Journal of Educational Management and Learning

Exploring the Role of Principal Appreciation and Motivation in Shaping Work Culture Among Vocational School Teachers in South Aceh, Indonesia

Jusnaini Rasyid — 2025-07-23

This study investigates the impact of principal appreciation and motivation on the work culture of vocational school teachers in South Aceh District, Indonesia. Utilizing a quantitative approach, data were collected from 113 vocational school teachers across five schools through a survey that measured three key variables: principal appreciation, principal motivation, and teacher work culture. Descriptive and inferential statistical analyses, including simple and multiple regression, were employed to determine the relationships between the variables. The results showed that both principal appreciation and motivation have a positive and significant influence on teacher work culture, explaining 11.6% of its variation individually and 34.1% when combined. These findings underscore the importance of school leadership in fostering a supportive and collaborative work environment, suggesting that principals who appreciate and motivate their teachers significantly enhance the overall work culture, which in turn contributes to improved teacher performance and educational outcomes. This research highlights the critical role of leadership in shaping a productive and engaging school culture.

Enhancing Critical Thinking in Chemistry Education Through Differentiated LKPD Design

Sri Wahyuni — 2025-10-21

This research aims to enhance students' Critical Thinking Skills in chemistry learning by using differentiated LKPD. Based on the initial observation, it was found that the CTS of students was still in the low category, as the learning media used had not taken into account the learning styles of students. This type of research is quasi-experimental with a Control Group Pre-Test-Post-Test Design. The sample in this study consisted of students from X.E-8, the experimental class, who were treated with differentiated LKPD, and the control class X.E-6, which was treated with undifferentiated LKPD. The research sample consisted of 76 students. The data collection employed a description test, consisting of five questions. Normality, homogeneity, and the One-Way ANOVA test were employed to analyze the data. The results of the feasibility test of differentiated LKPD, in terms of presentation, content, language, and writing, obtained an Aiken index of 0.87 and an Inter-Rater Agreement of 0.617, indicating that LKPD is valid and reliable. So, it is feasible to use as a chemistry learning medium. Based on the one-way ANOVA test analysis, it was found that there was a significant difference in the improvement of critical thinking skills between students taught using differentiated LKPD in the experimental class and those taught using undifferentiated LKPD in the control class.

The Role of Study Habits, Parental Involvement, and School Environment in Predicting Student Achievement: A Machine Learning Perspective

Teuku Rizky Noviandy — 2025-11-15

This study explores the application of machine learning techniques to predict student achievement based on study habits, parental involvement, and school environment. Using a dataset from Kaggle comprising academic, behavioral, and contextual variables, four machine learning algorithms, namely K-Nearest Neighbors (KNN), Naïve Bayes, Support Vector Machine (SVM), and Random Forest, were implemented and evaluated. Model performance was evaluated using accuracy, precision, recall, F1-score, ROC curve, and Precision–Recall curves. Results show that all models effectively classified students into low- and high-achievement categories, with SVM achieving the highest accuracy (94.02%) and the strongest overall performance. The findings highlight the potential of machine learning-driven predictive analytics in educational settings, enabling early identification of at-risk students and supporting evidence-based interventions. By integrating diverse factors influencing academic performance, this study demonstrates how data-driven approaches can enhance educational management, inform policy, and promote equitable learning outcomes.

Strategies and Challenges in Promoting Teacher Discipline: Insights from Vocational High Schools in Indonesia

Kamaruzzaman Kamaruzzaman — 2025-11-22

This study investigates the role of principals in promoting and sustaining a disciplined culture among teachers in vocational high schools within West Aceh District, Indonesia. Employing a qualitative, descriptive research design, the study focuses on three main objectives: examining the specific disciplinary programs implemented by principals, exploring how these initiatives are evaluated for effectiveness, and identifying the challenges principals face in ensuring consistent discipline among teachers. Data were collected through open-ended questionnaires distributed to teachers and semi-structured interviews conducted with principals, enabling a comprehensive understanding of both perspectives. Thematic analysis revealed that principals prioritize structured program implementation and regular evaluation as key strategies for managing discipline. Despite overall positive responses to the effectiveness of these initiatives, teachers highlighted several challenges, including inconsistent policy enforcement and varying levels of commitment, which hinder the establishment of a cohesive disciplinary environment. The findings suggest that while principals play a crucial role in shaping discipline, addressing specific challenges through additional resources and teacher engagement could further enhance policy adherence and effectiveness. This study provides valuable insights into the impact of leadership on school discipline and offers recommendations to strengthen disciplinary practices in vocational education settings.

Developing Students’ Creative and Entrepreneurial Skills via Project-based STEM Physics

Vera Sartika — 2025-11-29

Physics is a complex subject and requires a high level of understanding. Based on interviews at SMAN 4 Langsa, there has never been a test of creative thinking skills, there has been no learning that develops these skills, and students have a low entrepreneurial spirit. This study aims to improve physics learning through the PjBL-STEM (Project-Based Learning-Science, Technology, Engineering, and Mathematics) model, in improving students' creative thinking skills and entrepreneurial spirit. The research design used in this study was a one-group pretest-posttest design involving 89 grade X students. Data collection was conducted through interviews, questionnaires, and tests developed based on indicators of creative thinking skills. The data were analysed using the percentage formula, N-gain, Normality, and Paired Sample t-test. The instruments used were the Creative Thinking Skills Test and the Entrepreneurship Questionnaire. The results showed that the average N-gain of 0.71 was categorised as high. Based on the N-gain results, it can be concluded that there is an increase between before and after treatment. The results of the entrepreneurship questionnaire showed 45% before treatment and 82% after treatment. From the results of this study, it can be concluded that the PjBL-STEM model can optimise physics learning by improving students' creative thinking skills and entrepreneurial spirit.