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All Journal Jurnal Manajemen Pendidikan (JMP) Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Cetta: Jurnal Ilmu Pendidikan IQRO: Journal of Islamic Education JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) JMIE (Journal of Madrasah Ibtidaiyah Education) SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Edunesia : jurnal Ilmiah Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang Didaktika: Jurnal Kependidikan Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam Journal of Innovation and Research in Primary Education Prima Magistra: Jurnal Ilmiah Kependidikan JGK (Jurnal Guru Kita) JANACITTA: Journal of Primary and Children's Education Kelola: Jurnal Manajemen Pendidikan International Journal of Research in Education (IJRE) Jurnal Manajemen Pendidikan Islam
Nurkolis
Universitas PGRI Semarang
Arts Humanities Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Perencanaan Kerja Sekolah Berbasis Data dengan Identifikasi Rapot Pendidikan Lusi Kurniasari; Ida Solowati; Abdurokhman; Nurkolis
Didaktika: Jurnal Kependidikan Vol. 14 No. 3 Agustus (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2689

Abstract

Perencanaan kerja sekolah yang disusun secara efektif menjadi landasan utama dalam upaya peningkatan kualitas pendidikan. Artikel ini mengulas penerapan perencanaan kerja sekolah berbasis data melalui pemanfaatan Identifikasi Rapor Pendidikan (IRB) di SMP Negeri 3 Tengaran. Pendekatan ini bertujuan untuk menyempurnakan proses perencanaan, mulai dari penyusunan Rencana Kerja Sekolah (RKS), Rencana Kerja Tahunan (RKT), hingga Rencana Kegiatan dan Anggaran Sekolah (RKAS), agar lebih fokus, tepat sasaran, dan dapat dipertanggungjawabkan. Penelitian ini menggunakan metode deskriptif kualitatif dengan pendekatan studi kasus, melalui analisis dokumen Rapor Pendidikan, RKS, RKT, dan RKAS, serta wawancara bersama kepala sekolah dan tim manajemen. Hasil studi menunjukkan bahwa SMP Negeri 3 Tengaran telah mengadopsi pendekatan perencanaan berbasis data dengan menjadikan Rapor Pendidikan sebagai alat utama untuk mengidentifikasi keunggulan dan area yang membutuhkan perbaikan. Proses IRB dilakukan oleh tim sekolah yang menganalisis data, mengidentifikasi akar masalah, serta menyusun program tindak lanjut yang terukur dan terarah. Integrasi hasil IRB terlihat pada dokumen RKS, RKT, dan RKAS, khususnya dalam penetapan sasaran strategis, perencanaan program, serta penyesuaian anggaran berdasarkan kebutuhan nyata sekolah yang tercermin dalam Rapor Pendidikan. Namun, tantangan tetap ada, terutama dalam peningkatan kompetensi sumber daya manusia dalam menganalisis data secara lebih mendalam, serta keberlanjutan proses monitoring dan evaluasi. Kesimpulannya, perencanaan kerja sekolah berbasis data melalui IRB berpotensi besar dalam meningkatkan efisiensi dan efektivitas pengelolaan sekolah demi tercapainya mutu pendidikan yang lebih baik.
The Influence of Instructional Leadership, Learning Communities and Teacher Efficacy on Learning Quality Dwi Haryono; Nurkolis Nurkolis; Titik Haryati
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 10 No. 2 (2025): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v10i2.161

Abstract

This study aims to determine the effect of “instructional leadership, learning community, and teacher efficacy” on “learning quality’ in Madrasah Aliyah Swasta in Batang Regency. Utilizing a survey method, this study adopted a quantitative approach. All private Islamic senior high school (Aliyah Madrasah) teachers in Batang Regency formed the population for this research. From this population, a sample of 137 individuals was chosen using simple random sampling. A validated and reliable Likert scale questionnaire served as the data collection instrument. Then the data were analyzed by utilizing linear regression analysis. The results of data analysis show that partially and simultaneously, instructional leadership, learning community, and teacher efficacy have a positive and significant effect on learning quality. Instructional leadership applied by madrasah principals is able to encourage teachers to improve learning quality. An active learning community plays a role in strengthening collaboration and developing teacher professionalism. Meanwhile, high teacher efficacy contributes to the implementation of more effective and innovative learning. Thus, improving the quality of learning in Private Aliyah Madrasahs needs to be done through strengthening instructional leadership, fostering a dynamic learning community, and increasing teacher efficacy on an ongoing basis.
Principal Leadership and Learning Quality in Elementary Schools: A Quantitative Analysis of Multidimensional Leadership Effects in Indonesian Rural Context Yatini Yatini; Supandi Supandi; Nurkolis Nurkolis
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.v5i1.2867

Abstract

Principal leadership plays a crucial role in creating conducive learning environments, yet significant variations in learning quality across elementary schools suggest inadequate understanding of leadership mechanisms in specific contexts. This quantitative study employed correlational survey design to examine principal leadership effects on learning quality in 26 public elementary schools in Tanggungharjo District, Indonesia. Data were collected from 137 teachers using validated questionnaires measuring five leadership dimensions (personality, managerial competence, academic supervision, social communication, and entrepreneurship/innovation) and learning quality indicators. Principal Component Analysis assessed dimensional structure, while Pearson correlation and simple linear regression analyzed variable relationships. Principal leadership demonstrated very strong positive correlation with learning quality (r = 0.893, p < 0.01), explaining 79.7% of learning quality variance. Dimensional analysis revealed academic supervision and entrepreneurship/innovation as strongest contributors (extraction values = 0.996), while managerial and social-communication dimensions showed relatively lower contributions. The regression equation (Y = 29.588 + 0.596X) confirmed significant positive influence (t = 22.994, p < 0.001).  Findings validate integrated transformational-instructional leadership frameworks, demonstrating that contemporary principal effectiveness requires simultaneously excelling as pedagogical supervisors and entrepreneurial innovators. Results emphasize urgent need for targeted leadership development interventions, particularly in schools where 45.99% of respondents perceived inadequate leadership quality, to strengthen academic supervision competencies and entrepreneurial mindsets for sustainable educational improvement.
The Influence of Organizational Culture and Work Motivation on Teacher Discipline in Public Elementary Schools Yolanda Verosika; Nurkolis Nurkolis; Ngurah Ayu Nyoman
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.v5i1.2878

Abstract

This study aimed to analyze the influence of organizational culture and work motivation on teacher discipline in public elementary schools in Purwodadi District, Grobogan Regency. The research employed a quantitative approach with an explanatory survey design. The population consisted of 487 teachers, with a sample of 220 respondents selected through proportional random sampling. Data were collected using structured questionnaires with a Likert scale and analyzed using multiple linear regression with the assistance of IBM SPSS Statistics version 30. Hypothesis testing was conducted through partial tests (t-test), simultaneous tests (F-test), coefficient of determination (R²), and analysis of relative and effective contributions. The results showed that organizational culture and work motivation each had a positive and significant effect on teacher discipline. Simultaneously, both variables also demonstrated a significant influence on teacher discipline. The coefficient of determination indicated that most variations in teacher discipline could be explained by organizational culture and work motivation. Analysis of relative and effective contributions revealed that organizational culture provided a slightly more dominant contribution compared to work motivation, although both variables played important roles in shaping disciplined work behavior. These findings suggest that improving teacher discipline requires strengthening organizational culture alongside enhancing teachers’ work motivation. The integration of organizational and individual factors is essential in developing sustainable discipline and supporting the improvement of educational quality in elementary schools.
The Influence of Academic Supervision and Positive School Culture on Learning Quality in Indonesian Elementary Schools Finda Pramesti; Nurkolis Nurkolis; Ngurah Ayu Nyoman
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.v5i1.2879

Abstract

Learning quality in primary schools refers to the effectiveness of instructional processes in facilitating meaningful, student-centered learning that supports students' cognitive, affective, and psychomotor development. It is shaped not only by teachers' individual competence but also by systemic factors within the school environment. Despite growing recognition of academic supervision and school culture as key drivers of instructional quality, their combined influence at the elementary level remains underexplored. This study employed a quantitative ex post facto design to examine the partial and simultaneous effects of academic supervision (X₁) and positive school culture (X₂) on learning quality (Y) in 60 public elementary schools in Purwodadi District, Grobogan Regency. A sample of 220 teachers was selected through proportional random sampling. Data were collected using validated Likert-scale questionnaires (Cronbach's α ≥ 0.962) and analyzed using multiple linear regression with SPSS version 30. Results indicate that academic supervision (β = 0.485, p < 0.001) and positive school culture (β = 0.479, p < 0.001) each exert positive and significant partial effects on learning quality. Simultaneously, both variables explain 55.1% of the variance in learning quality (R² = 0.551, F = 71.911, p < 0.001), with near-equal effective contributions of 27.7% and 27.4%, respectively. These findings suggest that sustainable improvement in elementary school learning quality requires the simultaneous strengthening of instructional supervision and the cultivation of a positive school culture as co-equal institutional factors supporting effective teaching and learning processes.
Enacting Coding and Artificial Intelligence Education Policy in Elementary Schools Edy Susanto; Wiwik Sugiyanti; Miftachul Arifin; Siti Fathonah; Nurkolis Nurkolis
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.v5i1.3135

Abstract

The integration of coding and artificial intelligence (AI) education in elementary schools has emerged as a global policy priority, yet significant gaps persist between policy formulation and classroom implementation, particularly in developing countries. This qualitative collective case study examines how elementary schools in Grobogan District, Indonesia enact the national coding and AI education policy introduced through the Merdeka Curriculum. Drawing upon policy enactment theory, TPACK framework, and computational thinking concept, data were collected through in-depth interviews with teachers (n=8), principals (n=4), and students (n=12), classroom observations of six learning sessions, and document analysis. Four distinct implementation models emerged: integrated project-based plugged coding, hybrid unplugged-plugged activities, subject-integrated unplugged approaches, and introductory demonstrations. Policy enactment was incremental and contingent upon school leadership and "champion" teachers. Teachers' TPACK readiness varied considerably, with technological knowledge representing the primary constraint. Despite infrastructural limitations, schools developed creative local adaptation strategies. Students demonstrated emergent computational thinking elements through trial-and-error activities, collaborative debugging, and systematic problem decomposition. Successful policy implementation requires sustained teacher capacity building, instructional leadership, and district-level support systems beyond regulatory frameworks. These findings offer evidence-based recommendations for narrowing the policy-practice gap in coding and AI education within resource-constrained contexts.
Transformational Leadership and Organizational Climate as Predictors of Positive Discipline Culture in Indonesian Elementary Schools Rani Setyawati; Supandi Supandi; Nurkolis Nurkolis
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.v5i1.3319

Abstract

Positive discipline has become a key priority in elementary education as schools shift from punitive practices toward restorative approaches. However, implementation varies widely across schools and is likely shaped by leadership and organizational conditions. This quantitative ex post facto study examined the extent to which principals' transformational leadership and school organizational climate predict positive discipline culture in Indonesian public elementary schools. Participants were 130 teachers from 20 public elementary schools in Tanggungharjo District, Grobogan Regency, selected using proportionate stratified random sampling. Data were collected through validated Likert-scale questionnaires measuring transformational leadership, organizational climate, and positive discipline culture. Pearson correlation and hierarchical regression analyses were conducted. Results showed that transformational leadership was strongly associated with positive discipline culture (r = 0.761, p < .01) and explained 57.9% of its variance. Organizational climate was also positively associated with positive discipline culture (r = 0.674, p < .01) and explained 45.5% of its variance. In the multiple regression model, both variables jointly explained 70.0% of the variance in positive discipline culture, with leadership showing a larger standardized contribution (β = 0.567) than climate (β = 0.398). These findings indicate that strengthening transformational leadership practices and improving school climate may be strategic levers for embedding positive discipline as sustainable school culture.
Microsites as Low-Cost Learning Management Systems: A Policy Analysis of Device Management in Indonesian Elementary Education Apremedian Apremedian; Fatimah Fatimah; Moh Nurkhasan; Ratna Kusuma Ningrum; Nurkolis Nurkolis
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3384

Abstract

The rapid digitization of education demands accessible tools for managing learning devices in elementary schools. This study examines the implementation, effectiveness, and influence of teacher and student digital competence on microsite utilization as a low-cost solution for centralized learning device management at SD Negeri 4 Kuwaron. A qualitative single-case study design was employed. Data were collected through semi-structured interviews with seven teachers, the principal, and five students, supplemented by 12 hours of non-participant classroom observations and systematic documentation analysis of the school’s s.id microsite. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña with triangulation for trustworthiness. Microsites functioned primarily as centralized administrative repositories (66% static documents), delivering notable time savings and ease of access for teachers and enabling principal monitoring. Pedagogical features (interactive Quizizz embeds) were used in only 25% of observed lessons and exclusively by teachers with higher digital competence. Student access limitations led to deliberate low-bandwidth content adaptations. An unexpected finding was the emergence of access-log monitoring for informal home learning oversight. The findings strongly support Rogers’ Diffusion of Innovations theory (relative advantage and compatibility) and the TPACK framework, while highlighting a staged adoption process in low-resource settings. Microsites serve as effective, scalable proxies for formal Learning Management Systems, offering practical implications for Merdeka Curriculum implementation despite infrastructure constraints.
STRATEGIES AND APPROACHES TO IMPLEMENTING RELIGIOUS MODERATION AT THE STATE HINDU COLLEGE (STAHN) JAWA DWIPA KLATEN, CENTRAL JAVA Eko Pujianto; Nur Khoiri; Nurkolis
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.v14i4.6477

Abstract

This study aims to analyze the strategies and approaches used in implementing religious moderation at Sekolah Tinggi Agama Hindu Negeri (STAHN) Jawa Dwipa Klaten, Central Java. Using a qualitative descriptive design, data were collected through in-depth interviews, observations, and documentation involving students, lecturers, and institutional leaders. The findings indicate that the implementation of religious moderation is carried out through integrative, participatory, and contextual approaches. The integrative approach is reflected in the alignment of religious moderation values within the curriculum and academic activities, while the participatory approach is visible through student involvement in social programs, cultural activities, and community service. Additionally, the contextual approach adapts strategies to local wisdom and campus cultural dynamics. The study concludes that leadership commitment, collaborative academic culture, and supportive institutional policies play a vital role in strengthening tolerance, inclusiveness, and national identity. STAHN Jawa Dwipa Klaten can serve as a model for religious moderation implementation in higher education institutions.
ACADEMIC SUPERVISION AND TEACHER REFLECTION: A CASE STUDY OF PEDAGOGICAL DEVELOPMENT AT SMA NEGERI 3 BOYOLALI Elok Nur Faiqoh; Nurkolis; Sumarno
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.v14i4.6548

Abstract

This study investigates the role of academic supervision in enhancing the pedagogical competence of teachers at SMA Negeri 3 Boyolali. Using a qualitative case study approach, the research explores the systematic planning, collaborative implementation, and evaluation of academic supervision, as well as its impact on teacher reflection and development. The findings indicate that academic supervision, conducted through class observations, reflective discussions, and constructive feedback, significantly contributes to teachers' pedagogical competence. Teachers' active engagement in reflective practices following supervision helps improve lesson planning, classroom management, and teaching methods. The study also highlights the importance of ongoing professional development through training and workshops as part of the supervision follow-up. Despite its success, the research acknowledges limitations such as time constraints and scheduling conflicts, which occasionally hinder the effectiveness of supervision. This study provides valuable insights for schools seeking to enhance teacher quality through effective academic supervision.
Co-Authors Abdurokhman Ali Wahyudi Alma Wiyarti Apremedian Apremedian Arif Zaenal Mubarok Cici Astuti D. Hapsari Amalia Deka Liswiana Dewi Nur Laksmi Astutiningtyas Dwi Haryono Dwi Rahayu Wijayanti Dyah Nuraeni Edy Susanto Eka Wulandari Eko Pujianto Elok Nur Faiqoh Endang Sri Lestari Endang Wuryandini Fatchurochman Fatimah Fatimah Finda Pramesti Ghufron Abdullah Ghufron Abdullah Harjito Harjito - I Made Sudana Ida Solowati Ima Puji Astuti Indri Wardani Istikomah Khairil Akbar Kristiyani Lela Iman Ningrum Lusi Kurniasari Lutfia Richa Ayu Mustika Maryanto Maryanto Miftachul Arifin Mochamad Musta’in Moh Nurkhasan Mugirah Muhdi Munif Hidayati Nanik Nanik Nanung Sutan Aribowo Ngasbun Egar Ngasbun Egar Ngurah Ayu Nyoman Murniati Nur Khoiri Panggih Cahyo Imami Rani Setyawati Ratna Kusuma Dewi Ratna Kusuma Ningrum Rina Taurisia Rismawati Rismawati Riyanik Rizki Kurnia Dewi Rokhaniah Rosalina Ginting Saguh Miliarto Sigit Rudiyanto Siti Fathonah Soedjono Subagyono Sudadi Sumarno Sumarno Sunandar Sunandar Supandi Suyatno Titik Haryati Ttuti Evawati Turiyah Turiyah Waewalee Waewchimplee Wahyu Budi Utami Widya Kusumaningsih Wita Setiyanti Wiwik Sugiyanti Yatini Yatini Yolanda Verosika Yovita Yuliejantiningsih Yovitha Yuliejantiningsih Yovitha Yuliejantiningsih Yovitha Yuliejantiningsih Yuli Anggraeni Yulianto Yulianto