JURNAL MANAJEMEN PENDIDIKAN

Evaluating Bos Impact On Aps And Neet During Demographic Bonus Era

Ramadzan Defitri Pratama — Fri, 29 May 2026 00:00:00 +0000

The demographic bonus presents a strategic opportunity for Indonesia to boost economic growth by optimizing the participation of young people in education and the labor market. This study aims to analyze the effectiveness of the School Operational Assistance Fund (BOS FUND) at the senior high school level in increasing the School Participation Rate (APS) for individuals aged 16–18 years and reducing the proportion of NEET (Not in Education, Employment, or Training) youth aged 15–24 years. The research utilizes panel data from 38 provinces in Indonesia over the period 2021–2024 and is analyzed using the Fixed Effect Model (FEM). The results indicate that the BOS FUND has no significant impact on increasing the APS or reducing the NEET rate. Conversely, the Human Development Index (HDI) consistently has a positive impact on the APS and a negative impact on the NEET rate, while the Gross Regional Domestic Product (GRDP) per capita shows the opposite relationship. These findings suggest that the effectiveness of the BOS FUND has not been optimized without integration with human development and inclusive regional policies. Regionally based education policies and routine evaluations using panel data are recommended to support the equitable and sustainable utilization of the demographic dividend.

Empowering Primary School Teachers In Developing Contextual Sundanese Teaching Materials Based On Local Wisdom: A Community Engagement Program

Wed, 10 Jun 2026 00:00:00 +0000

This community engagement study was conducted in response to the limited competence of primary school teachers in developing contextual and innovative Sundanese teaching materials. Although Sundanese language learning plays an important role in preserving local language, cultural identity, and regional wisdom, its implementation in primary schools is often constrained by textbook dependence, limited teacher creativity in material development, and insufficient integration of local cultural content into classroom learning. This study aimed to enhance primary school teachers’ competence in developing Sundanese teaching materials through community-based training and mentoring at SDN Kedung Badak 2, Bogor City. The study employed a descriptive qualitative design with a community engagement approach. The program was implemented through several stages, including preliminary observation, needs analysis, program socialization, training, workshop-based product development, mentoring, and evaluation. Data were collected through observation, interviews, documentation, product analysis, and participant evaluation, and were analyzed descriptively through data reduction, data display, interpretation, and conclusion drawing. The results indicate that the program improved teachers’ understanding and practical skills in designing Sundanese teaching materials that are more creative, contextual, and relevant to students’ learning needs. Teachers were able to develop learning modules, student worksheets, and simple instructional media integrating Sundanese local wisdom, such as folklore, proverbs, daily expressions, and cultural values. The mentoring process also strengthened teachers’ confidence in implementing the developed materials in classroom learning. In conclusion, community-based training and mentoring can serve as an effective and replicable model for improving teacher competence, strengthening local language learning, and supporting the preservation of Sundanese culture through primary education.

Improving Teachers' Innovative Work Behavior Through Strengthening School Culture, Self-Efficacy And Work Motivation

Rizca Praztica Syam, Eka Suhardi, Eri Sarimanah — Wed, 29 Jul 2026 00:00:00 +0000

This study aims to analyze the effects of school culture, self-efficacy, and work motivation on teachers’ innovative work behavior. A quantitative approach was employed using a survey method and path analysis. The sample consisted of 106 permanent foundation teachers from six private vocational high schools in Cisaat District, Sukabumi Regency, selected through a saturated sampling technique. The results revealed that school culture, self-efficacy, and work motivation have positive and significant effects on teachers’ innovative work behavior. School culture and self-efficacy also have positive and significant effects on work motivation. Furthermore, work motivation mediates the effects of school culture and self-efficacy on teachers’ innovative work behavior. These findings indicate that strengthening school culture, enhancing self-efficacy, and improving work motivation are important strategies for fostering teachers’ innovative work behavior.

Ethno-Educational Governance Model: A Local Wisdom Approach To Strengthening Madrasah Quality

Ummi Royhana, Novi Darmayanti, Ah. Zakki Fuad — Wed, 29 Jul 2026 00:00:00 +0000

This study aims to analyze and develop a Local Wisdom-Based Ethno-Educational Governance Model (EEGM) for strengthening madrasah quality at MA Irsyadun Nasyi'in Kasiyan Jember. The study was motivated by the need for an educational governance model that extends beyond administrative functions by integrating local cultural values, Islamic boarding school traditions, and Islamic educational management principles to enhance institutional quality. A qualitative approach was employed using a literature review combined with conceptual analysis of studies on Islamic educational management, organizational culture, local wisdom, and community-based educational governance. Data were collected from scientific journal articles, academic books, research reports, and other scholarly publications published between 2020 and 2025. Data analysis was conducted using descriptive-critical techniques, including data reduction, thematic categorization, conceptual interpretation, and theoretical synthesis. The findings indicate that the proposed EEGM consists of four key components: collective leadership based on shura (consultation), Islamic boarding school organizational culture, community participation grounded in social capital, and madrasah quality enhancement through local wisdom values. The integration of these components strengthens institutional identity, increases community participation, improves collaboration among stakeholders, and promotes a contextual, adaptive, and sustainable governance system. This study contributes to the development of culturally grounded Islamic educational management theory and provides practical recommendations for designing community-based policies to improve madrasah quality. Future studies should examine the implementation and effectiveness of EEGM in diverse madrasah settings and different local cultural contexts.

Development Of A Participatory Smart Madrasah Leadership Model Based On Socio-Cultural Values In The Society 5.0 Era

Masudi Masudi, Novi Darmayanti, Ah. Zakki Fuad — Wed, 29 Jul 2026 00:00:00 +0000

This study aims to develop a participatory Smart Madrasah leadership model grounded in the social culture of the community in the Society 5.0 era at MA Darul Huda Gumukmas Jember. The research is driven by the growing demand for digital transformation in Islamic education, which requires leadership that not only adopts digital technology but also integrates local socio-cultural values and promotes stakeholder participation in educational governance. A qualitative field research approach was employed to explore leadership practices, social interactions, and the implementation of Smart Madrasah within a religious community context. Data were collected through participant observation, in-depth interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings reveal that Smart Madrasah development is supported by participatory leadership involving teachers, students, parents, alumni, religious leaders, and the wider community in collaborative decision-making. Values of mutual cooperation, deliberation, social solidarity, and Islamic ethics provide the cultural foundation for sustainable digital transformation. Furthermore, technology integration is implemented through strengthening digital literacy, fostering dialogic communication, and reinforcing Islamic character education. This study contributes to Islamic educational leadership theory by proposing a culturally responsive participatory leadership model that supports sustainable Smart Madrasah development in the Society 5.0 era.