Garuda - Garba Rujukan Digital

MANAJEMEN PROGRAM GATOT KACA (GERAKAN TOTALITAS AKSI BACA) DALAM PENGUATAN KARAKTER PESERTA DIDIK DI SEKOLAH DASAR Intan Nurunnahar; Lina Marlina; Veni Oktaviani; Ricky Rosadi; Dinny Mardiana
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14836

Character education is an important aspect of educational practice that can be strengthened through a literacy-based school culture. One of its implementations at SD Negeri 3 Selaawi, Pasawahan District, is the (GATOT KACA) Program Gerakan Totalitas Aksi Baca, which is carried out as part of the Salasa Mapag Buana activity within the 7 Poe Atikan Purwakarta Istimewa policy. This study aimed to analyze the management of the GATOT KACA Program in strengthening students’ character. The study employed a qualitative approach using a case study method. George R. Terry’s management theory was used as the analytical framework. Research participants included the principal, teachers, and students. Data were collected through observation, semi-structured interviews, and documentation. Data analysis followed the interactive model of Miles, Huberman, and Saldaña. The findings revealed that the GATOT KACA Program was implemented through planning, organizing, actuating, evaluating, and controlling processes involving the principal, teachers, students, and parents. Supporting factors included the commitment of school members, the availability of literacy facilities, teacher involvement, and parental support. Meanwhile, inhibiting factors included differences in students’ reading abilities, uneven reading interest, gadget use, limited reading materials, and limited implementation time. The program contributed positively to the development of students’ discipline, responsibility, self-confidence, curiosity, and cooperation. Therefore, the GATOT KACA Program can serve as an effective literacy-based school culture strategy for strengthening students’ character in elementary schools. Keywords: GATOT KACA Program, literacy culture, character education, student character, elementary school.

IMPLEMENTASI SUPERVISI AKADEMIK BERBASIS DIGITAL DALAM MENINGKATKAN KINERJA GURU DI SDN GUDANG 1 KECAMATAN CIKALONGKULON KABUPATEN CIANJUR Dadang Iskandar; Susilawati; Neng Siti Nuraliah; N. Siti Mariam; Dinny Mardiana
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14868

This study aims to describe the implementation of digital-based academic supervision in improving teacher performance at SDN Gudang 1, Cikalongkulon District, Cianjur Regency. The research employed a descriptive qualitative approach. Data were collected through interviews, observations, and documentation studies involving the principal, teachers, and school operator as research informants. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The results revealed that digital-based academic supervision was implemented through systematic planning, implementation, evaluation, and follow-up stages utilizing various digital platforms such as Google Forms, Google Drive, Zoom Meeting, and Ruang GTK. The implementation of digital supervision positively contributed to improving teacher professionalism, administrative discipline, and the ability to integrate technology into the learning process. Several obstacles were identified, including unstable internet connectivity, limited digital facilities, and varying levels of teachers’ technological competence. To overcome these challenges, the school organized technology training programs, peer tutoring activities, and continuous mentoring. The findings indicate that digital-based academic supervision can serve as an effective strategy for enhancing teacher performance and improving the quality of learning in elementary schools in the digital era.

KEPEMIMPINAN TRANSFORMASIONAL DALAM MENINGKATKAN KINERJA GURU DI SEKOLAH DASAR Dessy Ismaya Firmani; Idis Suherlan; Miranty Nurhayati; Yulia Rusmiati; Dinny Mardiana
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15075

This study aims to describe the role of principals' transformational leadership in improving teacher performance in elementary schools. Transformational leadership is considered an effective leadership approach that promotes positive change through motivation, inspiration, individual consideration, and teachers’ professional development. This research employed a qualitative approach using a descriptive method. Data were collected through observations, interviews, and documentation involving principals and teachers in elementary schools. Data analysis was conducted through data reduction, data display, and conclusion drawing. The findings indicate that principals' transformational leadership has a positive impact on improving teacher performance, as reflected in increased work discipline, creativity in teaching and learning processes, classroom management skills, collaboration among teachers, and commitment to enhancing educational quality. Principals play significant roles as motivators, innovators, and role models in creating a conducive school culture oriented toward improving the quality of learning. Supporting factors in the implementation of transformational leadership include effective communication, a supportive school environment, and active teacher participation, while the challenges identified include limited facilities and infrastructure as well as differences in teachers’ characteristics. Therefore, transformational leadership can serve as an effective strategy for improving teacher performance in elementary schools to achieve better educational quality.

MANAJEMEN MUTU SUPERVISI AKADEMIK KEPALA SEKOLAH UNTUK MENINGKATKAN KOMPETENSI PEDAGOGIK GURU DI SEKOLAH DASAR (Studi Kasus di SD Negeri Cibungur) Holis Marwan; Nurhayati Dewi Kartini; Tati Rohaeti; Ujang Wawa; Dinny Mardiana
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16383

Urgensi penelitian ini dihilangkan pada kesenjangan yang signifikan antara tuntutan Standar Nasional Pendidikan dengan realitas rendahnya kompetensi pedagogik guru, terutama dalam pemanfaatan teknologi digital dan penerapan metode pembelajaran inovatif yang masih didominasi pola konvensional. Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan secara mendalam mengenai manajemen mutu supervisi akademik kepala sekolah untuk meningkatkan kompetensi pedagogik guru di SDN Cibungur, Kabupaten Purwakarta. Menggunakan pendekatan kualitatif dengan metode studi kasus, pengumpulan data dilakukan melalui wawancara mendalam, observasi, dan studi dokumentasi terhadap siklus manajemen mutu. Analisis data menggunakan teknik triangulasi sumber dan metode. Hasil penelitian menunjukkan bahwa: (1) Perencanaan dirancang secara partisipatif melalui penyusunan program tahunan dan jadwal yang transparan guna mereduksi kecemasan guru; (2) Penerapan ( Do ) menerapkan teknik kunjungan kelas, pelatihan klinis, dan bimbingan integrasi TIK secara humanis-kolaboratif; (3) Evaluasi ( Check ) berbasis data instrumen Penilaian Kinerja Guru (PKG) yang menunjukkan peningkatan skor dimensi pedagogik dan korelasi positif pada antusiasme belajar siswa; dan (4) Tindak lanjut ( Act ) diwujudkan melalui rapat refleksi kolektif serta In-House Training (IHT) berbasis tutor sebaya untuk menjembatani padu digital. Kendala utama meliputi beban administrasi klerikal guru yang tinggi dan resistensi laten. Solusi strategi yang diterapkan kepala sekolah berupa format penyederhanaan pelaporan, pendekatan psikologis yang dialogis, serta optimalisasi forum KKG. Simpulan penelitian menegaskan bahwa penerapan siklus PDCA ( Plan, Do, Check, Act ) secara konsisten mampu mentransformasi supervisi akademik dari sekedar ritual administratif menjadi instrumen organik peningkatan mutu pendidik.

INTERNALISASI PEDAGOGIK PROFETIK DALAM PEMBELAJARAN PAI SEBAGAI BASIS PENGUATAN MODERASI BERAGAMA DI SEKOLAH MENENGAH PERTAMA: (Study Kasus di SMPN 3 Subang) Miftah Zaelani; Idris Hariri; Martalena; Dessy Prasetia Ningsih; Dinny Mardiana
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16576

Contemporary socio-religious dynamics within formal school environments are confronted with the challenges of intolerance, radicalism, and low religious literacy among students. This study aims to analyse in depth the internalization process of prophetic pedagogy in Islamic Religious Education (PAI) as a foundation for strengthening students' religious moderation at SMP Negeri 3 Subang. Utilizing a qualitative approach with a case study design and an interpretive paradigm, data were collected through in-depth interviews, participatory observation, and documentation studies involving the principal, PAI teachers, and students. Data analysis was conducted using the Miles and Huberman interactive model, while data validity was enhanced through source and technique triangulation.The results indicate that the internalization of prophetic pedagogy is operationalized through three main pillars: humanization, liberation, and transcendence. The humanization pillar is manifested through dialogic, inclusive, and anti-discriminatory learning, thereby fostering empathy and appreciation for diversity. The liberation pillar is implemented through problem-based learning and the practice of tabayun (verification) to develop students' critical consciousness in countering hoaxes and intolerant ideologies. The transcendence pillar is realized through the habituation of a religious school culture that nurtures spiritual awareness and moral responsibility. These three pillars are integrated into the objectives, materials, methods, and evaluations of PAI learning, supported by a conducive school culture.The study concludes that prophetic pedagogy effectively contributes to shaping students' character to be moderate, tolerant, inclusive, and oriented toward humanitarian and spiritual values. These findings reinforce the position of prophetic pedagogy as a relevant Islamic educational model for strengthening religious moderation in junior high schools.

IMPLEMENTASI LITERASI DIGITAL UNTUK MENINGKATKAN KEMAMPUAN SISWA SEKOLAH MENENGAH PERTAMA (SMP) (Studi Kasus di SMPN 1 Campaka Kabupaten Purwakarta) Iva Khairun Nissa; Suci Indriany; N. Mumun Mulyawati; Uman Gunawan; Dinny Mardiana
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.16748

The development of digital technology has brought significant changes to the field of education, particularly in the learning process at schools. Digital literacy has become an essential competency that students need to master in order to meet the challenges of 21st-century education. This study aims to describe the implementation of digital literacy in improving the abilities of junior high school students. The study employed a qualitative approach using a case study method conducted at SMPN 1 Campaka, Purwakarta Regency. The research participants consisted of the principal, teachers, and students. Data were collected through observation, interviews, and documentation. Data analysis was carried out using the Miles, Huberman, and Saldaña model, which includes data reduction, data display, and conclusion drawing. The findings revealed that digital literacy was implemented through the utilization of various digital media and platforms, such as Google Classroom, Canva, Educational YouTube, Interactive PowerPoint, and the internet as learning resources. The implementation of digital literacy had a positive impact on students’ abilities, as reflected in the improvement of digital information comprehension, learning motivation, classroom participation, technology utilization skills, and critical thinking skills. However, several challenges were identified, including limited digital facilities, unstable internet connectivity, and unequal technological competencies among teachers and students. Therefore, continuous efforts are required to improve digital infrastructure and competencies in order to optimize the implementation of digital literacy in schools

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