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All Journal Proceedings of Annual International Conference Syiah Kuala University - Social Sciences Chapter Pendas : Jurnah Ilmiah Pendidikan Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Social Science Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) International Journal of Educational Research and Social Sciences (IJERSC) International Journal of Economy, Education and Entrepreneurship (IJE3) Journal of General Education and Humanities Uninus Journal of Mathematics Educations and Science (UJMES) Journal of Innovation and Research in Primary Education Polinomial : Jurnal Pendidikan Matematika PERISAI: Pendidikan dan Riset Ilmu Sains Journal of Social Science Global Education Journal Sosio Religi: Jurnal Kajian Pendidikan Umum Jurnal Pengabdian Masyarakat dan Riset Pendidikan Journal of Innovative and Creativity
Mardiana, Dinny
Universitas Islam Nusantara
Religion Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Principal Supervision Management in Enhancing Teachers’ Information and Communication Technology Competence Syarofah, Lailis; Mardiana, Dinny
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.v5i1.1010

Abstract

This study aims to explore how principals’ supervision management contributes to improving teachers’ information and communication technology (ICT) competence in elementary schools. Using a qualitative case study design, the research was conducted in two public elementary schools in Tambora District, Jakarta. Data were collected through in-depth interviews, participant observation, and document analysis involving principals, teachers, and school supervisors. The findings reveal that supervision management, implemented through the functions of planning, organising, actuating, and controlling (POAC), plays a strategic role in strengthening teachers’ ICT competence. Participatory planning based on teachers’ needs, collaborative organisation of supervision teams, practice-oriented implementation through coaching and mentoring, and continuous monitoring and evaluation collectively foster teachers’ confidence, creativity, and ability to integrate digital technologies into classroom instruction. This study highlights that effective supervision management goes beyond administrative control and serves as a systemic approach to professional development. The findings have practical implications for school leaders in designing adaptive, sustainable supervision strategies to support digital transformation in elementary education.
POAC-Based Character Education Strategies for Fostering Student Discipline and Responsibility Aviani, Doris; Mardiana, Dinny
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.v5i1.1011

Abstract

This study aims to analyse character education strategies in improving students’ discipline and responsibility at SMP Al-Falah and SMP Kemah Indonesia 4 in Bandung. Employing a qualitative case study design, the research explores how character education is managed through the functions of planning, organising, actuating, and controlling (POAC). Data were collected through observations, in-depth interviews with principals, teachers, and students, and document analysis. The findings indicate that both schools have implemented character education initiatives oriented toward discipline and responsibility; however, their effectiveness remains limited. Character education planning tends to be general and lacks problem-based strategies; coordination among school actors is inconsistent; implementation relies mainly on routine habituation activities; and supervision emphasises sanctions rather than reinforcement of positive behaviour. These conditions hinder the internalisation of discipline and responsibility as intrinsic values among students. The study highlights the importance of systematic, integrated character education management, emphasising the principal’s role in fostering collaborative practices and balanced supervision to strengthen positive character development in secondary schools.
IMPLEMENTASI MANAJEMEN BERBASIS TUJUAN PADA MODEL PEMBELAJARAN DIGITAL BERBANTUAN GAME EDUKATIF MAZE UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA DI SMPN 3 CIPARAY DAN SMP AL-QONAAH BALEENDAH KABUPATEN BANDUNG PUTRA, DENI; Mardiana, Dinny; Soro, Suharyanto
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.40427

Abstract

The implementation of digital learning in schools has not been optimal in improving students’ critical thinking skills because technology is still used merely as a medium, has not been managed systematically or in a goal-oriented manner, and has not effectively promoted higher-level cognitive engagement in line with the demands of the Merdeka Curriculum and the development of High Order Thinking Skills. This study aims to examine the implementation model of digital learning based on the Maze educational game in improving students’ critical thinking skills through a Management by Objectives approach. The study employs a qualitative case study design using observation, interviews, and documentation with thematic analysis. The findings indicate that Maze-based learning is planned systematically with measurable objectives, implemented in an active and student-centered manner, and supported by continuous monitoring and evaluation. Supporting factors include teachers’ digital literacy, school principal leadership, the availability of digital facilities, and a collaborative culture, while inhibiting factors include technical constraints, differences in students’ abilities, and limited instructional time.
Analisis Penerapan Model Pembelajaran Berbasis Project Pada Mata Pelajaran Ipas Untuk Meningkatkan Prestasi Siswa Di Sdn Ciranjang Girang 2 Hera Asriana; Didah Nuraidah; Elis Sukmawati; Rania Meliani Santika Dewi; Dinny Mardiana
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.5810

Abstract

Penelitian ini bertujuan untuk mengkaji secara mendalam pengaruh penerapan model Pembelajaran Berbasis Proyek (PjBL) dalam meningkatkan prestasi belajar siswa pada mata pelajaran Ilmu Pengetahuan Alam dan Sosial ( IPAS ) di SDN Ciranjang Girang 2. Pendekatan penelitian menggunakan metode kualitatif dengan desain studi kasus yang fokus pada pengalaman, persepsi, dan dinamika proses pembelajaran PjBL pada pelajaran IPAS di kelas V. Data dikumpulkan melalui wawancara mendalam dengan guru dan siswa, observasi partisipatif selama proses pembelajaran, serta analisis dokumen hasil kerja siswa. Analisis data dilakukan dengan menggunakan thematic analysis untuk mengidentifikasi pola-pola, makna, dan tantangan yang muncul dalam penerapan model PjBL. Temuan penelitian menampilkan pemahaman yang kaya mengenai peningkatan kualitas pembelajaran dan perubahan perilaku belajar siswa setelah menggunakan PjBL. Penelitian ini juga mengungkap proses adaptasi guru dan siswa terhadap model pembelajaran baru, serta faktor-faktor yang mendukung maupun menghambat keberhasilan penerapan PjBL.Hasil kajian ini memberikan wawasan mendalam tentang bagaimana PjBL menciptakan lingkungan belajar yang dinamis dan signifikan dalam peningkatan prestasi siswa di sekolah dasar. Keywords:Ilmu Pengetahuan Alam dan Sosial ( IPAS), Model Pembelajaran Berbasis Proyek, Prestasi Belajar. ABSTRACT This study aims to examine in depth the impact of implementing the Project-Based Learning (PjBL) model on improving student achievement in Natural and Social Sciences (IPAS) at SDN Ciranjang Girang 2. The research approach used a qualitative method with a case study design that focused on the experiences, perceptions, and dynamics of the PjBL learning process in fifth grade. Data were collected through in-depth interviews with teachers and students, participant observation during the learning process, and analysis of student work documents. Data analysis was conducted using thematic analysis to identify patterns, meanings, and challenges that emerged in the implementation of the PjBL model. The research findings provide a rich understanding of the improvement in learning quality and changes in student learning behavior after using PjBL. This study also reveals the adaptation process of teachers and students to the new learning model, as well as factors that support and hinder the successful implementation of PjBL. The results of this study provide in-depth insights into how PjBL creates a dynamic learning environment and significantly improves student achievement in elementary schools. Keywords: Natural and Social Sciences (IPAS), Project-Based Learning Model, Learning Achievement.
PELAKSANAAN AKTIVITAS EKSTRAKURIKULER PASUKAN PENGIBAR BENDERA (PASKIBRA) DALAM PEMBENTUKKAN KARAKTER DISIPLIN SISWA SEKOLAH MENENGAH DI SMPN 2 BOJONGPICUNG Endang Sawitri; Widya Virtha; Neng Nani; Nandang Rusmana; Dinny Mardiana
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

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

Abstract

This study aims to describe the implementation of Flag-Raising Troop (Paskibra) extracurricular activities and to analyze their contribution to shaping students’ disciplinary character at SMPN 2 Bojongpicung. The study is grounded in the importance of discipline as a key pillar of student success within the context of the Merdeka Curriculum, which emphasizes the Profile of Pancasila Students and a positive school culture. A qualitative approach with a case study design was employed. The research subjects consisted of the principal, vice principal, Paskibra coach, and Paskibra members from grades VII, VIII, and IX. Data were collected through in-depth interviews, participant and non-participant observations of training sessions and flag ceremony implementation, as well as documentation studies of the school operational curriculum, extracurricular programs, school rules, and student discipline records. Data were analyzed using Miles and Huberman’s model, including data collection, reduction, display, and conclusion drawing, supported by source, technique, and time triangulation to ensure data validity. The findings show that Paskibra at SMPN 2 Bojongpicung is systematically designed, integrated with the school’s vision and mission, and emphasizes the habituation of time discipline, neatness, compliance with rules, and role modeling by the coach. Regular training, flag-raising duties, and positive routines positively impact students’ punctuality, rule compliance, sense of responsibility, independence, and self-confidence. Thus, Paskibra serves as a strategic vehicle for developing students’ disciplinary character at the secondary school level that is important to maintain and further strengthen.
Management of Karate Extracurricular Programs in Developing Students' Non-Academic Achievements: A Comparative Case Study Minah Minah; Dinny Mardiana
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2783

Abstract

Extracurricular activities play a crucial role in developing students' non-academic achievements, yet their management often remains suboptimal due to resource constraints and inadequate systematic approaches. This study examined how karate extracurricular programs are managed to support non-academic achievement development at two elementary schools in Jakarta, Indonesia. A qualitative case study design was employed at SDN Jembatan Besi 01 Pagi and SDN Kapuk 13 Petang from June to September 2025. Data were collected through in-depth interviews with principals, teachers, coaches, and students, participatory observations of training sessions, and document analysis. Miles and Huberman's interactive analysis model guided data analysis, while triangulation strategies ensured trustworthiness. Both schools implemented five management functions—planning, organizing, actuating, controlling, and follow-up—though with varying effectiveness. SDN Jembatan Besi 01 Pagi demonstrated more systematic planning documentation, balanced evaluation incorporating character development indicators, and proactive external partnerships. SDN Kapuk 13 Petang faced coach shortages and emphasized competition-focused evaluation. Both programs contributed to students' discipline, self-confidence, cooperation skills, and competitive achievements. Effective karate program management requires systematic application of management functions with contextual adaptation, balanced evaluation approaches, and stakeholder collaboration. Findings provide actionable guidance for enhancing extracurricular program quality in resource-constrained settings.
Adaptive Leadership in Digital Transformation: A Comparative Case Study of Principal Management Strategies Across Contrasting Resource Contexts Hilmi Aulia Istiqomah; Dinny Mardiana
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2787

Abstract

Digital transformation in education faces implementation challenges despite adequate technological infrastructure, with teachers experiencing difficulties in digital administrative tasks. This study examined how school principals enhance teachers' administrative effectiveness in the digital era through Planning, Organizing, Actuating, and Controlling (POAC) management framework across contrasting resource contexts. A comparative qualitative case study was conducted at SDN 1 Pasirwangi and SDN 1 Padaasih, Garut Regency, involving two principals, twelve teachers, and four administrative staff. Data were collected through in-depth interviews, participatory observation, and document analysis from August to September 2025, analyzed using Miles and Huberman's interactive model with source and method triangulation. Both schools achieved substantial digital administrative effectiveness through contextually adapted POAC implementation. SDN 1 Pasirwangi employed structured systems with formal ICT teams and participatory planning, optimizing government-provided infrastructure. SDN 1 Padaasih compensated for limited resources through intensive principal engagement, informal peer networks, and creative adaptation strategies. Unexpectedly, teacher age showed no correlation with digital competence development. Adaptive leadership implementation of POAC principles constitutes the critical success factor, transcending infrastructure availability. Leadership quality, particularly in fostering teacher motivation and providing solution-oriented supervision, determines digital transformation outcomes more significantly than resource abundance, challenging infrastructure-centric assumptions in educational technology literature.
The Existence of the Implementation of Academic Supervision of Principals in Improving the Personality Competencies of Early Childhood Teachers: A Case Study in the Context of Deep Learning Sari, Elistiana Wulan; Robi’ah, Eneng; Soro, Suharyanto; Mardiana, Dinny
Global Education Journal Vol. 3 No. 3 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v3i3.1187

Abstract

The improvement of the quality of early childhood education is not only determined by the pedagogical and professional abilities of teachers, but also by personality competencies that play an important role in creating a safe, comfortable, and meaningful learning environment for children. Early childhood education teachers are required to have emotional stability, patience, integrity, exemplary attitude, and the ability to build positive relationships with students. However, conditions in the field show that the implementation of academic supervision in many PAUD units is still administrative. Supervision is more focused on the implementation of school programs and learning assessments, while the personal needs and personality development of teachers are often not the main concerns. This study aims to describe and analyze the implementation of academic supervision by school principals in improving the personality competence of PAUD teachers through a deep learning approach. This research uses a qualitative descriptive method with a constructivist paradigm and was conducted as a case study at Ceria Children's Family Planning, Bandung. Data were collected through classroom observations, in-depth interviews, and documentation studies. Data analysis was carried out using the Miles and Huberman interactive model which included data reduction, data presentation, and conclusion drawn. The results of the study show that (1) Academic supervision that is carried out in a planned, humanistic, and sustainable manner can strengthen teachers' personality competencies; (2) The application of deep learning principles in supervision encourages teachers to reflect on themselves, manage emotions, increase a sense of responsibility, and develop a professional attitude in learning. This approach is in line with humanistic theory that emphasizes the development of individual potential through support, empathy, and positive appreciation for teachers. The conclusion of the study is that the implementation of academic supervision of school principals can improve the personality competence of PAUD teachers in the context of deep learning. Therefore, academic supervision needs to be carried out consistently with a more humanist approach in order to support the development of the personality of PAUD teachers in a sustainable manner.
Kepemimpinan Partisipatif dalam Mewujudkan Sekolah Terakreditasi Unggul (Studi Kasus di SDN Cijaya, Kecamatan Campaka, Purwakarta) Permana, Tatang; Nurmuminah, Ina; Soro, Suharyanto; Mardiana, Dinny
Global Education Journal Vol. 3 No. 3 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v3i3.1214

Abstract

The paradigm shift in school accreditation through the IASP 2024 instrument requires education units to focus not on administrative completeness alone, but on proof of performance and quality culture. The current challenge is that there are still many schools that only focus on the completeness of documents. It requires a leadership style of a school principal who is able to mobilize the full potential of school residents. This research aims to explore participatory leadership in realizing schools with superior accreditation status. This research uses a qualitative paradigm with a case study approach. The data collection method is through observation methods, in-depth interviews, and documentation studies. Samples are selected based on Purposive Sampling. In this case, the respondent/sample taken is the Principal chosen because as the manager and chairman of the KKKS, teachers are selected based on their level of education and class rank. Data analysis used the interactive model Miles, Huberman, and Saldana, and validated through triangulation of sources and techniques. The findings of the study show that (1) Planning is carried out in an inclusive manner by involving teachers, committees, parents, and the village government in the preparation of school programs; (2) This program is carried out through the empowerment and delegation of authority of the accreditation team according to the teacher's competence, so as to build a sense of ownership of the program. (3) Evaluation is characterized by open two-way communication and accountable administrative order and follow-up leads to continuous improvement that has an impact on the achievement of quality standards. It was concluded that participatory leadership at SDN Cijaya was effective following the theoretical foundation.
Implementasi Pendekatan Pembelajaran Mendalam dalam Meningkatkan Kompetensi Profesional Guru Hartanto, Bobby Jahroni; Nurdin, Ali; Soro, Suharyanto; Mardiana, Dinny
Global Education Journal Vol. 3 No. 3 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v3i3.1215

Abstract

The background of this research is based on the still dominance of learning practices that are oriented towards curriculum outcomes and surface learning outcomes, so that they have not fully encouraged conceptual understanding, reflection, and the meaning of learning. The deep learning approach is seen as a relevant strategy to answer these challenges because it emphasizes active engagement, critical thinking, and the association of knowledge with factual context. This study aims to analyze the implementation of the Deep Learning Approach in improving the professional competence of elementary school teachers. This researcher uses a case study approach with a qualitative research paradigm. The respondents in the study were the principal and teachers of SDN 2 Jatiluhur, Jatiluhur District, Purwakarta Regency. The data collection method was carried out through observation, in-depth interviews, and documentation studies. Data analysis is carried out interactively through the stages of data reduction, data presentation, and conclusion drawn. The results of the study show that (1) the implementation of systematically managed deep learning contributes positively to the improvement of teachers' professional competence, especially in material mastery, reflective pedagogic skills, and the application of authentic assessment; (2) This approach encourages the creation of more meaningful and humanistic learning. The conclusion of the research is that deep learning supported by effective school management can be a sustainable strategy in improving teacher professionalism.
Co-Authors Abdus Syukur, Imron Achmad Mudrikah Ahmatika, Deti Ali Nurdin Asep Ganjar Sukarelawan Asnirul Jannah Aviani, Doris Budiarso, Iwan Cahyono, Rendra Bagus Dadang Suherman Dahtiar, Dadan Didah Nuraidah Elis Sukmawati Endang Sawitri Enung Elda Martina Gaffar, Muhammad Andriana Gumelar, Dede Ipan Hartanto, Bobby Jahroni Haryati, Elis Hera Asriana Hetiawati, Ruri C. Hidayah, Deni Hidayat, Pian Firman Hilmi Aulia Istiqomah Iwan Setiawan Jamjuri, Endi Kaniasih, Nia Kaniati, Nia Komariah, Eneng Krisna Arya Wira Ardana Latifah, Aida Lindawati Lindawati Meilani, Mila Minah Minah Mira Meirani Munandar, A. Hafid Mustopa, Epi Saepul Nandang Rusmana Neng Nani Normayunita, Rizki Noviyanti Noviyanti, Noviyanti Nur Sopa nuraeni azizah Nurfitri Nurfitri Nurjanah Nurjanah Nurlaeli, Leli Nurmilah, Irma Nurmuminah, Ina Putra, Deni Rania Meliani Santika Dewi Ratna Dewi Rina Widyastuti Robi’ah, Eneng Rosmuliawati, Ade Siti Ruhyat, Alpa Salinan, Salinan Saputra, Samnur Sarhindi, Sarhindi Sari, Elistiana Wulan Sarif Alit Budiman Suharyanto H. Soro Suhendraya Muchtar, Hendi Sujani, Asep Sujiarto, Heru Supriatna, Acep Syahputra, Darto Syarofah, Lailis Syuhada, Imam Tatang Permana, Tatang Umara, Rohmat Usep Kosasih virgo, Agus Wahab, Saskia Damayanti Widya Virtha