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All Journal Proceedings of Annual International Conference Syiah Kuala University - Social Sciences Chapter Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Social Science 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 Konseling Pendidikan Islam Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Mardiana, Dinny
Universitas Islam Nusantara
Religion Humanities Chemistry 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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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.
Dampak Kepemimpinan Transformasional Kepala Sekolah Terhadap Kinerja Guru di Era Digital (Studi Kualitatif di SMP Negeri 3 Cikampek) Kaniati, Nia; Virgo, Agus; 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.v3i3.1216

Abstract

There is still limited research that examines in depth the implementation of transformational leadership of school principals and their impact on teacher performance in the digital era, especially at the junior high school level. The transformation of education in the digital era requires the active role of school principals in encouraging the improvement of teacher performance in an adaptive and sustainable manner. This study aims to find and analyze the transformational leadership of school principals in improving teacher performance in the digital era. This research uses a qualitative approach with a descriptive analysis method. The data collection method was carried out through observation, in-depth interviews, and documentation studies. Samples are selected based on purposive sampling. The selected samples were school principals, teachers based on education level and class rank, students based on roles in school organizations. Data analysis is done through the stages of data reduction, data presentation, and conclusion drawn, with data validity tests using triangulation of sources, techniques, and time. The results of the study show that (1.) school principals have applied transformational leadership principles through the involvement of teachers in deliberation and decision-making as well as encouragement for digital learning adaptation; (2) the implementation of leadership has not been completely consistent, especially related to sudden policy changes and lack of adequate socialization; (3) Leadership has an impact on teacher performance, especially in the planning and implementation of digital learning, and affects the stability of teachers' motivation and work effectiveness. Conclusion: transformational leadership of school principals has great potential in improving teacher performance in the digital era, but its effectiveness is largely determined by policy consistency, clarity of communication, and attention to individual teacher needs. These findings provide theoretical and practical contributions to the development of leadership of school principals that are adaptive to the challenges of educational digital transformation.
Perencanaan Pemanfaatan Media Pembelajaran Digital Dalam Meningkatkan Kompetensi Sosial Guru Dewi, Ratna; Normayunita, Rizki; 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.v3i3.1217

Abstract

The use of digital learning media is one of the important strategies in answering the challenges of educational transformation in the digital era, especially in improving the quality of teachers as a whole. In addition to contributing to strengthening pedagogic and professional competence, digital learning media also has great potential in developing teachers' social competence, especially in the aspects of communication, collaboration, and professional interaction. This study aims to analyze in depth the planning and management of the use of digital learning media in improving the social competence of teachers at SDN 2 Plered. This study uses a qualitative approach with a descriptive method. The analytical framework refers to Henry Fayol's management functions which include planning, organizing, directing, coordinating, and controlling (POCCC), and is analyzed using the Input–Process–Output–Outcome (IPO) model. The research subjects consist of school principals, teachers, school operators, and related parties involved in the implementation of digital learning. Data collection techniques were 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, with the validity of the data maintained through source triangulation and technical triangulation. The results of the study show that the planning for the use of digital learning media at SDN 2 Plered has been supported by school policies and the availability of digital infrastructure facilities. The organization of resources and briefings carried out by the principal encourage teachers to use digital media more actively and collaboratively. The use of digital learning media has been proven to contribute positively to improving teachers' social competence, especially in communication skills, cooperation between teachers, and professional interaction. However, the limitations of internet network infrastructure and the lack of optimal control and evaluation systems based on social competency indicators are still the main obstacles in the implementation of digital learning.
Manajemen Sarana dan Prasarana Olahraga dalam Upaya Meningkatkan Prestasi Non Akademik Siswa Supriatna, Acep; Dahtiar, Dadan; 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.v3i3.1218

Abstract

This study aims to describe in depth how the management of sports facilities and infrastructure contributes positively to the improvement of non-academic achievement of students. The focus of the research departs from the problem of limited school sports facilities and their management that is not optimal, so that students have not received adequate environmental support to develop their potential and achievements in the field of sports. Using the POAC (Planning, Organizing, Actuating, Controlling) theoretical framework, this study traces how the process of planning, organizing, implementing, and supervising sports infrastructure facilities is carried out by schools. This research uses a qualitative paradigm with data collection methods in the form of observation, in-depth interviews, and documentation studies. Respondents in this study included school principals, PJOK teachers, infrastructure management staff, and other related parties. All data were analyzed through a systematic process of reduction, presentation, and conclusion drawn. The results of the study show that sports infrastructure planning has been carried out, but it has not fully referred to the applicable educational facility standards. The organization already has a basic structure, but its implementation has not been optimally carried out due to limited resources. At the implementation level, the use of infrastructure in both PJOK and extracurricular learning is not optimal due to the limited availability of tools and training spaces. Meanwhile, supervision is carried out informally and has not been supported by a structured evaluation mechanism. This study emphasizes that the management of well-planned, organized, and supervised sports facilities and infrastructure is a strategic factor in improving students' non-academic achievement. Strengthening planning, improving coordination, optimizing the use of facilities, and continuous supervision are steps that need to be taken by schools.
Implementasi Kepemimpinan Kepala Sekolah dalam Mewujudkan Program Sekolah Inklusi (Studi Kasus SDN 2 Nangewer Kabupaten Purwakarta) Syuhada, Imam; Syahputra, Darto; 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.v3i3.1219

Abstract

The implementation of inclusive schools is a strategic effort in realizing fair, quality, and friendly educational services for all students without discrimination. The success of the inclusion school program is largely determined by the principal's leadership in designing policies, managing resources, and building an inclusive school culture. This study aims to describe and analyze the implementation of the principal's leadership in realizing the inclusion school program at 2 Nangewer State Elementary School, Darangdan District, Purwakarta Regency. This study uses a case study approach with qualitative research methods. The data collection method was carried out through observation, in-depth interviews, and documentation studies involving school principals, teachers, education staff, parents, and other related parties. Data analysis techniques are carried out through the stages of data reduction, data presentation, and conclusion drawn, while data validity is tested through triangulation of sources and techniques. The results of the study show that (1) the leadership of the school principal has implemented through participatory inclusion program planning, teacher competency development, provision of supporting facilities and infrastructure, and the creation of an inclusive school climate and culture; (2) The principal plays the role of an educator, manager, motivator, and supervisor in encouraging the implementation of adaptive and friendly learning for students with special needs. However, the implementation of the inclusive school program still faces several obstacles, such as limited human resources, special support facilities, and uneven understanding of teachers. Therefore, it is necessary to strengthen policies, improve the competence of educators, and collaborate with various parties to optimize the implementation of inclusive schools.
The Effectiveness of The Implementation of Child-Friendly Schools in Preventing Bullying Behavior at SDN Salammulya Purwakarta Mustopa, Epi Saepul; Hidayat, Pian Firman; 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.v3i3.1231

Abstract

Bullying behavior in the elementary school environment is a serious problem that has an impact on the psychological and social development of students. Child-Friendly Schools are here as a strategic approach to create a safe, inclusive, and violence-free educational environment. This study aims to analyze the effectiveness of the implementation of child-friendly schools in preventing bullying behavior. The research uses a qualitative approach with a case study method. Data were collected through observations, in-depth interviews, and documentation studies. Determination of responders using purposive sampling technique. The principal respondents were chosen because they were managers, teachers were selected based on class rank, and students were selected based on the position of class leader in the upper class. The results of the study show that the organization of the program is carried out systematically and participatory, involving the principal, teachers, students, and parents. Structured program coordination with the appointment of coordinators and monthly regular meetings. Implementation has been proven to be effective in preventing bullying through character building, positive habituation, and gradual case handling that integrates anti-bullying education and intensive communication with parents is . Key supporting factors include the principal's policies, a clear coordination structure, and planned case management. However, the main obstacle is the limitation of child-friendly facilities and infrastructure, which schools overcome through adaptive strategies. Conclusion: The implementation of Child-Friendly Schools at Salammulya State Elementary School is quite effective in preventing bullying behavior, although it is still constrained by limited facilities and infrastructure
Evaluation of Transformational Leadership of Principals in Improving Teacher Performance at SDN 1 Bojong Timur Purwakarta Regency Umara, Rohmat; Nurmilah, Irma; Mardiana, Dinny; Soro, Suharyanto H
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.v3i3.1240

Abstract

Teachers are an important factor in the success of the learning process; therefore, teacher performance directly influences the quality of education. The principal's leadership also plays an important role in enhancing teacher motivation and performance. While previous studies have indicated that transformational school leadership has a positive impact on teacher performance, it remains unclear how the evaluation process within transformational leadership specifically improves performance. This study aims to analyze the controlling stage, based on Henry Fayol’s theory, of transformational school leadership in an effort to enhance teacher performance. This research employs a qualitative method with a case study approach. Data were collected through observation, in-depth interviews, and documentation studies. Samples were selected via purposive sampling, involving the school principal as a manager and teachers meeting specific criteria. Overall, the results indicate that the transformational leadership practices of the principal align with Henry Fayol’s POCCC theory, particularly in the controlling stage. In practice, the principal exercises control through supervision and collective reflection with teachers, which is documented in a supervision book. This book contains records of planned activities adjusted to the school’s vision and mission. The study concludes that transformational leadership at SDN 1 Bojong Timur, Purwakarta Regency, has proven successful in increasing teachers' morale, motivation, and responsibility, thereby contributing positively to the improvement of teacher performance.
The Essentiality of Teacher Supervision as a Positive Cultural Driver in Creating Effective Schools at SDN Ciwangi, Purwakarta Regency Cahyono, Rendra Bagus; Haryati, Elis; Mardiana, Dinny; Soro, Suharyanto H
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.v3i3.1241

Abstract

Effective schools play an important role in the implementation of quality education that supports a conducive, characterful, participatory and sustainable school climate. One of the strategic factors in realizing an effective school is the supervision carried out by teachers as agents of change in schools. Although many effective schools are found in Indonesia, the realization is that there are still shortcomings in the supervision process, namely administrative, fragmentary, lack of collaboration, and low motivation for teachers to become positive cultural drivers. This research uses a qualitative approach with case studies. The selection of case studies aims to gain a deep and comprehensive understanding of the essentiality of teacher supervision as a positive cultural driver in creating effective schools. The research was carried out at SDN Ciwangi, Purwakarta Regency. Data collection techniques through observation, interviews and document studies. The subjects of the study were determined through purposive sampling , namely 1 principal as the key informant, 5 teachers as the main informant, and 12 students as supporting informants from the impact of supervision. Structured and participatory supervision planning with the preparation of integrated supervision guidelines in school programs. The implementation of supervision is carried out in a collaborative and structured manner by directly observing student behavior in both intracurricular, cocurricular, extracurricular, and school culture processes. The evaluation process is carried out in a participatory and continuous manner through regular school meetings, the school's internal learning community, and parental feedback through google forms. Follow-up activities by selecting and sorting out indicators that have been achieved well and those that have not been used to improve teacher supervision strategies so that effective schools are created. Conclusion: Teacher supervision that drives positive culture is proven to support the creation of effective schools through planned, structured, participatory and sustainable supervision management
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 Enung Elda Martina Gaffar, Muhammad Andriana Gumelar, Dede Ipan Hartanto, Bobby Jahroni Haryati, Elis Hetiawati, Ruri C. Hidayah, Deni Hidayat, Pian Firman Istiqomah, Hilmi Aulia 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 Normayunita, Rizki Noviyanti Noviyanti, Noviyanti Nur Sopa nuraeni azizah Nurfitri Nurfitri Nurjanah Nurjanah Nurlaeli, Leli Nurmilah, Irma Nurmuminah, Ina Putra, Deni Ratna Dewi 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