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All Journal Jurnal Manajemen Pendidikan Continuous Education : Journal of Science and Research
Garianto Garianto
Universitas Muhammadiyah Metro, Indonesia
Education Other

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PERAN SUPERVISI KEPALA SEKOLAH DALAM IMPLEMENTASI MEDIA PEMBELAJARAN UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN Vivi Apriyani; Muhammad Ihsan Dacholfany; Garianto Garianto
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.2642

Abstract

This study aims to examine the role of principal supervision in the implementation of instructional media to enhance the quality of learning at SD Negeri 2 Metro Barat. The study focuses on the stages of planning, implementation, feedback provision, and follow-up conducted by the principal to support teachers in effectively integrating instructional media into the teaching and learning process. A descriptive qualitative approach was employed in this research. Data were collected through in-depth interviews, classroom observations, and document analysis. The collected data were analyzed through data reduction, data display, and conclusion drawing, with the assistance of NVivo software to enhance analytical rigor and strengthen the credibility of the findings. The results reveal that systematically conducted principal supervision contributes significantly to the improvement of teachers’ competencies in implementing instructional media. Furthermore, the use of instructional media that is aligned with learning objectives, subject content, and students’ characteristics promotes greater student engagement, fosters a conducive learning environment, and improves learning outcomes in both cognitive and affective domains. The novelty of this study lies in its comprehensive analysis of the interrelationship between each stage of principal supervision and the effectiveness of instructional media implementation as a strategic approach to improving learning quality in elementary education.
Pengaruh Perbedaan Kepemimpinan Transformasional dan Transasksional Terhadap Kinerja Guru pada Sekolah Menengah Pertama di Kecamatan Gedung Meneng Tulang Bawang Amelia Riyanti; Garianto Garianto; Marzuki Noor
Continuous Education: Journal of Science and Research Vol. 7 No. 2 (2026)
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i2.3715

Abstract

Penelitian ini bertujuan untuk menganalisis Pengaruh Perbedaan Kepemimpinan Transformasional dan Transasksional Terhadap Kinerja Guru pada Sekolah Menengah Pertama di Kecamatan Gedung Meneng Tulang Bawang. Terkait dengan hal ini penulis merasa ada hal yang harus digali terkait dengan kepemimpinan kepala sekolah. Peran kepala sekolah sangat penting untuk tercapainya pembelajaran yang bermakna. Kepala sekolah tidak hanya menuntut guru pada beban administratif saja tanpa memperhatikan esensi dari rancangan pembelajaran yang di susun oleh guru. Selain itu kemampuan kepala sekolah dalam mengelola dan mengarahkan sumber daya manusia yang ada di sekolah menjadi sebuah kunci susksesnya proses pendidikan yang berlangsung di sekolah. Penelitian menggunakan metode kuantitatif dengan pendekatan regresi linear berganda. Sampel terdiri dari guru-guru SMP yang dipilih menggunakan purposive sampling, dan data dikumpulkan melalui kuesioner yang telah diuji validitas dan reliabilitasnya. Analisis dilakukan menggunakan aplikasi JASP, meliputi uji parsial (t-test), uji simultan (F-test), dan koefisien determinasi (R²).Hasil penelitian menunjukkan bahwa Perbedaan hasil penelitian ini juga terlihat dari nilai statistik yang diperoleh. Kepemimpinan transformasional memiliki nilai t hitung sebesar 7,517 dengan tingkat signifikansi 0,000, sedangkan kepemimpinan transaksional hanya memperoleh nilai t hitung sebesar 1,380 dengan tingkat signifikansi 0,174. Perbedaan tersebut menunjukkan bahwa guru lebih merasakan manfaat dari perilaku kepala sekolah yang memberikan inspirasi, pembinaan, perhatian individual, dan stimulasi intelektual dibandingkan dengan pendekatan yang hanya menekankan penghargaan dan pengawasan.
Penerapan Interactive Flat Panel (IFP) Untuk Peningkatan Kualitas Pembelajaran TK di Kecamatan Gedung Meneng Tulang Bawang Ferdinand Ferdinand; Garianto Garianto; Marzuki Noor
Continuous Education: Journal of Science and Research Vol. 7 No. 2 (2026)
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i2.3716

Abstract

Teacher learning quality and children's learning activities are essential indicators of successful early childhood education. Preliminary observations conducted in kindergartens in Gedung Meneng District, Tulang Bawang Regency revealed that classroom instruction was still dominated by conventional teaching methods, resulting in limited children's participation during the learning process. One of the efforts to improve learning quality is the utilization of digital learning media, particularly the Interactive Flat Panel (IFP). This study aimed to analyze the implementation of the Interactive Flat Panel in improving teacher learning quality and children's learning activities. The study employed a quantitative approach using Classroom Action Research based on the Kemmis and McTaggart model, consisting of two cycles with four meetings in each cycle. The participants were 40 children in Group B and 12 teachers at TK 02 Yapindo, Gedung Meneng District, Tulang Bawang Regency. Data were collected through observations, documentation, and assessment sheets, and analyzed using descriptive quantitative techniques by comparing the results of the pre-cycle, Cycle I, and Cycle II. The findings indicated that the implementation of the Interactive Flat Panel improved teacher learning quality from 67% in the pre-cycle to 79% in Cycle I and 91% in Cycle II. Children's learning activities also increased from 71% in the pre-cycle to 78% in Cycle I and 89% in Cycle II. These findings demonstrate that the Interactive Flat Panel effectively creates a more interactive, engaging, and child-centered learning environment while enhancing teachers' competence in utilizing digital technology for instructional purposes. Therefore, the Interactive Flat Panel can be recommended as an alternative digital learning medium to improve the quality of learning in early childhood education.
Co-Authors Amelia Riyanti Ferdinand Ferdinand Marzuki Noor Muhammad Ihsan Dacholfany Vivi Apriyani