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Fatimah, Iim
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PRAKTIK INSTRUCTIONAL LEADERSHIP KEPALA SEKOLAH DALAM MEMBANGUN BUDAYA PEMBELAJARAN KOLABORATIF DI SEKOLAH DASAR Fatimah, Iim; Indah Susi Irianti; Wahyu Haspri Nur Taryanti; Darsinah, Darsinah; Wafrotur Rohmah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.53769

Abstract

This study aims to provide an in-depth description of the principal’s instructional leadership practices in fostering a collaborative learning culture at SD Muhammadiyah Plus Semarang. The study is motivated by the importance of instructional leadership in supporting teachers’ professional development, enhancing the quality of teaching and learning processes, and strengthening a collaborative learning culture within the implementation of the Merdeka Curriculum in elementary schools. Instructional leadership is considered a strategic factor in creating a school environment that promotes reflection, collaboration, and continuous improvement in teaching and learning.This research employed a qualitative approach with a case study design to gain a comprehensive understanding of instructional leadership practices within the school’s social, cultural, and organizational context. The participants consisted of the principal, curriculum coordinator, and classroom teachers who were selected through purposive sampling based on their involvement in the school’s instructional programs. Data were collected through semi-structured interviews, participant observation, and document analysis. Data trustworthiness was established through source triangulation, method triangulation, member checking, and an audit trail. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing.The findings reveal that the principal’s instructional leadership was manifested through reflective pedagogical communication, the establishment of teacher learning communities, dialogic academic supervision, and the reinforcement of a collaborative work culture grounded in interpersonal relationships. The study also found that a collaborative learning culture developed through trust, open communication, the sharing of best practices, and teachers’ active engagement in collective reflection. This study contributes to strengthening the concept of relationship-based instructional leadership within the context of Indonesian elementary education. Practically, the findings offer important implications for developing more reflective, humanistic, adaptive, and collaborative school leadership models to enhance learning quality and support sustainable teacher professional development.
Co-Authors Ainun, Rizqi Nur Alawiyyah, Mujtahidatul Ali Yunus Rohedi Bagus Saputro, Triono Cahyono, Yoyok Darsinah Fahmi Astuti, Fahmi Faridawati Faridawati, Faridawati Gatut Yudoyono Harsono Harsono Indah Susi Irianti Irianti, Indah Susi khoimatun, Khoimatun Lila Yuwana Linda Silvia, Linda Lucky Putri Rahayu Muthmainnah, Melania Suweni Muntini Priambodo, Joko Puspitasari, Nurrisma Rahayu, Lucky Putri Putri Rahman Aliffianto, Lutfir S Sudarsono Sabar Narimo Sofyan Anif Sri Yani Purwaningsih, Sri Yani Sudarsono Suhada, Dadang Susilo Indrawati Sutama Suweni Muntini, Melania Suyatno Suyatno Taryanti, Wahyu Haspri Nur Tutik Nurhidayati Wafrotur Rohmah Wahyu Haspri Nur Taryanti