Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Jurnal Hurriah: Jurnal Evaluasi Pendidikan dan Penelitian
Munawar Munawar
Universitas Almuslim, Matang Glumpang dua, Bireun, Indonesia
Humanities Education Mathematics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Academic Supervision Practices of School Principals and Teacher Competence Improvement in Primary Schools of Pidie Jaya Regency Cut Mardiyati Isfa; Munawar Munawar; Siraj Siraj
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 6 No. 4 (2025): Jurnal Hurriah: Journal of Educational Evaluation and Research
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56806/jh.v6i4.359

Abstract

This study investigates the implementation of academic supervision by school administrators as an approach to enhance teacher competency in primary schools of Pidie Jaya Regency, Indonesia. Although being mandated as a systematic approach to improve instructional quality, the execution of academic supervision in numerous institutions is inconsistent. Data were gathered utilizing a qualitative descriptive methodology through in-depth interviews, non-participant observations, and document analysis at SD Negeri 2 Meureudu and SD Negeri 13 Trienggadeng. The results indicate that academic supervision occurs in three primary phases: planning, implementation, and evaluation. Principals establish supervisory objectives, develop instruments, and create timetables according to instructor requirements. Implementation is monitored via classroom observations, coaching sessions, and professional support. The evaluation phase encompasses feedback provision, reflection, and subsequent programming. The research concludes that systematic and collaborative academic supervision substantially enhances teachers' educational, professional, social, and personal competencies. Enhancing supervisory techniques through enhanced principal competencies, systematic tools, and regular follow-up is crucial for improving instructional quality in elementary schools.
School Strategies for Flood-Prone Primary Schools in the Districts of Bendahara and Banda Mulia in Aceh Tamiang Regency Walidaini walidaini; Najmuddin Najmuddin; Munawar Munawar
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 6 No. 4 (2025): Jurnal Hurriah: Journal of Educational Evaluation and Research
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56806/jh.v6i4.360

Abstract

This study examines the strategic management strategies utilized by primary schools in flood-prone regions in Aceh Tamiang Regency, Indonesia. The study seeks to investigate how educational leaders devise, execute, and assess management measures to maintain learning continuity during persistent flooding events. A qualitative case study methodology was utilized to gather data via in-depth interviews, direct observations, and document analysis at two public elementary schools located in the Bendahara and Banda Mulia Districts. Data were examined with NVivo 12 software to discern prevailing themes and managerial trends. The results indicate that school resilience is cultivated through three interconnected strategic elements: proactive planning, adaptive implementation, and reflective evaluation. Proactive planning emphasizes risk identification, the incorporation of flood mitigation strategies into educational policies, and preparedness training for educators and students. Adaptive implementation prioritizes flexible learning structures, community collaboration, and the use of local resources during floods. Reflective evaluation encompasses participatory dialogues, peer assessments, and continuous enhancement to bolster institutional preparedness. The study indicates that efficient disaster-responsive school management necessitates visionary leadership, collaborative planning, and robust community engagement. The findings enhance the theoretical discussion on resilient educational management by illustrating how context-specific techniques might support teaching and learning in disaster-prone areas.
Co-Authors Cut Mardiyati Isfa Najmuddin Najmuddin Siraj Siraj Walidaini walidaini