1,720,989 research outputs found
PENGARUH FAKTOR-FAKTOR KONDISI PERSEKOLAHAN TERHADAP EFEKTIFITAS SEKOLAH DITINJAU DARI NILAI-NILAI KEBIJAKAN
Full text linkPenelitian ini ditujukan untuk mengkaji "pengaruh faktor-faktor kondisi persekolahan terhadap efektivitas sekolah dengan mempertimbangkan faktor moderator nilai-nilai kebijakan implementasi konsep manajemen berbasis sekolah". Penelitian dilaksanakan dengan pendekatan deskriptif-eksplanatori, mengambil sampel 200 SD dan 100 SLTP Negeri pada 5 Kabupaten/Kota di Jawa Barat. Rumusan hipotesis penelitian ini adalah: "Efektivitas sekolah dipengaruhi secara positif oleh keadaan sekolah secara utuh, jika kebijakan berkenaan dengan asas kolektivitas keputusan sekolah, asas pemanfaatan sarana dan prasarana belajar, serta asas terciptanya peluang pembelajaran terselenggara secara konsisten'. Uji hipotesis dilakukan dengan teknik analisis regresi dan menggunakan software SPSS for Windows 10.0. Hasil pengujian hipotesis dianalisis lebih lanjut dengan teknik analisis SWOT dalam rangka menyusun prediksi tentang kebijakan apa yang harus dilakukan untuk mencapai keadaan yang lebih baik dalam mengimplementasikan konsep manajemen berbasis sekolah.Melalui penelitian ini dapat disimpulkan bahwa efektivitas SD dipengaruhi oleh faktor-faktor kondisi persekolahan dan nilai-nilai kebijakan secara signifikan sebesar 40,3 % dan efektivitas SLTP Negeri dipengaruhi oleh kondisi persekolahan dan nilai-nilai kebijakan sebesar 41,5 %. Sikap responden terhadap implementasi konsep MBS di Jawa Barat sangat bervariasi baik esensi maupun subtansinya, yang secara spesifik dapat diklasifikasikan menjadi 4 kategori, yaitu terdapat: (1) 15 % sekolah tipe A yang proaktif ke arah pelaksanaan MBS; (2) 20 % sekolah tipe B yang baru melangkah ke arah penerimaan konsep MBS; (3) 45 % sekolah tipe C yang bersifat menunggu juklak/juknis; dan (4) 20 % sekolah tipe D'yang apatis terhadap implementasi konsep MBS. Sekolah yang proaktif terhadap implementasi konsep MBS telah menunjukkan perubahan yang sangat berarti ditinjau dari aspek kebijakan sekolah, aspek fisik dan kesejahteraan sekolah, serta telah dapat meminimalkan efek negatif pelaksanaan MBS. Sedangkan pada sekolah yang menunggu arahan dan tindak lanjut kebijakan MBS telah terjadi perubahan pola pikir, mulai tumbuh sikap penerimaan, dan peningkatan akuntabilitas sekolah terus bergulir. Adapun sekolah yang apatis pada umumnya disebabkan oleh kurangnya informasi dan lokasi wilayah sekolah serta kemampuan SDM yang belum mendukung. Setiap sekolah saat ini telah memasuki era pelaksanaan MBS dengan aksi menyusun indikator mutu proses dan hasil dari berbagai sudut pandang dan lingkup dimana sekolah berada. Sekolah-sekolah dihadapkan dengan berbagai deregulasi pihak pemerintah seperti pelaksanaan UAN dan (JAS, sehingga mendorong adanya keberanian dalam pengambilan keputusan di tingkat sekolah. Hai itu dapat diestimasi bahwa MBS akan menjadi kebutuhan sekolah sesuai dengan tahapan yang dialaminya. Oleh sebab itu, pihak sekolah pada saat ini meminta adanya kontinuitas dan sinerjik antara kebijakan yang ada di tingkat sekolah dengan pemerintah kabupaten/kota, propinsi, dan pusat. Ditinjau dari konsep analisis kebijakan dapat dikemukakan bahwa MBS dapat ditindaklanjuti melalui perbaikan pada tataran pelaksanaan dan evaluasi, dan masih banyak peluang sumberdaya sekolah yang belum dioptimalkan untuk kepentingan implementasi MBS.Penelitian ini me. eKomendasikan agar MBS dilaksanakan berdasarkan tahapan (1) analisis kewilayahan, potensi sumberdaya sekolah, penilaian kelayakan sekolah, tipologi sekolah; (2) uji coba yang sistematis dan terukur tingkat ketercapaiannya; (3) pemberian sokongan melalui pemberian block grant untuk mengembangkan keunggulan sekolah. Internalisasi dan sosialisasi MBS pada masyarakat umum melalui berbagai media, agar dapat dipahami oleh semua lapisan masyarakat. Kebijakan yang berkenaan dengan inovasi masih perlu adanya dukungan birokrasi mulai dari tingkat propinsi, kabupaten/kota sampai dengan kecamatan sebagai pengendali di lapangan dan berperan sebagai mediator yang menengahi apabila ada konfli
Teacher Performance Management for Enhancing Learning Quality in Primary Schools
Full text linkThe improvement of learning quality in primary schools is often constrained by the lack of an integrated and sustainable teacher performance management system. This study aims to analyze the implementation of teacher performance management in realizing learning quality through four main management functions: planning, organizing, implementation, and evaluation–monitoring. This research employed a qualitative approach with a case study design conducted at SDN 1 Situsari and SDN 2 Situsari. Data were collected through in-depth interviews, participatory observation, and document analysis, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that both schools have implemented teacher performance management systematically, collaboratively, and with a strong orientation toward learning quality. Planning was conducted participatively and based on teacher needs; organizing emphasized clear roles and cross-functional coordination; implementation was carried out through lesson study, peer mentoring, and micro-coaching; while evaluation was conducted formatively and continuously through structured reflection and teacher portfolios. The success of these processes was supported by distributed instructional leadership and a collaborative professional learning culture (KKG/PLC). The implications of this study suggest that effective teacher performance improvement is influenced by the synergy between school management, instructional leadership, and teachers’ reflective culture. A participatory, data-driven, and collaborative management model can serve as a framework for developing sustainable teacher professional development policies to enhance learning quality in primary education
Role Model Based Character Education Management in Elementary Schools: A Case Study of SDN Kalideres 01 Pagi and SDIT Adzkia
Full text linkThis study examines the strategic role of role-model–based management in character education to strengthen commendable conduct among fifth-grade elementary students. Using a qualitative case study approach, the research was conducted at SDN Kalideres 01 Pagi (West Jakarta) and SDIT Adzkia (Tangerang Regency), involving principals and homeroom teachers actively managing character programs. Data were collected through in-depth interviews, participant observation, and document analysis (teaching modules, program calendars, behavior journals/portfolios), and analyzed using the Miles, Huberman, and Saldaña interactive model (data reduction, data display, conclusion drawing/verification). Findings indicate that role-model–based character education when planned collaboratively, organized through distributed roles, implemented consistently in classroom routines and school culture, and monitored via formative assessment (portfolios, journals, reflection) significantly supports the internalization of core values (discipline, responsibility, honesty, care). The planning stage maps priority values and cross-subject behavioral indicators; organizing clarifies the roles of principals, teachers, and parents; implementation emphasizes habituation and authentic modeling; monitoring combines daily records, constructive feedback, and school–family partnerships. The study concludes that role-model–centered character management, underpinned by instructional leadership and a collaborative culture, can move character from slogans to habits and should be integrated into elementary school management systems
Management of Vocational Souvenir Education to Develop Entrepreneurial Skills of Students with Disabilities: A Case Study at SMALB Bani Muttaqin and SMALB At-Turmudzi
Full text linkThis study explores the management of vocational souvenir education as a strategy to develop entrepreneurial skills among students with disabilities at SMALB Bani Muttaqin and SMALB At-Turmudzi. The research aims to analyze how the four management functions planning, organizing, actuating, and controlling (POAC) are implemented to support effective vocational learning and empowerment. Using a qualitative approach with a case study design, data were collected through in-depth interviews, participatory observations, and document analysis. The data were analyzed using Miles, Huberman, and Saldaña’s interactive model, while validity was ensured through triangulation of sources, methods, and time. The findings reveal that both schools have successfully integrated management principles with inclusive pedagogical practices. The planning process emphasizes creativity, adaptability, and resource optimization; organizing involves collaborative roles among principals, teachers, parents, and students; actuating focuses on experiential, hands-on learning that promotes creativity and confidence; and controlling adopts reflective supervision emphasizing formative evaluation and continuous improvement. Despite resource limitations, both schools demonstrated effective, human-centered management that nurtures self-reliance and entrepreneurial awareness among students. This study concludes that vocational souvenir education, when managed through an inclusive and adaptive approach, can transform vocational training into a meaningful process of entrepreneurial and social empowerment for students with disabilities. The research contributes theoretically by contextualizing Terry’s POAC framework in special education and practically by offering a replicable model for community-based vocational management. Strengthening strategic planning, partnerships, and evaluation systems is recommended to ensure program sustainability and broader impac
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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