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All Journal Jurnal Konseling dan Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Fokus : Jurnal Kependidikan STKIP YPM Bangko SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Journal of Educational Administration and Leadership (JEAL) e-Jurnal Apresiasi Ekonomi Indonesian Educational Administration and Leadership Journal (IDEAL) Jurnal Penelitian Pendidikan Indonesia Vox Populi: Jurnal Umum Pengabdian Kepada Masyarakat
Elfisa, Yesi
Universitas Merangin, Jambi
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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PENGARUH SUPERVISI AKADEMIK KEPALA SEKOLAH DAN KOMPETENSI PEDAGOGIK GURU TERHADAP KINERJA GURU SEKOLAH MENENGAH PERTAMA (SMP) Widyati, Endah; Budiman, Hendri; Elfisa, Yesi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.41145

Abstract

This study aims to analyze the effect of principals’ academic supervision and teachers’ pedagogical competence on junior high school teacher performance. A quantitative approach with an ex post facto design was employed because academic supervision and pedagogical competence had occurred naturally in the school context without any intervention from the researcher. The population comprised junior high school teachers, and the sample consisted of 72 teachers. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability. Data analysis used multiple linear regression preceded by assumption tests (normality, multicollinearity, and heteroscedasticity). The results showed that academic supervision had a positive and significant effect on teacher performance (Sig. = 0.001; B = 0.312), and pedagogical competence also had a positive and significant effect on teacher performance (Sig. = 0.000; B = 0.478). Simultaneously, academic supervision and pedagogical competence had a significant effect on teacher performance (Sig. = 0.000) with a coefficient of determination of R² = 0.532, indicating that both variables explained 53.2% of the variance in teacher performance. These findings highlight the importance of systematic, follow-up-oriented academic supervision and continuous development of teachers’ pedagogical competence to improve junior high school teacher performance. Keywords: Academic Supervision, Pedagogical Competence, Teacher Performance, Junior High School, Ex Post Facto.
PERAN KEPALA SEKOLAH SEBAGAI INTRUCTIONAL LEADER DALAM MENINGKATKAN KUALITAS PEMBELAJARAN MENDALAM Budiman, Hendri; Pratiwi, Iif; Elfisa, Yesi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.41249

Abstract

This study aims to describe the role of the principal as an instructional leader in improving the quality of deeper learning in schools. The study employed a descriptive qualitative approach, with data collected through interviews and document analysis. The informants included the principal as the key informant, as well as teachers and the vice principal for curriculum affairs as supporting informants. Data were analyzed through the stages of data reduction, data display, and conclusion drawing. The findings indicate that the principal enhances the quality of deeper learning through: establishing and strengthening a deeper-learning vision and mission that emphasizes student-centered learning and the development of critical, creative, collaborative, and reflective thinking; aligning instructional programs to ensure coherence among learning objectives, learning activities, and assessment so as to promote conceptual understanding and the application of knowledge; implementing improvement-oriented academic supervision followed by specific feedback on instructional processes; supporting teachers’ professional development and a culture of collaboration through professional learning forums and instructional reflection; and using learning data as a basis for improvement and follow-up actions. These findings suggest that deeper learning is more effectively developed when positioned as a school-wide quality agenda supported by consistent instructional leadership.
ANALISIS KEMAMPUAN LITERASI DAN NUMERASI SISWA SMPN 04 MERANGIN BERDASARKAN HASIL TRY OUT AKADEMIK: SEBUAH STUDI DIAGNOSTIK AKADEMIK Yuliasary, Sisca; Hawari, Ken; Elfisa, Yesi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 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.v11i01.41417

Abstract

This study investigates students’ reading literacy and numeracy at SMPN 04 Merangin using Academic Try Out results as a diagnostic basis to formulate data informed instructional follow-ups. Employing a qualitative case study design, the study primarily draws on document analysis of Try Out score reports and test blueprints/items, supported by domain/indicator coding and descriptive statistics to map achievement profiles. The participants were 16 students completing 40 items (20 literacy; 20 numeracy). Results indicate a mean literacy score of 61.25% (SD=16.68), a lower mean numeracy score of 49.38% (SD=15.69), and an overall mean of 55.31% (SD=15.62), with scores ranging from 32.5% to 82.5%. Ten out of sixteen students scored below 50% in numeracy, compared to five in literacy; seven students were below 50% overall. The literacy–numeracy gap was relatively consistent, averaging 11.88 percentage points, with several students showing gaps of ≥20 points highlighting numeracy as the primary intervention priority. These findings underscore the value of leveraging Try Out data as a needs-assessment map to guide targeted numeracy remediation emphasizing modeling and interpretation, strengthening higher-order reading literacy (inference and evaluation), and implementing indicator-based formative assessment to monitor progress over time.
Co-Authors Ade Taufan Akbar, Muhammad Tulus Angra Melina Firman , Firman Firman Firman Hasmitawati Hawari, Ken Hayati Hayati Hendri Budiman Mardalena Mardalena Mardalena Mardalena Muazza Muazza Mukhlis Yunus Mukhlis Yunus Pratiwi, Iif Rasyani, Desinta Sarinah Sarinah Sarinah Sarinah Saukani, Saukani Usvita, Mega Widyati, Endah Yuliasary, Sisca Zebron, Zebron