factors that directly or indirectly affect the level of teacher job satisfaction. The data analysis process was conducted using thematic analysis to identify patterns, themes and relationships between managerial elements in the context of digitalisation. The results show that the effectiveness of school management is strongly influenced by the readiness of adequate digital infrastructure, the availability of continuous information and communication technology (ICT) training, the use of an integrated school management information system, and the visionary, collaborative and participatory leadership style of the school principal. However, a number of challenges remain, including limited supporting facilities, increased workload due to digital administrative demands, and an uneven gap in digital skills among teachers. These findings provide an important contribution to formulating the direction of educational managerial policies that not only adapt to technological developments, but are also oriented towards the welfare and work motivation of teachers as the spearhead of the implementation of education in schools.
Higher Education Management in Promoting the Implementation of Deep Learning in the Digital Age Andriani Sariwardani; Abdul Halik; Rohimah Rohimah
Gestion Educativa Vol. 2 No. 2 (2025): NOVEMBER-GE
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/6sq0th28

Abstract

The rapid advancement of digital technologies and policy reforms such as Indonesia’s Merdeka Belajar Kampus Merdeka initiative require higher education institutions to shift from content-oriented instruction to deep learning practices driven by student-centered pedagogy. This study analyzes the role of higher education management in promoting deep learning implementation in the digital era using a systematic narrative literature review approach. Academic literature and educational policy documents published between 2019 and 2024 were examined to identify institutional strategies, leadership roles, faculty capacity building, technological support, and quality assurance mechanisms. Findings reveal that successful deep learning implementation relies on transformational leadership, outcome-based curriculum design, authentic assessment, and digital learning infrastructure including LMS platforms, learning analytics, and collaborative learning systems. However, challenges persist in the form of limited faculty pedagogical readiness, variations in student learning cultures, digital access disparities, and administrative-oriented quality assurance systems. This study recommends strengthening teaching and learning centers, implementing continuous digital pedagogy training, expanding technological infrastructure, and enhancing industry partnerships to support experiential and interdisciplinary learning. The findings contribute to a comprehensive model of higher education management that fosters sustainable and systemic deep learning implementation in Indonesia.
Multicultural Education Management Strategies to Promote Tolerance and Diversity in the School Environment Rinovian Rais
Gestion Educativa Vol. 2 No. 2 (2025): NOVEMBER-GE
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/wch9k693

Abstract

Multicultural education has become increasingly essential in schools as a response to growing student diversity and the rise of intolerance within educational settings. This study aims to provide a comprehensive analysis of multicultural education management strategies that enhance tolerance and improve diversity management in Indonesian schools. A systematic literature review (SLR) was conducted by examining 28 peer-reviewed articles published between 2015 and 2025 across Scopus, Web of Science, ERIC, and Google Scholar. The analysis employed a thematic synthesis approach to identify effective management strategies, including inclusive leadership, multicultural curriculum implementation, and the strengthening of inclusive school culture. The findings reveal that inclusive leadership serves as a foundational element that guides diversity-oriented policies, while multicultural teaching practices contribute significantly to fostering tolerant cross-cultural interactions among students. Furthermore, an inclusive school culture ensures the sustainability of multicultural values through shared norms and daily social practices. This study concludes that integrated multicultural education management strategies can create safer, more equitable, and more diversity-responsive school environments. The results offer meaningful implications for the development of educational policy and school management practices in Indonesia
School Management Strategies to Address Low Student Interest in STEM Learning Andriani Sariwardani
Gestion Educativa Vol. 2 No. 2 (2025): NOVEMBER-GE
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/6ymtw952

Abstract

Declining student interest in STEM learning has become a critical concern in the global education landscape. This study aims to identify school management strategies that effectively increase STEM motivation through a systematic literature review of 32 peer reviewed articles published in the last decade. The synthesis reveals that institutional school policies play a decisive role in shaping long term STEM engagement among students. Four dominant policy strategies were identified: curriculum integration and alignment, experiential learning mandates, strategic technology and resource allocation and professional development ecosystems for teachers. The effectiveness of these strategies depends on whether policies operate as coordinated and sustained management frameworks rather than fragmented classroom initiatives. The findings further indicate that sustainability requires schools to implement long term reinforcement structures that support teacher capacity, technological adaptability and equitable STEM experiences across grade levels. This study contributes to the literature by presenting an evidence based managerial framework for enhancing student interest in STEM learning. Future implementations should prioritize leadership driven institutional transformation to ensure consistent and meaningful student engagement
The Influence of Social Media Content on Students' Learning Interest in the Digital Era Mohammad Arridho Nur Amin
Gestion Educativa Vol. 2 No. 2 (2025): NOVEMBER-GE
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/sgheay82

Abstract

The development of digital technology has changed the way students access information and influenced their learning interests in the modern era. This study uses a Literature Review method to analyze the influence of social media content on students' learning interests. The literature reviewed includes national and international journals, scientific proceedings, and academic books relevant to the topic, with a focus on educational, entertainment, and interactive content. The results of the study indicate that students utilize platforms such as Instagram, TikTok, YouTube, and X intensively to obtain academic information. Creative and interactive educational content increases motivation and learning engagement, while excessive entertainment content can be distracting. Digital literacy is an important factor for students to assess the credibility and relevance of content. Digital interactions through comments, information sharing, and group discussions support collaborative learning and a more in-depth learning experience. The integration of social media into learning strategies allows for a more adaptive curriculum, increases engagement, and strengthens information retention. This study emphasizes the need for structured and evidence-based use of social media to support the effectiveness of students' learning processes. These findings form the basis for developing innovative digital learning strategies that are responsive to the needs of today's generation of students.
Teacher Quality Development Strategy through School-Based Management: A Qualitative Literature Review of Best Practices in Various Countries Ahmad Muktamar
Gestion Educativa Vol. 2 No. 2 (2025): NOVEMBER-GE
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/k0j0p721

Abstract

This study aims to analyze strategies for developing teacher quality through the implementation of School-Based Management (SBM) using a literature review method that focuses on best practices from various countries. This study highlights the need to strengthen institutional capacity, manage autonomy, and update teacher professional competencies as the main foundation for improving the quality of learning. The analysis shows that SBM provides strategic space for schools to prioritize competency improvement based on the specific needs of students and the dynamics of the learning environment. Literature findings confirm that ongoing training, constructive academic supervision, and collaborative learning communities play a significant role in driving teacher performance improvement. Best practices from various countries demonstrate a consistent pattern of success in schools that are able to integrate autonomy, accountability, and innovation in managing educational quality. This study concludes that SBM has the potential to strengthen pedagogical knowledge renewal through data-driven decision-making mechanisms, targeted professional development, and continuous evaluation of learning quality. This research provides a conceptual contribution to strengthening the model for improving teacher competency based on school management and opens up opportunities for developing implementation strategies in diverse educational contexts.

Page 2 of 2 | Total Record : 16

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