Education Management and Policy Horizons (EMPHS)
Gambaran Umum Jurnal Education Management and Policy Horizons (EMPHS) adalah jurnal ilmiah internasional yang ditinjau oleh rekan sejawat, yang berkomitmen untuk memajukan penelitian mutakhir dalam kepemimpinan, tata kelola, manajemen, dan studi kebijakan pendidikan. Jurnal ini memposisikan dirinya sebagai forum global untuk dialog kritis, kemajuan teoretis, dan inovasi empiris dalam mengelola dan mentransformasi sistem pendidikan di abad ke-21. EMPHS menerbitkan penelitian berdampak tinggi yang membahas tantangan strategis, sistemik, dan tingkat kebijakan dalam pendidikan di berbagai konteks geopolitik dan sosial-ekonomi. Jurnal ini menekankan pendekatan komparatif, interdisipliner, dan berbasis data yang berkontribusi pada penguatan kinerja institusional, akuntabilitas tata kelola, dan reformasi pendidikan berkelanjutan di seluruh dunia. Tujuan dan Posisi Strategis EMPHS bertujuan untuk: Mendorong kajian teoretis dan empiris yang ketat dalam manajemen dan kebijakan pendidikan. Mendorong perspektif internasional dan komparatif tentang tata kelola dan reformasi. Menjembatani penelitian, kebijakan, dan praktik kelembagaan. Mendorong inovasi dalam kepemimpinan, transformasi digital, dan sistem penjaminan mutu. Mendukung pembuatan kebijakan berbasis bukti di bidang pendidikan. Jurnal ini sangat menerima penelitian yang menunjukkan: Ketelitian metodologis yang kuat (kuantitatif, kualitatif, metode campuran, atau tinjauan sistematis/meta-analisis) Kontribusi teoritis yang jelas Relevansi internasional atau dimensi komparatif Implikasi kebijakan dan dampak manajerial Keselarasan Tujuan Pembangunan Berkelanjutan (SDG 4) Cakupan Jurnal EMPHS mencakup (namun tidak terbatas pada) bidang tematik berikut: 1. Kepemimpinan dan Tata Kelola Pendidikan Model kepemimpinan strategis Kepemimpinan terdistribusi dan transformasional Reformasi tata kelola dan sistem akuntabilitas Otonomi kelembagaan dan kerangka peraturan 2. Kebijakan dan Reformasi Pendidikan Perancangan, implementasi, dan evaluasi kebijakan. Studi perbandingan kebijakan pendidikan Desentralisasi dan sentralisasi dalam sistem pendidikan Hukum pendidikan dan tata kelola regulasi 3. Manajemen Organisasi dan Kelembagaan Manajemen perubahan di lembaga pendidikan Sistem manajemen kinerja Pengembangan sumber daya manusia di bidang pendidikan Budaya organisasi dan ketahanan institusional 4. Penjaminan Mutu dan Akreditasi Sistem penjaminan mutu internal dan eksternal Kerangka akreditasi dan tolok ukur kelembagaan Pengambilan keputusan berbasis data dan metrik kinerja 5. Ekonomi dan Pembiayaan Pendidikan Penganggaran pendidikan dan tata kelola fiskal Kemitraan publik-swasta Model efisiensi biaya dan alokasi sumber daya 6. Transformasi Digital dan Inovasi Tata kelola digital dalam pendidikan AI, analitik pembelajaran, dan sistem manajemen Ekosistem inovasi di pendidikan tinggi Reformasi kelembagaan yang didorong oleh teknologi Relevansi dan Kontribusi Global EMPHS memprioritaskan penelitian dengan wawasan lintas negara dan mendorong pengajuan naskah dari sistem pendidikan negara berkembang dan negara maju. Jurnal ini berupaya berkontribusi pada wacana akademik global sambil tetap memperhatikan kepekaan kontekstual terhadap tantangan pendidikan regional. Jurnal ini bertujuan untuk membangun dampak sitasi dengan menerbitkan: Makalah pengembangan kerangka kerja teoretis Studi perbandingan dan lintas negara Artikel tinjauan dan sintesis kebijakan Tinjauan literatur sistematis dan meta-analisis Target Audiens Akademisi dan peneliti di bidang manajemen dan kebijakan pendidikan. Para pembuat kebijakan pendidikan dan lembaga pemerintah Para pemimpin universitas dan sekolah Badan penjaminan mutu dan akreditasi Peneliti doktoral di bidang studi pendidikan Peninjauan Sejawat dan Etika Publikasi EMPHS menerapkan proses peninjauan sejawat ganda buta yang ketat dan mematuhi standar etika publikasi internasional. Jurnal ini berkomitmen pada transparansi, integritas penelitian, dan keunggulan akademik, sejalan dengan praktik terbaik dalam penerbitan ilmiah global.
License Terms 1. Open Access Policy Education Management and Policy Horizons (EMPH) is an open access journal. All published articles are made freely and permanently accessible online immediately upon publication, without subscription charges or registration barriers. Readers are permitted to read, download, copy, distribute, print, search, or link to the full texts of articles, subject to the licensing terms specified below. 2. Creative Commons License Unless otherwise stated, all articles published in EMPH are licensed under the: Creative Commons Attribution 4.0 International (CC BY 4.0) Under this license, users are permitted to: Share — copy and redistribute the material in any medium or format Adapt — remix, transform, and build upon the material for any purpose, even commercially Under the following condition: Attribution — appropriate credit must be given to the author(s) and the journal, a link to the license must be provided, and any changes made must be indicated. License link: https://creativecommons.org/licenses/by/4.0/ 3. Author Copyright Authors retain full copyright of their work. By submitting and publishing in EMPH, authors grant the journal the right to: Publish the article Identify itself as the original publisher Distribute the article under the selected Creative Commons license 4. Third-Party Material If the article contains third-party materials (e.g., images, tables, or datasets not owned by the author), authors are responsible for obtaining permission for reuse and ensuring compliance with copyright regulations. 5. Archiving Policy EMPH permits authors to deposit: Preprint (submitted version) Postprint (accepted manuscript) Published version (Version of Record) In institutional repositories, personal websites, or academic networks, provided that proper citation to the published version is included. 6. Commercial Use and Redistribution Under CC BY 4.0, commercial use is permitted, provided proper attribution is given and the original source is acknowledged.
The Transformation of High School Teachers' Roles in an Independent Digital Learning Ecosystem
Digital transformation in education has shifted the learning paradigm from conventional instructional models toward self-directed digital learning ecosystems. This study aims to analyze the redefinition of senior high school teachers' roles in supporting student learning autonomy amidst the massive integration of information technology. Utilizing a descriptive qualitative method with a literature review and field observation approach, this research explores how teachers transform from primary information sources into facilitators, content curators, and learning experience designers. The results indicate that the success of a self-directed digital learning ecosystem heavily relies on the teachers' ability to integrate Learning Management Systems (LMS) and Artificial Intelligence for material personalization. However, significant challenges were identified, specifically a digital competency gap and administrative burdens that hinder the optimization of these roles. This study concludes that the transformation of the teacher's role is not merely a technical adaptation but a shift in pedagogical orientation that prioritizes students' digital literacy and metacognitive abilities. The implications of this research emphasize the need for sustainable, technology-based professional development policies to build educational resilience in the post-pandemic era. Collaborative strategies between teachers, students, and digital platforms serve as the primary key to establishing an adaptive and inclusive educational ecosystem at the senior high school level.
Teacher Transformation, Self-Directed Digital Learning, Educational Ecosystem, Pedagogical Competence, Educational Technology
Copyright (c) 2026 Bhanu Prakash Hunna, Muyasaroh (Author) https://creativecommons.org/licenses/by/4.0
IMPROVING CREATIVITY THROUGH COOKING CLASS ACTIVITIES FOR CHILDREN AGED 5–6 YEARS AT TK PERTIWI KARANGSARI
This study aims to improve the creativity of children aged 5–6 years through cooking class play activities at TK Pertiwi Karangsari. The research employed Classroom Action Research (CAR), conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. The research subjects were 24 children, comprising 13 girls and 11 boys. Data collection techniques included observation and documentation using a creativity assessment sheet as the research instrument. The indicators of creativity covered fluency, flexibility, originality, and elaboration. The results showed a continuous improvement in children’s creativity in each cycle. In the pre-cycle stage, the percentage of children in the “Very Well Developed” (BSB) category was 29.17%. This increased to 50% in Cycle I and reached 87.5% in Cycle II. Therefore, cooking class play activities were proven effective in enhancing early childhood creativity. This activity provided opportunities for children to express themselves, explore ideas, and produce independent work in a joyful learning environment. Keywords: creativity, cooking class, early childhood
Kreativitas anak usia dini, cooking class, pembelajaran PAUD, kegiatan bermain, perkembangan anak usia 5–6 tahun.
Pendidikan Anak Usia Dini (PAUD), Psikologi Pendidikan, Pendidikan Anak.
Copyright (c) 2026 meliseka-mayasari mayasari (Author) https://creativecommons.org/licenses/by/4.0
Improving Early Numeracy Skills Through Varied Button Media for Children Aged 4–5 Years at TK Kemala Bhayangkari 23 Pemalang
Early numeracy skills are an essential aspect of cognitive development in early childhood and need to be stimulated through learning activities that are appropriate to children’s characteristics. Based on initial observations at TK Kemala Bhayangkari 23 Pemalang, the early numeracy skills of children aged 4–5 years were not yet optimal. This study aimed to improve early numeracy skills through the use of variation button media. The research employed Classroom Action Research (CAR) conducted in two cycles consisting of planning, implementation, observation, and reflection stages. The research subjects were 15 children. Data were collected through observation and documentation, and analyzed using descriptive percentage analysis. The results showed an increase in the percentage of children in the “Very Well Developed” category from 20% in the pre-cycle to 53.33% in Cycle I and 83.33% in Cycle II. Therefore, the use of variation button media was effective in improving children’s early numeracy skills. This study contributes to the development of concrete media-based learning strategies in early childhood education.
Copyright (c) 2026 dewi nofianti (Author) https://creativecommons.org/licenses/by/4.0
Digital Parenting Management for Early Childhood
The rapid development of digital technology has significantly impacted parenting patterns, including for early childhood. The use of gadgets, the internet, and various digital platforms has become part of children's daily lives, necessitating appropriate parenting strategies. This study aims to analyze effective digital parenting strategies to assist early childhood in utilizing technology positively, safely, and in accordance with their developmental stages. This research employs a qualitative approach with literature study methods and an analysis of various studies related to digital parenting in early childhood. Data were collected through a review of books, scientific articles, and journals relevant to the research topic. The results indicate that effective digital parenting strategies include limiting screen time, active parental supervision when children use digital media, selecting educational and age-appropriate content, and implementing open communication between parents and children regarding technology use. Furthermore, parental role modeling in using digital devices wisely is a crucial factor in shaping children's digital behavior. The implementation of appropriate digital parenting strategies is expected to help early childhood develop digital literacy from an early age while minimizing the negative risks of digital technology use.
digital parenting, early childhood, digital upbringing, digital literacy, technology
Copyright (c) 2026 Istiqomah Isti (Author) https://creativecommons.org/licenses/by/4.0
Pengaruh Model Pembelajaran Project Based Learning (PjBL) Terhadap Kemampuan Berpikir Kreatif Dan Hasil Belajar Peserta Didik Pada Mata Pelajaran Matematika Kelas V MIN 2 Pati Tahun Ajaran 2024/2025
This study aims to determine the effect of implementing the Project-Based Learning (PjBL) model on students' creative thinking abilities and learning outcomes in mathematics for fifth-grade students at MIN 2 Pati during the 2024/2025 academic year. The research is motivated by the importance of employing the PjBL model in mathematics instruction to assess and enhance the creativity and academic performance of students, particularly in the fifth grade. By utilizing the PjBL approach, it is anticipated that students' creativity and learning achievements in mathematics will improve. A quantitative research approach was adopted, employing a quasi-experimental design with a non-equivalent control group design. The study involved fifth-grade students at MIN 2 Pati as research subjects. Data were collected through observation sheets, pretest-posttest assessments, and documentation, and subsequently analyzed using statistical methods to draw conclusions. The findings indicate that the PjBL model significantly influences students' creative thinking skills. Statistical tests revealed a significance value (2-tailed) of 0.001, which is below the 0.05 threshold. The experimental class, which implemented the PjBL model, achieved an average score of 25.8, surpassing the control class's average of 19.5. Furthermore, the PjBL model had a significant impact on students' learning outcomes in mathematics. An independent sample t-test yielded a significance value of 0.001, also below the 0.05 threshold. Students in the experimental class attained an average score of 83.3, whereas the control class averaged 70.4.
Project-Based Learning (PjBL), creative thinking, learning outcomes
Copyright (c) 2026 ainun nurjannah (Author) https://creativecommons.org/licenses/by/4.0