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All Journal Attractive : Innovative Education Journal Management of Education: Jurnal Manajemen Pendidikan Islam
Ngurah Ayu Nyoman M
Universitas Persatuan Guru Republik Indonesia Semarang, Indonesia
Religion Education Other

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The Influence of Transformational Leadership and Teachers' Information Technology Skills on the Quality of Learning at Public Junior High Schools in Boja District Karunia Ma’ariffatun; Widya Kusumaningsih; Ngurah Ayu Nyoman M
Attractive : Innovative Education Journal Vol. 8 No. 2 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i2.2402

Abstract

The purpose of this study is to: (1) determine the magnitude of the influence of transformational leadership on the quality of learning, (2) determine the magnitude of the influence of teachers' information technology skills on the quality of learning, and (3) determine the magnitude of the influence of transformational leadership and teachers' information technology skills together on the quality of learning. The research approach used is quantitative. This type of research uses correlation research. The population of this study was 140 teachers and the research sample was 104 teachers. Data collection was carried out using a questionnaire. The data analysis techniques used in this study were descriptive data analysis, prerequisite tests including normality tests, multicollinearity tests, heteroscedasticity tests, linearity tests and hypothesis tests including simple and multiple linear regression. The results of the study showed that: (1) the correlation of transformational leadership on the quality of learning was 0.940. The influence of transformational leadership had a significant effect on the quality of learning variable by 88.3%. (2) the correlation of teachers' information technology skills on the quality of learning was 0.699. The influence of teachers' information technology skills had a significant effect on the quality of learning variable by 68.8%. (3) A significant influence of transformational leadership and teachers' information technology skills on learning quality is shown in the equation ŷ = 4.941 + 1.262 x1 + 0.115 x2. The correlation coefficient r is 0.942. The coefficient of determination for the influence of variables x1 and x2 on y is 88.8%. The conclusion of this study is that transformational leadership and teachers' information technology skills significantly influence learning quality, at 88.8%.
Structural Supervision and Reflective Professionalism as Determinants of Deep Learning Quality in Elementary Education Siska Fitriani Puspita; Widya Kusumaningsih; Ngurah Ayu Nyoman M
Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 12 No. 1 (2026): Management of Education: Jurnal Manajemen Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/moe.v12i1.20175

Abstract

This study examines the influence of classroom observation and teachers’ reflective ability on deep learning quality in public elementary schools in Singorojo District, Kendal Regency. The research employed a quantitative correlational design involving 183 teachers selected through proportional random sampling. Data were collected using structured questionnaires and analyzed using Pearson correlation and multiple linear regression techniques. The findings demonstrate that both classroom observation and reflective ability significantly contribute to deep learning quality, with classroom observation emerging as the dominant predictor. When examined simultaneously, both variables provide substantial explanatory power, accounting for a large proportion of variance in deep learning quality. Effect size analysis further confirms that these relationships are not only statistically significant but also practically robust, indicating very large effects. These results suggest that deep learning quality is primarily driven by structured instructional supervision, supported by teachers’ internal reflective competence. This study advances educational management literature by proposing an integrated framework that conceptualizes deep learning quality as the outcome of the interaction between external supervisory systems and internal professional capacity. The findings also provide practical implications for designing sustainable instructional improvement strategies in elementary education.
Co-Authors Karunia Ma’ariffatun Siska Fitriani Puspita Widya Kusumaningsih