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All Journal NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Jurnal Pustaka Indonesia
Adripen Adripen
UIN Mahmud Yunus Batusangkar, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Pelaksanaan Supervisi Akademik Berbasis Digital Di SMPN 7 Sijunjung Refnawati Refnawati; Sirajul Munir; Jamilus Jamilus; Adripen Adripen; Nina Suzanne
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 2 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Mei 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i2.6098

Abstract

This study aims to describe the implementation of digital-based academic supervision at SMPN 7 Sijunjung in improving teacher professionalism and learning quality. The study used a qualitative method with a case study approach. Data were collected through observation, interviews, and documentation involving the principal, vice principal, teachers, and school staff. Data analysis used the Miles and Huberman model through data reduction, data presentation, and conclusion drawing. The results showed that digital-based academic supervision was implemented systematically through the use of Microsoft Excel, Google Form, Google Drive, Google Meet, and Google Classroom. The implementation stages included pre-observation, classroom observation, and post-observation integrated with digital documentation. Supervision evaluation was conducted based on digital data to objectively identify teacher strengths and weaknesses. Obstacles faced included limited internet connection and variations in teachers' digital literacy. However, the school overcame these through training and mentoring in the use of digital technology. The research findings indicate that digital-based academic supervision can improve the effectiveness of supervision implementation, learning documentation, and teacher professional development on an ongoing basis.
The Plan Paradox: Management Risks for Institutional Vulnerability in Synchronizing MBKM Fluidity with OBE Curriculum Rigidity Adripen Adripen; Nur Azizah; Ferdino Wedi Sanjaya; Susi Ratna Sari; Syahrur Ramli; Febi Nuris Putra
JPI: Jurnal Pustaka Indonesia Vol. 5 No. 3 (2025): December
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v5i3.2099

Abstract

This research aims to explore the systemic risks and institutional vulnerabilities arising from the synchronization of Merdeka Belajar Kampus Merdeka (MBKM) fluidity with Outcome-Based Education (OBE) curriculum rigidity at UIN Mahmud Yunus Batusangkar. The primary data sources were 100 Islamic Education (PAI) students from the 2025/2026 academic year. The urgency of this study lies in the "Plan Paradox" phenomenon, where MBKM’s flexibility policies frequently clash with OBE’s accountability standards, risking pedagogical quality decline and "documentation paralysis" that may hinder student graduation. This study employed a quantitative approach with a research and development design following Plomp’s stages to ensure instrument validity and practicality. A stratified purposive sampling technique was used to select 100 respondents from a total population of 158 students. Data were collected through structured questionnaires measuring two primary variables: MBKM Fluidity (Variable X) and OBE Rigidity (Variable Y). Data analysis utilized descriptive statistics and risk probability distributions via SPSS 29 software to calculate the Institutional Vulnerability Index. The results indicate a 78% structural unreadiness rate regarding MBKM fluidity and an 85% administrative unreadiness rate concerning OBE rigidity. A critical point was identified in the documentation synchronization with national competency matrices, reaching a 95% unreadiness rate. Discussion highlights a "False Freedom" phenomenon, where students enjoy field flexibility but are overwhelmed by rigid assessment standards and the obligation to "patch" missed theoretical material, which showed a 90% unreadiness rate. The study concludes that a "Modular Rigidity" mitigation framework is necessary to balance learning innovation with curriculum integrity.
Co-Authors Febi Nuris Putra Ferdino Wedi Sanjaya Jamilus Jamilus Nina Suzanne Nur Azizah Refnawati Refnawati Sirajul Munir Susi Ratna Sari Syahrur Ramli