Nghiên cứu "Chiến lược hỗ trợ hành vi tích cực cho trẻ rối loạn phổ tự kỷ của cha mẹ trên địa bàn huyện Văn Giang, tỉnh Hưng Yên" nhằm đánh giá các chiến lược hỗ trợ hành vi tích cực (HTHVTC) trong việc can thiệp cho trẻ RLPTK. Đối tượng khảo sát là 120 phụ huynh có con mắc rối loạn phổ tự kỷ, hiện đang theo học tại 5 trung tâm can thiệp và hòa nhập trên địa bàn huyện Văn Giang. Mẫu nghiên cứu cho thấy các chiến lược hỗ trợ hành vi tích cực mà phụ huynh áp dụng còn ở mức trung bình, với điểm trung bình là 3.48 (trong thang Likert 5 mức. Các chiến lược được đánh giá cao nhất là dạy kỹ năng thay thế (x̄ = 3.56) và hỗ trợ môi trường (x̄ = 3.55), trong khi tương tác xã hội có điểm thấp nhất (x̄ = 3.30). Đặc biệt, không có sự khác biệt có ý nghĩa thống kê giữa các nhóm giới tính, độ tuổi, trình độ học vấn và nghề nghiệp về việc áp dụng các chiến lược hỗ trợ hành vi tích cực. Tuy nhiên, các yếu tố tâm lý-xã hội như nhận thức về chiến lược, quan điểm về trừng phạt và việc tham gia các khóa tập huấn có ảnh hưởng rõ rệt đến việc áp dụng HTHVTC. Phụ huynh có hiểu biết về chiến lược này và đã tham gia các khóa tập huấn thể hiện mức độ áp dụng các chiến lược tích cực cao hơn. Từ kết quả nghiên cứu cho thấy rằng các chương trình huấn luyện cần được cá nhân hóa và toàn diện hơn, bao gồm không chỉ các kỹ thuật can thiệp cho trẻ mà còn hỗ trợ cha mẹ về mặt tinh thần và kỹ năng tự chăm sóc. Điều này không chỉ giúp nâng cao chất lượng can thiệp mà còn cải thiện chất lượng cuộc sống cho cả trẻ và gia đình.
Cultivating disciplined behavior is a cornerstone of early childhood education, yet educators often lack the managerial competence to implement integrated learning that effectively fosters this trait. This study was prompted by the need for a systematic learning management approach to address inconsistencies in fostering student discipline. The purpose of this research is to analyze how learning management, guided by Deming’s Plan-Do-Check-Act (PDCA) cycle, can enhance the disciplinary behavior and socio-emotional development of young children. This study employed a qualitative approach with a descriptive, multiple-case study design conducted at two inclusive early childhood centers in East Jakarta: PAUD Pelita Hati and TK Sa’adatuddarain. Data were collected through in-depth interviews with teachers and parents, direct observation of classroom activities, and analysis of documentation such as daily lesson plans. Data analysis followed the interactive model of Miles and Huberman. The findings demonstrate that a systematic management cycle effectively cultivated discipline. Planning involved creating structured daily plans (RPPH) that embedded character-based objectives. Implementation utilized varied, engaging methods, with a consistent focus on modeling, positive reinforcement, and habituation of rules. Evaluation was conducted through continuous formative and summative assessments. The follow-up phase used these evaluation data to refine strategies and provide differentiated support, creating a continuous improvement loop. This study concludes that the systematic management of the learning process, grounded in the PDCA cycle, is a highly effective framework for enhancing disciplinary behavior in young children. The consistent application of planning, implementation, evaluation, and adjustment fosters an environment where children internalize rules, manage emotions, and develop a strong sense of responsibility. This research provides a replicable model for early childhood educators to transform discipline from a reactive measure into a proactively managed component of holistic child development.
The quality of elementary education is largely determined by teachers’ professional competence; however, many elementary school teachers still face challenges in mastering subject matter, managing classrooms, and utilizing instructional technology. One strategic effort to address these issues is through the principals’ management of academic supervision that is well-planned, systematic, and sustainable. This study aims to analyze the management of academic supervision by principals in improving teachers’ professional competence at SDN Cikareo and SDN Margasari, Cidaun District, Cianjur Regency. The research employed a qualitative approach with a case study design. Data were collected through observations, in-depth interviews, and document analysis, then analyzed using data reduction, data display, and verification with triangulation. The findings revealed that at SDN Cikareo, academic supervision was scheduled and implemented according to the program, but the follow-up stage after observation remained largely administrative. In contrast, at SDN Margasari, academic supervision was more flexible but less structured and poorly documented. The main obstacles encountered included limited time, low teacher motivation, and a school culture that had not fully supported supervision. Solutions undertaken by principals included careful planning, dialogic supervision with reflective feedback, and fostering a positive school culture. The study concludes that principals’ academic supervision management plays a strategic role in enhancing teachers’ professional competence, particularly in subject mastery, pedagogical skills, and classroom management, which ultimately contributes positively to the quality of learning in elementary schools.
In today's digital age, the advent of artificial intelligence technology provides an alternative for master's programme students in writing their theses. However, there are still students who find it difficult to use AI technologies such as ChatGPT in writing their theses. Therefore, this study aims to analyse the needs of master's programme students in writing their theses with the help of ChatGPT. This study uses a descriptive qualitative approach. The participants in this study were 10 master's students in educational technology who were in the process of writing their theses. Participatory observation and in-depth interviews were the data collection techniques used by the researcher. In addition, the data analysis techniques used were reduction, data presentation, and drawing conclusions. The results of this study indicate that master's programme students still need guidance in writing their theses through ChatGPT. This is because ChatGPT guidance can provide students with directions to minimise plagiarism and serve as a supporting tool for thesis writing. This guidance is not limited to face-to-face meetings but also includes guidance that can be used independently. Thus, self-regulated learning on ChatGPT can be an alternative for second-year master's programme students. With self-regulated learning on ChatGPT, students are expected to be able to manage an independent, focused, and continuous learning process in writing their theses.
Communication networks and systems in rural areas often experience obstacles, especially during times of crisis due to disasters due to infrastructure damage and other disruptions that result in limited communication and information channels. This study aims to reveal how community radio contributes to the communication resilience system in facing crises in rural areas. The community radio referred to in this study is the RaSi FM Community Radio in Cisewu Village, Garut Regency, West Java, Indonesia. This research is a qualitative study using a case study approach. Researchers obtained data through in-depth interviews involving community radio managers and local residents and participant observation. The data analyzed included interview results, broadcast content, and other data deemed relevant to the study. The research findings indicate that community radio can function as an alternative communication channel that can replace other communication tools that experience obstacles and disruptions such as internet connections, telecommunication network interruptions, especially during crises such as natural disasters. Community radio provides verifiable information about the current conditions for both the surrounding community and those still within the limited service coverage area. In addition to the information provided, the presence of community radio encourages social coordination within the community and produces a collective response to various potential risks that may arise. These findings suggest that redundancy through community media can strengthen communication resilience in rural crisis systems.
This research addresses critical challenges in managing facilities and infrastructure within Vocational High School (SMK) Fashion Expertise programs, such as limited budgets, poor maintenance, and a disconnect from current fashion industry technology. Effective strategic management is crucial for SMKs to produce competent, work-ready graduates. This study aimed to describe the strategic management of learning facilities implemented to enhance fashion competency at SMKN 6 Garut Regency. A qualitative case study design utilized data from observation, interviews, and documentation. The findings indicate that the school effectively implemented strategic management principles, encompassing environmental analysis, strategy formulation, implementation (including the Teaching Factory model), and rigorous evaluation. This systematic approach ensured that the school’s facilities were complete, well-maintained, and integrated into practical learning programs. The successful implementation significantly improved student competency and industry alignment. The study recommends continuous staff training and strengthening collaboration with industry partners to keep facilities updated with the rapid advancements in fashion technology.
This study aims to analyze the implementation of academic supervision based on a coaching clinic approach in improving elementary school teachers’ pedagogical competence. A qualitative case study design was employed at SD Negeri Kalideres 04 Petang (Afternoon Public Elementary School) and SDS Muslimat Kalideres (Muslimat Kalideres Private Elementary School) in West Jakarta. Participants included principals, teachers, and school supervisors selected through purposive sampling. Data were collected through in-depth interviews, participatory observations, and document analysis, and analyzed using Miles, Huberman, and Saldana’s interactive model. The findings reveal that applying the POAC management functions (Planning, Organizing, Actuating, Controlling) within academic supervision enhanced teachers’ reflection, strengthened lesson planning, and encouraged more innovative and contextual teaching practices. Academic supervision was no longer perceived as one-sided control but as a collaborative and professional mentoring process. This study is expected to provide practical contributions to developing a participatory supervision culture and enrich educational management literature on sustainable teacher development, thereby improving the overall quality of elementary education in the future.
This study aims to explore the factors contributing to the low effectiveness of English language instruction at SMP Manbaul Ulum Bondowoso. Employing a qualitative approach with a case study design, the research seeks to generate a comprehensive contextual understanding of the phenomenon. Data were collected through classroom-based participant observation, in-depth interviews with teachers and students, and analysis of instructional documents. Thematic analysis was conducted through systematic stages of data reduction, categorization, and interpretative meaning-making to identify recurring patterns. Data credibility was ensured through source and methodological triangulation. The findings reveal three principal dimensions underlying instructional ineffectiveness. First, the pedagogical dimension is characterized by the predominance of lecture-based instruction, limited opportunities for meaningful communicative practice, and insufficient reflective feedback. Second, the institutional dimension encompasses inadequate learning facilities and restricted exposure to authentic English usage within the school environment. Third, the individual dimension relates to students’ low intrinsic motivation, language anxiety, and the perception of English as a difficult subject. Collectively, these dimensions form a learning ecosystem that is insufficiently conducive to fostering students’ communicative competence.
Enhancing teacher pedagogical competence is a cornerstone of educational quality improvement. Professional Learning Communities (PLCs) have emerged as a strategic model for fostering collaborative, sustained professional development. However, their implementation is often inconsistent, limiting their impact on classroom practice. This study aims to analyze the management processes underpinning the implementation of PLCs designed to improve the pedagogical competence of elementary school teachers. This research employed a qualitative approach with a multiple case study design conducted at two Indonesian public elementary schools: SDN Rawasirna and SDN Selajambe 1. Data were collected through in-depth interviews with principals and teachers, non-participant observations of PLC activities, and analysis of institutional documents. The data were analyzed using the interactive model of Miles and Huberman, involving cycles of data reduction, display, and conclusion drawing. The findings reveal that the management of PLCs was highly contextual. Planning was participatory, grounded in teachers' self-identified needs. Organization differed, with one school adopting a formal structure and the other a more flexible, emergent model. PLC activities evolved from simple discussions to collaborative inquiry, including lesson study and student work analysis. Oversight mechanisms, including principal supervision and peer feedback, were established to ensure accountability and reflection. The effective management of PLCs significantly contributed to enhancing teacher pedagogical competence. Success was contingent on transformative instructional leadership, a strong collaborative culture, and adaptive management of challenges such as time constraints and varying facilitator skills. The study concludes that the efficacy of PLCs is determined not by their mere existence but by the deliberate management of their planning, organization, implementation, and oversight processes.
The integration of Information and Communication Technology (ICT) presents a significant opportunity to enhance the quality of Pancasila Education, yet its effective implementation is hindered by managerial challenges. This study addresses the gap between the potential of ICT and its practical application by analyzing how ICT media can be systematically managed to improve learning outcomes in elementary school Pancasila Education. This research employed a qualitative methodology with a comparative, multiple-case study design at two distinct elementary schools, SDN Sukamukti in Cianjur and SDN Salammulya in Purwakarta. Data were collected through in-depth interviews with principals and teachers, non-participant observation of classroom instruction, and analysis of institutional documents. Data were analyzed using the interactive model of Miles & Huberman. The findings reveal that a systematic management process, framed by the POAC (Planning, Organizing, Actuating, Controlling) cycle, is critical for success. The planning and organization phases were crucial for aligning ICT integration with curricular goals and available resources. The implementation phase demonstrated that ICT transformed Pancasila learning from passive memorization to active engagement through interactive media. The evaluation phase provided a mechanism for continuous improvement, addressing constraints such as teacher competency and resource limitations. The effective management of ICT media is a powerful determinant in improving the learning quality of Pancasila Education. This study concludes that a structured, cyclical management approach is essential for overcoming implementation barriers and harnessing the full pedagogical potential of technology.
This study aims to analyse the transformation of distance learning during and after the pandemic Covid-19. The study used qualitative approach using a case study design. The participants in this study are 10 communication studies students currently in their second year. Data collection for this study was carried out through interviews and a literature review. In-depth interviews were conducted in three stages. Data analysis was carried out through the stages of data collection, data selection, data analysis, and the formulation of conclusions. The results of this study indicate that distance learning has transformed learners, enabling them to adapt to technology. The use of technology is not limited to entertainment but also supports the learning process. However, not all learners feel comfortable with distance learning. This is because every student has a different learning style. This study concludes that the transformation of distance learning must be aligned with students’ learning styles. Furthermore, distance learning must be able to build students’ self-confidence and collaborative skills. Consequently, they can identify opportunities to adapt to learning in the digital age.
The principal's role as an instructional supervisor is critical for fostering teacher professional competence, a key determinant of educational quality. However, a significant gap often exists between the policy mandate for supervision and its effective implementation. This study aims to analyze the management of principal supervision in enhancing the professional competence of elementary school teachers. This research employed a qualitative approach with a multiple-case study design at two Indonesian public elementary schools, SDN Padamamur and SDN Jambudipa 1. Data were collected through in-depth interviews with principals and teachers, non-participant observations of supervisory activities, and analysis of institutional documents. Data credibility was ensured through source and technique triangulation, and the analysis followed the interactive model of Miles and Huberman. The findings reveal that both principals managed supervision through systematic planning, organization, implementation, and evaluation. Planning was based on teacher needs assessments and school quality targets. Implementation utilized a clinical supervision model (pre-conference, observation, post-conference) with developmental and humanistic approaches. Evaluation was integrated with the formal Teacher Performance Appraisal (PKG) system and followed by targeted professional development. The management approach directly contributed to measurable improvements in teachers' professional competence. The effective management of supervision is a powerful mechanism for improving teacher competence. This study concludes that a structured, developmental, and collaborative supervisory process, managed systematically by the principal, is essential for translating policy into impactful practice. It recommends strengthening principals' capacity to lead supervision as a continuous cycle of professional learning rather than an administrative compliance task.
Navigation instruments such as GPS, Radar, and ECDIS require substantial investment and continuous maintenance, which limits their availability for routine hands-on practice in maritime training. As a result, cadets may have fewer opportunities to experience learning conditions that closely resemble real operational environments. This study, conducted at the Merchant Marine Polytechnic of Makassar, aimed to develop an Augmented Reality (AR)-based learning application that visualizes ten essential ship navigation instruments: GPS, Radar, ECDIS, AIS, Gyrocompass, Echo Sounder, Autopilot, Speed Log, VHF Radio, and NAVTEX. The development followed the Multimedia Development Life Cycle (MDLC) model, including 3D object creation, marker integration, and Android application development using Unity and Vuforia. The feasibility of the application was evaluated through expert validation and field testing involving 115 cadets. Expert evaluation showed that functionality, usability, and reliability met the “Good” to “Very Good” categories, with an overall score of 84%. Cadet trials also indicated consistently positive responses, particularly in conceptual understanding, learning motivation, and ease of use, with one minor issue related to longer scanning time for a marker. Overall, the findings suggest that AR Marine NavTool is feasible for use in maritime vocational education and can serve as a preparatory learning layer that supports more structured progression to hands-on practice through accessible and interactive visualization of navigation instruments.
This study provides an in-depth evaluation of the management of innovative IT-based learning training designed to enhance the pedagogical competence of teachers at the primary school level. Motivated by the critical academic concern regarding the persistent gap between the demands of modern digital pedagogy and the conventional teaching methods still widely used, this research critically examines how a systematically designed training program can serve as a concrete solution. Adopting a descriptive qualitative approach with a double case study design focusing on SDN Kutawaringin and SDN Cibalandongan, comprehensive data was collected through triangulation (in-depth interviews, participatory observation, and detailed documentation analysis). The findings consistently show that the training management at both schools was highly effective and well-organized, validated through systematic planning, meticulous organization, efficient implementation, and rigorous control. This success surpasses the mere adherence to G.R. Terry's management theory and aligns with professional mandates such as Law Number 14 of 2005 concerning Teachers and Lecturers. The improvement in teachers' pedagogical competence is evidenced by a real and measurable behavioral change, where teachers proactively integrate information technology (IT) into the entire teaching and learning process (e.g., using Google Classroom, Canva, and interactive quizzes). Therefore, this study concludes that structured, comprehensive, and data-driven training management is the main key to success in improving teachers' professional competence and effectively fostering a more innovative and sustainable learning culture within the school environment. The study offers an empirically tested model for replication by other educational institutions.
Teacher work discipline is a critical determinant of educational quality, yet it remains a significant challenge in many schools. The principal's managerial role is central to fostering a culture of discipline. This study was prompted by the need to understand how systematic management can address issues of teacher indiscipline. The purpose of this research is to analyze how a principal's management, guided by the Plan-Do-Check-Act (PDCA) cycle, enhances teacher work discipline. This study employed a qualitative approach with a single-case study design at Sukahegar Public Elementary School in Cianjur, Indonesia. Data were collected through in-depth interviews with the principal and teachers, non-participant observations of school operations, and an analysis of institutional documents. Data credibility was ensured through source and technique triangulation, with the analysis following the interactive model of Miles, Huberman, and Saldaña. The findings reveal that the principal’s management systematically followed the PDCA cycle. The Plan phase involved data-driven problem identification and the collaborative development of a discipline program. The Do phase saw the consistent implementation of this plan through direct supervision, role modeling, and a reward system. The Check phase consisted of continuous monitoring and formal evaluation of teacher attendance and performance. The Act phase involved providing targeted coaching and making systemic policy adjustments based on evaluation data. The principal's systematic application of the PDCA management cycle proved highly effective in improving teacher work discipline, leading to enhanced punctuality, instructional readiness, and administrative compliance. This study concludes that a structured, continuous improvement approach to management is a powerful tool for principals to cultivate a professional and disciplined work culture, thereby elevating the overall quality of education.
The low level of scientific proficiency among community members is one of the main causes of underdevelopment. In a number of situations, a strong religious devotion does not always translate into an equally strong desire to learn more about science; rather, the relationship frequently seems inversely proportionate. Because of its long history and widespread local presence, the Tablighi Jama'ah, one of the most active Islamic missionary movements in Central Lampung, makes for an interesting research topic. The purpose of this study is to determine the elements influencing the Tablighi Jama'ah's views on science and to examine their wider ramifications. The study was carried out in Central Lampung Regency using a descriptive qualitative approach. The results show that a religiously grounded collective structure and hierarchy, faith-driven social discipline, a transcendental orientation, and an education system based on religious teachings all influence the group's social construction. Strong normative adherence to authoritative texts and people, a focus on simplicity, and opposition to both local and global cultural influences are characteristics of its cultural production. Because of this, the community offers little social support for scientific involvement, which lowers members' interest in science and presents scientific knowledge as an external field with no cultural significance within its value system.
Music plays an important role as a medium of communication in conveying reflective and emotional messages through lyrics that can be interpreted personally by listeners. This is in line with Kunto Aji's statement about the human tendency to often forget the importance of talking to oneself, and to simply enjoy songs without understanding their deeper meaning. This study aims to analyze the construction of meaning of “Aku memaafkan” in the lyrics of Kunto Aji's song “Jernih”. This study uses a descriptive qualitative method, with Ferdinand De Saussure's semiotic approach and through intrapersonal communication. Data were collected through lyric analysis and interviews with listeners. The results show that the phrase “Aku memaafkan” is constructed as a meaning of releasing inner wounds, freeing oneself from past trauma, and healing efforts to achieve inner peace. The repetition of the phrase “Aku memaafkan” serves as an affirmation that strengthens an individual's internal dialogue in dealing with emotional conflicts. Listeners' interpretations reveal that the meaning of “Aku memaafkan” is not only understood symbolically but also internalized as a form of self-reflection. This study concludes that a song not only functions as an artistic work but can also be an effective communication medium in assisting the process of forgiveness.
This study examines the mediating function of institutional collaboration in the relationship between rural community empowerment and Corporate Social Responsibility (CSR). This study is based on the collaborative governance framework and stakeholder theory, which highlight shared accountability and the active participation of commercial, governmental, and community actors in accomplishing sustainable development goals. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used as a quantitative methodology. 100 people were interviewed in conflict-affected buffer villages in Mesuji Regency, Lampung Province, Indonesia, including village administrators, community leaders, and members from local non-governmental organizations. The study found that CSR significantly increases institutional cooperation, which in turn increases rural communities' degree of empowerment. However, because the direct effect of CSR on empowerment was statistically negligible, institutional collaboration had a full mediating effect. These findings highlight the need for strong and active institutional synergy in order for CSR programs in disadvantaged rural settings to produce significant results.
This study aims to analyze teachers' perceptions of the deep learning approach and its implementation in learning at the elementary and secondary school levels in Melawi Regency. The research was carried out in January-March 2025 and used a mixed methods method with a sequential explanatory design that combines quantitative and qualitative analysis. Quantitative data was collected through questionnaires to 20 teachers at SD Negeri 13 Nanga Pinoh and SMP Negeri 2 Pinoh Utara, while qualitative data was obtained through in-depth interviews with four teachers who were selected purposively. The results showed that teachers' perception of deep learning was in the very positive category with an average percentage of 84.64% in the dimensions of concept understanding, attitude, implementation, as well as supporting factors and obstacles. Teachers understand that deep learning emphasizes meaningful experiences, reflection, collaboration, and the relevance of the material to students' real lives. The implementation of deep learning is considered quite good even though it still faces several obstacles such as time constraints, authentic assessments, and the use of learning technology. Qualitative findings reinforce quantitative outcomes through real-world descriptions of exploratory and project-based learning practices in the classroom. This study concludes that teachers have a high readiness to implement deep learning as part of the learning transformation in the Independent Curriculum, and emphasizes the need for continuous training and school support.
The imperative of digital transformation in education requires adaptive and evidence-based institutional governance. This study aims to critically and thoroughly analyze the managerial process of data-based information systems (DBIS) in efforts to improve the quality of education in junior high schools (SMP). Using a qualitative approach with a case study design at SMPN 1 Sukanagara and SMPN 1 Sukaresmi, this study explores the implementation of management functions—planning, organizing, executing, and controlling (POAC)—in a digital context. Data were collected through in-depth interviews with the principal, vice principal, operators, and teachers, supported by participatory observation and documentation studies. Data analysis was conducted interactively following the Miles and Huberman model. The results of the study show three main findings. First, the planning and organization of MSIBD in both schools is contextual, with SMPN 1 Sukanagara adopting a pragmatic-adaptive approach while SMPN 1 Sukaresmi implementing a visionary-integrative strategy, both based on participatory needs analysis. Second, the effective implementation of the system transformed administrative work processes to be more efficient and accurate, and became a catalyst for a shift in organizational culture towards data-driven decision making. Third, the dynamic monitoring process, despite facing challenges of digital literacy and infrastructure limitations, was successfully overcome through adaptive strategies that reflected the continuous improvement cycle (PDCA). This study concludes that the success of MSIBD is not only determined by technological sophistication, but also by managerial process maturity, supportive leadership, and the organization's capacity to learn and adapt.
