Article Per Year (5 Year)
p-Index From 2021 - 2026
1.756
P-Index
This Author published in this journals
All Journal Jurnal Manajemen & Supervisi Pendidikan Jurnal Administrasi dan Manajemen Pendidikan JAMP : Jurnal Administrasi dan Manajemen Pendidikan Journal of K6 Education and Management Jurnal Inovasi, Kreatifitas Anak Usia Dini Early Childhood and Family Parenting Journal Journal of General Education and Humanities Jurnal Konseling Pendidikan Islam Cendikia Pendidikan
Metroyadi, Metroyadi
Unknown Affiliation
Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 14 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 14 Documents
Search

 1   2 
ACADEMIC SUPERVISION BY SCHOOL PRINCIPALS (MULTISITE STUDY AT SDN SN PELAMBUAN 4 AND SDN MELAYU 2 IN BANJARMASIN CITY) Dahlia, Dahlia; Aslamiah, Aslamiah; Metroyadi, Metroyadi
Jurnal Konseling Pendidikan Islam Vol. 7 No. 1 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i1.1106

Abstract

The principal has the duty as a supervisor. In supervision, the principal has the duty and responsibility to advance teaching through continuous improvement of the teaching profession. The purpose of this study is to analyze in depth the model, approach, and follow-up of the principal's academic supervision at SDN SN Pelambuan 4 and SDN Melayu 2 in Banjarmasin City. This study uses a qualitative approach with a multi-site study design and data collection techniques through interviews, observation, and documentation. The research data sources are the principal and teachers. Data analysis uses descriptive analysis starting with data condensation, data presentation, drawing and verifying conclusions. Data validity checking techniques are carried out through observation and triangulation. The results of this study show that the supervision model implemented using a clinical model through case discussions and traditional with direct classroom observation is able to improve teacher performance and provide effective learning facilities for students through the pre-supervision, supervision, post-supervision or follow-up stages. The academic supervision approach is carried out indirectly through discussions with teachers before and after supervision activities. The collaborative approach has been able to help teachers provide alternative solutions to the problems being faced. The follow-up of academic supervision has been carried out as it should be as a concrete form of improvement and enhancement of the quality of learning and creating competent graduates.
Evaluasi Capaian Program Supervisi Pengajaran untuk Optimalisasi Praktik Pembelajaran di SMAN 5 Banjarmasin Anggraeni, Sulis; Maryani, Besse; Syukran, Agus; Sulistiyana, Sulistiyana; Metroyadi, Metroyadi
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 8, No 4 (2025): Volume 8 No 4 Desember 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: This study aims to evaluate the implementation of the instructional supervision program at SMAN 5 Banjarmasin by examining its execution quality, feedback effectiveness, and the extent to which follow-up actions support improvements in teachers’ classroom practices. Data were collected through interviews with the principal, teachers, and supervisors, classroom observations, and an analysis of supervision documents. The findings indicate that supervision has contributed to enhancing teacher reflection and lesson planning; however, it has not consistently led to sustained changes in teaching practices. The supervision process remains largely administrative, offering limited opportunities for pedagogical guidance, deep reflection, and collaborative problem-solving. Differences in stakeholders’ perceptions and irregular observation schedules further reduce the consistency and quality of supervision. Moreover, follow-up actions after supervision are insufficiently structured, resulting in only a small proportion of recommendations being implemented by teachers. These findings align with existing literature emphasizing the importance of dialogic supervision, ongoing coaching, and systematic monitoring to ensure that professional development translates into classroom practice. The study recommends strengthening supervisors’ competencies, utilizing more comprehensive observation instruments, and adopting evaluation models such as CIPP to ensure that supervision functions as a professional learning process rather than a procedural requirement. With these improvements, the supervision program is expected to play a more effective role in enhancing teaching quality and supporting continuous teacher development. Keywords: CIPP, program evaluation, teaching supervision, teacher professionalism Abstrak: Penelitian ini bertujuan mengevaluasi pelaksanaan program supervisi pengajaran di SMAN 5 Banjarmasin dengan menelaah kualitas implementasi, efektivitas umpan balik, serta keberlanjutan tindak lanjut supervisi terhadap peningkatan praktik pembelajaran guru. Data dikumpulkan melalui wawancara dengan kepala sekolah, guru, dan pengawas; observasi kelas; serta analisis dokumen supervisi. Hasil penelitian menunjukkan bahwa supervisi telah memberikan kontribusi terhadap peningkatan refleksi guru dan perencanaan pembelajaran, namun belum sepenuhnya menghasilkan perubahan mengajar yang konsisten. Pelaksanaan supervisi masih berfokus pada aspek administratif sehingga ruang pembinaan pedagogik, seperti diskusi mendalam dan refleksi terarah, belum berjalan optimal. Variasi persepsi antar-pemangku kepentingan dan ketidakteraturan observasi juga menyebabkan mutu supervisi tidak merata. Selain itu, tindak lanjut supervisi belum terstruktur dan hanya sebagian kecil rekomendasi yang benar-benar diterapkan oleh guru. Temuan ini diperkuat oleh literatur mengenai pentingnya supervisi dialogis, coaching berkelanjutan, serta mekanisme pemantauan yang konsisten untuk memastikan transfer pengetahuan ke praktik pembelajaran. Studi ini merekomendasikan penguatan kapasitas supervisor, penggunaan instrumen observasi yang lebih komprehensif, serta penerapan model evaluasi seperti CIPP untuk memastikan supervisi berjalan sebagai proses pembinaan profesional, bukan sekadar pemenuhan administrasi. Dengan penguatan tersebut, supervisi diharapkan dapat berperan lebih efektif dalam meningkatkan kualitas pembelajaran dan kinerja guru secara berkelanjutan. Kata kunci: CIPP, evaluasi program, supervisi pengajaran, profesionalisme guru
Case Study: Factors Causing Low Student Activeness in Grade 5 at SDN 05 Muara Ilai in the IPAS Subject Ricardo, Fransiskus; Firandhi, Vikram Yuda Octa; Metroyadi, Metroyadi
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1142

Abstract

This study investigates the factors contributing to low student activeness in Grade 5 at SDN 05 Muara Ilai in the Integrated Natural and Social Sciences (IPAS) subject. The research aims to identify and analyze the internal and external factors that influence students’ participation during classroom learning. A qualitative approach with a case study design was employed to gain an in-depth understanding of the phenomenon. Data were collected through classroom observations, interviews, and documentation involving the class teacher, the student’s seatmate, and the previous class teacher. The findings reveal that low student activeness is caused by the interaction of multiple factors. Internal factors include biological conditions, particularly health-related issues, which significantly affect students’ physical readiness, concentration, and energy levels. These biological factors are closely linked to psychological aspects such as low motivation, lack of self-confidence, emotional withdrawal, and cognitive difficulties in maintaining focus and processing information. External factors also contribute to the problem, including limited parental support, unfavorable home learning environments, inadequate school facilities, limited health services, and teacher-centered instructional methods dominated by lectures. Socio-cultural influences, such as peer interaction patterns and limited social support regarding health awareness, further affect student participation. In conclusion, low student activeness in IPAS learning arises from the complex interaction of internal and external conditions. Improving student engagement requires integrated efforts addressing health, learning environments, and social support systems.
The Influence of Green Leadership, Teacher Work Culture and Work Motivation on the Performance of Elementary School Teachers Herniyanti, Mega; Metroyadi, Metroyadi; Hadi, Sutarto
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 9, No 3 (2025): Vol. 9 No. 3 Juli 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um025v9i32025p367

Abstract

Abstract: This study aims to describe green leadership, teacher work culture, work motivation, and teacher performance, as well as analyze the direct and indirect effects of these variables on the performance of public elementary school teachers in Salam Babaris District, Tapin Regency. The study employed a quantitative approach with a descriptive method. The population consisted of 97 teachers, all of whom were selected as research samples. Data were collected using questionnaires that met the validity and reliability criteria. Data analysis was conducted using descriptive statistics and path analysis. The findings reveal that green leadership, teacher work culture, and work motivation fall into the good category. Statistically, green leadership, teacher work culture, and work motivation have direct effects on teacher performance. Additionally, work motivation functions as a mediating variable that strengthens the indirect effects of green leadership and teacher work culture on teacher performance. These results indicate that visionary and inspirational school leadership, a positive and supportive work culture, and high work motivation contribute to improving teacher performance. The study recommends that school principals enhance environmentally oriented leadership, provide clearer explanations of task responsibilities, and promote open and fair communication to create a supportive working environment for sustainable improvement in teacher performance. Keywords: Green Leadership; Teacher Work Culture; Work Motivation; Teacher Performance
Co-Authors Agusta, Akhmad Riandy Anggraeni, Sulis Aslamiah Aslamiah Baiti, Noor Dahlia Dahlia Fajriah, Nurul Firandhi, Vikram Yuda Octa Halimatussadi’yah, Halimatussadi’yah Herniyanti, Mega Latifah Latifah Mardhiah, Amalia Maryani, Besse Muhammad Rahmatullah, Muhammad Muhammad Saleh Ricardo, Fransiskus Rizka Amalia Sahbani, Sahbani Siti Frida Anggraini Suhaimi Suhaimi Sulistiyana, Sulistiyana Sutarto Hadi Syukran, Agus Wahyu Wahyu Wati, Radiyah