Bulletin of Educational Management and Innovation

How instructional leadership shapes the implementation of Pancasila character education? Evidence from Indonesian secondary schools

2026-09-09T04:12:31+07:00

Background: The implementation of Pancasila Character Education is a strategic priority under Indonesia's Merdeka Curriculum, yet implementation varies across schools and requires coherent school-level leadership.

Purpose: This study examines the association between instructional leadership and teachers' implementation of Pancasila Character Education in Indonesian secondary schools.

Method: A quantitative cross-sectional survey was conducted with 238 teachers from public and private secondary schools selected through purposive sampling. The questionnaire measured instructional leadership (18 indicators) and Pancasila Character Education implementation (24 indicators). Data were analysed using partial least squares structural equation modelling in SmartPLS 4.

Findings: Instructional leadership was positively associated with Pancasila Character Education implementation (beta = 0.745, t = 25.134, p < 0.001). The model explained 55.5% of the outcome variance (R2 = 0.555), showed a large effect size (f2 = 1.246), predictive relevance (Q2 = 0.548), and acceptable approximate fit (SRMR = 0.038).

Implication: The findings indicate that principals' goal setting, instructional supervision, curriculum coordination, support for teacher learning, and cultivation of a positive learning climate are important organizational conditions associated with stronger character-education implementation. Because the design is cross-sectional and based on teacher reports, the results support association rather than causal inference. Leadership-development programmes should therefore strengthen these instructional practices, while future longitudinal and multilevel studies should test the direction and school-level mechanisms of the relationship.

Curriculum transformation toward outcome-based education (OBE) in an Indonesian State Islamic University: An institutional case study

2026-09-15T17:50:53+07:00

Background: Outcome-Based Education (OBE) is mandated in Indonesian higher education to address the misalignment between graduate competencies and labor-market demands. However, its institutional implementation in Islamic universities remains underexplored, particularly regarding governance processes, measurable compliance, and the integration of Islamic values and Maqashid Syariah into curriculum design.

Purpose: This research aims to analyze how an Islamic university systematically plans, executes, and evaluates its OBE-based curriculum transformation.

Method: This qualitative case study analyzes the institutional transformation process at UIN Syekh Wasil Kediri during the 2025–2026 academic period using a strategic management perspective. Data were collected from 10 informants directly involved in the OBE curriculum development process that is the Vice Rector I, the Head of the Quality Assurance Institute (LPM), the Head of the Curriculum and Learning Center, Deans and Vice Deans I, and representative Heads of Study Programs together with curriculum development teams, via semi-structured in-depth interviews, participant observation, and document analysis, processed using Miles, Huberman, and Saldaña's interactive model.

Findings: The transformation unfolded through three interconnected stages, diagnostic gap analysis, capacity-building workshops, and action-oriented mentoring, culminating in inductive policy codification. Document review across 25 undergraduate study programs (PPG excluded) revealed substantial non-compliance (54% FUDA, 38% FTIK, 27% FASYA, 7% FEBI), rooted in a forward-design logic that fitted learning outcomes to pre-existing course lists rather than the reverse. While workshops built conceptual understanding, interview evidence showed this did not translate into operational capability, the subsequent mentoring phase closed this gap through problem-embedded, learning-by-doing engagement with each program's own curriculum documents, generating psychological ownership and enabling 23 of 25 programs (92%) to finalize compliant OBE curricula. Institutional policy was deliberately codified only after these field-tested solutions emerged, functioning as institutional memory rather than an untested top-down prescription. Islamic values such as religious devotion, ethics, and Maqashid Syariah, were embedded as measurable Graduate Learning Outcomes (CPL) indicators rather than peripheral co-curricular content.

Implication: Theoretically, this study conceptualizes institutional OBE transformation as an organizational learning process involving diagnosis, conceptual alignment, capacity building, and institutionalization. Practically, it proposes a staged governance model—diagnosis, capacity building, mentoring, and policy codification—that can be adapted by similar institutions, while the integration of Islamic values remains context-dependent.

Improving learning outcomes and learning interest among vocational students majoring in motorcycle technology through web-based learning

2026-08-16T15:49:53+07:00

Background: The integration of digital technology into vocational education provides opportunities to improve the quality of learning, particularly in Motorcycle Engineering and Business (TBSM) competency instruction. However, the continued use of conventional teaching approaches may limit students’ learning interest and achievement.

Purpose: This study aimed to examine the effect of web-based learning on students’ learning interest and learning outcomes in TBSM competency instruction at SMKN 2 Bangkalan.

Method: A quantitative approach with a quasi-experimental pretest–posttest control group design was employed. The participants were 60 students selected through total sampling, consisting of 30 students in Class X TBSM 1 as the experimental group and 30 students in Class X TBSM 2 as the control group. Data were collected using a learning interest questionnaire and learning outcome tests. Data analysis involved prerequisite testing and independent samples t-tests.

Findings: The results demonstrated a statistically significant difference in learning interest between the experimental and control groups (Sig. = 0.024 < 0.05). The experimental group obtained a higher mean learning interest score (52.27) than the control group (46.40). A significant difference was also found in learning outcomes (Sig. = 0.000 < 0.05), with the experimental group achieving a higher posttest mean score (86.67) than the control group (65.67).

Implication: These findings provide empirical evidence that web-based learning is more effective than conventional instruction in improving both learning interest and academic achievement in TBSM competency instruction.