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All Journal Jurnal Pendidikan Indonesia Al-Jabar : Jurnal Pendidikan Matematika Pendas : Jurnah Ilmiah Pendidikan Dasar MATEMATIKA DAN PEMBELAJARAN M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Bada'a: Jurnal Ilmiah Pendidikan Dasar Integral : Jurnal Penelitian Pendidikan Matematika Journal on Mathematics Education
Kusnandi
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Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Mathematics Social Sciences Other

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PENGEMBANGAN PROFESIONALISME GURUBERBASIS KOLABORASI DAN INOVASI PENDIDIKAN Rahmawati, Usi; Kusnandi; Asep Saepul Hidayat; Sumiati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51062

Abstract

This study aims to examine the development of teacher professionalism based on collaboration and educational innovation as an effort to improve the quality of learning and education in the modern era. The study used a literature study method by reviewing various scientific sources in the form of journals, books, and relevant academic publications regarding teacher professionalism, educational collaboration, and learning innovation. Data analysis techniques were carried out through organizing, categorizing, and synthesizing various research findings to obtain a comprehensive understanding. The results of the study indicate that teacher professionalism development is a crucial factor in improving the quality of learning and student learning outcomes. Teacher professionalism is not only related to mastery of teaching materials, but also pedagogical, social, personality, technology adaptation, and learning innovation skills. Collaboration between teachers, professional learning communities, and partnerships with various parties have been proven to improve teacher professional competence through the exchange of experiences, reflection on learning practices, and the development of joint solutions. In addition, educational innovation through the use of digital technology, innovative learning models, and learning media based on local potential also contribute to increasing teacher creativity and abilities in facing the challenges of 21st-century education. However, teacher professionalism development still faces various obstacles, such as limited training, low motivation for self-development, high administrative burdens, and limited mastery of technology. Therefore, ongoing support from schools, the government, and various stakeholders is needed to create an educational ecosystem that supports the development of teacher professionalism based on collaboration and sustainable educational innovation.
IMPLEMENTASI KOMPETENSI PEDAGOGIK GURU DI ERA REVOLUSI INDUSTRI 4.0 Tati; Kusnandi; Sumiati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51248

Abstract

This study aims to examine the implementation of teacher pedagogical competence in the digital era and strategies for strengthening it. The method used was a literature review, analyzing various scientific sources such as journals, books, and proceedings relevant to pedagogical competence and educational transformation. The results of the study indicate that pedagogical competence is the primary foundation of teacher professionalism, encompassing the ability to systematically design, implement, and evaluate learning and adapt to technological developments. In the era of the Industrial Revolution 4.0, this competence has been expanded through technology integration, mastery of digital literacy, and the application of the Technological Pedagogical Content Knowledge Personality (TPACK-P) concept. Furthermore, a critical pedagogical approach and higher-order thinking skills have become essential components of modern learning. However, challenges remain in mastering technology-based learning media, requiring ongoing training. Therefore, educational policy support that encourages technology integration into the curriculum and systematic teacher competency development is needed. This study concludes that continuously strengthening teacher pedagogical competence is key to improving the quality of education in the era of the Industrial Revolution 4.0.
PENDAMPINGAN PENGAWAS SEKOLAH PADA PROGRAM GERAKAN 7 KEBIASAAN ANAK INDONESIA HEBAT Sumiati; Susilawati, R Ema; Kusnandi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53249

Abstract

This study aims to describe the mentoring of school supervisors in the 7 Habits of Great Indonesian Children (G7KAIH) Movement Program in elementary schools. The study used a qualitative approach with a case study design conducted in two elementary schools in Tasikmalaya Regency. Data were obtained through in-depth semi-structured interviews with two school principals and analyzed using thematic analysis. The results showed that mentoring of school supervisors was implemented in a participatory manner through planning based on Education Report Card and Minimum Competency Assessment (AKM) data, and was carried out continuously through supervision, coaching, workshops, learning communities, school visits, and the use of the Merdeka Mengajar (PMM) Platform. This mentoring was able to improve the principals' academic and managerial supervisory competencies, instructional leadership, social competencies, entrepreneurship, and digital competencies. Periodic evaluation through reflection, monitoring, and follow-up contributed to increasing the effectiveness of program implementation. The program's success was supported by the commitment of school principals and teachers, support from school supervisors, collaboration with parents and the school committee, and the use of data as a basis for decision-making. Despite challenges such as limited time, human resource readiness, and suboptimal family support, mentoring by school supervisors has proven effective in helping schools find solutions and implement continuous improvement. Therefore, mentoring by school supervisors is an effective strategy in supporting the successful implementation of the 7 Habits of Great Indonesian Children Movement Program, as well as improving the quality of education and strengthening the character of students in elementary schools.
EFEKTIVITAS PENDAMPINGAN PENGAWAS SEKOLAH DALAM MENINGKATKAN MUTU PENDIDIKAN Eli Solihat; Kusnandi; Sumiati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.57869

Abstract

This study aims to analyze the effectiveness of school supervisor mentoring in improving the quality of education in elementary schools. The study used a qualitative approach with a case study design conducted at two elementary schools in Tasikmalaya Regency. The study subjects consisted of two principals, two class teachers, and two subject teachers. Data were collected through in-depth semi-structured interviews and analyzed using the thematic analysis, which included transcription, coding, categorization, theme development, and data interpretation. The results indicate that school supervisor mentoring is implemented through academic and managerial supervision, encompassing administrative guidance, learning monitoring, discussions, consultations, school program evaluations, and ongoing follow-up. The mentoring is conducted using a collaborative, consultative, humanistic, and needs-based approach, thereby improving the quality of learning, teacher competence and professionalism, administrative discipline, and school management. Furthermore, open communication between supervisors, principals, and teachers contributes to the creation of a professional work culture in schools. This study concludes that school supervisor mentoring is quite effective in improving educational quality, although increased intensity and sustainability of mentoring are still needed to achieve optimal results. The findings of this study are expected to serve as a reference in developing a more effective and sustainable model of school supervisor supervision and mentoring.
Co-Authors Ahmad Dzulfikar Asep Saepul Hidayat Didi Suryadi Eli Solihat Endang Cahya Mulyaning Endang Cahya Mulyaning A. Hamidah Suryani Lukman Kartika Yulianti Kholisoh, Lilis Marlina Nanang Priatna Rahmawati, Usi Rohati Salni Sholihat, M. Nuur’aini Sholikhakh, Rizqi Amaliyakh Sholikhakh Siti Aisah, Lusi Sumiati Susilawati, R Ema Tatang Herman, Tatang Tati Tonra, Wilda Syam Trisnawati, Rini Turmudi Wahyudin Windia Hadi, Windia Yaya S. Kusumah