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All Journal JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Jurnal JUMPED (Jurnal Manajemen Pendidikan) JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) JURNAL PENDIDIKAN TAMBUSAI INTERACTION: Jurnal Pendidikan Bahasa TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan AKADEMIK: Jurnal Mahasiswa Humanis Innovative: Journal Of Social Science Research PPSDP International Journal of Education Journal of Social Work and Science Education Jurnal Cendekia Ilmiah PESHUM
Mahasir, Mahasir
Unknown Affiliation
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Manajemen Kepemimpinan Kepala Sekolah Dalam Mendukung Implemetasi Kurikulum Merdeka Di Sekolah Pengerak Ucu Diana Sari; Tri Widayatsih; Mahasir, Mahasir
J-CEKI : Jurnal Cendekia Ilmiah Vol. 4 No. 5: Agustus 2025
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v4i5.10278

Abstract

This study aims to describe the Principal's Leadership Management in supportingthe Implementation of the Merdeka Curriculum at SMA Negeri 1 Kayuagung. The research was conducted at SMA Negeri 1 Kayuagung using a qualitative method with a case study approach. The subjects of this study were the principal, deputy curriculum, and teacher educators. The stages of data collection were obtained by interview, observation and documentation. The results of this study are the Principal Leadership of SMA N 1 Kayuagung has done several things in planning the Merdeka Curriculum, including forming a core committee consisting of school leaders, teaching staff, and school committees; compiling ATP and teaching modules; planning a project to strengthen the Pancasila Profile; discussing student character development programs. The management of meaningful learning sequences is carried out in an organized and systematic manner, including scheduling teaching hours and teaching loads, forming a planned learning arrangement. The implementation of meaningful learning in SMA Negeri 1 Kayuagung can be categorized as successful. Meaningful learning activities such as project-based learning are able to raise the level of student enthusiasm for learning. Principal control is carried out every sixmonth period or at the end of the year.
Pengaruh Profesionalisme Guru Dan Motivasi Kerja Guru Terhadap Kinerja Guru Di SMK Negeri Di Kayuagung Robitoh, Robitoh; Lian, Bukman; Mahasir, Mahasir
Innovative: Journal Of Social Science Research Vol. 4 No. 6 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i6.16827

Abstract

Penelitian ini bertujuan untuk menganalisis dampak dari profesionalisme guru dan motivasi kerja guru terhadap kinerja guru di SMK Negeri Kayu Agung, baik secara terpisah maupun bersama-sama. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dengan pendekatan eksplanatori. Populasi dan sampel dalam penelitian ini adalah 91 guru ASN. Teknik pengumpulan data utama menggunakan angket dengan skala Likert. Untuk analisis data, digunakan uji-t untuk analisis regresi sederhana dan uji-F untuk analisis regresi berganda. Hasil penelitian menunjukkan bahwa: 1) Profesionalisme guru berpengaruh signifikan terhadap kinerja guru SMK Negeri Kayu Agung dengan kontribusi sebesar 34,6%. Hasil uji hipotesis menunjukkan thitung = 7,663 > ttabel = 3,897; 2) Motivasi kerja guru juga berpengaruh signifikan terhadap kinerja guru SMK Negeri Kayu Agung dengan kontribusi sebesar 21,8%. Hasil uji hipotesis menunjukkan thitung = 6,968 > ttabel = 2,043; 3) Secara bersama-sama, profesionalisme guru dan motivasi kerja guru berpengaruh signifikan terhadap kinerja guru SMK Negeri Kayu Agung dengan kontribusi sebesar 34,4%, sedangkan 66,6% dipengaruhi oleh faktor lain. Hasil uji hipotesis menunjukkan Fhitung = 37,042 > Ftabel = 2,887.
Peran Guru dalam Penerapan Projek Penguatan Profil Pelajar Pancasila terhadap Budaya Positif di Sekolah Dasar Negeri 241 Palembang Firdiansyah, Firdiansyah; Ahyani, Nur; Mahasir, Mahasir
AKADEMIK: Jurnal Mahasiswa Humanis Vol. 4 No. 3 (2024): AKADEMIK: Jurnal Mahasiswa Humanis
Publisher : Perhimpunan Sarjana Ekonomi dan Bisnis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37481/jmh.v4i3.998

Abstract

This research examines the role of teachers in implementing a project to strengthen students' Pancasila profiles towards fostering a positive culture at SD Negeri 241 Palembang. The research aims to explore how teachers contribute to shaping students' understanding and realization of Pancasila values, thus encouraging the creation of a positive cultural environment in schools. Through qualitative methods, including interviews and observations, this research examines teachers' strategies, the challenges they face, and their impact on student attitudes and behavior. The findings show that teachers play an important role in instilling Pancasila values, influencing students' cultural perceptions, and fostering a conducive learning atmosphere in line with national ethos and moral values. This research underlines the importance of teacher involvement in character education and its implications in creating a harmonious school environment that is rooted in Indonesian cultural values.
Teacher Leader Competency in Implementing Merdeka Curriculum: A Case Study at SD Negeri 212 Palembang Wati, Ariesta Dwi Indah Kusuma; Arafat, Yasir; Mahasir, Mahasir
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.588

Abstract

The purpose of this research is to analyze the abilities of the teaching staff in order to increase student confidence in the implementation of the Merdeka Curriculum at Sekolah Dasar Negeri 212 Palembang. One of the key factors in ensuring the success of curriculum implementation is the teacher’s ability to make learning more flexible, creative, and engaging for students. The method of research that is used is a qualitative approach using data collection techniques such as observation, documentation, and interviews. The study’s findings indicate that a teacher’s pedagogical, professional, social, and personal competencies significantly contribute to the improvement of the quality of the teaching process and the learning outcomes of the students. In addition, the active teacher in implementing the Merdeka curriculum can create innovative and flexible learning environments that meet the needs of students. This study recommends teachers increase their students’ learning and development so that their skills continuously improve when learning a new curriculum.
Digital Classroom Management in Geography Education: A Case Study of a Smart Digital Madrasah in Indonesia Aprilianty, Fitri; Widayatsih, Tri; Mahasir, Mahasir
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1400

Abstract

This study aims to analyze the comprehensive framework of digital classroom management in Geography subjects at SMART Digital Madrasah MAN 3 Palembang, focusing on planning, implementation, evaluation, and encountered challenges. Using a qualitative case study design, data were collected through in-depth interviews, participant observation, and documentation from key informants, including administrators and teachers, with analysis following thematic stages. The results reveal a systematically planned ecosystem involving infrastructure readiness, a dedicated teacher upskilling program (“BURGO”), and digital administrative tools. Implementation utilizes a Blended Learning model that integrates real and virtual digital classes with platforms like Google Earth and Quizizz. Evaluation is digitally embedded through creative and gamified assessments, alongside a computerized testing system. A critical finding is the gap between ideal planning and practical constraints, primarily limited internet bandwidth for large-scale student access. The study’s novelty lies in its holistic examination of digital management within a madrasah context, proposing an integrated four-pillar model. Practically, it offers a replicable blueprint for similar institutions undergoing digital transformation. Its main contribution is enriching the literature on sustainable digital integration in faith-based educational settings, highlighting both strategic enablers and infrastructural prerequisites.
Holistic Leadership in Elementary Character Education: Modelling, Habituation, and Integration in a Challenging Context Safitri, Inke; Rosani, Meilia; Mahasir, Mahasir
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1411

Abstract

This study examines the implementation of holistic leadership in strengthening character education amidst the challenges of the digital era at SDN 17 Tungkal Ilir, Indonesia. Employing a descriptive qualitative approach, data were collected through in-depth interviews, field observations, and documentation analysis involving the principal, teachers, and community stakeholders. The findings reveal a three-tier strategic framework: first, the principal serves as the primary role model through a consistent “5S” culture (Greet, Smile, Salutation, Politeness, Courtesy), creating a ripple effect of integrity; second, character values are internalized through structured routines, including the “7 Habits of Happy Kids” program, daily reflection journals, and Scouting as a character laboratory for discipline and independence; third, the school establishes a “School Fortress” (Benteng Sekolah) by integrating formal partnerships with the Police and parents to mitigate external negative influences such as online gambling and gadget addiction. The study concludes that holistic leadership, which synchronizes exemplary behavior, consistent habituation, and cross-sectoral collaboration, effectively fortifies student character even within resource-constrained and technologically challenging environments. The novelty lies in the integrated framework combining role modeling, structured routines, and external partnerships as a unified response to digital-era moral risks. Practically, this model offers a replicable strategy for schools facing similar challenges. The study contributes to educational leadership literature by demonstrating how holistic leadership can transcend conventional teaching to address structural constraints and moral degradation risks in contemporary schooling contexts.
PERAN STRATEGI SUPERVISI AKADEMIK DAN KEPEMIMPINAN KEPALA SEKOLAH DALAM MENINGKATKAN PROFESIONALISME GURU SD Natalia, Lulah; Widayatsih, Tri; Mahasir, Mahasir
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.9545

Abstract

This study examines the role of academic supervision strategies and principal leadership in improving teacher professionalism at SD Negeri 167 Palembang, where challenges include misalignment in lesson planning, limited innovation in teaching methods, and low participation in professional development due to administrative burdens and insufficient humanistic supervision. The study aims to describe academic supervision strategies, leadership styles, supporting and inhibiting factors, and teachers’ perceptions of these roles. A qualitative approach was employed using in-depth interviews, participant observation (pre-observation, classroom observation, and post-observation), and document analysis such as lesson plans and supervision reports. Data validity was ensured through source triangulation involving the principal, vice principal for curriculum, and 18 teachers. The findings reveal that the principal implements clinical supervision based on coaching and mentoring through three stages: pre-observation (socialization), observation (focusing on teacher–student interaction and digital media use), and post-observation (reflective feedback and internal workshops). This is supported by a democratic, participatory, empathetic, and instructional leadership style. Supporting factors include teacher commitment, collaborative culture, and adequate facilities, while inhibiting factors involve administrative workload, time constraints, discomfort during supervision, and inconsistent follow-up. Teachers perceive this humanistic approach positively as it enhances pedagogical competence, motivation, and performance. In conclusion, responsive academic supervision and leadership function as a systemic approach to fostering sustainable teacher professionalism and a progressive school culture. ABSTRAK Penelitian ini mengkaji peran strategi supervisi akademik dan kepemimpinan kepala sekolah dalam meningkatkan profesionalisme guru di SD Negeri 167 Palembang. Permasalahan yang dihadapi meliputi ketidaksesuaian perencanaan pembelajaran, minimnya inovasi metode mengajar, serta rendahnya partisipasi guru dalam pengembangan profesional akibat beban administrasi dan kurangnya supervisi yang humanis. Penelitian ini bertujuan untuk mendeskripsikan strategi supervisi akademik, gaya kepemimpinan kepala sekolah, faktor pendukung dan penghambat, serta persepsi guru terhadap peran tersebut. Penelitian menggunakan pendekatan kualitatif dengan teknik pengumpulan data melalui wawancara mendalam, observasi partisipan (pra-observasi, observasi kelas, dan pasca-observasi), serta analisis dokumen seperti RPP dan laporan supervisi. Keabsahan data dijamin melalui triangulasi sumber yang melibatkan kepala sekolah, wakil kurikulum, dan 18 guru. Hasil penelitian menunjukkan bahwa kepala sekolah menerapkan supervisi klinis berbasis coaching dan mentoring melalui tiga tahapan, yaitu pra-observasi, observasi, dan pasca-observasi. Strategi ini didukung oleh gaya kepemimpinan demokratis, partisipatif, empatik, dan berorientasi instruksional. Faktor pendukung meliputi komitmen guru, budaya kolaborasi, dan fasilitas yang memadai, sedangkan faktor penghambat mencakup beban administrasi, keterbatasan waktu, serta tindak lanjut yang belum konsisten. Kesimpulannya, supervisi akademik dan kepemimpinan yang responsif menjadi pendekatan sistemik dalam meningkatkan profesionalisme guru secara berkelanjutan.
PEMANFAATAN APLIKASI RUANG GTK SEBAGAI SARANA SUPERVISI AKADEMIK DALAM MENGEMBANGKAN KOMPETENSI PROFESIONAL GURU Rahayu, Tri; Widayatsih, Tri; Mahasir, Mahasir
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.9555

Abstract

This study aims to analyze the utilization of the Ruang GTK application as an academic supervision instrument in enhancing teachers’ professional competence. A qualitative descriptive design was employed, involving one principal, one vice principal, and ten teachers selected through purposive sampling. Data were collected through observations, in-depth interviews, and documentation, and analyzed using an interactive data analysis model. The findings reveal that the use of Ruang GTK transforms academic supervision from a conventional, administrative practice into a structured, data-driven, and continuous system. In the planning stage, supervision is conducted based on the analysis of the Education Report to identify priority areas for teacher improvement. During implementation, the integration of direct classroom observation and digital documentation enables systematic monitoring, performance assessment, and feedback delivery. The evaluation process, supported by the platform, promotes measurable follow-up actions and reflective practices. The results indicate that the most significant improvements occur in pedagogical and professional competencies, particularly in differentiated instruction design, integration of digital learning tools, and reflective teaching practices. Beyond enhancing efficiency and accountability, the platform also fosters a more collaborative, reflective, and adaptive work culture aligned with digital transformation. This study highlights that digital-based academic supervision serves not merely as an administrative tool but as a strategic mechanism to promote continuous professional development. The findings imply the need for sustained digital literacy enhancement and integrated technology-based supervision systems to improve the quality of primary education. ABSTRAK Penelitian ini bertujuan untuk menganalisis pemanfaatan Aplikasi Ruang GTK sebagai instrumen supervisi akademik dalam mengembangkan kompetensi profesional guru. Studi ini menggunakan pendekatan kualitatif dengan desain deskriptif, melibatkan 1 kepala sekolah, 1 wakil kepala sekolah, dan 10 guru yang dipilih melalui teknik purposive sampling. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, serta dianalisis menggunakan model analisis interaktif. Hasil penelitian menunjukkan bahwa pemanfaatan Ruang GTK mentransformasi praktik supervisi akademik dari pola konvensional menjadi sistem yang lebih terstruktur, berbasis data, dan berkelanjutan. Pada tahap perencanaan, supervisi dilakukan melalui analisis Rapor Pendidikan untuk menentukan prioritas peningkatan kinerja guru. Pada tahap pelaksanaan, integrasi antara observasi langsung dan dokumentasi digital memungkinkan monitoring, penilaian kinerja, serta pemberian umpan balik secara lebih sistematis dan transparan. Evaluasi berbasis aplikasi mendorong refleksi mandiri dan tindak lanjut yang terukur. Temuan utama menunjukkan bahwa peningkatan kompetensi guru paling signifikan terjadi pada aspek pedagogik dan profesional, khususnya dalam perancangan pembelajaran berbasis diferensiasi, pemanfaatan teknologi pembelajaran, serta kemampuan refleksi praktik mengajar. Selain meningkatkan efisiensi dan akuntabilitas supervisi, penggunaan Ruang GTK juga berkontribusi terhadap terbentuknya budaya kerja yang lebih kolaboratif, reflektif, dan adaptif terhadap transformasi digital. Penelitian ini menegaskan bahwa supervisi akademik berbasis platform digital tidak hanya berfungsi sebagai alat administratif, tetapi sebagai mekanisme strategis dalam mendorong continuous professional development. Implikasi penelitian ini menekankan pentingnya penguatan literasi digital guru dan integrasi sistem supervisi berbasis teknologi secara berkelanjutan guna meningkatkan mutu pembelajaran di sekolah dasar.  
Co-Authors Ana Anggraini Arafat, Yasir Bangun, Esdras Silverius Bukman Lian, Bukman Dessy Wardiah, Dessy DEWI SARTIKA Ekawati, Diyan Endah Yuniarti, Endah Firdiansyah, Firdiansyah Fitri Aprilianty Happy Fitria, Happy Herlina Herlina Hermalita, Hermalita Husnataria, Husnataria Idayani, Idayani Irawan, Nandi Iskandar Iskandar Iskandar, Eddy Liyana, Tasya Arsy Loka, Oktaria Vita Luthfillah, Ananda Malini, Ema Mardiah, Leni Muhammad Amiruddin Muhammad Husaini Natalia, Lulah Novrianti, Fenni Nur Ahyani Nuryani Nuryani Patraliza, Hellen Purwati, Lilik Putra, Alhadi Yan Robitoh, Robitoh Rosani, Meilia Safitri, Inke Solly Aryza Sri Hartati Suranto, Andi Susilawati, Susilawati Tri Rahayu Tri Widayatsih Tri Widayatsih, Tri Ucu Diana Sari Wati, Ariesta Dwi Indah Kusuma Wieratami, Dinda Winarti, Mimin Yules Mewardana