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All Journal Jurnal Ilmiah Pendidikan Dasar Kelola: Jurnal Manajemen Pendidikan
Marevic Jean P. Lutog
Davao Oriental State University
Humanities Decision Sciences, Operations Research & Management Education Mathematics Other

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Authoritarian Leadership Style of Principals at the Elementary Education Level: A Review of the Literature Muhammad Huda; Marevic Jean P. Lutog; Nerru Pranuta Murnaka
Kelola: Jurnal Manajemen Pendidikan Vol. 13 No. 1 (2026)
Publisher : Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.jk.2026.v13.i1.p16-35

Abstract

This study aimed to examine authoritarian leadership styles at the elementary school level by highlighting their characteristics in elementary education. The problem this research addresses is the impact of authoritarian leadership implemented by school principals, particularly its strengths and weaknesses. This study used a qualitative approach and a literature review method, collecting literature from the Google Scholar database from 2019–2024 and from January to April 2025, using keywords related to authoritarian leadership in elementary schools. The literature was then filtered into 15 primary sources based on their relevance and focus on the research topic. The criteria for the literature used discuss authoritarian leadership in the context of elementary schools. The findings revealed that authoritarian leadership can improve discipline and rapid decision-making, but it often hinders creativity, collaboration, and a sense of togetherness among educators and leads to increased stress and decreased motivation. The conclusion of this study states that authoritarian leadership helps achieve school goals by maintaining teacher discipline, yet it negatively impacts teacher creativity, cooperation, and job satisfaction. Thus, school principals need to use this style selectively and responsibly, combining it with other leadership approaches that are more adaptive to the situation and the characteristics of team members.
Implementation of the GASING Approach Integrated with the STAD Model in Teaching Integer Operations through Local Wisdom Nerru Pranuta Murnaka; Haryanti Haryanti; Muhammad Nur Huda; Kristining Seva; Marevic Jean P. Lutog
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 2 (2026): Jurnal Ilmiah Pendidikan Dasar
Publisher : Prodi PGSD FKIP Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/pendas.13.2.496-517

Abstract

The relatively low numeracy achievement of Indonesian students in national and international assessments highlights the need for more innovative and student-centred mathematics instruction. Learning activities that primarily emphasise procedural exercises often limit students’ conceptual understanding and interest in mathematics. Therefore, instructional approaches that integrate collaboration, educational games, and local cultural contexts are needed to create meaningful and enjoyable learning experiences. This study aimed to examine the implementation of the GASING Approach integrated with the Student Teams Achievement Division (STAD) model and local wisdom-based games in improving students’ learning outcomes on integer arithmetic operations. This study employed a quantitative approach using a pre-experimental method with a One-Group Pretest–Posttest Design. The participants were 28 fifth-grade students of SD Tlogosari Kulon 05. Data were collected through pretest and posttest instruments covering addition, subtraction, multiplication, and division of integers. The data were analysed using descriptive statistics and the Normalised Gain (N-Gain) test. The findings showed an improvement in students’ mathematics learning outcomes after the intervention. The mean pretest score increased from 50.54 to 84.61 on the posttest. Learning mastery improved from 0% to 75%, while the average N-Gain score was 0.689, indicating a medium level of improvement. These results suggest that the implemented learning approach effectively enhanced students’ understanding of integer arithmetic operations. The integration of the GASING Approach, the STAD model, and local wisdom-based games created an enjoyable, collaborative, and meaningful learning environment that supported the improvement of elementary students’ mathematics achievement in integer arithmetic operations.
Co-Authors Haryanti Haryanti Muhammad Huda Muhammad Nur Huda Nerru Pranuta Murnaka Seva, Kristining