Innovation-Based School Facilities and Infrastructure Management Systems in Enhancing Elementary School Students’ Learning Motivation
DOI:
https://doi.org/10.58905/jse.v7i1.1.794Keywords:
facilities and infrastructure management, educational innovation, learning motivation, elementary school, Qualitative Case StudyAbstract
The management of school facilities and infrastructure is widely held to shape the quality of elementary learning, yet in practice it often remains administrative rather than pedagogical. This study analyzes how innovation-based facilities and infrastructure management is implemented, and how it is associated with students’ learning motivation, at two contrasting elementary schools in West Java, Indonesia: SDN Citamiang in Cianjur Regency, which operates with limited facilities, and SDN 2 Pagerwangi in West Bandung Regency, which has more established infrastructure. A qualitative comparative case study was conducted with 24 participants (2 principals, 8 teachers, 10 students, and 4 school committee representatives), 16 observation sessions, and 42 documents. A practice was classified as innovation-based only when it met four explicit criteria—newness, pedagogical advantage, re-purposing beyond the national standard, and continuity—which separate innovation from ordinary compliant management. Learning motivation was operationalized through seven observable indicators drawn from the ARCS model and the engagement literature; no validated motivation scale or pre-test/post-test was administered. Of the 13 practices examined, eight met all four criteria. Participatory planning, task delegation extending to students, creative re-purposing of facilities, and continuous participatory maintenance were each associated with observed indicators of motivation, and re-purposing occurred at the less-resourced school as readily as at the better-equipped one. These associations are reported as observed patterns and participant perceptions, not as demonstrated causal effects.
Downloads
References
[1] A. M. Sardiman, Interaksi dan Motivasi Belajar Mengajar. Jakarta, Indonesia: Rajawali Press, 2010.
[2] C. Uline and M. Tschannen-Moran, “The walls speak: The interplay of quality facilities, school climate, and student achievement,” J. Educ. Admin., vol. 46, no. 1, pp. 55–73, 2008, doi: 10.1108/09578230810849817.
[3] M. S. Siregar, N. Usman, and N. Niswanto, “Implementasi pendidikan karakter melalui model pembelajaran berbasis masalah (literature review manajemen pendidikan),” J. Pendidik. West Sci., vol. 1, no. 11, pp. 701–712, 2023, doi: 10.58812/jpdws.v1i11.762.
[4] E. Mulyasa, Manajemen Pendidikan Karakter. Jakarta, Indonesia: Bumi Aksara, 2022.
[5] G. R. Terry, Principles of Management, 6th ed. Homewood, IL, USA: Irwin, 1972.
[6] U. Suherman et al., “Implementing a kindness-based leadership strategy in Islamic elementary education,” EDUKASIA J. Pendidik. dan Pembelajaran, vol. 6, no. 1, pp. 281–292, 2025, doi: 10.62775/edukasia.v6i1.1384.
[7] A. Musa, “Harnessing knowledge for institutional advancement in tertiary educational institutions,” Int. J. Technol. Manag. Res., vol. 1, no. 1, pp. 81–87, 2020, doi: 10.47127/ijtmr.v1i1.14.
[8] D. Wahyudi, C. A. Kamila, and S. W. Agustin, “Peran kepemimpinan dalam pengembangan mutu pendidikan Islam,” J. Syntax Transform., vol. 2, no. 7, 2021, doi: 10.46799/jst.v2i7.334.
[9] C. Becker, G. Lauterbach, S. Spengler, U. Dettweiler, and F. Mess, “Effects of regular classes in outdoor education settings: A systematic review on students’ learning, social and health dimensions,” Int. J. Environ. Res. Public Health, vol. 14, no. 5, Art. no. 485, 2017, doi: 10.3390/ijerph14050485.
[10] M. Kuo, M. Barnes, and C. Jordan, “Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship,” Front. Psychol., vol. 10, Art. no. 305, 2019, doi: 10.3389/fpsyg.2019.00305.
[11] S. Cheryan, S. A. Ziegler, V. C. Plaut, and A. N. Meltzoff, “Designing classrooms to maximize student achievement,” Policy Insights Behav. Brain Sci., vol. 1, no. 1, pp. 4–12, 2014, doi: 10.1177/2372732214548677.
[12] A. Sanusi, Sistem Nilai dalam Pendidikan. Bandung, Indonesia: Program Pascasarjana UNINUS, 2017.
[13] M. Musnaeni, “Pentingnya manajemen strategi dalam meningkatkan kualitas pendidikan,” CENDEKIA J. Ilmu Pengetah., vol. 2, no. 2, pp. 98–104, 2022, doi: 10.51878/cendekia.v2i2.1168.
[14] N. M. Maryati, H. Hidayat, N. Sulastri, and S. Anwar, “School management in preventing bullying in primary schools,” J. Innov. Res. Prim. Educ., vol. 4, no. 4, pp. 1891–1903, 2025, doi: 10.56916/jirpe.v4i4.1770.
[15] I. Bafadal, Manajemen Perlengkapan Sekolah: Teori dan Aplikasinya. Jakarta, Indonesia: Bumi Aksara, 2004.
[16] R. K. Yin, Case Study Research and Applications: Design and Methods, 6th ed. Thousand Oaks, CA, USA: SAGE, 2018.
[17] Kementerian Pendidikan Nasional Republik Indonesia, Peraturan Menteri Pendidikan Nasional Nomor 24 Tahun 2007 tentang Standar Sarana dan Prasarana untuk SD/MI, SMP/MTs, dan SMA/MA. Jakarta, Indonesia: Kementerian Pendidikan Nasional, 2007.
[18] J. W. Creswell and C. N. Poth, Qualitative Inquiry and Research Design: Choosing Among Five Approaches, 4th ed. Thousand Oaks, CA, USA: SAGE, 2018.
[19] E. M. Rogers, Diffusion of Innovations, 5th ed. New York, NY, USA: Free Press, 2003.
[20] R. M. Ryan and E. L. Deci, “Intrinsic and extrinsic motivations: Classic definitions and new directions,” Contemp. Educ. Psychol., vol. 25, no. 1, pp. 54–67, 2000, doi: 10.1006/ceps.1999.1020.
[21] J. M. Keller, “Development and use of the ARCS model of instructional design,” J. Instr. Dev., vol. 10, no. 3, pp. 2–10, 1987, doi: 10.1007/BF02299469.
[22] J. A. Fredricks, P. C. Blumenfeld, and A. H. Paris, “School engagement: Potential of the concept, state of the evidence,” Rev. Educ. Res., vol. 74, no. 1, pp. 59–109, 2004, doi: 10.3102/00346543074001059.
[23] M. B. Miles, A. M. Huberman, and J. Saldaña, Qualitative Data Analysis: A Methods Sourcebook, 3rd ed. Thousand Oaks, CA, USA: SAGE, 2014.
[24] K. Leithwood, A. Harris, and D. Hopkins, “Seven strong claims about successful school leadership,” School Leadership Manage., vol. 28, no. 1, pp. 27–42, 2008, doi: 10.1080/13632430701800060.
[25] D. Blair, “The child in the garden: An evaluative review of the benefits of school gardening,” J. Environ. Educ., vol. 40, no. 2, pp. 15–38, 2009, doi: 10.3200/JOEE.40.2.15-38.
[26] W. Purwasih and A. Sahnan, “Peningkatan mutu lembaga pendidikan dasar melalui manajemen sarana dan prasarana,” Madako Elem. Sch., vol. 1, no. 2, pp. 99–117, 2022, doi: 10.56630/mes.v1i2.51.
[27] R. Manurung, E. Harahap, T. Tahrun, and A. Suharyadi, “Manajemen sarana prasarana di Sekolah Dasar Negeri 1 Kota Prabumulih,” J. Manaj. Pendidik. J. Ilm. Adm. Manaj. dan Kepemimp. Pendidik., vol. 2, no. 2, pp. 168–177, 2020.
[28] E. Mulyasa, Manajemen dan Kepemimpinan Kepala Sekolah. Jakarta, Indonesia: Bumi Aksara, 2013.
[29] S. Anwar and H. Umam, “Transformative education: Emphasizing 21st century skills and competencies in the independent learning curriculum,” AIM J. Islam. Educ. Manag., vol. 1, no. 1, pp. 1–16, 2020, doi: 10.15575/aim.v1i1.28886.
[30] P. S. Barrett, Y. Zhang, J. Moffatt, and K. Kobbacy, “A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning,” Build. Environ., vol. 59, pp. 678–689, 2013, doi: 10.1016/j.buildenv.2012.09.016.
[31] P. Barrett, F. Davies, Y. Zhang, and L. Barrett, “The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis,” Build. Environ., vol. 89, pp. 118–133, 2015, doi: 10.1016/j.buildenv.2015.02.013.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Hadiyanti Hadiyanti, Okke Rosmaladewi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite
