Garuda - Garba Rujukan Digital

Implementation of Data-Driven Planning in Supporting Learning Quality Rizki Fauzan; Harjito; Nurkolis; Prasetyo Listiaji
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 3 (2026): May
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i3.1512

This study explores the data-driven planning cycle to improve learning quality at a public senior high school in Pemalang Regency, Indonesia. Using a qualitative case study design, data were collected from six informants (the principal, vice-principals, and teachers) through interviews, observations, and document analysis. The findings reveal that the school systematically executes four integrated stages, starting with identifying problems using the Education Report Card, followed by collaborative reflection to determine root causes, proceeding to the formulation of improvement plans focused on literacy strengthening and differentiated instruction, and concluding with the adaptive implementation and evaluation of programs in the classroom. This study concludes that this mechanism transcends administrative compliance, serving as a continuous improvement engine essential for enhancing the accuracy of pedagogical decision-making. These findings imply that this structured cycle can serve as a practical framework for other educational institutions to translate school data into targeted learning improvements effectively.

Transformational Leadership of School Principals in Strengthening Students’ Disciplinary Character Nur Baity Wahidatun; Widya Kusumaningsih; Harjito
Indonesian Journal of Islamic Educational Review Vol. 3 No. 1 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/ijier.v3i1.699

: This study examines the transformational leadership of the principal in strengthening students’ disciplinary character at SD Juara Kota Semarang, including the strategies and factors affecting its implementation. A descriptive qualitative approach was employed, with data collected through in-depth interviews, passive participatory observation, and document analysis involving the principal, vice principal, teachers, students, and parents. Data were analyzed through reduction, display, and conclusion drawing, with credibility established through source and method triangulation. The findings indicate that transformational leadership was manifested through idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. These dimensions were implemented through six strategies: role modeling, habituation, reinforcement of school regulations, motivation and rewards, supervision and guidance, and parental collaboration. Implementation was supported by leadership capacity, teacher commitment, and school culture, while differences in family and community engagement, student conditions, and the learning environment posed challenges. The study concludes that disciplinary character develops through exemplary leadership, habituation, value internalization, and the formation of a shared school culture.

The Effect of Principal Leadership on Elementary School Teacher Performance in Petungkriyono District, Pekalongan Regency Hanif Affan Eka Putra; Senowarsito; Harjito
Indonesian Journal of Islamic Educational Review Vol. 3 No. 1 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/ijier.v3i1.719

This study aimed to examine the effect of principal leadership on elementary school teacher performance in Petungkriyono District, Pekalongan Regency. This research employed a quantitative approach using a survey method with a correlational ex post facto design. The population consisted of 147 teachers from 21 public elementary schools, with 118 teachers selected through proportional random sampling. Data were collected using a five-point Likert-scale questionnaire developed based on principal leadership and teacher performance indicators. The collected data were analyzed using descriptive statistics, Pearson correlation analysis, and simple linear regression with the assistance of IBM SPSS Statistics 25. The results revealed that principal leadership had a positive and significant relationship with teacher performance (r = 0.756, p < 0.001). The coefficient of determination (R² = 0.571) indicated that principal leadership contributed 57.1% to the variation in teacher performance. Furthermore, the regression analysis produced a coefficient value of 0.492 with t = 12.435 and p < 0.001. These findings indicate that effective principal leadership is an important factor in improving elementary school teacher performance.

Teacher Well-Being Management for Enhancing Student Well-Being in Primary Schools Ucih Kursih; Senowarsito; Harjito
Indonesian Journal of Islamic Educational Review Vol. 3 No. 1 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/zzyfna71

Student well-being is increasingly recognized as an important indicator of educational quality, particularly in inclusive primary schools where diverse needs require supportive and collaborative learning environments. This study examined the effects of teacher well-being management, teachers’ digital literacy, and digital community collaboration on student well-being in public primary schools in Sragi District, Pekalongan Regency, Indonesia. A quantitative causal-associative survey design was employed, involving 116 teachers from 15 public primary schools selected through total sampling. Data were collected using validated and reliable five-point Likert-scale questionnaires and analyzed using descriptive statistics, simple linear regression, and multiple linear regression. The findings showed that teacher well-being management, digital literacy, and digital community collaboration positively and significantly affected student well-being, both independently and collectively. Teacher well-being management emerged as the strongest predictor, emphasizing the importance of personal agency, professional connectedness, and workload balance. These findings indicate that student well-being requires an integrated educational ecosystem that supports teacher well-being, strengthens digital capacity, and promotes meaningful school-community collaboration. The study highlights teacher well-being management as an organizational foundation for strengthening student well-being in inclusive primary education.

Teacher Learning Communities and Digital Literacy as Predictors of Learning Innovation: Evidence from Primary School Teacher in Pekalongan, Indonesia Sri Sunarti; Senowarsito; Harjito
Indonesian Journal of Islamic Educational Review Vol. 3 No. 1 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/ijier.v3i1.735

The growing demand for adaptive and technology-supported learning requires teachers to develop innovative instructional practices through both professional collaboration and digital capacity. This study examined the predictive relationships between teacher learning communities, digital literacy, and learning innovation among primary school teachers in Tirto District, Pekalongan Regency, Indonesia. Employing a quantitative survey approach with an ex post facto design, this study involved 113 teachers from 19 primary schools using total sampling. Data were collected through Likert-scale questionnaires that were pilot-tested for item validity and internal consistency and analyzed using descriptive statistics, assumption tests, simple linear regression, and multiple linear regression. The findings indicated that teacher learning communities and digital literacy were positively associated with learning innovation. Simultaneously, both predictors explained 72.3% of the variance in learning innovation. Digital literacy demonstrated a larger standardized beta coefficient than teacher learning communities. This study contributes by integrating collective professional capacity through teacher learning communities and individual digital capacity through digital literacy as complementary predictors of learning innovation, encompassing value development, intellectual reasoning, scientific understanding, and internalization of learning values.

Predictors of Achievement Motivation among Elementary School Teachers: Principal Leadership, Pedagogical Competenceand Career Development Rokhaniah; Harjito; Ngasbun Egar
Indonesian Journal of Islamic Educational Review Vol. 3 No. 1 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/wgey0y52

This study aimed to analyze the relationships between principal leadership, pedagogical competence, career development, and achievement motivation among public elementary school teachers in Pabelan District, Semarang Regency. This quantitative study employed an associative ex post facto design. The population consisted of 186 teachers from 21 public elementary schools. A total of 128 respondents were selected using proportionate stratified random sampling and simple random sampling. Data were collected through questionnaires and analyzed using multiple linear regression with IBM SPSS version 25. The results showed that principal leadership was positively associated with achievement motivation (β = 0.177; p = 0.027), pedagogical competence was positively associated with achievement motivation (β = 0.434; p < 0.001), and career development was positively associated with achievement motivation (β = 0.312; p = 0.001). The three predictors jointly predicted achievement motivation (F = 120.571; p < 0.001; R² = 0.745). Pedagogical competence was the strongest relative predictor. These findings highlight the importance of leadership support, competence development, and sustainable career development opportunities.

Academic Supervision as the Dominant Predictor of Learning Quality: The Role of Instructional Leadership and Teacher Reflection in Elementary Schools Dian Putri Amelia; Harjito; Ghufron Abdullah
Indonesian Journal of Islamic Educational Review Vol. 3 No. 1 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/0yxb2d81

This study aimed to analyze the effects of academic supervision, instructional leadership, and teachers’ learning reflection on the quality of learning in elementary schools in Tlogomulyo District. The study employed a quantitative approach with an ex post facto design and survey method. The population comprised 140 teachers, with a sample of 104 teachers selected through proportional random sampling. Data were collected using a Likert-scale questionnaire and analyzed using descriptive statistics, prerequisite tests, and multiple linear regression with SPSS 26. The results showed that academic supervision, instructional leadership, and teachers’ learning reflection each had a positive and significant effect on learning quality. Simultaneously, the three variables had a significant positive effect, with an F value of 95.929 and a coefficient of determination of 0.742, explaining 74.2% of the variance in learning quality. Academic supervision was the dominant variable, contributing an effective 47.4%. These findings emphasize the importance of strengthening supervision follow-up, instructional leadership, and teachers’ reflective culture in an integrated manner to improve learning quality sustainably.

Innovative School Leadership, Teaching Factory Implementation, and Teacher Mentoring as Predictors of Soft Skills Development among Vocational Pharmacy Students Luqman Hakim; Senowarsito; Harjito
Indonesian Journal of Islamic Educational Review Vol. 3 No. 1 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/x4tmrt56

The transformation of vocational education requires schools to produce graduates with both technical competencies and soft skills aligned with workplace demands. This study examines the predictive relationships of innovative principal leadership, Teaching Factory implementation, and supervising teacher mentoring with students’ soft skills development in Pharmacy Departments of vocational schools in Pekalongan Regency. A quantitative approach with a cross-sectional ex post facto design was employed. The sample comprised 113 teachers from five vocational schools selected through total sampling. Data were collected using a Likert-scale questionnaire measuring students’ communication, teamwork, leadership, professional attitudes, creativity, problem-solving, adaptability, and independence based on teachers’ perceptions. Data were analyzed using descriptive statistics, assumption tests, and simple and multiple linear regression with SPSS. The results indicated that innovative principal leadership, Teaching Factory implementation, and supervising teacher mentoring were positively associated with students’ soft skills, both individually and simultaneously. The regression model explained 78.6% of the variance in students’ soft skills. These findings highlight the importance of integrating innovative leadership, industry-based learning, and teacher mentoring to enhance vocational graduates’ workplace readiness.

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