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All Journal Varied Knowledge Journal
Ahmad Nurabadi
Program Studi Manajemen Pendidikan, Universitas Negeri Malang, Indonesia
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Social Sciences

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Implementasi Supervisi Pembelajaran di Sekolah Dasar: Studi Kasus Komparatif Empat Sekolah di Kota dan Kabupaten Malang Afnani Thoyibah; Maisyaroh Maisyaroh; Ahmad Nurabadi
Varied Knowledge Journal Vol. 3 No. 4 (2026): Varied Knowledge Journal, May 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v3i4.171

Abstract

This study aims to explore, compare, and analyze the implementation of learning supervision in four elementary schools in Malang City/Regency representing different school typologies: public school, public madrasah, university laboratory school, and private Islamic school. A qualitative approach with a multiple case study design was employed. Data were collected through in-depth interviews with principals, teachers, and school supervisors (12 informants), four-session field observations, and document analysis. Findings reveal that all four schools have implemented supervision with different models and approaches: (1) SDN Mulyoagung 1 applied non-directive TIRTA-coaching within the HARAPAN program; (2) MIN 2 Kota Malang developed an eight-group collegial supervision system supported by the SIMIDUN application; (3) SD Laboratorium UM employed a 7-Form Format with a collaborative per-grade approach within a dual curriculum framework (Cambridge and Merdeka Curriculum); and (4) SD Muhammadiyah 8 Dau integrated classroom video reflection and a learning community in the MAPAN program. Supervision outcomes demonstrated average PAS score improvements ranging from 1.6 to 9.3 points. Learning mastery increased from 72% to 81% in SD-A. The dimensions most differentiating across schools were feedback quality and consistency of follow-up plan monitoring. This study produces a comparative analytical framework for elementary school learning supervision considering school typology context, and recommends evidence-based coaching approaches and the integration of professional learning communities as strategies for sustainable quality improvement.
Ketidaksesuaian Kualifikasi Guru Pembimbing Khusus (GPK) Dengan Kebijakan Pendidikan Inklusif di Sekolah Swasta Qita Riambada Tsurayya Dewi; Ahmad Nurabadi; Rochmawati Rochmawati
Varied Knowledge Journal Vol. 3 No. 4 (2026): Varied Knowledge Journal, May 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v3i4.205

Abstract

This study aims to analyze the mismatch between the qualifications of Special Education Teachers (Guru Pembimbing Khusus/GPK) and the legal framework of inclusive education in Indonesia, particularly in private schools. Although GPK qualification standards are clearly regulated in Permendiknas Number 70 of 2009, discrepancies frequently occur in practice. This study employs a Systematic Literature Review (SLR) by examining national and international journal articles, policy documents, and official reports related to inclusive education and GPK qualifications. The analysis focuses on differences in GPK recruitment practices between public and private schools, factors contributing to qualification mismatch, and its implications for educational services for children with special needs. The findings indicate that public schools generally employ GPK with Special Education (PLB) backgrounds in accordance with regulations, while private schools often recruit non-PLB graduates due to limited availability of qualified personnel and institutional flexibility. This mismatch affects the quality of assessment, individualized education planning, and curriculum adaptation. The study concludes that a significant gap exists between regulatory standards and field implementation, highlighting the need for strengthened training, certification, and policy supervision to ensure effective and equitable inclusive education.
Co-Authors Afnani Thoyibah Maisyaroh Maisyaroh Qita Riambada Tsurayya Dewi Rochmawati Rochmawati