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All Journal Amorti: Jurnal Studi Islam Interdisipliner JURNAL EKONOMI BISNIS DAN MANAJEMEN Jurnal Ekonomi Bisnis dan Manajemen
Mhd. Daswar
Sekolah Tinggi Agama Islam Negeri Mandailing Natal
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Peran Kepemimpinan Instruksional Kepala Sekolah dalam Mengatasi Dilema Manajemen Waktu Pembelajaran Aktif di SMP N 6 Panyabungan Fittin Nurhaliza; Putri Damayanti; Mhd. Hatta; Mhd. Daswar; Kasman Kasman
JURNAL EKONOMI BISNIS DAN MANAJEMEN Vol. 4 No. 2 (2026): April : JURNAL EKONOMI BISNIS DAN MANAJEMEN
Publisher : CV. ALIM'SPUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/jise.v4i2.1960

Abstract

The implementation of active learning models such as Problem-Based Learning (PBL) and Project-Based Learning (PjBL) at the junior high school level is often constrained by the complexity of instructional time management. This study aims to examine the role of the principal’s instructional leadership in addressing time management dilemmas in the implementation of active learning at SMP Negeri 6 Panyabungan. A qualitative approach with a descriptive method was employed in this study. Data were collected through non-participant observation and in-depth interviews with key informants, namely the school principal and an Islamic Religious Education (PAI) teacher selected as representatives of field conditions. The findings reveal three main results. First, teachers’ time management constraints are caused by weak control of learning activity transitions, noisy classroom conditions during group division, and low initial student learning readiness. Second, the principal implemented several concrete interventions, including the adoption of block scheduling, clinical supervision focused on classroom management, and the optimization of the Subject Teacher Forum (MGMP) or school learning community. Third, these interventions improved teachers’ instructional efficiency, strengthened classroom activity control, and created a more structured active learning process. However, sustainability challenges remain, particularly resistance from senior teachers who tend to prefer conventional teaching methods. This study concludes that adaptive and solution-oriented instructional leadership is a key factor in addressing the complexity of time management constraints in active learning implementation.
Peran Kepemimpinan Instruksional Kepala Sekolah dalam Mengatasi Dilema Manajemen Waktu Pembelajaran Aktif di SMP N 6 Panyabungan Fittin Nurhaliza; Putri Damayanti; Mhd. Hatta; Mhd. Daswar; Kasman Kasman
JURNAL EKONOMI BISNIS DAN MANAJEMEN Vol. 4 No. 2 (2026): April : JURNAL EKONOMI BISNIS DAN MANAJEMEN
Publisher : CV. ALIM'SPUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/jise.v4i2.1960

Abstract

The implementation of active learning models such as Problem-Based Learning (PBL) and Project-Based Learning (PjBL) at the junior high school level is often constrained by the complexity of instructional time management. This study aims to examine the role of the principal’s instructional leadership in addressing time management dilemmas in the implementation of active learning at SMP Negeri 6 Panyabungan. A qualitative approach with a descriptive method was employed in this study. Data were collected through non-participant observation and in-depth interviews with key informants, namely the school principal and an Islamic Religious Education (PAI) teacher selected as representatives of field conditions. The findings reveal three main results. First, teachers’ time management constraints are caused by weak control of learning activity transitions, noisy classroom conditions during group division, and low initial student learning readiness. Second, the principal implemented several concrete interventions, including the adoption of block scheduling, clinical supervision focused on classroom management, and the optimization of the Subject Teacher Forum (MGMP) or school learning community. Third, these interventions improved teachers’ instructional efficiency, strengthened classroom activity control, and created a more structured active learning process. However, sustainability challenges remain, particularly resistance from senior teachers who tend to prefer conventional teaching methods. This study concludes that adaptive and solution-oriented instructional leadership is a key factor in addressing the complexity of time management constraints in active learning implementation.
Teacher Guidance and Counseling Strategies in Helping Grade 1 Students Adjust to the School Environment Siti Rahmah Harahap; Miftahul Jannah; Rostina Rangkuti; Mhd. Daswar; Anwar Nasution; Nurmia Hasibuan
Amorti: Jurnal Studi Islam Interdisipliner Vol. 5 No. 1 Januari 2026: Amorti: Jurnal Studi Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/amorti.v5i1.1058

Abstract

This study aims to describe and analyze the strategies employed by Guidance and Counseling teachers to facilitate the school adjustment of first-grade students, as well as to explore the underlying factors contributing to the effectiveness of these approaches. The transition from the family environment to primary school often triggers intense affective barriers, such as classroom tantrums and separation anxiety in young learners. To investigate this phenomenon, this study employed a qualitative approach with a field-based case study design. Data were gathered through a triad of qualitative techniques: passive participant observation, semi-structured interviews with BP teachers, first-grade homeroom teachers, and parents, alongside comprehensive documentation reviews. Data analysis followed an interactive framework including data condensation, data display, and conclusion drawing. The findings reveal that the primary effective strategy is a play-based guidance framework, executed by transforming the counseling room into a child-friendly "Transition Corner." The effectiveness of this strategy is highly driven by a structured tri-party collaborative model between BP teachers, homeroom educators, and parents, which successfully synchronizes psychological support between home and school. Ultimately, this study implies the critical need to reposition the role of BP teachers at the primary level as transition curriculum strategists to mitigate early academic trauma and foster sustainable school readiness.
Co-Authors Anwar Nasution Fittin Nurhaliza Kasman Kasman Mhd. Hatta Miftahul Jannah Nurmia Hasibuan Putri Damayanti Rostina Rangkuti Siti Rahmah Harahap