Bulletin of Educational Management and Innovation

The management of the Sekolah Orang Tua Hebat program for strengthening school–parent collaboration

Dwi Wahyu Rachmawati — 2025-10-29

Background: Collaboration between schools and parents is a key factor in the success of children’s education. However, its implementation still faces challenges such as low parental involvement, high expectations placed on schools, and limited adjustment of programs to family characteristics.

Purpose: This study aims to analyze the management of the Sekolah Orang Tua Hebat (SOBAT) program in strengthening school–parent collaboration at SMPN 1 Singojuruh, Banyuwangi, with a focus on the functions of planning, organizing, implementing, and controlling (POAC).

Method: The research employed a qualitative approach with a case study design conducted over a 4-month period at SMPN 1 Singojuruh, Banyuwangi. Five research informants (1 principal, 2 facilitators, 2 parents) were selected through purposive sampling. Data were collected through in-depth interviews, observations, and document analysis, then analyzed interactively using the Miles, Huberman, and Saldana model involving data reduction, data presentation, and conclusion drawing. Data validity was ensured through source triangulation, method triangulation, member checking, and prolonged engagement with informants.

Findings: The results indicate that program planning was carried out participatively by involving the Education Office, school principals, teachers, and parents, while considering flexible scheduling according to families’ socio-economic conditions. Program organization was characterized by adaptive structures, clear task distribution, and intensive facilitator training. Implementation applied the DEF method (Dialogue, Education, Facilitation) and 16 comprehensive parenting modules, enabling peer learning and empowering parents as learning resources. Program control was conducted participatively through direct observation, periodic questionnaires, and parental involvement in evaluation. The study concludes that the integrated application of POAC functions strengthens school–parent collaboration, increases family involvement in children’s education, and supports alignment of parenting patterns between schools and families.

Teacher Professionalism: Effects of AI Literacy, Coaching, and Motivation in Islamic Schools

Noor Lailie — 2025-10-25

Background: The rapid transformation of education in the Society 5.0 era requires teachers to integrate Artificial Intelligence (AI) into pedagogical practices while maintaining professional and ethical standards. In Mojokerto’s Integrated Islamic Elementary Schools (SDIT), teachers face challenges such as digital anxiety, administrative burdens, and limited managerial support, which hinder their ability to adapt to AI-driven learning environments.

Purpose: This study investigates the influence of AI literacy, coaching, and work motivation on teacher professionalism in SDIT schools across Mojokerto, both individually and collectively

Method: Employing a quantitative causal design, the research involved 114 SDIT teachers selected through total sampling. Data were collected using validated Likert-scale questionnaires and analyzed with multiple linear regression via SPSS, supported by classical assumption tests to ensure model reliability.

Findings: Results demonstrate that AI literacy, coaching, and work motivation significantly and simultaneously affect teacher professionalism (F-value = 28.452; Sig < 0.001). Among these, work motivation emerged as the most dominant predictor. The findings underscore the necessity of a holistic approach that combines technological proficiency, managerial empowerment through coaching, and psychological reinforcement via motivation to enhance teacher professionalism in Islamic elementary education.

The impact of contextual teaching and learning on elementary students’ ability to solve mixed arithmetic word problems

Titik Rahmawati — 2026-05-28

Background: The challenges of Mathematics learning in elementary schools include both the conceptual understanding and students capacity to solve a word problems. The solution can thus be through contextualised and meaningful models of learning that help students understand.

Purpose: This research aims to examine the effect of the Contextual Teaching and Learning (CTL) model on understanding concepts and solving story problems in mixed arithmetic operations.

Method: This study was an experimental study with unequal control group (52 students). Data were collected as result of the tests, and subsequently analyzed using the Wilcoxon test to verify any differences before and after treatment.

Findings: There was a statistical significant improvement in multiple areas after the CTL model has been initiated. The average conceptual understanding improved from 63.85 to 84.62 with p value0.000 (<0.05) Next, for the skill to solve mathematical problems gradually increased from 10.00 to 13.62 with a significancy value of 0.000 These results show that the CTL model has a very good effect on the development of students' conceptual understanding and mathematical problem solving abilities.