logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
7321 Parkway Drive South, Hanover, MD 21076, USA
Eurasian Society of Educational Research
Headquarters
7321 Parkway Drive South, Hanover, MD 21076, USA
community participation implementation of online learning political context principals support student achievement

Drivers of Primary School Students’ Achievement in Indonesia During Pandemic

Maisyaroh Maisyaroh , Juharyanto Juharyanto , Ibrahim Bafadal , Bambang Budi Wiyono , Maulana Amirul Adha , Johari Surif

Political context, community participation, principals’ supports, and the implementation of e-learning, refer to the orientation of efforts in o.

P

Political context, community participation, principals’ supports, and the implementation of e-learning, refer to the orientation of efforts in overcoming the pandemic pressures, where these factors must ensure that all school programs can run effectively and efficiently. This study aims to identify the relationship between political context, community participation, principals’ supports, implementation of online learning and student achievement. Respondent in this research was the principal and elementary school teacher in East Java, Indonesia, 300 teachers and principals were respondents in this research. The Structural Equation Modeling method with the help of AMOS 24.0, is used in this study, while, mediation hypothesis testing is done with the Sobel Test. Based on the results of political context can significantly improve the achievement of students through community participation, principals’ support and implementation of e-learning. Research contributions show that with an ideal political context, high community participation, adequate principal support, and implementation of quality e-learning can improve the achievement of students even in crisis conditions in this case under the pandemic pressures.

Keywords: Community participation, implementation of online learning, political context, principals’ support, student achievement.

cloud_download PDF
Cite
Article Metrics
Views
258
Download
336
Citations
Crossref
3

Scopus
2

References

Akkary, R. K. (2014). The role and role context of the Lebanese School Principal: Toward a culturally grounded understanding of the principalship. Educational Management Administration & Leadership, 42(5), 718–742. https://doi.org/10.1177/1741143213510503

Alam, A., & Ahmad, M. (2017). The impact of instructional leadership, professional communities and extra responsibilities for teachers on student achievement. International Journal of Educational Management, 31(3), 383–395. https://doi.org/10.1108/IJEM-09-2015-0126

Aref, A. (2010). Community participation for educational planning and development. Nature and Science, 8(9), 1–4. https://bit.ly/3YsOCxZ

Arifin, I., Juharyanto, Adha, M. A., Shofa, A. M. A., Rahmania, L. A., & Mokhtar, M. (2022). Antecedents of leadership strength toward teacher self-efficacy for online learning quality based on Covid-19 pandemic. In Proceedings of 2nd International Conference on Information Technology and Education (ICIT&E) (pp. 5–11). Universitas Negeri Malang. https://doi.org/10.1109/ICITE54466.2022.9759896

Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16, 74–94. https://doi.org/10.1007/BF02723327

Byrne, B. M. (2016). Structural equation modeling with AMOS: Basic concepts, applications, and programming (3rd ed.). Routledge. https://doi.org/10.4324/9781315757421

Carpenter, D. (2015). School culture and leadership of professional learning communities. International Journal of Educational Management, 29(5), 682–694. https://doi.org/10.1108/IJEM-04-2014-0046

Diem, S., Frankenberg, E., & Cleary, C. (2015). School board policy making : The political context of student diversity in urban-suburban districts. Educational Administration Quarterly, 51(5), 712-752. https://doi.org/10.1177/0013161X15589367

Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225–241. https://doi.org/10.1111/j.1532-7795.2010.00725.x

Edelhauser, E., & Lipu-Dima, L. (2020). Is Romania prepared for e-learning during the Covid-19 pandemic? Sustainability, 12(13), Article 5438. https://doi.org/10.3390/su12135438

Everard, K. B., Morris, G., & Wilson, I. (2004). Effective school management. Sage. https://doi.org/10.4135/9781446211427

Fernandez, A. A., & Shaw, G. P. (2020). Academic leadership in a time of crisis: The coronavirus and Covid-19. Journal of Leadership Studies, 14(1), 39–45. https://doi.org/10.1002/jls.21684

Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.2307/3151312

Gao, Q., Chen, P., Zhou, Z., & Jiang, J. (2020). The impact of school climate on trait creativity in primary school students: The mediating role of achievement motivation and proactive personality. Asia Pacific Journal of Education, 40(3), 330–343. https://doi.org/10.1080/02188791.2019.1707644

Garad, A., Al-Ansi, A. M., & Qamari, I. N. (2021). The role of e-learning infrastructure and cognitive competence in distance learning effectiveness during the Covid-19 pandemic. Cakrawala Pendidikan, 40(1), 81–91. https://doi.org/10.21831/cp.v40i1.33474

Garza, E., Drysdale, L., Gurr, D., Jacobson, S., & Merchant, B. (2014). Leadership for school success: Lessons from effective principals. International Journal of Educational Management, 28(7), 798–811. https://doi.org/10.1108/IJEM-08-2013-0125

Gershenson, S., & Langbein, L. (2015). The effect of primary school size on academic achievement. Educational Evaluation and Policy Analysis, 37(1), 135s–155s. https://doi.org/10.3102/0162373715576075

Ghasemy, M., Hussin, S. B., Razak, A. Z. B., Maah, M. J. B., & Ghavifekr, S. (2018). Determining the key capacities of effective leaders in Malaysian public and private focused universities. SAGE Open, 8(4), 1–12. https://doi.org/10.1177/2158244018807620

Ghazali, I. (2011). Model persamaan struktural konsep & aplikasi dengan program AMOS 19.0 [Concept & application structural equation model with the AMOS 19.0 program]. Universitas Diponegoro.

Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVİD-19. Education and Information Technologies, 26, 6923–6947. https://doi.org/10.1007/s10639-021-10523-1

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Pearson Prentice Hall.

Hall, W. J., & Chapman, M. V. (2018). The role of school context in implementing a statewide anti-bullying policy and protecting students. Educational Policy, 32(4), 507–539. https://doi.org/10.1177/0895904816637689

Hammond, M. (2014). Introducing ICT in schools in England: Rationale and consequences. British Journal of Educational Technology, 45(2), 191–201. https://doi.org/10.1111/bjet.12033

Harris, A., & Jones, M. (2020). Covid 19 - school leadership in disruptive times. School Leadership and Management, 40(4), 243–247. https://doi.org/10.1080/13632434.2020.1811479

Harris, A., Jones, M., Cheah, K. S. L., Devadason, E., & Adams, D. (2017). Exploring principals’ instructional leadership practices in Malaysia: Insights and implications. Journal of Educational Administration, 55(2), 207–221. https://doi.org/10.1108/JEA-05-2016-0051

Heck, R. H. (2009). Teacher effectiveness and student achievement: Investigating a multilevel cross‐classified model. Journal of Educational Administration, 47(2), 227–249. https://doi.org/10.1108/09578230910941066

Himmetoglu, B., Aydug, D., & Terzi, C. (2018). Relationships between political behaviors of school principals and perceived coworkers’ social loafing among teachers. Eurasian Journal of Educational Research, 18(76), 1–20. http://bit.ly/42jYQUl

Hoffman, J. A., & Miller, E. A. (2020). Addressing the consequences of school closure due to Covid-19 on children’s physical and mental well-being. World Medical and Health Policy, 12(3), 300–310. https://doi.org/10.1002/wmh3.365

Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118

Intxausti, N., Joaristi, L., & Lizasoain, L. (2016). Educational leadership as best practice in highly effective schools in the autonomous region of the Basque County (Spain). Educational Management Administration and Leadership, 44(3), 397–419. https://doi.org/10.1177/1741143214558570

Jäppinen, A.-K., Leclerc, M., & Tubin, D. (2016). Collaborativeness as the core of professional learning communities beyond culture and context: Evidence from Canada, Finland, and Israel. School Effectiveness and School Improvement, 27(3), 315–332. https://doi.org/10.1080/09243453.2015.1067235

Juharyanto, Arifin, I., Sultoni, & Adha, M. A. (2021). Dominance one-roof schools principal excellent leadership in the digital age in Indonesia. Eurasian Journal of Educational Research, (93), 199–218.

Juharyanto, J., Bafadal, I., Arifin, I., Saputra, B. R., & Adha, M. A. (2020). The use of conventional communication technology as an effective principal leadership strategy in strengthening the role of multi-stakeholder’s forum for school quality improvement. Elementary Education Online, 19(4), 1963–1973. https://bit.ly/3M2mAF5

Kahane, D., Loptson, K., Herriman, J., & Hardy, M. (2013). Stakeholder and citizen roles in public deliberation. Journal of Public Deliberation, 9(2), Article 2. https://doi.org/10.16997/jdd.164

Kaleem, S., Din, M. U., & Rehman, A. U. (2021). Impact of principals’ leadership style on schools’ climate, teachers’ performance and academic achievement of the students in Southern Districts of Khyber Pakhtunkhwa. Elementary Education Online, 20(6), 518–527. https://bit.ly/3IYu6PS

Kang, B. (2021). How the Covid-19 pandemic is reshaping the education service. The Future of Service Post-COVİD-19 Pandemic, 1, 15–36. https://doi.org/10.1007/978-981-33-4126-5_2

Khalifa, M. (2012). A re-new-ed paradigm in successful urban school leadership: Principal as community leader. Educational Administration Quarterly, 48(3), 424–467. https://doi.org/10.1177/0013161X11432922

Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: What is ‘enhanced’ and how do we know? a critical literature review. Learning, Media and Technology, 39(1), 6–36. https://doi.org/10.1080/17439884.2013.770404

Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). Guilford Press.

König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVİD-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650

Liebowitz, D. D., & Porter, L. (2019). The effect of principal behaviors on student, teacher, and school outcomes: A systematic review and meta-analysis of the empirical literature. Review of Educational Research, 89(5), 785–827. https://doi.org/10.3102/0034654319866133

Loose, W. (2014). The principal: Three keys to maximizing impact. Journal of Catholic Education, 18(1), 208–211. https://doi.org/10.15365/joce.1801152014

Mahuro, G. M., & Hungi, N. (2016). Parental participation improves student academic achievement: A case of Iganga and Mayuge districts in Uganda. Cogent Education, 3(1), Article 1264170. https://doi.org/10.1080/2331186X.2016.1264170

Maier, A., Daniel, J., Oakes, J., & Lam, L. (2017). Community schools as an effective school improvement strategy: A review of the evidence. Learning Policy Institute. https://bit.ly/3ZNg2Qi

Maisyaroh, M., Juharyanto, J., Bafadal, I., Wiyono, B. B., Ariyanti, N. S., Adha, M. A., & Qureshi, M. I. (2021). The principals’ efforts in facilitating the freedom to learn by enhancing community participation in Indonesia. Cakrawala Pendidikan, 40(1), 196–207. https://doi.org/10.21831/cp.v40i1.36119

Maisyaroh, Ulfatin, N., Juharyanto, Prestiadi, D., Adha, M. A., Ariyanti, N. S., Saputra, B. R., & Sjaifullah, F. W. (2021). Mentoring teachers in the utilization of moodle e-learning application to optimize learning success. In Proccedings of 7th International Conference on Education and Technology (ICET) (pp. 19–23). Universitas Negeri Malang. https://doi.org/10.1109/ICET53279.2021.9575083

Malakolunthu, S., McBeath, J., & Swaffield, S. (2014). Improving the quality of teaching and learning through leadership for learning: Changing scenarios in basic schools of Ghana. Educational Management Administration & Leadership, 42(5), 701–717. https://doi.org/10.1177/1741143213510510

Marciano, J. E., Peralta, L. M., Lee, J. S., Rosemurgy, H., Holloway, L., & Bass, J. (2020). Centering community: Enacting culturally responsive-sustaining YPAR during COVİD-19. Journal for Multicultural Education, 14(2), 163–175. https://doi.org/10.1108/JME-04-2020-0026

McAlister, S. (2013). Why community engagement matters in school turnaround. Voices in Urban Education, 36, 35–42. https://bit.ly/3ZC20ki

Mehmood, T., Hussain, A. C., & Saeed, A. (2016). Community development through open learning and distance education. Bulletin of Education and Research, 38(1), 183–196. https://bit.ly/3JkG6wK

Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of Covid-19 pandemic. International Journal of Educational Research Open, 1, Article 1000012. https://doi.org/10.1016/j.ijedro.2020.100012

Musadad, A. A., & Adha, M. A. (2022). Does multicultural school leadership foster a multicultural teacher culture?: The mediating role of multicultural inspiration, personality, and attitude. European Journal of Educational Research, 11(4), 2387–2399. https://doi.org/10.12973/eu-jer.11.4.2387

Musadad, A. A., Sumarsono, R. B., Adha, M. A., Ariyanti, N. S., Abidin, N. F., & Kurniawan, D. A. (2022). Principal transformational leadership and teacher readiness to teach : Mediating role of self-efficacy. International Journal of Evaluation and Research in Education, 11(4), 1798–1807. https://doi.org/10.11591/ijere.v11i4.23259

Nguyen, H. H., Tuong, H. A., Hoang-Thi, M., & Nguyen, T. V. (2022). Factors influencing online learner performance during coronavirus disease pandemic: A case study in Vietnamese universities. European Journal of Educational Research, 11(3), 1509–1522. https://doi.org/10.12973/eu-jer.11.3.1509

Nurabadi, A., Irianto, J., Bafadal, I., Juharyanto, Gunawan, I., & Adha, M. A. (2021). The effect of instructional, transformational and spiritual leadership on elementary school teacher’s performance and student’s achievement. Cakrawala Pendidikan, 40(1), 17–31. https://doi.org/10.21831/cp.v40i1.35641

Nurabadi, A., Suhariadi, F., Mardiyanta, A., Triwiyanto, T., & Adha, M. A. (2022). Digital principal instructional leadership in new normal era. International Journal of Evaluation and Research in Education, 11(3), 1090–1098. https://doi.org/10.11591/ijere.v11i3.22483

Pellegrino, J. W., & Hilton, M. L. (2013). Education for life and work: Developing transferable knowledge and skills in the 21st century. The National Academies Press. https://doi.org/10.17226/13398

Pham, P.-T., Lien, D. T. H., Kien, H. C., Chi, N. H., Tinh, P. T., Do, T., Nguyen, L. C., & Nguyen, T.-T. (2022). Learning management system in developing countries: A bibliometric analysis between 2005 and 2020. European Journal of Educational Research, 11(3), 1363–1377. https://doi.org/10.12973/eu-jer.11.3.1363

Pollock, K. (2020). School leaders’ work during the COVID-19 pandemic : A two-pronged approach. International Studies in Educational Adminitration, 48(3), 38–45. https://bit.ly/3ZpfOyY

Polly, D., McGee, J., Wang, C., Martin, C., Lambert, R., & Pugalee, D. K. (2015). Linking professional development, teacher outcomes, and student achievement: The case of a learner-centered mathematics program for elementary school teachers. International Journal of Educational Research, 72, 26–37. https://doi.org/10.1016/j.ijer.2015.04.002

Sanfo, M. B. J.-B. (2020). Leaving no place behind: Community participation and primary school students’ learning achievements in Burkina Faso’s small-scale gold mining communities. International Journal of Educational Research Open, 1, Article 100010. https://doi.org/10.1016/j.ijedro.2020.100010

Schneider, S. L., & Council, M. L. (2021). Distance learning in the era of Covid-19. Archives of Dermatological Research, 313, 389–390. https://doi.org/10.1007/s00403-020-02088-9

Sebastian, J., Camburn, E. M., & Spillane, J. P. (2018). Portraits of principal practice: Time allocation and school principal work. Educational Administration Quarterly, 54(1), 47–84. https://doi.org/10.1177/0013161X17720978

Shuja, A., Qureshi, I. A., Schaeffer, D. M., & Zareen, M. (2019). Effect of m-learning on students’ academic performance mediated by facilitation discourse and flexibility. Knowledge Management and E-Learning, 11(2), 158–200. https://doi.org/10.34105/j.kmel.2019.11.009

Singh, S., & Lewa, P. M. (2014). Impact of political and cultural factors on online education in Africa: The strategies to build capabilities. Organizations and Markets in Emerging Economies, 5(1), 7–15. https://doi.org/10.15388/omee.2014.5.1.14238

Sobel, M. E. (1982). Asymptotic confidence intervals for indirect effects in structural equation models. Sociological Methodology, 13, 290–312. https://doi.org/10.2307/270723

Sokal, L., Trudel, L. E., & Babb, J. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the Covid-19 pandemic. International Journal of Educational Research Open, 1, Article 100016. https://doi.org/10.1016/j.ijedro.2020.100016

Stynes, M., Mcnamara, G., & O’Hara, J. (2018). An analysis of day to day activities of a sample of primary school principals in Ireland. Eurasian Journal of Educational Research, (76), 93–112. https://bit.ly/3pAq2zr

Taniguchi, K., & Hirakawa, Y. (2016). Dynamics of community participation, student achievement and school management: The case of primary schools in a rural area of Malawi. Compare: A Journal of Comparative and International Education, 46(3), 479–502. https://doi.org/10.1080/03057925.2015.1038500

Ulfatin, N., Mustiningsih, Sumarsono, R. B., & Yunus, J. N. (2022). School-based management in marginal areas: Satisfying the political context and student needs. Management in Education, 36(3), 124–134. https://doi.org/10.1177/0892020620959739

Uslu, B., & Arslan, H. (2018). Faculty’s academic intellectual leadership: The intermediary relations with universities ’ organizational components. International Journal of Leadership in Education, 21(4), 399–411. https://doi.org/10.1080/13603124.2016.1278044

Viennet, R., & Pont, B. (2017). Education policy implementation: A literature review and proposed framework (OECD Education Working Papers, No 162). OECD Publishing. https://doi.org/10.1787/fc467a64-en

Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., Mytton, O., Bonell, C., & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVİD-19: A rapid systematic review. The Lancet Child and Adolescent Health, 4(5), 397–404. https://doi.org/10.1016/S2352-4642(20)30095-X

Wales, J., Magee, A., & Nicolai, S. (2016). How does political contex shape education reforms and their success? Overseas Development Institute. https://odi.org/documents/5314/10808.pdf

Williamson, B. (2016). Digital education governance: An introduction. European Educational Research Journal, 15(1), 3–13. https://doi.org/10.1177/1474904115616630

...