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All Journal Tadbir Muwahhid Jurnal Review Pendidikan dan Pengajaran (JRPP) Al-Qiyadi Jurnal Manajmen Pendidikan Islam Jurnal Pengajaran Sekolah Dasar Education and Sociedad Journal
Lina Herlina
Universitas Djuanda
Religion Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Peran Supervisi Akademik dalam Meningkatkan Kompetensi Guru di Madrasah Aliyah Nana Suciana; Revina Revina; Nureehan Mapa; Saba’a Hasan Mohammed Al-Fakih; Lina Herlina; Ridwan Haris
Al-Qiyadi Jurnal Manajmen Pendidikan Islam Vol 4 No 1 (2026): Juni 2026
Publisher : STIT Fatahillah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62274/1qhaqj24

Abstract

Academic supervision is a crucial strategy for improving the quality of education, particularly in developing teacher competency in Islamic Senior High Schools (Madrasah Aliyah). As the primary implementers of the learning process, teachers are required to possess strong pedagogical, professional, social, and personal competencies to create effective and high-quality learning. However, in practice, various obstacles remain, such as low learning innovation, suboptimal use of educational technology, and weak classroom management. This paper aims to analyze the role of academic supervision in improving teacher competence in Madrasah Aliyah (Islamic Senior High School). The method used is library research, reviewing various sources such as books, scientific journals, and educational regulations relevant to academic supervision and teacher competence. The results of the study indicate that academic supervision plays a significant role in helping teachers improve the quality of lesson planning, learning implementation, the use of educational media and technology, and learning evaluation. Furthermore, academic supervision can also improve teacher motivation, discipline, and professionalism through continuous and humanistic development. Effective academic supervision requires the principal's competence as a supervisor, a harmonious working relationship, and follow-up on supervision results. With planned and continuous academic supervision, teacher competencycan develop optimally, thus improving the quality of learning and education at Islamic Senior High Schools.
Manajemen Supervisi Akademik Berbasis Coaching TIRTA untuk Pengembangan Kompetensi Guru SD: Sebuah Studi Literatur Silviana Silviana; Imam Sambas Arifin; Ujang Solehudin; Fika Febriantoyo; Lina Herlina; Ridwan Haris
Jurnal Pengajaran Sekolah Dasar Vol. 5 No. 2 (2026): Jurnal Pengajaran Sekolah Dasar
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jpsd.v5i2.2127

Abstract

Manajemen supervisi akademik di sekolah yang masih bersifat instruktif dan konvensional sering kali memicu resistensi serta kecemasan bagi guru, sehingga kurang efektif dalam meningkatkan kualitas pembelajaran. Penelitian ini bertujuan untuk merekonstruksi dan merumuskan model konseptual siklus manajemen supervisi akademik berbasis coaching TIRTA dalam meningkatkan kompetensi pedagogik guru kelas rendah di sekolah dasar melalui kajian literatur. Metode penelitian yang digunakan adalah studi kepustakaan (critical literature review) dengan menganalisis 15-30 referensi teoretis dan jurnal ilmiah bereputasi dari delapan tahun terakhir (2018–2026). Teknik analisis data dilakukan secara deskriptif-kualitatif melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan untuk mengintegrasikan fungsi organik manajemen. Hasil kajian menunjukkan bahwa integrasi teknik coaching ke dalam fungsi manajemen supervisi akademik terbukti mampu mengubah paradigma kontrol menjadi kemitraan yang humanis. Pada tahap perencanaan, pelibatan guru secara kolaboratif dalam menentukan fokus supervisi menciptakan ruang aman yang meminimalkan kecemasan dan ketegangan guru. Pada tahap pelaksanaan, dialog berbasis alur TIRTA menstimulus daya refleksi mandiri guru kelas rendah untuk mendesain metode pengajaran yang adaptif dan inovatif bagi siswa kelas awal. Selanjutnya, pada tahap evaluasi dan tindak lanjut, pendekatan ini mendorong peningkatan kompetensi pedagogik guru secara berkelanjutan secara internal tanpa paksaan administratif. Penelitian ini menyimpulkan bahwa siklus manajemen supervisi akademik berbasis coaching TIRTA, merupakan strategi krusial untuk pengembangan profesionalisme guru sekolah dasar di era modern.
Integrasi Nilai-Nilai Al-Qur'an Dan Kearifan Lokal Sunda Dalam Penguatan Pendidikan Karakter Siswa Rizal Muharom; Ridwan Haris; Lina Herlina
TADBIR MUWAHHID Vol. 10 No. 1 (2026): Tadbir Muwahhid
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/jtm.v10i1.24305

Abstract

Penelitian ini bertujuan untuk menganalisis integrasi nilai-nilai Al-Qur’an dan kearifan lokal Sunda dalam penguatan pendidikan karakter siswa. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus yang dilaksanakan di SMP YPPI Arrahmah Bogor. Data dikumpulkan melalui wawancara, observasi, dan studi dokumentasi, kemudian dianalisis menggunakan model analisis interaktif yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data dijaga melalui triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa nilai-nilai Al-Qur’an diimplementasikan sebagai landasan filosofis, normatif, dan operasional dalam pendidikan karakter melalui pembiasaan spiritual harian, integrasi dalam pembelajaran, serta keteladanan guru. Nilai Qur’ani tersebut diperkuat dengan internalisasi kearifan lokal Sunda Silih Asah, Silih Asih, dan Silih Asuh yang diwujudkan dalam praktik kolaborasi akademik, hubungan pedagogis yang humanis, serta pendampingan dan pembinaan siswa secara berkelanjutan. Integrasi kedua sumber nilai tersebut menciptakan sinergi antara pembinaan spiritual dan sosial yang membentuk lingkungan pendidikan religius, humanis, dan kolaboratif. Penelitian ini berkontribusi dalam memperkaya kajian pendidikan karakter berbasis integrasi nilai religius dan kearifan lokal yang kontekstual
PERAN SUPERVISI AKADEMIK KLINIKAL PROJECT-BASED LEARNING DALAM PENGUATAN KETERAMPILAN ABAD 21 GURU Susanto Susanto; Hengtakaeh Hengtakaeh; Diyanah Horwae; Hasan Duereh; Lina Herlina; Ridwan Haris
Jurnal Review Pendidikan dan Pengajaran Vol. 9 No. 3 (2026): Inpress Vol. 9 No. 3 Tahun 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v9i3.62361

Abstract

Penelitian ini bertujuan untuk menganalisis integrasi supervisi akademik dan Project-Based Learning (PjBL) dalam penguatan keterampilan abad 21 guru melalui tinjauan literatur. Keterampilan abad 21, yang meliputi berpikir kritis, kreativitas, kolaborasi, dan komunikasi, menjadi kompetensi esensial bagi guru dalam menghadapi tuntutan Kurikulum Merdeka dan dinamika pendidikan era digital. Hasil kajian menunjukkan bahwa PjBL merupakan pendekatan pembelajaran yang efektif dalam mengembangkan keterampilan tersebut, namun implementasinya sangat dipengaruhi oleh kualitas supervisi akademik. Supervisi yang bersifat kolaboratif, reflektif, dan berbasis data terbukti mampu meningkatkan kemampuan guru dalam merancang proyek, mengelola dinamika kelas, serta menerapkan asesmen autentik. Temuan juga mengungkap adanya kesenjangan antara kebijakan dan praktik supervisi di sekolah, di mana supervisi masih cenderung administratif dan belum sepenuhnya mendukung pembelajaran inovatif. Kajian ini menyimpulkan bahwa supervisi akademik berbasis PjBL memiliki potensi besar dalam meningkatkan kompetensi profesional guru dan kualitas pembelajaran abad 21. Integrasi keduanya direkomendasikan sebagai model pembinaan guru yang relevan dan adaptif terhadap kebutuhan pendidikan masa kini.
Strategies for Fostering Teacher Professionalism in Adopting the Deep Learning Approach in Islamic-Based Elementary Schools Resi Arisma; Lina Herlina; Irman Suherman; Abdul Kholik
Education and Sociedad Journal Vol. 2 No. 2 (2024): July - December
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v2i2.3121

Abstract

This study aims to analyze teacher professionalism development strategies in adapting the deep learning approach in an Islamic-based elementary school. The study employed a qualitative approach with a case study method at SD Amaliah Ciawi Bogor. The research informants consisted of the principal, the vice principal for curriculum affairs, and six teachers selected purposively. Data were collected through in-depth interviews, observation, and documentation, and were analyzed using the Miles, Huberman, and Saldaña model through data condensation, data display, and conclusion drawing and verification. Data trustworthiness was strengthened through source and technique triangulation. The findings reveal that teachers’ understanding of deep learning has begun to develop as meaningful, mindful, joyful, contextual, and student-centered learning, although it is not yet evenly distributed. Teacher professionalism development is implemented through in-house training, workshops, teacher working groups, training, dissemination, professional learning communities, lesson planning assistance, academic supervision, curriculum monitoring, and Islamic value development. The main barriers include varied conceptual understanding, mindset shifts, limited time, administrative workload, digital literacy, student characteristics, and the need for continuous mentoring. This study synthesizes an integrated development strategy that combines conceptual strengthening, competency development, collaboration, supervision, evaluation, and Islamic values as the foundation of teacher professionalism in adapting deep learning.
A Model For Guiding Boarding School Students in Developing A Peace-Loving Character to Prevent Bullying Lovida Anjani Arastia; Irman Suherman; Lina Herlina
Education and Sociedad Journal Vol. 3 No. 2 (2025): July - December
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v3i2.3123

Abstract

This study aims to analyze the parenting model of Islamic boarding school students in developing a peaceful character as an effort to prevent bullying in Islamic boarding schools. The study used a qualitative approach with a multi-site case study at the Darunnajah 3 Islamic Boarding School for Girls and the Bina Tauhid Amaliyah Islamic Boarding School for Girls. Data were collected through interviews, observation, and documentation, then analyzed thematically using source and technique triangulation. The results showed that the parenting model was developed through five main components: Islamic value development, social habituation, tiered mentoring, educational conflict resolution, and monitoring and evaluation. These five components form a preventive and educational parenting pattern through instilling the values of brotherhood, respect for others, positive interaction habits, and non-violent conflict resolution. This model shows that structured and sustainable parenting can strengthen a peaceful character while preventing the potential for bullying in Islamic boarding schools.
Strategies in Building Effective Partnerships with Parents to Improve the Quality of The Educational Process Amirudin Muslim; Lina Herlina; Rusi Rusmiati Aliyyah
Education and Sociedad Journal Vol. 2 No. 2 (2024): July - December
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v2i2.3130

Abstract

This study aims to analyze the principal's strategies for establishing effective partnerships with parents to enhance the quality of the educational process. The study employed a qualitative approach using a case study design. The research participants consisted of the principal, vice principal, head of administration, school committee members, and parents, who were selected through purposive sampling. Data were collected through in-depth interviews, observations, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing and verification. Data trustworthiness was ensured through source triangulation. The findings indicate that the principal's strategy for building partnerships with parents is implemented through four stages of strategic management: planning by involving parents in the development of school programs, the vision and mission, and budget planning. Organization through the formation of school committees and parent associations. Implementation through participatory leadership through intensive meetings and communication. Monitoring and evaluation through direct supervision and the use of digital communication media. The implementation of these strategies strengthened communication, increased parental participation, and fostered more collaborative partnerships in supporting improvements in the quality of the educational process. This study contributes an implementation model of partnership strategies based on management functions that can serve as a reference for school principals in developing sustainable collaboration between schools and families.
Implementing an Integrated Curriculum Through School Culture to Accelerate The Character Development of Outstanding Indonesian Children Gilang Gumilar; Rusi Rusmiati Aliyyah; Zahra Khusnul Lathifah; Lina Herlina
Education and Sociedad Journal Vol. 3 No. 1 (2025): January - June
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v3i1.3133

Abstract

This study aims to describe and analyze the implementation of the integrated curriculum for school culture as an acceleration of the character formation of Great Indonesian Children at SMK Amaliah 2 Ciawi, Bogor Regency. The study used a qualitative approach with a case study type. Research informants consisted of the principal, vice principal, teachers, and students selected using a purposive sampling technique. Data were collected through interviews, observations, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña which includes data collection, data condensation, data presentation, and drawing conclusions. Data validity was tested through source triangulation and technical triangulation. The results showed that the implementation of the integrated curriculum for school culture was implemented through three main programs, namely the habituation of worship activities, literacy culture, and sports activities integrated into intracurricular, cocurricular, and extracurricular activities. This implementation was supported by teacher role models, continuous habituation, and a conducive school environment that was able to form religious characters, a love of learning, discipline, responsibility, cooperation, sportsmanship, and healthy living behaviors in students. However, program implementation still faces several obstacles, including low motivation and awareness among some students and the distracting influence of digital technology. This study concludes that integrating the curriculum with school culture can create an effective educational ecosystem that accelerates the holistic and sustainable development of student character.
Co-Authors Abdul Kholik Amirudin Muslim Diyanah Horwae Fika Febriantoyo Gilang Gumilar Hasan Duereh Hengtakaeh Hengtakaeh Imam Sambas Arifin Irman Suherman Lovida Anjani Arastia Nana Suciana Nureehan Mapa Resi Arisma Revina Revina Ridwan Haris Ridwan Haris Rizal Muharom Rusi Rusmiati Aliyyah Saba’a Hasan Mohammed Al-Fakih Silviana Silviana Susanto Susanto Ujang Solehudin Zahra Khusnul Lathifah