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All Journal Jurnal Ilmiah Sekolah Dasar
Tri Murwaningsih
Master Program of Elementary School Teacher Education, Universitas Sebelas Maret, Surakarta, Indonesia
Education

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Teacher Evaluation and Challenges in the School Literacy Movement: Implications for Improving Literacy Culture in Elementary Schools Novi Putriani Sukamto; Tri Murwaningsih; Chumdari
Jurnal Ilmiah Sekolah Dasar Vol 9 No 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v9i4.103334

Abstract

The literacy gap between urban areas and areas with limited resources emphasizes the urgency of evaluating the Gerakan Literasi Sekolah (GLS) in the context of basic education. Literacy, as an essential 21st-century skill, plays a strategic role in developing students' critical, creative, and adaptive thinking skills. This study aims to describe the effectiveness of GLS implementation in several elementary schools using the CIPP (Context, Input, Process, Product) evaluation model. A qualitative approach was used with in-depth interviews, participant observation, and documentation studies involving teachers, principals, parents, and community leaders. Data were analyzed through stages of data reduction, categorization, thematic interpretation, and source triangulation to ensure the validity of the findings. The results indicate adequate policy support, teacher creativity in utilizing local resources, and increased student participation and interest in reading. However, limited literacy facilities, variety of reading materials, access to technology, and educators' digital competencies are major challenges in the sustainability of the program. This study emphasizes the importance of integrated interventions through strengthening literacy infrastructure, increasing technology-based teacher capacity, diversifying reading materials, and active community involvement. The practical implications lead to the development of an adaptive GLS model that can be replicated across primary school contexts to narrow the national literacy gap.
The Role of Academic Supervision with Coaching Techniques in Developing Pedagogical Competence: A Case Study in Elementary School Teachers Novi Puspitasari; Tri Murwaningsih; Fadhil Purnama Adi
Jurnal Ilmiah Sekolah Dasar Vol 9 No 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v9i4.103356

Abstract

Teachers’ pedagogical competence remains a challenge in improving the quality of learning in elementary education. Limited reflective practices and insufficient professional support often hinder teachers from developing sustainable instructional strategies.This study aims to analyze the implementation of coaching-based academic supervision in strengthening teachers’ pedagogical competence in primary education. The study employed a qualitative approach with a case study design involving a school principal and fifth-grade teachers who participated in the supervision process. Data were collected through in-depth interviews, participant observation, and document analysis using interview guidelines, observation sheets, and supervision documents as research instruments. The collected data were analyzed using the interactive analysis model proposed by Miles, Huberman, and Saldana, which includes data condensation, data display, and conclusion drawing. The findings indicate that coaching-based academic supervision is implemented through systematic planning, collaborative supervision, and follow-up actions aimed at strengthening teachers’ pedagogical competence. Despite challenges such as limited time, varying teacher understanding, and institutional support, this supervision approach contributes to improving teachers’ professional development and learning qualityt.
Co-Authors Chumdari Fadhil Purnama Adi Novi Puspitasari Novi Putriani Sukamto