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All Journal SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) Jurnal Bahana Manajemen Pendidikan Pedagogi: Jurnal Ilmu Pendidikan JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Jurnal Manajemen Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI Jurnal Pendidikan dan Konseling KOLOKIUM: Jurnal Pendidikan Luar Sekolah Jurnal Halaqah Abdi Dosen : Jurnal Pengabdian Pada Masyarakat Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Didaktik : Jurnal Ilmiah PGSD STKIP Subang Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat Journal of Educational Administration and Leadership (JEAL) ADMA: Jurnal Pengabdian dan Pemberdayaan Masyarakat Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat Jurnal Family Education Jurnal Dedikasia : Jurnal Pengabdian Masyarakat JPLED Journal of Educational Management Research Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Indonesian Educational Administration and Leadership Journal (IDEAL) Jurnal Media Akademik (JMA) Jurnal Ilmu Manajemen Dan Pendidikan Journal of Educational and Learning Studies
Ningrum, Tia Ayu
Universitas Negeri Padang
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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PENGARUH IMPLEMENTASI APLIKASI SISTEM INFORMASI KINERJA APARATUR (SIKAP) TERHADAP DISIPLIN KERJA GURU PADA SEKOLAH DASAR NEGERI KECAMATAN BATANG ANAI Dea Ananta; Tia Ayu Ningrum; Syahril Syahril; Novriyanti Achyar
Jurnal Manajemen Pendidikan Vol. 11 No. 2 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i2.2203

Abstract

Objective: One problem of teachers’ work discipline is tardiness and irregular performance reporting, indicating the need for a technology-based monitoring system. This study aims to analyze teachers’ discipline, examine the implementation of SIKAP, and its effect. A quantitative survey method was used. The results show that SIKAP implementation significantly affects teachers’ work discipline. The novelty lies in using SIKAP as a technology-based monitoring system in elementary schools. Methods: This research used a quantitative approach with a positivist paradigm. The population was 288 civil servant teachers, with 174 respondents selected through cluster random sampling. Data were collected using Likert-scale questionnaires and analyzed with descriptive and inferential statistics, including validity, reliability, normality, t-test, F-test, and coefficient of determination (R²). Results: The results show that teacher work discipline is in the good category, while SIKAP implementation is fairly good to good. Hypothesis testing indicates that SIKAP has a significant effect on teacher discipline (sig. 0.000 < 0.05), with an R² value of 0.718, meaning 71.8% of discipline is influenced by SIKAP implementation. Novelty: This study emphasizes the importance of digital performance management systems in improving teacher discipline by linking technology implementation with behavioral outcomes in education.
Servant Leadership, Motivation, and School Culture as Predictors of Teacher Discipline Pujianti, Ninit; Nellitawati, Nellitawati; Damanik, Enceria; Ningrum, Tia Ayu
Indonesian Educational Administration and Leadership Journal (IDEAL) Vol. 8 No. 2 (2026): On Progress
Publisher : Program Studi Adminsitrasi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ideal.v8i2.58674

Abstract

Teacher discipline supports reliable instructional delivery, yet public elementary schools in Solok City continue to face problems involving punctuality, classroom presence, administrative completion, and compliance with professional duties. This study examined servant leadership, teacher motivation, and school culture as predictors of teacher discipline. A quantitative cross-sectional survey involved 221 teachers selected proportionally from 41 schools. Data were collected through four five-point Likert instruments containing 160 valid items. Reliability was strong, with Cronbach’s alpha values from .907 to .969. Separate regressions showed that servant leadership (β = .466), motivation (β = .613), and school culture (β = .289) each positively predicted discipline (p < .001). The combined model was significant, F(3, 217) = 51.893, p < .001, and explained 41.8% of the variance. Motivation remained the strongest positive predictor, followed by servant leadership, whereas school culture produced a negative partial coefficient after shared variance was controlled. The study offers an integrated model for teacher discipline in Indonesian primary education and indicates that school-culture effects require further mediation or multilevel analysis
PERSEPSI GURU TENTANG KOMPETENSI PROFESIONAL KEPALA SEKOLAH MENENGAH ATAS NEGERI (SMAN) KOTA PADANG Andreki Ariesta; Anisah Anisah; Sulastri Sulastri; Tia Ayu Ningrum
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Produce
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.17731

Abstract

This study is motivated by the importance of a school principal's professional competence in enhancing the quality of instruction and the effectiveness of school management. According to the Regulation of the Minister of Education and Culture (Permendikdasmen) Number 21 of 2025, professional competence is a crucial attribute that every principal must possess to advance their school. This quantitative descriptive study aims to describe teachers' perceptions regarding the professional competence of principals at state senior high schools (SMA Negeri) in Padang City. The study population consisted of 1,024 teachers from 17 state senior high schools. A sample of 157 teachers was selected using multistage stratified random sampling a combination of cluster sampling and proportional random sampling. Data were collected using a validated and reliable 30-item questionnaire based on a 5-point Likert scale, covering six indicators: curriculum development, student-centered learning, instructional supervision, fostering innovation, entrepreneurial values, and transformational leadership. The results indicate that the learning dimension received a score of 4.56 (competent) and the school development dimension received a score of 4.52 (competent), resulting in an overall average score of 4.54 (competent). These findings suggest that, in general, principals have effectively demonstrated their professional competence, although areas such as curriculum evaluation, literacy strengthening, and collaborative supervision require further reinforcement.
Strengthening teachers' digital competence through school climate, KSRG program, motivation, and transformational leadership Aini Septia Rahmalita; Nellitawati Nellitawati; Ahmad Sabandi; Tia Ayu Ningrum
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/03142

Abstract

This study examines the effects of the Google Reference School Candidate (KSRG) Program, teacher motivation, and transformational leadership on teachers' digital competence through school climate in State Senior High Schools across West Sumatra Province. A quantitative causal research design was employed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The study involved 481 teachers selected through purposive sampling from State Senior High Schools across West Sumatra. Data were collected using a five-point Likert-scale questionnaire measuring teachers' digital competence, the KSRG Program, teacher motivation, transformational leadership, and school climate. Data were analyzed using SmartPLS to evaluate the measurement model and structural model. The findings indicate that the KSRG Program (β = 0.246, p < 0.001) and teacher motivation (β = 0.843, p < 0.001) have positive and significant effects on teachers' digital competence, whereas transformational leadership has no significant direct effect (β = –0.083, p = 0.061). The KSRG Program, teacher motivation, and transformational leadership significantly influence school climate, while school climate has a significant negative effect on teachers' digital competence (β = –0.145, p = 0.016). Furthermore, school climate significantly mediates the relationships between the KSRG Program, teacher motivation, transformational leadership, and teachers' digital competence. The study concludes that teacher motivation is the strongest determinant of teachers' digital competence, whereas transformational leadership plays the most prominent role in shaping school climate. These findings highlight the importance of integrating motivational, organizational, and digital transformation initiatives through the KSRG Program to strengthen teachers' digital competence.
PELAKSANAAN URAIAN TUGAS OPERATOR SEKOLAH DI SLTA SE-KABUPATEN PASAMAN DAN KABUPATEN PASAMAN BARAT Windi Lestari; Rusdinal Rusdinal; Irsyad Irsyad; Tia Ayu Ningrum
Jurnal Manajemen Pendidikan Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i4.3449

Abstract

Good school governance requires an administrative system capable of supporting the entire process of planning, implementation, control, and evaluation of educational programs.This study aims to examine the implementation of school operator job descriptions in senior high schools throughout Pasaman and West Pasaman Regencies. This study employs a quantitative approach using a descriptive method. The study sample consisted of 91 school operators selected using simple random sampling. Data were collected using a Semantic Differential scale questionnaire that had passed validity and reliability tests, then analyzed using the mean, standard deviation, and Respondent Achievement Level (RAL). The results indicate that the implementation of school operator job descriptions falls into the “good” category with a mean score of 4.43. The working conditions indicator received the highest RAC of 88.62%, followed by responsibility at 88.48% and authority at 88.42%, all of which fell into the “good” category. This study provides an empirical overview of the implementation of school operator job descriptions based on the aspects of responsibility, working conditions, and authority at the senior high school level in two regencies that have rarely been specifically studied.
SUPERVISI PERKEMBANGAN SEBAGAI MODEL PEMBINAAN PROFESIONAL GURU DI ERA MODERN MANAJEMEN SEKOLAH DALAM MENINGKATKAN MUTU PENDIDIKAN DI SMA SWASTA MUTIARA MANDAU Indra putra, Mija; Irsa Salsabila; Irfan Prima Bakti; Sufyarma Marsidin; Rifma; Tia Ayu Ningrum
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45054

Abstract

ABSTRACT Developmental supervision is an approach to teacher professional development that emphasizes individual growth based on career stages, competencies, and teachers’ needs. In the modern era, characterized by rapid technological advancement and increasingly complex educational demands, this supervision model has become highly relevant for improving the quality of learning. This study aims to examine the concept, principles, and implementation of developmental supervision as a model for teacher professional development. The method used is a literature review of various books and scientific journals. The findings indicate that developmental supervision is capable of continuously enhancing teachers’ pedagogical, professional, social, and personal competencies. Therefore, the implementation of developmental supervision is highly recommended in modern education systems. Keywords: developmental supervision, teacher professionalism, teacher development, modern education ABSTRAK Supervisi perkembangan merupakan pendekatan pembinaan profesional guru yang menekankan pada pertumbuhan individu berdasarkan tahap perkembangan karier, kemampuan, dan kebutuhan guru. Di era modern yang ditandai dengan perkembangan teknologi dan tuntutan pendidikan yang semakin kompleks, model supervisi ini menjadi sangat relevan untuk meningkatkan kualitas pembelajaran. Penelitian ini bertujuan untuk mengkaji konsep, prinsip, serta implementasi supervisi perkembangan sebagai model pembinaan profesional guru. Metode yang digunakan adalah studi literatur dari berbagai buku dan jurnal ilmiah. Hasil kajian menunjukkan bahwa supervisi perkembangan mampu meningkatkan kompetensi pedagogik, profesional, sosial, dan kepribadian guru secara berkelanjutan. Oleh karena itu, penerapan supervisi perkembangan sangat direkomendasikan dalam sistem pendidikan modern. Kata kunci: supervisi perkembangan, profesionalisme guru, pembinaan guru, pendidikan modern
PERAN SUPERVISI ARTISTIK DALAM MENINGKATKAN KOMPETENSI PEDAGOGIK GURU SMA Afrinawati, Fitria; Dwi Fuji Hastuti; Sufyarma Marsidin; Rifma; Tia Ayu Ningrum
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47924

Abstract

This study aimed to analyze the role of artistic supervision in improving the pedagogical competence of junior high school teachers. This research was motivated by the suboptimal level of teachers’ pedagogical competence, particularly in lesson planning, classroom management, selection of teaching methods, and learning evaluation. This study employed a qualitative approach using a descriptive method, with data collected through observation, interviews, and documentation involving school principals, supervisors, and junior high school teachers. The results indicated that artistic supervision has been implemented through humanistic, dialogical, and reflective approaches; however, its implementation has not been optimal and consistent due to the continued use of traditional, instructional, and evaluative supervision approaches, as well as weak follow-up activities. This study concludes that artistic supervision plays an important role in improving teachers’ pedagogical competence, but it needs to be implemented systematically, collaboratively, and sustainably to achieve comprehensive and continuous improvement.
SUPERVISI PENDIDIKAN DALAM PERSPEKTIF TEORI DAN IMPLEMENTASI: TINJAUAN LITERATUR Malahayati, Rahmi; Defril Syafrin; Sufyarma Marsidin; Rifma; Tia Ayu Ningrum
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.v11i02.47933

Abstract

This study aims to analyze educational supervision from both theoretical and implementation perspectives through a literature review approach. The research employs a qualitative method using a literature review design, which involves examining various scholarly sources, including national and international journal articles, books, and relevant educational policy documents related to educational supervision. The findings indicate that educational supervision plays a strategic role in improving the quality of learning through continuous professional development of teachers, strengthening reflective practice, enhancing teacher performance, and fostering a collaborative school culture. Theoretically, supervision has evolved from an administrative-oriented approach to a more humanistic, collaborative, and reflective approach. However, in practice, several challenges are still identified, such as limited supervisor competence, teacher resistance, weak planning and follow-up of supervision, and the tendency of supervision to remain administrative in nature. On the other hand, the development of digital technology provides opportunities to develop more effective and adaptive supervision practices. Therefore, strengthening educational supervision through innovative, collaborative, and teacher-needs-based approaches is essential to sustainably improve the quality of learning.
LANDASAN FILSAFAT ILMU DALAM ADMINISTRASI PENDIDIKAN DASAR: IMPLIKASI TERHADAP PENINGKATAN PROFESIONALISME TENAGA KEPENDIDIKAN DI SEKOLAH DASAR ERA TRANSFORMASI DIGITAL Rizki, Ridonal; Salsabila, Irsa; Jasrial; Nellitawati; Ayu Ningrum, Tia
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50327

Abstract

The quality of primary education (Sekolah Dasar/SD) is substantially determined by the professionalism of educational staff, which includes school principals, administrative staff, laboratory technicians, and librarians at the elementary school level. However, national data from the Ministry of Education, Culture, Research, and Technology (2022) reveals that only 61.3% of primary school principals in Indonesia meet the minimum competency standards, indicating a critical gap in educational staff professionalism. This study argues that one root cause of this gap is the absence of a solid philosophical foundation in the training and professional development of educational staff. This study aims to: (1) examine the ontological, epistemological, and axiological foundations of educational administration at the primary school level; (2) analyze the contribution of the philosophy of science to the professionalism of primary school educational staff in the digital transformation era; (3) identify challenges in implementing philosophy-based professional development; and (4) propose the Philosophical Triadic Model (PTM/MTF) as a conceptual framework for developing the professionalism of primary school educational staff. This research employs a qualitative library research design. Data were systematically collected from grand theory primary sources and secondary sources comprising SINTA 1-2 nationally indexed and Scopus/WoS internationally indexed journal articles (2019-2024). Content analysis followed Miles, Huberman and Saldana (2014). Findings indicate that ontological, epistemological, and axiological foundations are significantly underdeveloped in current primary school administration practice. The proposed PTM offers three integrated pillars: ontological strengthening through professional identity formation, epistemological strengthening through evidence-based practice, and axiological strengthening through ethical leadership culture. The PTM is distinguished from existing frameworks by its explicit integration of digital transformation challenges specific to the primary education context. Implications for policy reform of principal and administrative staff training programs are discussed.
MODEL SUPERVISI KOLABORATIF DALAM MENINGKATKAN KOMPETENSI PEDAGOGIK GURU: STUDI KASUS PADA SEKOLAH DENGAN RENDAHNYA HASIL BELAJAR SISWA Rismayani, Risha; Rori Dolayance; Sufyarma; Rifma; Tia Ayu Ningrum
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54010

Abstract

This study examines the implementation of a collaborative supervision model in improving teachers’ pedagogical competence in schools with low student learning outcomes. The study is motivated by the persistent issue of low student achievement, which is closely related to teachers’ limited pedagogical skills and the ineffective implementation of traditional supervision practices. This research aims to analyze how collaborative supervision contributes to improving teaching quality and student outcomes. A qualitative approach with a case study design was employed. Data were collected through classroom observations, in-depth interviews, and document analysis involving school principals and teachers. The findings reveal that collaborative supervision, implemented through stages of planning, implementation, and reflection, significantly enhances teachers’ pedagogical competence. Quantitative indicators from previous studies show improvements in teacher competence scores from low to high categories across supervision cycles. Furthermore, the study found that improved teaching practices lead to increased student participation, motivation, and academic achievement. Collaborative supervision fosters a reflective and collegial culture among teachers, promoting continuous professional development. In conclusion, the collaborative supervision model is an effective strategy for improving both teacher competence and student learning outcomes, particularly in schools facing academic challenges.
Co-Authors Achyar, Novriyanti Afrianti, Sonia Afrinawati, Fitria Ahmad Sabandi Aini Septia Rahmalita Akram Maulana Yamin Alfikri Pratama Algeri, Dea Fazana Alim Harun Pamungkas Ananta, Dea Andreki Ariesta Andreki Ariesta Anggellyca Desdila Hamndani Anggreeny, Desi ANISAH Anisah Anisah Anisah Anisah Anisah Anugrah, Septriyan Arif Budi Prasetya Aulia Nisa, Anifa Ayudhia, Elga Az-Zahra, Afifah Azizah Pratiwi Budi Utama, Hendri Cania, Nina Putri Darnilla, Nella Davin Malik Alfaruqi Dea Ananta Dea Stivani Suherman Defril Syafrin Desfitri Ramadhani Dhea Amanda Putri Dinda Amanda Saqira Dinda Ariyani Diva, Mutiara Divia Putri Dwi Fuji Hastuti Elizar Ramli Elsha Destria Metta Enceria Damanik Ermita Ermita ERNA SURYANI Fadilatul Istiqamah Fadilul Rahman Fajria , Azizah Faras Abiyu Femia Rizky Fifin Wildana Fira April Liani, Fira April Liani Fitri, Anju Rizka Fitri, Felia Ginanjar, Singgih Gistituati, Nurhijrah Gistituati, Nurhizrah Gistituati Hade Afriansyah Hadiyanto Hadiyanto Hadiyanto Hadiyanto, Hadiyanto Hayati, Nikmah Indra Putra, Mija Intan Fadilla Dewi Intan Nurainia Intan Olivia Intan Purnama Sari Irfan Prima Bakti Irsa Salsabila Irsyad Irsyad, Irsyad Irsyad, Irsyad irsyad, irsyad Jasrial Jasrial Jasrial Jasrial Jasrial, Jasrial Jihan Salsabilla Hendri Johandri Taufan Kadri, Hanif Al Karmijah, Popi Karnila Karnila, Karnila Keysha Ardian Fatika Kurnia Putri, Suci Kusman, Yuskal Lara maisiska Lida Yati Lisa Nilhuda Lusi Susanti Lusi Susanti, Lusi Luthfiani, Luthfiani Malahayati, Rahmi Marhayani Marika Setiawati Marsidi, Sufyarma Mawarni Safitri Merika Setiawati Muhamad Abdul Aziz Murni Safitri Mutia Maharani Mutya Ayu Henirwan Nadila Desmiati Nadya Putri Aidil Nasyanda Indah Joelia Natasya Saputri Nelfia Adi Nelitawati, Nelitawati Nellitawati Nellitawati Nellitawati Nellitawati Nellitawati Nikmah Hayati Nina Puspita Nofriansyah, Rifki Nur Hazizah Nurhizrah Gistituati Nurmina Nurmina, Nurmina Nurvianto, Haryati Oksyaviani, Ardita Oktaviani Safitri Pardilla, Putri Permata Sari, Dewi Pri SisiliaWindy Puja, Sahara Pujianti, Ninit Putri Anggraini Putri Utami Putri, Suci Kurnia Putri, Vilda Yulia Rahma, Ghina Azelia Rahmawati, Nadia Rahmiyana Febriana, Dwi Ramadhan, Fitrah Rana Adiza Putri Rante, Baret Ratih Elvikha Yulasri Renggo Geni, Reni Reni Gusnita Rezi Salsabila Rifma Rifma Rifma Rismayani, Risha Ritika, Yunia Rizki Rahmad Alvaro Rizki, Ridonal Rori Dolayance Rusdinal Rusdinal Rusdinal Rusdinal Rusdinal, Rusdinal Sabandi, Ahmad Salsabila, Irsa Santoso, Yulianto Sari Febrianti Sentia Devi Septia Rahmalita, Aini Serli Kurnia Ilahi Silvia, Firly Sri Wardah Utami Srina Desmira Sufyarma Marsidin Sufyarma Sufyarma SULASTRI Sulastri - Sulastri Sulastri Sulastri Sumiarni Sumiarni Susanti , Lusi Syahril Syahril Syahril Syahril Syahril Tahany Nabila Putri Tiara Aulia Tiara Tri Fitri Utama, Rizky Indra Utari, Shielvy Permata Vonlihana Putri, Ginta Wahyu Pratama Widiawati Wildanah, Fifin Winanda Amelia Windi Lestari Wulandari, Cut Reza Yahya Yahya Yeza Putri Zahri Yuda, Yuda Maimandre Yulianto Santoso Zahra, Nurul Musthofia Zahratul Azizah