Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Impresi Indonesia Cerdika: Jurnal Ilmiah Indonesia
Anugrah Imani
UIN Sunan Gunung Djati Bandung, Indonesia
Religion Humanities Economics, Econometrics & Finance Education Health Professions Law, Crime, Criminology & Criminal Justice Public Health Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Academic Supervision Management of the Principal at State of Islamic Elementary School (MIN) 6 Cirebon Regency Anugrah Imani; Ade Nurmaliyani; Dea Aulia Hani; E. Nurbaeti; Wina Verawati
Jurnal Impresi Indonesia Vol. 5 No. 5 (2026): Jurnal Impresi Indonesia
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jii.v5i5.7776

Abstract

This study examines the management of academic supervision conducted by the principal at MIN 6 Cirebon Regency in improving teacher professionalism and learning quality. Academic supervision is considered essential because the quality of education is strongly influenced by teachers’ instructional competence and the effectiveness of school leadership. However, many madrasahs still implement supervision conventionally, focusing more on administrative requirements than on professional teacher development. Therefore, this research aims to analyze the planning, implementation, data analysis, interpretation, and follow-up of academic supervision carried out by the madrasah principal. This study employed a qualitative descriptive approach. Data were collected through observations, in-depth interviews, and documentation involving the principal, vice principal of curriculum, and senior teachers. The data were analyzed using the interactive model of Miles, Huberman, and Saldana, including data condensation, data display, and conclusion drawing. The findings reveal that academic supervision at MIN 6 Cirebon Regency is implemented systematically through supervision planning, classroom observation, competency-based assessment instruments, structured feedback, and follow-up programs such as training and mentoring. The supervision process also emphasizes objectivity, collaboration, and continuous teacher development. In conclusion, effective academic supervision management contributes significantly to improving teacher competence, instructional quality, and sustainable educational development in madrasah institutions.
Teachers’ Teaching Strategies in Implementing Merdeka Curriculum at Elementary School Fidella Nur Arofah; Anugrah Imani; Tedi Rohadi
Cerdika: Jurnal Ilmiah Indonesia Vol. 5 No. 12 (2025): Cerdika: Jurnal Ilmiah Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/cerdika.v5i12.2901

Abstract

Merdeka Curriculum is a curriculum with diverse intracurricular learning, so that students have enough time to learn concepts and strengthen their abilities. Teachers have the freedom to choose various teaching tools so that learning can be tailored to the learning needs and interests of students. Teachers utilize technology to design more creative and innovative teaching methods. Teachers must have strategies in teaching, such as applying various methods, media and games to develop students' interest in learning English. Creative and innovative teachers are teachers who are able to create various learning activities that are fun and not boring for students and teachers are able to create new learning activities for students. The subjects of this research were English teachers who taught grades one to six. The research method used by researchers is a qualitative method. The data collection techniques are interviews and questionnaires. The aim of this research is to analyze how the teaching strategies used by English teachers are implemented and to evaluate the reasons why teachers use certain English teaching strategies in implementing the Merdeka Curriculum at SD Kreatif Khairu Ummah 'Aisyiyah Cilegon. Based on the research results, the teachers used the Project-Based Learning (PJBL) teaching strategy, Inquiry strategy, Problem Based Learning strategy, and Group Learning and Discussion strategy. The reason is, because the Project-Based Learning (PJBL) teaching strategy, Inquiry strategy, Problem Based Learning strategy, and Group Learning and Discussion strategy make students more active in participating in the learning process, students can learn together and share knowledge with each other.
Co-Authors Ade Nurmaliyani Dea Aulia Hani E. Nurbaeti Fidella Nur Arofah Tedi Rohadi Wina Verawati