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INDONESIA
Jurnal Akuntabilitas Manajemen Pendidikan
Published by Universitas Negeri Yogyakarta
ISSN : 23377895     EISSN : 24610550     DOI : -
Core Subject : Education,
Education
Jurnal Akuntabilitas Manajemen Pendidikan publishes and disseminates research results in the field of educational administration/management, consisting of: - educational leadership - educational policy and planning - educational economics - educational politics
Arjuna Subject : -
Articles 269 Documents
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Analisis Faktor Penyebab Turnover Intention dan Retensi Pembina Asrama (Musyrif) di Sekolah Berasrama Habiburrahman; Yuliana, Lia
Jurnal Akuntabilitas Manajemen Pendidikan Vol. 13 No. 1 (2025): April
Publisher : Faculty of Educational Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jamp.v13i1.85789

Abstract

Tingginya tingkat turnover pada pembina asrama (musyrif) di sekolah berasrama menjadi isu serius yang dapat mengganggu kesinambungan proses pembinaan karakter peserta didik. Penelitian ini bertujuan untuk mengidentifikasi faktor-faktor penyebab munculnya turnover intention serta alasan yang membuat pembina tetap bertahan. Menggunakan pendekatan kualitatif, data dikumpulkan melalui wawancara semi-terstruktur dengan pembina asrama, kepala asrama, dan direktur pendidikan di Cahaya Bangsa Boarding School. Hasil penelitian menunjukkan bahwa faktor-faktor yang memengaruhi turnover intention mencakup ketidaksesuaian nilai pribadi dengan budaya lembaga, ketidaksesuaian latar belakang pendidikan, ketidakjelasan jenjang karir, beban kerja tinggi, tekanan emosional, dan kondisi keluarga. Di sisi lain, faktor-faktor yang membuat pembina bertahan adalah lingkungan kerja yang positif, dukungan sosial dari rekan kerja, kesempatan pengembangan diri, serta kepuasan spiritual dan moral. Temuan ini menegaskan pentingnya perhatian terhadap kesejahteraan psikologis dan spiritual pembina asrama, serta perlunya sistem karir yang jelas dan lingkungan kerja yang suportif untuk meningkatkan retensi. Penelitian ini merekomendasikan penguatan sistem manajemen SDM berbasis pemberdayaan dan nilai-nilai kebermaknaan dalam konteks pendidikan berasrama.
Strategic Human Resource Management in Higher Education: An AMO Framework Analysis of Lahore University of Management Sciences Raza, Muhammad; Nasrulloh, Ahmad; Meghwar, Qeemat Rai
Jurnal Akuntabilitas Manajemen Pendidikan Vol. 13 No. 2 (2025): September
Publisher : Faculty of Educational Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jamp.v13i2.89047

Abstract

This study examine the strategic human resource management (HRM) practices at Lahore university of management sciences (LUMS) Pakistan, focusing on their alignment with institutional goals and their impact on faculty development and students success. Using a qualitative research approach, the study explores four key HRM pillars: recruitment, training and development, performance evaluation and organizational culture. LUMS implements a merit-based and inclusive recruitment model, attracting highly qualified faculty to promote academic excellence. Training initiatives like the peer-driven facilitators training programs and learning institute reflect a strong commitment to pedagogical development. Performances management is structures through SAP success factors, facilitating goals alignment, regular appraisal and feedback. LUMS foster a people-centered organizational culture based on diversity, trust, and growth. Grounded in the Ability-Motivation-Opportunity (AMO) theory and strategic HRM framework, the findings underscore how LUMS's integrated HRM model enhances academic staff performance and plays a vital role in promoting educational innovation, quality and improved students outcomes.
Quality Management System in Enhancing Training and Competency Assessment for Government Goods and Services Procurement at Institut Andalas Wilis, Ratna; Hermawan, Yudan; Candra, Kiki Irafa
Jurnal Akuntabilitas Manajemen Pendidikan Vol. 13 No. 2 (2025): September
Publisher : Faculty of Educational Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jamp.v13i2.90113

Abstract

Penelitian ini bertujuan untuk menganalisis Sistem Manajemen Mutu (SMM) dalam meningkatkan kualitas pelatihan dan uji kompetensi Pengadaan Barang/Jasa Pemerintah (PBJP) di Institut Andalas. Pendekatan penelitian yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan SMM di Institut Andalas meliputi perencanaan pelatihan berdasarkan kebutuhan peserta, pelaksanaan pelatihan yang terstandarisasi, dan evaluasi berkelanjutan terhadap hasil pelatihan dan uji kompetensi. Hasil menunjukkan peningkatan kualitas pelatihan dan uji kompetensi PBJP di Institut Andalas. Setelah penerapan sistem manajemen mutu ISO 9001 dengan pencapaian rata-rata 92%, yang termasuk dalam kriteria tinggi. Selain itu, institusi juga menerapkan prinsip perbaikan berkelanjutan untuk menjaga kualitas layanan dan memastikan kompetensi peserta sesuai dengan standar nasional. Temuan ini membuktikan bahwa implementasi Sistem Manajemen Mutu (QMS) berkontribusi secara signifikan dalam meningkatkan kualitas penyampaian pelatihan dan kesuksesan uji kompetensi PBJP.
Linking Experiential Learning, Deep Learning Readiness, and School Well-Being in Indonesia: A Structural Equation Modeling Approach Sutapa, Mada; Utari, Rahmania; Rahmawati, Tina; Pertiwi, Meilinda Chrisdian
Jurnal Akuntabilitas Manajemen Pendidikan Vol. 13 No. 2 (2025): September
Publisher : Faculty of Educational Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates (1) the feasibility of a structural model using Structural Equation Modeling–Partial Least Squares (SEM-PLS) and (2) the relationships among teachers’ experiences in implementing the Pancasila Student Profile (P5), their readiness to apply Deep Learning (DL), and efforts to achieve School Well-Being (SWB). The participants were 99 public and private elementary and junior high school teachers from the Special Region of Yogyakarta, Central Java, and East Java, selected through convenience sampling. Data were collected using a closed-ended questionnaire with a four-point Likert scale. The instrument was developed using a formative approach, with content validity assessed by two experts, while construct validity and reliability were examined through the SEM-PLS outer model. The results show that the proposed structural model demonstrates an excellent goodness of fit (SRMR = 0.048). The model explains DL Readiness at a weak-to-moderate level (R² = 0.245) and SWB at a very strong level (R² = 0.753). Teachers’ experience in implementing P5 has a significant positive effect on their readiness to apply DL. In turn, DL Readiness has a very strong and significant effect on efforts to achieve SWB. However, teachers’ P5 implementation experience does not have a direct significant effect on SWB. Further analysis confirms a significant indirect effect, indicating full mediation through DL Readiness. Effect size analysis reinforces these findings, highlighting DL Readiness as the dominant predictor of SWB. Overall, the study suggests that SWB is primarily shaped by teachers’ readiness to implement DL practices rather than by P5 implementation experience only.
Enhancing Deep Learning Facilitator Competence through Blended Training: An Action Research Insight from Hinterland Area of Indonesia Pohan, Albert Efendi; Sibarani, Hos Arie Ramadhan; Nasution, Laskar Muda; Siregar, Ajizah; Osriza Betri; Hure, Frudensia Mawar; Bherti Angelia; Netti; Marwati; Sfarizal
Jurnal Akuntabilitas Manajemen Pendidikan Vol. 14 No. 1 (2026): April
Publisher : Faculty of Educational Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jamp.v14i1.89501

Abstract

Teacher competence is the primary determinant of the successful implementation of Deep Learning in Indonesia as a national policy to enhance educational quality in pursuit of Indonesia Emas 2045. Therefore, improving teacher competence through effective, efficient, and sustainable technology-assisted training must become a top government priority. Based on this fundamental urgency, this study was conducted to enhance the competence of Deep Learning facilitators through blended-based training in hinterland regions of Riau Islands Province, Indonesia. In line with this objective, the research employed an Action Research design consisting of two cycles through the stages of planning, action, observation, and reflection. The study involved 3,140 teachers for the preliminary research, 25 participants for the pilot study, and 37 trainees from hinterland areas in Riau Islands Province, Indonesia. The findings indicate that blended-based training can improve Deep Learning facilitator competence, including competence in designing lesson plans, peer teaching, and understanding Deep Learning concepts contextualized to hinterland regions. This study provides a theoretical contribution that blended-based training is relevant for improving teacher competence in Indonesia’s hinterland areas. The results offer new directions for future research by optimizing blended-based training to enhance teachers’ competence in implementing Deep Learning adaptively according to the hinterland context.
A Comparative Study of Centralised, Decentralised, and Hybrid Models of Quality Assurance Higher Education in Australia, Nigeria, and Indonesia Dimara, Frits; Faidiban, Paskalina
Jurnal Akuntabilitas Manajemen Pendidikan Vol. 14 No. 1 (2026): April
Publisher : Faculty of Educational Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jamp.v14i1.96471

Abstract

The study provides both theoretical and practical contributions by offering a cross-country comparative perspective, proposing the advantages of decentralization as an alternative conceptual framework, and outlining policy implications for higher education institutions and regulators. The paper compares the quality assurance (QA) systems for higher education in Australia, Nigeria, and Indonesia and examines the effects for graduate relevance, accountability, and global competitiveness. Using the PRISMA 2020 as guidelines to conduct a Systematic Literature Review (SLR) of 40 articles, including 16 from Australia, 10 from Nigeria, and 14 from Indonesia. The outcomes indicate that, despite present institutional gaps, Nigeria uses a centralized model that emphasizes national consistency, Indonesia implements a hybrid model that combines external accreditation with internal QA, and Australia adopts an autonomy-driven model that follows risk-based regulation, supporting innovation while preserving standards. In order to promote QA in higher education, this study presents a fresh conceptual framework called the advantages of decentralization, which emphasizes the balance between accountability, flexibility, and equity. The approach focuses how academic culture, economic capability, and governance structures significantly impact QA models and outcomes. Additional bibliometric and content studies show that Australia dominates the way in QA research, with Indonesia showing consistent growth and Nigeria demonstrating that no strategy is perfect: Nigeria maintains consistent standards but may experience stagnation, while Indonesia attempts imbalances and Australia encourages innovation but run the risk of inequity.
Knowledge Management and Education in the Context of Innovation: A Bibliometric Analysis Setiana, Dafid Slamet; Fitriana Tjiptasari; Endang Sri Budi Herawati; Erma Kusumawardhani; Gumpanat Boriboon
Jurnal Akuntabilitas Manajemen Pendidikan Vol. 14 No. 1 (2026): April
Publisher : Faculty of Educational Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jamp.v14i1.97206

Abstract

This study aims to synthesize a corpus of publications on knowledge management, higher education, and innovation through bibliometric analysis to understand research trends, outcomes, and impacts in these fields. The method employed is a quantitative analysis of bibliographic data sourced from the Scopus.com database for the period from 2013 to 2022. A search using the keywords “knowledge management,” “higher education,” and ‘innovation’ yielded a total of 196 documents. The results indicate that publications peaked in 2019 but declined during the COVID-19 pandemic from 2020 to 2022. The subject of “computer science” dominated contributions to innovation through knowledge management. Network analysis successfully identified four main research clusters covering the elements of e-learning, educational leadership, management information systems, and human resource management. The main conclusion of this study is that research on the application of knowledge management processes to create innovation in the field of education is still rarely conducted in Scopus-indexed articles, thus opening up significant opportunities for researchers to explore this topic in the future.
Technology and Information-Based Facility Management to Improve Academic Achievement of Inclusive Students Lidya Puspita Sari; Agung Purwa Widiyan
Jurnal Akuntabilitas Manajemen Pendidikan Vol. 13 No. 1 (2025): April (Article in progress)
Publisher : Faculty of Educational Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jamp.v13i1.85768

Abstract

This study aims to examine strategies for improving the learning achievement of inclusive students in utilizing information technology (IT) facilities at MAN 2 Sleman, a reference madrasah in implementing inclusive education. The background of this study is based on the fact that access for children with disabilities to digital learning in Indonesia is still limited, with only 24% having internet access (UNESCO, 2020), and 68% experiencing difficulties in online learning. The research approach used is descriptive qualitative, with data collection techniques through observation, in-depth interviews, and documentation studies. The results of the study show that the active involvement of students with disabilities in the digital learning process has increased significantly along with the availability of technology literacy training for teachers, the provision of adaptive IT facilities such as braille keyboards and JAWS (Job Access With Speech) screen reader applications, and the integration of learning approaches based on active and participatory learning experiences. In addition, the preparation of madrasah policies that are responsive to the individual needs of students with disabilities, such as Routine Based Interview (RBI) and the involvement of guardians, also encourage increased student participation and achievement. Field data shows an increase in average academic scores of 10–13% in the even semester of the 2024/2025 academic year among inclusive students who are actively involved in digital-based learning. The conclusion of this study states that the use of information technology in an inclusive and adaptive manner, with teacher support, equitable infrastructure, and responsive policies, contributes significantly to improving the academic achievement of students with disabilities. These findings provide important implications for madrasahs in developing more targeted operational strategies to support the transformation of digital learning that is truly friendly and fair to all students.
Work Engagement and Lecturer Performance in Private Higher Education: The Role of Organizational Commitment Nofriadi; Aima Hafiz; Veri Jhon
Jurnal Akuntabilitas Manajemen Pendidikan Vol. 14 No. 1 (2026): April
Publisher : Faculty of Educational Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jamp.v14i1.97252

Abstract

The purpose of this study is to examine how human capital, supervisor support, work-life balance, job engagement, and psychological capital affect organisational commitment and professor performance in Indonesian private institutions. This study investigates the link between independent and dependent variables as well as the mediating function of organisational commitment using a quantitative approach and data collected through questionnaires. The findings demonstrate that organisational commitment and lecturer performance are significantly impacted by human capital, supervisor support, job engagement, and work-life balance. Furthermore, it was discovered that organisational commitment amplifies the impact of independent variables on professor performance by acting as a mediator. Lecturer performance was found to be significantly improved by supervisor support and work engagement, while work-life balance substantially impacted the balance between

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