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All Journal Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Pendikdas: Jurnal Pendidikan Dasar
Sarif Syahrudin
Universitas Muhammadiyah Mataram
Agriculture, Biological Sciences & Forestry Chemistry Education Physics

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Pengaruh Supervisi Kepala Sekolah Terhadap Peningkatan Kualitas Mengajar Guru di SDIT El-Ghais Imam Sofian; Muhamad Fajri; Saraturahmiyati Saraturahmiyati; Sarif Syahrudin; Lukman Lukman
Pendikdas: Pendidikan Dasar Vol 7, No 1 (2026): Mei 2026
Publisher : STKIP HARAPAN BIMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56842/pendikdas.v7i1.1101

Abstract

Penelitian ini untuk mengetahui pengaruh supervisi kepala sekolah terhadap peningkatan kualitas mengajar guru. Penelitian menggunakan pendekatan kuantitatif jenis penelitian asosiatif yang bertujuan untuk menguji hubungan antara variabel. Populasi sebanyak 28 guru dengan teknik pengambilan sampel jenuh sehingga sampel dalam penelitan ini 28 orang guru. Teknik pengumpulan data menggunakan angket, observasi, dan dokumentasi. Data dianalisis dengan regresi linier sederhana. Hasil penelitian menunjukkan bahwa supervisi kepala sekolah telah dilaksanakan dengan baik, yang ditunjukkan oleh dominannya respon positif dari guru terhadap pelaksanaan supervisi, seperti keteraturan pelaksanaan, pemberian umpan balik yang konstruktif, serta adanya tindak lanjut yang jelas. Selain itu, supervisi juga memberikan dampak positif terhadap peningkatan kualitas mengajar guru, yang meliputi kemampuan merencanakan pembelajaran, penggunaan metode yang variatif, pengelolaan kelas yang efektif, peningkatan kepercayaan diri, serta kemampuan dalam menggunakan media dan melakukan evaluasi pembelajaran. Temuan penelitian ini juga menunjukkan bahwa supervisi berkontribusi terhadap peningkatan hasil belajar siswa, meskipun masih terdapat sebagian kecil responden yang memberikan tanggapan netral. Dengan demikian, dapat disimpulkan bahwa supervisi kepala sekolah memiliki pengaruh yang signifikan terhadap peningkatan kualitas mengajar guru. Oleh karena itu, pelaksanaan supervisi yang sistematis, berkelanjutan, dan kolaboratif perlu terus ditingkatkan guna mendukung peningkatan mutu pendidikan di sekolah.
Persepsi Guru dalam Implementasi Pendekatan Berdiferensiasi pada Pembelajaran IPAS di Sekolah Dasar Furkan; Imam Sofian; Sherly Dwi Amelia; Sarif Syahrudin; Sarahturrahmiati; Wildan Ummairah; Muhammad Fajri; Khanif Anwar; Imam Ahyar
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2074

Abstract

This study aims to analyze elementary school teachers’ perceptions of the implementation of differentiated learning in Science and Social Studies (IPAS) within the Merdeka Curriculum. Differentiated learning is regarded as an approach that accommodates students’ readiness, interests, and learning profiles by adjusting learning content, processes, and products. This research employed a quantitative descriptive method using a questionnaire consisting of 40 statements measuring teachers’ knowledge, attitudes, pedagogical competence, and classroom implementation practices. The findings indicate that teachers generally hold positive perceptions regarding the importance of differentiated learning in IPAS, as it is believed to enhance student participation, strengthen inquiry skills, and accommodate diverse learning styles. However, several challenges remain, including limited time for diagnostic assessment, insufficient training on differentiation strategies, lack of adaptive learning resources, and classroom management difficulties arising from heterogeneous student abilities. These findings highlight the need for continuous support from schools and government through professional mentoring, flexible teaching resources, and strengthened teacher collaboration. The study is expected to contribute to the development of policies and instructional practices that are more responsive to students’ learning needs in elementary schools.
Analisis Fungsi Laboratorium IPA, IPS, PPKn, Bahasa, dan Seni di Sekolah Dasar Sarif Syahrudin; Junaidin
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2091

Abstract

The implementation of the Merdeka Curriculum in elementary schools encourages the use of a deep learning approach, which emphasizes students’ active participation in constructing knowledge through meaningful learning experiences. In this context, laboratories serve as one of the important learning facilities that support the achievement of such educational goals. This article aims to examine the various types of laboratories that can be utilized in elementary schools and to describe their functions and contributions to the implementation of deep learning. The study employed a library research method by reviewing relevant books, scientific articles, educational regulations, and other academic references. The collected data were analyzed descriptively to explain the role of each type of laboratory in the learning process. The findings reveal that elementary schools may utilize several types of laboratories, including science, social studies, civics, language, and arts laboratories. Each laboratory has its own specific function while complementing one another in fostering science process skills, critical thinking, social awareness, citizenship values, communication abilities, and creativity among students. Through laboratory-based activities, learners are provided with opportunities to gain direct, contextual, and meaningful experiences that enhance their understanding of concepts and support the goals of deep learning. Nevertheless, the effective implementation of laboratory activities remains constrained by several factors, including limited facilities, underutilization of available resources, and teachers’ capacity to manage laboratory-based learning. Therefore, greater efforts are needed to optimize the use of laboratories as an integral component of meaningful learning in elementary education.
Co-Authors Furkan Imam Ahyar Imam Sofian Junaidin Junaidin Khanif Anwar Lukman Lukman Muhamad Fajri Muhammad Fajri Sarahturrahmiati Saraturahmiyati Saraturahmiyati Sherly Dwi Amelia Wildan Ummairah