Penelitian ini bertujuan untuk menganalisis peran dan fungsi manajemen dalam mengelola bisnis pendidikan sebagai upaya membangun keunggulan kompetitif lembaga di tengah persaingan yang semakin ketat. Tujuan khusus penelitian meliputi mengidentifikasi fungsi-fungsi manajemen yang diterapkan dalam lembaga pendidikan, menganalisis strategi manajerial dalam meningkatkan daya saing, serta mengevaluasi keseimbangan antara orientasi mutu pendidikan dan keberlanjutan lembaga sebagai entitas bisnis. Metode yang digunakan adalah kajian teori (theoretical review) dengan pendekatan analisis perbandingan literatur manajemen pendidikan dari berbagai sumber ilmiah seperti jurnal, buku, dan artikel akademik yang relevan. Proses analisis dilakukan melalui sintesis teoretis untuk mengidentifikasi pola, hubungan, dan kesenjangan dalam teori-teori yang telah ada.Hasil penelitian menunjukkan bahwa manajemen memiliki peran strategis dalam menentukan keberhasilan lembaga pendidikan melalui implementasi empat fungsi utama yaitu perencanaan (planning), pengorganisasian (organizing), penggerakan (actuating), dan pengawasan (controlling). Fungsi-fungsi tersebut terbukti efektif dalam mengelola sumber daya manusia, keuangan, strategi pemasaran, serta pengembangan mutu layanan pendidikan. Penelitian juga mengungkapkan bahwa lembaga pendidikan yang menerapkan manajemen profesional mampu menyeimbangkan fungsi sosial dengan orientasi bisnis, sehingga dapat mempertahankan keberlanjutan operasional sambil tetap fokus pada peningkatan kualitas pendidikan. Keunggulan kompetitif dapat dibangun melalui kepemimpinan yang adaptif, inovasi manajerial, transformasi digital, serta penguatan hubungan dengan stakeholder. Kesimpulannya, manajemen yang efektif menjadi fondasi utama bagi lembaga pendidikan dalam menghadapi tantangan era kompetitif dan digital.
This study aims to develop and evaluate the validity, practicality, and effectiveness of an Experiential-Contextual Teaching and Learning (ECTL) model for entrepreneurship education in vocational higher education. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of the Analysis, Design, Development, Implementation, and Evaluation phases. The ECTL model was designed based on five instructional syntax phases: concrete experience, observation and reflection, abstract conceptualization, meaningful learning, and active experimentation. The model was supported by a lecturer guidebook, student guidebook, syllabus, and semester learning plans. The validity of the model and its supporting products was evaluated by five experts using Aiken’s V coefficient, with a minimum acceptable value of 0.600. Practicality was assessed through small-scale trials involving five students and two lecturers, followed by expanded-scale trials involving 29 students in the experimental group and 29 students in the control group. Effectiveness was examined through cognitive pretest–posttest assessments, affective observation rubrics, and psychomotor performance rubrics. The data were analyzed using the Kolmogorov–Smirnov normality test, Levene’s homogeneity test, and independent-samples t-tests at a significance level of 0.05. The results indicated that all developed products achieved Aiken’s V values above the minimum threshold, ranging from 0.80 to 0.88, confirming their validity. The practicality evaluation demonstrated very high levels of usability, with lecturer response scores ranging from 92.4% to 96.1% and student response scores ranging from 85.06% to 85.53%. The experimental group achieved a significantly higher mean posttest score (80.00) than the control group (73.24), with t(56) = 3.212, p = 0.002. Furthermore, affective and psychomotor assessments revealed that 96.6% of students attained good or very good performance levels. All students (100%) successfully met the passing criteria, and 44.8% achieved the highest grade (A). These findings indicate that the ECTL model is valid, highly practical, and effective for entrepreneurship education in vocational higher education. Therefore, it is recommended as an alternative to conventional teacher-centered instructional approaches.
This study aims to develop a Google Sites–based virtual workspace model to enhance the administrative efficiency of early childhood educators. The study employed a Research and Development (R&D) method using the 4D model (Define, Design, Develop, and Disseminate) and applied a concurrent triangulation mixed-methods design. The research participants consisted of 13 kindergarten teachers at TK Kristen 03 Eben Haezer, Salatiga, Indonesia. Data were collected through semi-structured interviews, non-participant observations, questionnaires, and pretest–posttest performance assessments. Qualitative data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and verification. Quantitative data were analyzed using descriptive statistics and paired-sample t-tests. The findings indicate that, prior to the intervention, teachers faced significant challenges, including limited time, fragmented data storage, and ineffective document archiving, resulting in substantial administrative workload demands. The developed virtual workspace integrates key Google Workspace tools (Google Drive, Docs, and Sheets) into a centralized, dashboard-style interface. Validation results confirmed high feasibility, with IT experts rating the system at 95.55% (“very valid”). Practicality assessments from teachers indicated a “very practical” category, while effectiveness testing showed a statistically significant improvement in administrative efficiency, with mean performance scores increasing from 11.76 to 17.53 (p < 0.05). This study demonstrates that a low-cost, integrated digital workspace can significantly reduce administrative burdens, offering a sustainable and scalable solution for resource-limited educational settings.
This study aims to develop STEAM-based learning tools integrated with the Techno-Analogy Inquiry (TAI) model to enhance elementary school students’ scientific thinking skills. The novelty of the TAI model lies in its integration of inquiry processes with technology-supported analogical reasoning, which serves as a cognitive bridge to help students connect abstract scientific concepts with familiar real-life experiences. The study employed a Research and Development (R&D) method using the ADDIE model. The participants consisted of 29 fifth-grade students. Data were collected through expert validation of the content, language, and media aspects conducted by four experts using a 4-point Likert scale, as well as through pretest–posttest assessments, observations, and student response questionnaires. The data were analyzed using descriptive statistics, N-gain analysis, and paired-sample t-tests. The results indicate that the developed learning tools are highly feasible, with an average validation score of 87.5%. Students’ scientific thinking skills improved significantly, as reflected in the increase in the mean score from 47 on the pretest to 84 on the posttest. The N-gain score of 0.68 falls within the moderate-to-high category. Furthermore, the paired-sample t-test results revealed a statistically significant difference between the pretest and posttest scores (p < 0.001). These findings suggest that the integration of STEAM, inquiry-based learning, and technology-supported analogical reasoning through the TAI model is effective in enhancing students’ scientific thinking skills and in providing a more meaningful and conceptually accessible learning experience.
This study aims to analyze the influence of academic self-efficacy and learning motivation on academic procrastination with self-regulated learning as a mediating variable and academic pressure as a moderation variable. This study uses a quantitative approach with an explanatory method. The population of this study is all students of grade XI Social Studies with a sample of 124 students determined by simple random sampling technique. Data collection used a likert scale questionnaire and analyzed with Structural Equation Modeling (SEM-PLS). The results of the study showed that academic self-efficacy and learning motivation had a negative and significant effect on academic procrastination. Self-regulated learning has a significant effect and has been proven to mediate the relationship between academic self-efficacy and learning motivation to academic procrastination. In the moderation test, academic pressure did not moderate the relationship between academic self-efficacy and academic procrastination, but it strengthened the relationship between learning motivation and academic procrastination. This finding indicates that learning motivation is more responsive to academic demands, whereas academic self-efficacy tends to function as a relatively stable internal belief. These findings contribute to the development of adaptive learning strategies oriented towards student learning independence.
