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All Journal Journal of Educational Research and Evaluation
Suparta Rasyid
Universitas Syiah Kuala, Banda Aceh, Indonesia
Humanities Education Public Health Social Sciences Other

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GROW-Based Academic Supervision Strategy as a Solution to Improve Learning Quality in Junior High Schools Raudhatul Hayati; Niswanto; Suparta Rasyid; Junaidah Junaidah
Journal of Education Reseach and Evaluation Vol 10 No 1 (2026): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i1.107785

Abstract

The implementation of academic supervision in junior high schools has not fully contributed to improving instructional quality, as it remains largely administrative and insufficiently reflective. This condition has limited the optimal development of teachers’ pedagogical competencies in lesson planning, instructional implementation, and learning evaluation. This study aims to analyze, evaluate, and synthesize the application of the GROW (Goal, Reality, Options, Will) model in academic supervision as a strategy for enhancing instructional quality in junior high schools. This research employed a descriptive qualitative approach with a case study design. The participants included the principal, vice principal, teachers, and students of a junior high school, involving eight teachers, several students, and school leaders as key informants. Data were collected through in-depth interviews, classroom observations, and document analysis, using interview guidelines, observation sheets, and instructional planning and evaluation documents as research instruments. The data were analyzed using thematic analysis, involving transcription, coding, categorization, and theme development to identify patterns in the implementation of the GROW model. The findings indicate that the implementation of GROW-based academic supervision enhances instructional quality, particularly in lesson planning, teaching practices, and learning evaluation, while strengthening teachers’ pedagogical competence and promoting active student participation. Overall, GROW-based academic supervision proves effective as a reflective and collaborative approach to improving instructional quality in junior high schools. The study implies the necessity of sustained coaching-based academic supervision, strengthening principals’ supervisory competencies, and fostering a reflective school culture to support continuous improvement in teaching and learning quality.
Principal Conflict Management in Improving Junior High School Teacher Performance Kamaluddin; Bahrun; Suparta Rasyid; Fitri Setiawati; Syamsul Arifin
Journal of Education Reseach and Evaluation Vol 10 No 1 (2026): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i1.107787

Abstract

The reality within school environments indicates the presence of disciplinary gaps, mismatches in teaching backgrounds, and social disparities among teachers, thereby requiring principals to demonstrate strategic managerial competence in conflict management to foster a harmonious and productive working environment. This study aims to analyze the conflict management strategies employed by principals in improving the performance of junior high school teachers. This research adopted a qualitative design with a descriptive approach. Data were collected through classroom observations, in-depth interviews, and document analysis. The research instruments included observation guidelines, semi-structured interview protocols, and documentation sheets. The informants consisted of the principal, teachers, and administrative staff. Data were analyzed using qualitative descriptive techniques. The findings reveal that improvements in teacher performance are significantly influenced by effective principal leadership implemented through several conflict management strategies. First, coordination of teaching workload distribution was conducted transparently and equitably by accommodating teachers’ aspirations. Second, the consistent application of fairness principles was implemented through objective reward and sanction mechanisms to foster teacher motivation and trust. Third, a problem-solving orientation was cultivated by promoting open communication and teamwork in conflict resolution processes. The study concludes that collaborative, fair, and adaptive conflict management contributes to the creation of a conducive working climate and enhances teacher professionalism and motivation.
Implementation of Principal Academic Supervision to Improve the Quality of Learning in Elementary Schools Ilmiadin; Niswanto; Suparta Rasyid; Emamalini
Journal of Education Reseach and Evaluation Vol 9 No 4 (2025): November
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i4.106055

Abstract

Many elementary schools face challenges with the effectiveness of the learning process, leading to low student motivation and learning outcomes. This study aims to analyze the implementation of academic supervision to improve learning quality in an effective and efficient manner. This study employed a qualitative research design, using a descriptive qualitative approach. The subjects of this study were principals, teachers, and staff involved in the management and implementation of academic supervision in elementary schools. Participants were selected purposively, resulting in a total of 20 subjects. Data collection methods used observation, interviews, and documentation. The research instruments consisted of interview and observation guidelines. Data analysis techniques in this study included transcription, coding, theme identification, data interpretation, result presentation, and the establishment of analytical validity and reliability. Data analysis was conducted using the Miles and Huberman qualitative analysis model. The results of the study indicate that academic supervision is implemented through planning with teachers, classroom observations, and the examination of learning materials, and is evaluated through the provision of individual and group feedback. The implementation of routine, constructive supervision has been proven to help teachers improve their learning materials, apply a wider range of teaching methods, and increase student engagement in the learning process. The implications of these findings confirm that structured, collaborative, and ongoing academic supervision plays an important role as a principal's strategy in improving teacher professionalism and the quality of learning in elementary schools.
Stakeholder Based Transformational Leadership Model for Improving Teacher Performance in Elementary Schools Nuri Handayani; Ismail; Suparta Rasyid; Rini Susanti Gulo
Journal of Education Reseach and Evaluation Vol 9 No 4 (2025): November
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i4.107557

Abstract

Basic education in island regions faces serious challenges, including limited infrastructure, restricted access to teachers’ professional development, and fluctuating work motivation, all of which contribute to low teacher performance. These conditions require school leadership capable of transforming structural constraints into organizational strengths. This study aimed to analyze, evaluate, and interpret principals’ transformational leadership practices in improving teacher performance in 3T regions. The study employed a descriptive qualitative approach with a case study design. The research participants consisted of eight individuals, including school principals and teachers directly involved in leadership and instructional processes. Data were collected through semi-structured interviews, passive participant observation, and document analysis, using interview guidelines, observation sheets, and document checklists as research instruments. Data analysis was conducted thematically using the interactive model of Miles and Huberman, encompassing data reduction, data display, and conclusion drawing. The findings indicate that principals’ transformational leadership is manifested through strengthening shared vision and motivation, providing individualized professional mentoring, and offering intellectual stimulation that encourages instructional innovation and reflective teaching practices. The study concludes that principals’ transformational leadership plays a strategic role in enhancing teacher professionalism and performance in island regions. The implications of this study suggest that strengthening transformational leadership capacity should be a priority in principal development programs to foster collaborative, adaptive, and quality-oriented school ecosystems in 3T regions.
Healthy and Religious School Climate Strategy as an Effort to Improve Education Quality Junaidah; Nasir Usman; Suparta Rasyid; Murniati AR; Munawar Fajri
Journal of Education Reseach and Evaluation Vol 9 No 4 (2025): November
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i4.107780

Abstract

A healthy and religious school climate is an important requirement in education. Lack of integration between school policies, organizational culture, and learning practices impacts the quality of education. This study aims to analyze the strategy for fostering a healthy, religious school climate to improve the quality of education. This research method uses a qualitative method. The research subjects consisted of five participants, including the Principal of a Middle School and four Junior High School Teachers. Data collection techniques included observation, interviews, and documentation by using instruments in the form of observation guidelines, interview guidelines, and documentation sheets. The data obtained were analyzed descriptively. The research results show that a healthy and religious school climate is built through strengthening the school's vision and mission, implementing cleanliness and religious programs, and positive communication between school members. The implications of this study indicate that strengthening a healthy, religious school climate must be systematically integrated into school policies and management as a sustainable strategy to improve the quality of education. Thus, it can be concluded that a healthy and religious school climate is a very crucial factor in improving the quality of education. There is a need to transform the school management perspective so that a healthy, religious school climate becomes a fundamental foundation for improving educators.
Co-Authors Bahrun Emamalini Fitri Setiawati Ilmiadin Ismail Junaidah Junaidah Junaidah Kamaluddin Munawar Fajri Murniati AR Nasir Usman Niswanto Nuri Handayani Raudhatul Hayati Rini Susanti Gulo Syamsul Arifin