Article Per Year (5 Year)
p-Index From 2021 - 2026
0.961
P-Index
This Author published in this journals
All Journal Journal of Educational Sciences
Soedjono Soedjono
Magister Manajemen Pendidikan, Universitas Persatuan Guru Republik Indonesia, Semarang, 50232, Indonesia
Religion Humanities Education Library & Information Science Other

Published : 6 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 6 Documents
Search

 1 
An Analysis of School Principals’ managerial Functions in Implementing the Merdeka Curriculum at SD Islam Al Furqon Rembang Ali Wahyudi; Ali Shodiqin Ali Shodiqin; Soedjono Soedjono
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.1179-1196

Abstract

The implementation of the Merdeka Curriculum requires effective school leadership to support educational transformation and improve learning quality. The principal’s managerial functions play a crucial role in ensuring that curriculum implementation is carried out systematically and sustainably. This study aims to analyze the managerial functions of the principal in implementing the Merdeka Curriculum at SD Islam Al Furqon Rembang. The research employed a qualitative approach with a case study design. Data were collected through interviews, observations, and document analysis and analyzed using data reduction, data display, and conclusion drawing techniques. The findings indicate that the principal effectively performs four managerial functions. In planning, the principal conducts school self-evaluations, formulates goals, and aligns school programs with the Merdeka Curriculum. In organizing, tasks are delegated according to teachers’ competencies to promote collaboration and efficiency. Through actuating, the principal motivates and guides teachers in implementing innovative learning practices. In controlling, the principal monitors and evaluates instructional activities and uses evaluation results to support continuous improvement. The study concludes that the successful implementation of the Merdeka Curriculum is strongly influenced by the principal’s ability to integrate managerial functions systematically, contributing to improved teaching and learning quality.
The Effect of Academic Supervision on Learning Quality: A Quantitative Study in Driving Primary Schools in Rembang Regency Imamuddin Sa'id; Ali Shodiqin; Soedjono Soedjono
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.1197-1212

Abstract

Improving the quality of learning in primary schools is a key priority in current educational transformation, requiring effective professional support for teachers through academic supervision. This study aims to examine the effect of academic supervision on learning quality in Sekolah Dasar Penggerak (Driving Primary Schools) in Rembang Regency. A quantitative survey design was employed involving 107 teachers as respondents. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability and were analyzed using descriptive statistics, Pearson correlation, and simple linear regression. The results indicate that academic supervision was implemented at a moderately high to high level, while learning quality was also categorized as moderately high. Correlation analysis revealed a positive and significant relationship between academic supervision and learning quality (r = 0.725; p = 0.004). The coefficient of determination showed that academic supervision accounted for 52.6% of the variance in learning quality. These findings suggest that systematic, continuous, and professionally oriented academic supervision plays a crucial role in enhancing the quality of classroom instruction in Driving Primary Schools.
Implementation of Collaborative-Humanistic Supervision by the Principal to Strengthen Discipline and Improve Teacher Performance: A School Action Research at MTs Darul Ulum Purwogondo Abdurokhman Abdurokhman; Susi Erviana; Fetty Hermawati; Soedjono Soedjono
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.883-895

Abstract

Improving teacher professionalism is essential for enhancing the quality of education, particularly in terms of discipline and instructional performance. This study aims to examine the implementation process of collaborative–humanistic supervision conducted by the principal through cyclical School Action Research at MTs Darul Ulum Purwogondo, to analyze changes in teacher discipline across the pre-cycle, Cycle I, and Cycle II, and to evaluate improvements in teachers’ instructional performance resulting from sustained supervision. Employing a School Action Research design across two cycles, data were collected through questionnaires, structured classroom observations, documentation, interviews, and field notes. The findings indicate that teachers’ administrative completeness, punctuality, and instructional process discipline improved significantly, while lesson planning, instructional delivery, and assessment practices became more structured, interactive, and reflective. Qualitative findings reveal reduced teacher anxiety, strengthened trust, increased self-reflection, and enhanced collaborative problem-solving. Supporting factors included empathetic principal communication, structured supervision procedures, and a collaborative school culture, while inhibiting factors such as limited time and initial resistance from senior teachers declined by Cycle II. The study concludes that collaborative–humanistic supervision effectively strengthens teacher discipline.
School Principals’ Strategies in Implementing Academic Supervision in Resource-Limited School: A Case Study at Public Elementary School 2 Gondangwayang Ana Zulaikah; Eka Prestianingsih; Danial Muhamad; Soedjono Soedjono
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.909-921

Abstract

Improving learning quality through effective academic supervision remains a challenge for elementary schools operating in resource-limited contexts. This study aims to examine the strategies employed by a school principal in implementing academic supervision in a resource-constrained elementary school. The research was conducted at SD Negeri 2 Gondangwayang in Kedu Subdistrict, Temanggung Regency, using a qualitative descriptive approach. Data were collected through in-depth interviews, classroom observations, and document analysis involving the principal, teachers, and a school supervisor. The findings indicate that academic supervision can be implemented effectively despite limited facilities through adaptive and context-based leadership. The principal applied key strategies including efficient time management, the use of simple supervision tools, collaborative supervision practices, optimization of internal professional learning communities, empowerment of lead teachers, and continuous monitoring of instructional practices. These strategies positively influenced teachers’ professional performance, particularly in lesson planning discipline, instructional variation, and openness to reflective practice. Academically, this study contributes to instructional leadership theory by demonstrating how adaptive and collaborative supervision models operate effectively in low-resource school contexts. Practically, the findings provide guidance for school principals in similar settings to optimize supervision practices without dependence on extensive infrastructure.
The Implementation of Collaborative Academic Supervision in Strenghening Elementary School Teacher Performance: A Qualitative Case Study in the Merdeka Belajar Era Sri Wahyuningsih; Rina Mastikaningsih; Nurdiyati Nurdiyati; Soedjono Soedjono
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.922-932

Abstract

This study is grounded in the need to strengthen elementary school teacher performance in the Merdeka Belajar era, which emphasizes autonomy, collaboration, and reflective instructional practices. The study aims to examine the implementation of collaborative academic supervision and its contribution to improving teachers’ performance. A qualitative case study approach was conducted at SD Negeri 01 Kalirejo, Talun District, Pekalongan Regency, during the first semester of the 2025/2026 academic year. Data were collected through classroom observations, in-depth interviews, documentation analysis, teacher perception questionnaires, and reflective journals. The findings show that collaborative academic supervision was implemented systematically through joint planning, classroom observation, reflective dialogue, and collegial follow-up actions, with the principal acting as a facilitator rather than an evaluator. This approach positively influenced teacher performance in lesson planning, instructional implementation, assessment practices, follow-up actions, and professional development. Teachers also demonstrated increased motivation, reflective awareness, and collaborative engagement. The novelty of this study lies in evidence that collaborative academic supervision functions as a sustainable professional learning strategy aligned with Merdeka Belajar principles framework.
Coaching-Based Academic Supervision as a Strategy to Improve Teachers’ Professional Performance: A Qualitative Case Study  in Secondary School Ida Solowati; Lusi Kurniasari; Farah Amalia; Soedjono Soedjono
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.1352-1363

Abstract

Improving teachers’ professional performance is a critical challenge in secondary education, especially when academic supervision is often perceived as administrative control rather than a developmental process. This study aims to examine the implementation of coaching-based academic supervision conducted by school principals and its role in enhancing teachers’ professional performance at SMP Negeri 9 Pekalongan. Employing a qualitative approach with a case study design, the research investigates the supervision process, teachers’ perceptions, and its impact on instructional practices. Data were collected through focus group discussions, classroom observations, and document analysis involving the principal and teachers participating in coaching-based supervision activities. The findings indicate that coaching-based academic supervision transforms supervision into a reflective and collaborative professional development process through joint goal setting, classroom observation, reflective dialogue, and post-observation reflection. This approach enhances teachers’ self-awareness, motivation, and instructional innovation, while fostering a supportive and trusting supervisory relationship. Challenges included time constraints and varying readiness of teachers to engage in reflective coaching. The study concludes that coaching-based supervision effectively improves teachers’ professional performance and builds a collaborative learning culture. Theoretically, it advances academic supervision models by integrating coaching principles; practically, it provides actionable guidance for school leaders in sustaining teacher professional development.
Co-Authors Abdurokhman Abdurokhman Ali Shodiqin Ali Shodiqin Ali Shodiqin Ali Wahyudi Ana Zulaikah Danial Muhamad Eka Prestianingsih Farah Amalia Fetty Hermawati Ida Solowati Imamuddin Sa'id Lusi Kurniasari Nurdiyati Nurdiyati Rina Mastikaningsih Sri Wahyuningsih Susi Erviana