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All Journal Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Edukasia: Jurnal Pendidikan dan Pembelajaran
Yudi Kirmadi
Universitas Singaperbangsa Karawang
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ROLE IN HOUSE TRAINING AND ACADEMIC SUPERVISION IN IMPROVING TEACHER PERFORMANCE IN HIGH SCHOOL Yudi Kirmadi; Bambang Ismaya; Maman Suryaman
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 3 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

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Abstract

Education is a dynamic sector that continually undergoes policy changes in line with societal demands and the pace of global development. These policy shifts directly impact the role of teachers, both in their pedagogical functions and in maintaining professional standards. Teachers are required to adapt to new regulations to perform their duties effectively. Failure to adapt may lead to decreased performance, ultimately affecting the quality of classroom learning. The implementation of the Merdeka Curriculum, which adopts a deep learning approach, demands teachers to adjust their competencies to carry out learning activities in accordance with its requirements. To address these challenges, the school implements In House Training (IHT) and academic supervision as strategies for professional teacher development. This study aims to analyze the role of IHT and academic supervision in improving teacher performance in the domain of pedagogical competence across three key aspects: lesson planning, instructional implementation, and learning evaluation. This research employs a qualitative case study approach, with data collected through in-depth interviews, classroom observations, and document analysis. The main informants include school supervisors, the school principal, the vice principal for curriculum, and teachers. The results indicate that IHT significantly enhances teachers’ understanding of lesson plan development, differentiated instruction, and formative assessment. Meanwhile, academic supervision ensures the implementation of these competencies through pre-observation, classroom observation, reflection, and follow-up activities. Overall, there is a substantial improvement in teachers’ abilities to design relevant instructional materials, apply active learning strategies, utilize digital media, and conduct more systematic learning assessments.
ROLE IN HOUSE TRAINING AND ACADEMIC SUPERVISION IN IMPROVING TEACHER PERFORMANCE IN HIGH SCHOOL Yudi Kirmadi; Bambang Ismaya; Maman Suryaman
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 3 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Education is a dynamic sector that continually undergoes policy changes in line with societal demands and the pace of global development. These policy shifts directly impact the role of teachers, both in their pedagogical functions and in maintaining professional standards. Teachers are required to adapt to new regulations to perform their duties effectively. Failure to adapt may lead to decreased performance, ultimately affecting the quality of classroom learning. The implementation of the Merdeka Curriculum, which adopts a deep learning approach, demands teachers to adjust their competencies to carry out learning activities in accordance with its requirements. To address these challenges, the school implements In House Training (IHT) and academic supervision as strategies for professional teacher development. This study aims to analyze the role of IHT and academic supervision in improving teacher performance in the domain of pedagogical competence across three key aspects: lesson planning, instructional implementation, and learning evaluation. This research employs a qualitative case study approach, with data collected through in-depth interviews, classroom observations, and document analysis. The main informants include school supervisors, the school principal, the vice principal for curriculum, and teachers. The results indicate that IHT significantly enhances teachers’ understanding of lesson plan development, differentiated instruction, and formative assessment. Meanwhile, academic supervision ensures the implementation of these competencies through pre-observation, classroom observation, reflection, and follow-up activities. Overall, there is a substantial improvement in teachers’ abilities to design relevant instructional materials, apply active learning strategies, utilize digital media, and conduct more systematic learning assessments.
Implementation of E-Report Cards in Summative Assessment Management to Improve the Effectiveness of Reporting Student Learning Outcomes Yudi Kirmadi; Yogi Iskandar; Ika Subandi; Syafitri Ningsih; Evi Wasitoh; Maman Suryaman
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i1.1748

Abstract

This study analyzes the implementation of e-Reports in managing summative assessments and its contribution to improving the effectiveness of reporting elementary school student learning outcomes. The main focus is how e-Reports overcomes the weaknesses of the manual system, such as late grade announcements, high recapitulation errors, and limited access for parents. A mixed methods approach was used, combining a systematic literature review of the literature, national policies, and previous research, as well as a descriptive questionnaire survey of 35 teachers from eight educational units. Data analysis followed the Miles et al. (1994) model through data reduction, presentation, and conclusion drawing. The results indicate high effectiveness of e-Reports in time efficiency (score 4.45; recapitulation process from 7 days to <2 days), data accuracy (85% reduction in errors; 98% reliability), and reporting transparency (score 4.55) via a real-time digital dashboard. Teacher satisfaction was very high (4.60), although challenges in digital literacy (3.25) and ICT infrastructure (3.10) remain. Implications include strengthening teacher literacy, improving infrastructure, and integrating e-Reports with Education Reports for data-driven planning. Further research recommendations include a 2–3-year longitudinal study to assess the impact on learning quality and equity.
Co-Authors Bambang Ismaya Evi Wasitoh Ika Subandi Maman Suryaman Syafitri Ningsih Yogi Iskandar