Garuda - Garba Rujukan Digital

Principal Supervisory Management in Improving the Quality of Learning at SMP Ahmadi Sapto Nugroho; Saryanto Saryanto; Jumintono Jumintono
Journal of Creative Power and Ambition (JCPA) Vol. 4 No. 01 (2026): Journal of Creative Power and Ambition (JCPA)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcpa.1373

This study examines principal supervisory management in improving the quality of learning at SMP Negeri 5 Satu Atap Sapuran in 2026. The research aims to analyze the processes of planning, implementation, and evaluation of supervisory management, as well as to identify the supporting factors, challenges, and follow-up actions associated with supervision practices. A qualitative descriptive approach was employed, with data collected through interviews, observations, and document analysis involving the principal, teachers, and relevant school stakeholders. The findings indicate that effective supervisory management is implemented through systematic planning, classroom observation, constructive feedback, performance evaluation, and continuous follow-up activities. These supervisory practices contribute to enhancing teacher professionalism, instructional effectiveness, and student engagement in the learning process. The study also reveals that leadership commitment, teacher motivation, resource availability, and a collaborative school culture serve as key supporting factors for successful supervision. However, challenges such as limited time, varying teacher competencies, resistance to supervision, and educational changes may hinder the effectiveness of supervisory activities. To address these challenges, the principal implements professional development programs, coaching, mentoring, collaborative learning activities, and continuous monitoring. The analysis, grounded in Instructional Leadership Theory, Clinical Supervision Theory, Transformational Leadership Theory, Organizational Change Theory, and Continuous Improvement Theory, demonstrates that supervisory management is a strategic leadership practice that promotes sustainable improvement in learning quality. Therefore, effective principal supervision plays a vital role in strengthening teacher performance, improving educational outcomes, and supporting overall school effectiveness.

The Principal's Role in Encouraging the Use of Quizizz as Interactive Media at SD Negeri 1 Wonosari Istinganah Istinganah; Jumintono Jumintono; Saryanto Saryanto
Journal of Creative Power and Ambition (JCPA) Vol. 4 No. 01 (2026): Journal of Creative Power and Ambition (JCPA)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcpa.1374

The rapid development of digital technology has transformed educational practices worldwide, requiring schools to adapt learning processes that are more interactive, engaging, and responsive to students’ diverse needs. This study aims to analyze the causes of reading difficulties among slow learner students, describe the implementation of the Interactive Digital Learning strategy, and examine its effectiveness in improving reading skills at SD Negeri 1 Wonosari. The research employed a qualitative descriptive approach involving observation, interviews, and documentation to collect data regarding the learning experiences of a fourth-grade slow learner student. The findings revealed that reading difficulties were influenced by cognitive limitations, low learning motivation, limited self-confidence, and environmental factors affecting literacy development. To address these challenges, teachers implemented an Interactive Digital Learning strategy utilizing digital media such as PowerPoint, Canva, and educational videos to create engaging and student-centered learning experiences. The implementation process included planning, classroom application, observation, and evaluation to ensure that learning activities met students’ needs. The results demonstrated that Interactive Digital Learning significantly enhanced students’ motivation, participation, confidence, reading fluency, and reading comprehension. The effectiveness of the strategy can be explained through Constructivist Theory, Sociocultural Theory, Multimedia Learning Theory, Self-Determination Theory, and Social Cognitive Theory, which emphasize the importance of active engagement, technological support, and meaningful learning experiences.

Participatory Management: Synergy Between School Committees and Parents in Accelerating the Short Surah Memorization Program Rohmiasih Rohmiasih; Saryanto Saryanto; Jumintono Jumintono
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1372

This study examines the implementation of participatory management through the synergy between school committees and parents in accelerating the short surah memorization program at Banjar Public Elementary School, Kertek District, Wonosobo Regency, during the 2026/2027 academic year. The study employed a qualitative case study approach involving the principal, teachers, school committee members, parents, and students as research participants. Data were collected through interviews, observations, and document analysis, and were analyzed using data reduction, data display, and conclusion-drawing techniques. The findings reveal that participatory management was effectively implemented through collaborative planning, shared decision-making, open communication, stakeholder involvement, and continuous monitoring and evaluation. The synergy between school committees and parents significantly contributed to the success of the memorization program by providing motivational support, facilitating learning resources, strengthening supervision, and creating a conducive learning environment both at school and at home. This collaboration enhanced students’ memorization achievement, learning discipline, religious awareness, and commitment to Qur’anic learning. The study concludes that participatory management supported by strong partnerships between school committees and parents is an effective strategy for improving the implementation of religious education programs and promoting holistic student development. The findings provide valuable insights for schools seeking to strengthen stakeholder participation in achieving educational goals.

The Relationship between Teacher Time Management Skills and Learning Effectiveness at SD Ma'arif Tieng Indra Afandi; Jumintono Jumintono; Saryanto Saryanto
Journal of Creative Power and Ambition (JCPA) Vol. 4 No. 01 (2026): Journal of Creative Power and Ambition (JCPA)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcpa.1406

This study aims to analyze the implementation of the Monokasope (Monopoli Kartu Soal Persegi) method and its effectiveness in improving mathematics learning outcomes and student engagement in learning perimeter and area of squares among third-grade students at SD Ma’arif Tieng. The study employed a qualitative literature-based analysis supported by recent findings on game-based learning and mathematics education. The results indicate that the Monokasope method creates an interactive, enjoyable, and student-centered learning environment by integrating educational game elements into classroom instruction. The method encourages active participation, collaborative problem-solving, and immediate feedback, which contribute to deeper conceptual understanding and improved mathematical achievement. Furthermore, Monokasope enhances students’ behavioral, emotional, cognitive, and social engagement by increasing motivation, attention, participation, and interaction during learning activities. The findings suggest that the implementation of Monokasope effectively supports the achievement of learning objectives while fostering positive attitudes toward mathematics. Therefore, Monokasope can be considered an innovative instructional strategy that improves both mathematics learning outcomes and student engagement in elementary school classrooms.

The Effect of Academic Supervision and Work Motivation on Teacher Performance at Pembina State Kindergarten Retno Rakhmi F; Jumintono Jumintono; Rahmat Mulyono
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1410

This study aimed to improve the quality of instructional implementation through academic supervision at TK Pertiwi Dinas P dan K Wonosobo academic year. The research employed a School Action Research design consisting of two cycles, with each cycle involving planning, implementation, observation, and reflection stages. The subjects of the study were two kindergarten teachers. Data were collected through classroom observations, supervision instruments, and reflective discussions. The findings revealed that academic supervision significantly improved teacher performance in implementing learning activities. In the pre-cycle stage, teachers’ performance was still categorized as moderate and adequate, with scores of 65 and 75. Following the implementation of academic supervision in Cycle I, teacher performance improved, with scores increasing to 75 and 80. Further improvement was observed in Cycle II, where both teachers achieved good performance categories with scores of 85 and 87. The improvement was attributed to systematic supervision activities, including classroom observation, professional guidance, constructive feedback, motivation, and reflective evaluation. The study also found that increased teacher motivation contributed positively to instructional effectiveness, confidence, and commitment to implementing lesson plans. These findings indicate that academic supervision is an effective strategy for enhancing teacher professionalism and improving the quality of learning implementation in early childhood education institutions. Therefore, school principals are encouraged to conduct continuous academic supervision as part of sustainable teacher professional development programs to achieve better educational outcomes.

Principal Instructional Leadership in the Implementation of the "Wednesday Literacy Movement" to Improve Student Literacy and Numeracy Achievement Lusia Widiastuti; Saryanto Saryanto; Jumintono Jumintono
Journal of Creative Power and Ambition (JCPA) Vol. 4 No. 02 (2026): Journal of Creative Power and Ambition (JCPA)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcpa.1581

Improving the quality of basic education in the current era of educational transformation is closely linked to schools' ability to build a strong learning culture, particularly in literacy and numeracy. This article aims to analyze the principal's instructional leadership in the implementation of the Wednesday Literacy Movement to improve student literacy and numeracy outcomes at SD Negeri 2 Jengkol. The study used a qualitative approach with a case study type. The research subjects included the principal, teachers, and students involved in the program implementation. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman interactive model through data reduction, data presentation, and conclusion drawing. The results of the study indicate that the principal's instructional leadership plays a significant role in the successful implementation of the Wednesday Literacy Movement through three main aspects, namely planning, implementation, and evaluation. In the planning stage, the principal establishes the program vision, involves teachers, maps needs, and integrates literacy and numeracy into school activities. In the evaluation stage, the principal monitors, reflects with teachers, assesses student progress, and follows up on the program based on the evaluation results. The research findings confirm that the principal's instructional leadership functions not only as program management but also as a learning strategy capable of encouraging improved student literacy and numeracy skills through directed, collaborative, and sustainable learning habits.

The Influence of Academic Supervision of Teachers by the Principal on the Improvement of Learning Outcomes Yudi Harnano; Saryanto Saryanto; Jumintono Jumintono
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1579

Improving the quality of basic education is largely determined by the quality of the learning process taking place in the classroom. This study aims to analyze the influence of academic supervision of teachers by the principal on improving learning outcomes at Tlogomulyo Public Elementary School. The study used a quantitative approach with an ex post facto type. The study population was all teachers at Tlogomulyo Public Elementary School, with a saturated sampling technique so that the entire population became respondents. Data were collected through a questionnaire to measure the principal's academic supervision and documentation of learning outcomes as indicators of the dependent variable. Data were analyzed using simple linear regression after first undergoing validity, reliability, normality, and linearity tests. The results showed that academic supervision of teachers by the principal had a positive and significant effect on improving learning outcomes at Tlogomulyo Public Elementary School. Academic supervision implemented through planning, classroom observation, providing feedback, and follow-up coaching was able to improve teachers' pedagogical competence, improve the quality of the learning process, and encourage teachers to be more reflective and innovative in teaching. This improvement in the quality of learning has an impact on improving student learning outcomes, both in terms of activeness, understanding of the material, and academic achievement. Thus, academic supervision by the principal has proven to be an important factor in improving the quality of learning in elementary schools.

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