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All Journal Jurnal Ilmiah Pendidikan Dasar Cetta: Jurnal Ilmu Pendidikan IQRO: Journal of Islamic Education Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Media Manajemen Pendidikan JIIP (Jurnal Ilmiah Ilmu Pendidikan) SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Journal of Educational Sciences JGK (Jurnal Guru Kita)
Nyoman, Ngurah Ayu
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Religion Arts Humanities Education Environmental Science Library & Information Science Mathematics Social Sciences Other

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The Effectiveness of Coaching-Based Academic Supervision in Improving Teacher Performance: A Case Study at SD Negeri 1 Sedan Astuti, Yanti Yuni; Nyoman, Ngurah Ayu; Prayito, Muhammad
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.983-997

Abstract

Improving teacher performance remains a central priority in efforts to enhance instructional quality in Indonesian primary schools. Conventional supervision practices, which often focus on administrative compliance, have been criticized for their limited impact on classroom instruction. In response, coaching-based academic supervision has emerged as a more empowering and reflective approach to professional development. This study examines the effectiveness of coaching-based academic supervision in improving teacher performance at SD Negeri 1 Sedan. Using a qualitative descriptive design, data were collected through interviews, observations, and documentation, then analyzed using an interactive model of data condensation, data display, and conclusion drawing. The findings show that coaching enables principals to identify teacher needs through data-driven analysis, establish flexible supervision schedules, and set clear instructional performance indicators. During implementation, coaching fosters reflective dialogue, constructive feedback, and collaborative problem-solving, leading to improved lesson planning, classroom interaction, and pedagogical decision-making. Evaluation is conducted through joint reflection and analysis of observation results, forming the basis for continuous follow-up coaching. The study concludes that coaching-based supervision offers a more holistic and impactful model than traditional supervision, although it requires strong coaching skills and adequate time allocation. Future studies should examine long-term effects across diverse school contexts.
The Impact of Academic Supervision, School Culture, and Teacher Motivation on Learning Quality at Elementary School in Sedan District, Rembang Regency Purnomo, Yulianto Hery; Nyoman, Ngurah Ayu; Prayito, Muhammad
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.998-1010

Abstract

This study examines the impact of Academic Supervision by School Principals, School Culture, and Teacher Motivation on Learning Quality at elementary schools in Sedan District, Rembang Regency. Using a quantitative approach with multiple regression analysis, this research explores how these variables contribute to enhancing learning outcomes. Data was collected from 132 teachers across 26 elementary schools in the region through structured questionnaires and analyzed using statistical tools. The results indicate that all three independent variables have a significant positive impact on learning quality. Specifically, academic supervision by the school principal was found to have the strongest effect on the improvement of learning quality, followed by school culture and teacher work motivation. The study highlights the importance of effective academic supervision, a supportive school culture, and motivated teachers in achieving optimal educational outcomes. This research suggests that school leaders should focus on enhancing these factors to improve the quality of teaching and learning in schools. The findings contribute to understanding the factors that influence learning quality and provide insights for educational policy and practice in the context of Indonesian elementary schools.
Evaluating the effectiveness of Literacy and Numeracy Programs Using Educational Report Analysis: A Case Study at SD Sumbermulyo Pujiningsih, Ari; Nyoman, Ngurah Ayu; Prayito, Muhammad
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.1011-1024

Abstract

Literacy and numeracy are essential foundational competencies, yet many primary schools continue to face challenges in meeting expected mastery levels. SD Sumbermulyo in Sarang District, Rembang Regency implements literacy and numeracy programs aligned with the Merdeka Curriculum; however, educational report data show significant gaps in student achievement. This study aims to evaluate the effectiveness of these programs by analyzing their planning, implementation, and control, as well as students’ competency outcomes. Using a qualitative approach, data were collected through interviews with school stakeholders, classroom observations, and analysis of educational reports. The findings reveal that although the school has organized structured programs supported by teacher involvement and basic learning resources, more than 60% of students especially in lower grades have not met minimum reading and arithmetic standards. The study concludes that improving program effectiveness requires data-based adjustments, enhanced learning materials, improved time allocation for literacy activities, and stronger collaboration among teachers, parents, and the community. Overall, this research highlights the importance of educational report analysis as a practical tool for evaluating and strengthening literacy and numeracy programs in primary schools.
MANAGING LITERACY AND NUMERACY PROGRAMS BASED ON EDUCATIONAL REPORT ANALYSIS: A CASE STUDY AT SD SUMBER MULYO, SARANG DISTRICT, REMBANG REGENCY Pujiningsih, Ari; Nyoman, Ngurah Ayu; Prayito, Muhammad
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6630

Abstract

This study examines the management of literacy and numeracy programs at SD Sumbermulyo, Sarang District, Rembang Regency, based on an analysis of educational reports (Rapor Pendidikan). The research employs a qualitative approach, utilizing interviews, observations, and document analysis to evaluate the effectiveness of the programs. The findings indicate that while the school has made progress in planning and organizing literacy and numeracy programs, there are challenges in meeting the targeted competencies for students, especially in the early grades. The use of educational reports as a data-driven tool has enabled the school to identify areas of improvement and adjust the programs accordingly. However, further improvements are needed in terms of resource allocation, teacher training, and community involvement. The study contributes to the understanding of how data from educational reports can enhance the planning and evaluation of educational programs in primary schools.
A COACHING-BASED ACADEMIC SUPERVISION MODEL TO IMPROVE TEACHER PERFORMANCE: A CASE STUDY IN INDONESIAN PRIMARY EDUCATION Yuni Astuti, Yanti; Nyoman, Ngurah Ayu; Prayito, Muhammad
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6631

Abstract

This study explores the implementation of academic supervision based on coaching to improve teacher performance at SD Negeri 1 Sedan. The research employed a qualitative approach, using observations, interviews, and document analysis to assess the effectiveness of coaching-based supervision. The findings reveal that the systematic planning of supervision, which includes identifying teachers' developmental needs, scheduling, performance indicators, and the selection of coaches, plays a crucial role in enhancing teacher competency. The implementation of coaching-based supervision through direct classroom observation and reflective feedback was found to significantly contribute to continuous professional development. This study highlights the importance of a collaborative and reflective approach in academic supervision and distinguishes itself from previous research by emphasizing the role of the school principal as an active coach. The study concludes that coaching-based supervision has a positive impact on improving teacher performance and recommends further research in different school contexts to assess long-term effects.
Strategic management practices for enhancing learning quality and numeracy in elementary schools Musodik, M.; Nyoman, Ngurah Ayu; Soedjono, Soedjono
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 1 (2026): Jurnal Ilmiah Pendidikan Dasar
Publisher : Prodi PGSD FKIP Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/pendas.13.1.101-114

Abstract

This study examines the application of a comprehensive strategic management model in an elementary school participating in Indonesia’s Sekolah Penggerak program, with a particular focus on its conceptual contribution to understanding school-based strategic management in primary education. Drawing on Fred R. David’s strategic management framework, the research explores how the stages of strategy formulation, implementation, and evaluation are adapted and operationalised within the context of an elementary school to address challenges in learning quality and students’ numeracy skills identified in the school’s Education Report. Using a qualitative descriptive approach, data were collected through interviews, observations, and document analysis involving school leaders and key stakeholders. The findings demonstrate that the strategic management model functions not only as an administrative planning tool but also as a conceptual framework that integrates instructional improvement, data-informed decision-making, and stakeholder engagement at the elementary school level. Despite initial constraints related to vision alignment, participation, and data literacy, the structured and reflective application of the model contributed to improvements in instructional quality and numeracy-oriented practices. Conceptually, this study extends the application of strategic management theory into the domain of elementary education by illustrating how a business-derived framework can be contextualised to support school transformation and learner-centred improvement. These findings enrich the discourse on strategic management in education and offer a transferable conceptual reference for elementary schools operating in similar reform-oriented and socio-educational contexts.
Co-Authors Anik Supriyati, Anik Ari Sasongko, Supomo Astuti, Yanti Yuni Endang Sri Lestari Erviana, Susi Evi Fitriyani, Evi Ghufron Abdullah Guniarti, Barokah Irawati Irawati Lisnanto, Suko Muhammad Prayito Musodik, M. Mustika, Lutfia Richa Ayu Noor Miyono Novi Susanti, Khelly Nurdiyati, Nurdiyati Nurgrahani, Dyah Nurkolis Nurwiyanto, Nurwiyanto Prestianingsih, Eka Pujiningsih, Ari Purnomo, Yulianto Hery Setiyo Budi, Sigit Soedjono Soedjono Suyanti, Triwik Warsiyatun, Warsiyatun Widyarto, Alvin Yuni Astuti, Yanti Zulaikah, Ana