Article Per Year (5 Year)
p-Index From 2021 - 2026
0.702
P-Index
This Author published in this journals
All Journal AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Edu Cendikia: Jurnal Ilmiah Kependidikan JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Senowarsito Senowarsito
Universitas Persatuan Guru Republik Indonesia Semarang
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
ENHANCING STUDENTS’ SPEAKING ABILITY IN LIBYAN CLASSROOMS: EXAMINING TEACHERS’ DIFFICULTIES WITH 21ST CENTURY ENGLISH TEXTBOOKS Basma Ali A. Almbabi; Senowarsito Senowarsito; Siti Nur'Aini
JP3 (Jurnal Pendidikan dan Profesi Pendidik) Vol. 12 No. 1 (2026): JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Publisher : Lembaga Pengembangan Profesi Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp3.v12i1.694

Abstract

This research examines the difficulties Libyan EFL teachers encounter in improving students’ speaking skills, using the quantitative and qualitative methods are combined to have a comprehensive understanding of the issue. To investigate real teaching practices, data were collected from 26 preparatory school teachers using a structured questionnaire, semi-structured interviews with four teachers, and seven classroom observations. The findings show that there are many challenges faced by teachers in teaching speaking effectively. These include weak students’ linguistic competence, low motivation, and speaking anxiety. Contextual constraints include large class sizes, limited time, and inadequate technological resources. Moreover, the study identifies a gap between the communicative goals of the textbooks and the realities of classroom implementation. Teachers also pointed out the lack of professional training and the marginalization of speaking skills in formal assessment practices, which further diminish opportunities for meaningful oral communication. The study concludes that textbooks are designed to foster communicative language use, but their effectiveness is still constrained by pedagogical, institutional, and environmental factors. It recommends targeted teacher training, better classroom resources, curriculum content adaptation to the students’ level of proficiency, and the integration of speaking assessment into the evaluation systems to promote students’ oral proficiency in Libyan classrooms.
Beyond the Classroom: Strategic Principal Leadership in Planning Character-Based Co-Curricular Programs Ananda Vian Saleh Presiden; Senowarsito Senowarsito; Ngurah Ayu Nyoman Murniati
JURNAL AL-TANZIM Vol 10, No 4 (2026): IN PRESS
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i4.14740

Abstract

This study aims to analyze principal leadership in planning co-curricular programs to strengthen character education. This research used a qualitative approach with a case study design. Data were collected through semi-structured interviews, participant observation, and document analysis involving principals, vice principals, teachers, program coordinators, and relevant stakeholders. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña, with data validity strengthened through triangulation and member checking. The results revealed five key practices of principal leadership in co-curricular program planning: comprehensive needs analysis, alignment of character education goals with the school's vision and mission, stakeholder engagement through collaborative planning, integration of academic learning with character development, and strategies for overcoming challenges through resource optimization and coordination. This study concluded that effective principal leadership in the planning stage is a strategic factor in the sustainability of character education through co-curricular programs. The research findings provide practical implications for strengthening the role of principals in designing contextual, collaborative, and sustainable co-curricular programs.
Kepemimpinan Transformatif dan Partisipatif Kepala Sekolah dalam Menumbuhkan Literasi Siswa SD Negeri Beji 01: Transformative and Participatory Leadership of the Principal in Fostering Student Literacy at SD Negeri Beji 01 Ardhina Maya Nugraheni; Senowarsito Senowarsito; Rosalina Br Ginting
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9250

Abstract

School principals play a crucial role in implementing and overseeing literacy programs to ensure their success. While principals are highly motivated to foster a literacy culture, not all have systematic managerial strategies for developing students' literacy skills. This study aims to describe the principal's transformative and participatory leadership regarding: (1) planning; (2) organizing; (3) implementation; and (4) supervision in the context of fostering students' literacy skills. A descriptive qualitative approach was employed. The data included descriptions, perspectives, experiences, policies, and the principal's application of transformative and participatory leadership to enhance students' literacy skills. Data collection involved observation, interviews, and documentation at SD Negeri 01 Beji, East Ungaran District. Data analysis followed stages of data reduction, data presentation, and conclusion drawing, using triangulation techniques to ensure data validity. The results indicate that: (1) literacy program planning involved coordination meetings, budget preparation, goal setting, and problem identification; (2) organizing involved task allocation based on competence, delegation of authority, formation of management teams, and the drafting of job descriptions; (3) implementation was realized through pre-lesson reading activities, library visits, the LITERAKSI program, literacy corners, and reading walls; and (4) supervision was conducted through direct supervision, classroom visits, and school committee oversight.
Kepemimpinan Demokratis Kepala Sekolah dalam Pemanfaatan Ruang GTK untuk Mengembangkan Profesionalisme Guru SD Langensari 03: The Principal's Democratic Leadership in Utilizing the Staff and Teacher Room to Develop the Professionalism of Teachers at SD Langensari 03 Rina Ardani; Senowarsito Senowarsito; Rosalina Br Ginting
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9254

Abstract

This study is motivated by the importance of developing teacher professionalism in the digital era through the utilization of "Ruang GTK" as a platform for learning and teacher performance management. School principals play a strategic role in fostering teacher professionalism by employing democratic leadership that emphasizes participation, transparency, and collaboration. This study aims to describe and analyze the principal's democratic leadership in using Ruang GTK to develop teacher professionalism at SD Negeri Langensari 03, West Ungaran. The research focuses on the management functions of planning, organizing, implementation, and controlling. The study employed a qualitative approach with a descriptive research design. The research subjects consisted of the principal and teachers. Data collection techniques included interviews, observation, and documentation. Data analysis utilized an interactive model involving data reduction, data presentation, and conclusion drawing. The results indicate that the principal applies democratic leadership across all management functions. During the planning stage, the principal involves teachers in a participatory manner to formulate programs based on needs analysis and performance evaluations. In the organizing stage, the principal establishes working groups and assigns tasks according to teachers' competencies. During the implementation stage, teachers utilize Ruang GTK features—such as Continuous Learning, Career and Performance, and Learning Inspiration—to enhance their competencies both independently and collaboratively. In the controlling stage, the principal supervises, monitors, and provides continuous feedback. The study concludes that the principal's democratic leadership, facilitated by the use of Ruang GTK, effectively develops teacher professionalism in a systematic, participatory, and sustainable manner.
Co-Authors Ananda Vian Saleh Presiden Ardhina Maya Nugraheni Basma Ali A. Almbabi ngurah ayu nyoman murniati Rina Ardani Rosalina Br Ginting Siti Nur'aini