Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal Journal of Pedagogy and Education Science Journal of Elementary School
Sehan Rifky Arfanaldy
Universitas Islam Negeri Siber Syekh Nurjati Cirebon
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengaruh Kepemimpinan Kepala Madrasah terhadap Kinerja Guru serta Dampaknya pada Kualitas Pembelajaran di Madrasah Ibtidaiyah Swasta Annisa Ersa Fatimah; Sehan Rifky Arfanaldy
Tarunateach: Journal of Elementary School Vol. 4 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Taruna Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54298/tarunateach.v4i1.947

Abstract

This study aims to analyze the influence of madrasah head leadership on teacher performance and its implications on the quality of learning in Private Madrasah Ibtidaiyah, Jalaksana District, Kuningan Regency. This study uses a quantitative approach with an explanatory research design. Data were collected through a Likert scale questionnaire to 92 selected teachers using the proportionate stratified random sampling technique. Data analysis used simple linear regression and multiple regression with the help of SPSS, as well as classical assumption tests to ensure the feasibility of the research model. The results of the study show that the leadership of madrasah heads has a positive and significant effect on teacher performance, as well as a significant effect on the quality of learning. In addition, teacher performance has been proven to play a role as a partial mediation variable in strengthening the influence of madrasah head leadership on learning quality. The value of the determination coefficient (R²) of 0.682 shows that 68.2% of the variation in learning quality can be explained by the leadership of the madrasah head and the teacher's performance. These findings confirm that improving the quality of learning cannot be separated from the strategic leadership role of madrasah heads who work through improving teacher performance. Conceptually, educational leadership serves as a transformational factor in building an effective learning ecosystem. The implications of this study show the importance of strengthening the leadership of madrasah heads based on managerial and Islamic education values to improve the quality of basic education in a sustainable manner.
Association Between Parental Gender-Equality Attitudes and Reported Support for Girls’ Education: Evidence from a Rural Indonesian Village Sheila Naovallia; Leni Anggraeni; Sehan Rifky Arfanaldy
Journal of Pedagogy and Education Science Vol 5 No 02 (2026): Article in Press - Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.002190

Abstract

Parents’ gender-equality attitudes may be associated with the support they report providing for girls’ education. This article presents an exploratory reanalysis of de-identified data from a 2021 cross-sectional survey of 145 parents of school-age daughters in Waleddesa Village, Indonesia. It examined the association between parental gender-equality attitudes and reported support for girls’ education. Gender-equality attitudes were measured using five Likert-type items, whereas reported educational support was measured using three Likert-type items. Spearman’s rank correlation was specified as the primary analysis, with Pearson correlation and simple linear regression reported as supplementary analyses. The findings showed a positive association between parental gender-equality attitudes and reported support for girls’ education (Spearman’s rho = 0.600, p < 0.001; Pearson’s r = 0.552, p < 0.001). The supplementary regression model was statistically significant, F(1, 143) = 62.560, p < 0.001, and accounted for 30.4% of the variation in reported support. Parents strongly endorsed the importance of education for children’s futures, whereas endorsement of girls’ access to higher-status careers was comparatively lower. This pattern suggests that support for education may coexist with reservations about women’s future social and economic roles. The findings should be interpreted as exploratory because the data were cross-sectional, self-reported, and based on short scales with limited construct-specific internal consistency. The study contributes rural Indonesian evidence that gender-equitable parental attitudes and stronger reported support for girls’ education tend to co-occur.
Co-Authors Annisa Ersa Fatimah Leni Anggraeni Sheila Naovallia