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Kepemimpinan Kolaboratif dalam Supervisi Paud Sebagai Upaya Membangun Budaya Reflektif Guru Melalui Peer-Coaching M Nasrudin; Dwi Nuriyah; Aldo Pratama; Mohamad Muspawi; Eva Iryani; Denny Denmar
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 9, No 1 (2026): Volume 9 No 1 Maret 2026
Publisher : Universitas Negeri Malang

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

Abstract: Early Childhood Education faces serious challenges in ensuring the quality of learning services that support children’s development optimally. One of the main issues lies in academic supervision practices that remain administrative, hierarchical, and assessment-oriented, thereby failing to effectively promote teachers’ continuous professional development. At the same time, reflective culture among early childhood teachers is still weak, while institutional leadership has not fully provided space for collaboration and active teacher participation in improving instructional quality. This study aims to describe the implementation of collaborative leadership in early childhood supervision through a peer-coaching strategy and to examine its role in fostering a reflective culture among teachers. The study employed a qualitative approach with a descriptive case study design. It was conducted in several early childhood education institutions in Jambi Province that had implemented or were developing collaborative and peer-coaching-based supervision. Participants consisted of 3 to 5 school leaders and 8 to 12 teachers selected purposively. Data were collected through participant observation, in-depth interviews, focus group discussions, and document analysis, and were analyzed using thematic analysis. The findings reveal a shift from traditional directive supervision toward a more dialogic, inclusive, and empowering collaborative supervision model. Peer-coaching was implemented through the CERIA cycle, consisting of Content Focus, Observation, Reflective Collaboration, Inspiring Feedback, and Action and Reinforcement. This cycle encouraged teachers to actively engage in classroom observation, reflective dialogue, constructive feedback, and follow-up improvement plans. Most teachers reported increased reflective awareness, as indicated by new habits such as writing reflective journals, engaging in professional discussions, and voluntarily sharing best practices. However, the implementation still faced several challenges, including limited time, insufficient facilitator training, and the persistence of hierarchical cultural resistance. These findings confirm that the integration of collaborative leadership and peer-coaching has strong potential to strengthen teachers’ reflective culture and improve the quality of supervision and learning in early childhood education in a sustainable manner. Keywords: collaborative leadership, peer-coaching, PAUD supervision, reflective teacher culture, CERIA model Abstrak: Pendidikan Anak Usia Dini (PAUD) menghadapi tantangan dalam menjamin kualitas layanan pembelajaran yang mampu mendukung perkembangan anak secara optimal. Salah satu persoalan utama terletak pada praktik supervisi akademik yang masih cenderung administratif, hierarkis, dan berorientasi pada penilaian, sehingga belum efektif mendorong pengembangan profesional guru secara berkelanjutan. Di sisi lain, budaya reflektif di kalangan guru PAUD juga masih lemah, sementara kepemimpinan lembaga belum sepenuhnya memberi ruang bagi kolaborasi dan partisipasi aktif guru dalam peningkatan mutu pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan penerapan kepemimpinan kolaboratif dalam supervisi PAUD melalui strategi peer-coaching serta mengkaji perannya dalam membangun budaya reflektif guru. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus deskriptif. Penelitian dilaksanakan di beberapa lembaga PAUD di Provinsi Jambi yang telah menerapkan atau sedang mengembangkan supervisi berbasis kolaboratif dan peer-coaching. Partisipan terdiri atas 3 sampai 5 kepala PAUD dan 8 sampai 12 guru yang dipilih secara purposive. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, focus group discussion, dan studi dokumentasi, lalu dianalisis secara tematik. Hasil penelitian menunjukkan adanya pergeseran dari supervisi tradisional yang direktif menuju supervisi kolaboratif yang lebih dialogis, inklusif, dan memberdayakan. Peer-coaching dilaksanakan melalui siklus CERIA, yaitu Content focus, Observation, Reflective collaboration, Inspiring feedback, dan Action and reinforcement. Penerapan siklus ini mendorong guru untuk terlibat aktif dalam observasi, refleksi, pemberian umpan balik, dan tindak lanjut perbaikan pembelajaran. Sebagian besar guru melaporkan peningkatan kesadaran reflektif, yang ditunjukkan melalui kebiasaan menulis jurnal refleksi, berdiskusi, dan berbagi praktik baik. Meski demikian, implementasi masih menghadapi kendala berupa keterbatasan waktu, kurangnya pelatihan fasilitator, dan resistensi budaya hierarkis. Temuan ini menegaskan bahwa integrasi kepemimpinan kolaboratif dan peer-coaching berpotensi memperkuat budaya reflektif guru serta meningkatkan mutu supervisi dan pembelajaran PAUD secara berkelanjutan. Kata kunci: kepemimpinan kolaboratif, peer-coaching, supervisi PAUD, budaya reflektif guru, model CERIA

Kepemimpinan Kolaboratif dalam Supervisi Paud Sebagai Upaya Membangun Budaya Reflektif Guru Melalui Peer-Coaching M Nasrudin; Dwi Nuriyah; Aldo Pratama; Mohamad Muspawi; Eva Iryani; Denny Denmar
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 9, No 1 (2026): Volume 9 No 1 Maret 2026
Publisher : Universitas Negeri Malang

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

Abstract: Early Childhood Education faces serious challenges in ensuring the quality of learning services that support children’s development optimally. One of the main issues lies in academic supervision practices that remain administrative, hierarchical, and assessment-oriented, thereby failing to effectively promote teachers’ continuous professional development. At the same time, reflective culture among early childhood teachers is still weak, while institutional leadership has not fully provided space for collaboration and active teacher participation in improving instructional quality. This study aims to describe the implementation of collaborative leadership in early childhood supervision through a peer-coaching strategy and to examine its role in fostering a reflective culture among teachers. The study employed a qualitative approach with a descriptive case study design. It was conducted in several early childhood education institutions in Jambi Province that had implemented or were developing collaborative and peer-coaching-based supervision. Participants consisted of 3 to 5 school leaders and 8 to 12 teachers selected purposively. Data were collected through participant observation, in-depth interviews, focus group discussions, and document analysis, and were analyzed using thematic analysis. The findings reveal a shift from traditional directive supervision toward a more dialogic, inclusive, and empowering collaborative supervision model. Peer-coaching was implemented through the CERIA cycle, consisting of Content Focus, Observation, Reflective Collaboration, Inspiring Feedback, and Action and Reinforcement. This cycle encouraged teachers to actively engage in classroom observation, reflective dialogue, constructive feedback, and follow-up improvement plans. Most teachers reported increased reflective awareness, as indicated by new habits such as writing reflective journals, engaging in professional discussions, and voluntarily sharing best practices. However, the implementation still faced several challenges, including limited time, insufficient facilitator training, and the persistence of hierarchical cultural resistance. These findings confirm that the integration of collaborative leadership and peer-coaching has strong potential to strengthen teachers’ reflective culture and improve the quality of supervision and learning in early childhood education in a sustainable manner. Keywords: collaborative leadership, peer-coaching, PAUD supervision, reflective teacher culture, CERIA model Abstrak: Pendidikan Anak Usia Dini (PAUD) menghadapi tantangan dalam menjamin kualitas layanan pembelajaran yang mampu mendukung perkembangan anak secara optimal. Salah satu persoalan utama terletak pada praktik supervisi akademik yang masih cenderung administratif, hierarkis, dan berorientasi pada penilaian, sehingga belum efektif mendorong pengembangan profesional guru secara berkelanjutan. Di sisi lain, budaya reflektif di kalangan guru PAUD juga masih lemah, sementara kepemimpinan lembaga belum sepenuhnya memberi ruang bagi kolaborasi dan partisipasi aktif guru dalam peningkatan mutu pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan penerapan kepemimpinan kolaboratif dalam supervisi PAUD melalui strategi peer-coaching serta mengkaji perannya dalam membangun budaya reflektif guru. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus deskriptif. Penelitian dilaksanakan di beberapa lembaga PAUD di Provinsi Jambi yang telah menerapkan atau sedang mengembangkan supervisi berbasis kolaboratif dan peer-coaching. Partisipan terdiri atas 3 sampai 5 kepala PAUD dan 8 sampai 12 guru yang dipilih secara purposive. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, focus group discussion, dan studi dokumentasi, lalu dianalisis secara tematik. Hasil penelitian menunjukkan adanya pergeseran dari supervisi tradisional yang direktif menuju supervisi kolaboratif yang lebih dialogis, inklusif, dan memberdayakan. Peer-coaching dilaksanakan melalui siklus CERIA, yaitu Content focus, Observation, Reflective collaboration, Inspiring feedback, dan Action and reinforcement. Penerapan siklus ini mendorong guru untuk terlibat aktif dalam observasi, refleksi, pemberian umpan balik, dan tindak lanjut perbaikan pembelajaran. Sebagian besar guru melaporkan peningkatan kesadaran reflektif, yang ditunjukkan melalui kebiasaan menulis jurnal refleksi, berdiskusi, dan berbagi praktik baik. Meski demikian, implementasi masih menghadapi kendala berupa keterbatasan waktu, kurangnya pelatihan fasilitator, dan resistensi budaya hierarkis. Temuan ini menegaskan bahwa integrasi kepemimpinan kolaboratif dan peer-coaching berpotensi memperkuat budaya reflektif guru serta meningkatkan mutu supervisi dan pembelajaran PAUD secara berkelanjutan. Kata kunci: kepemimpinan kolaboratif, peer-coaching, supervisi PAUD, budaya reflektif guru, model CERIA

PERAN KEPALA SEKOLAH SEBAGAI MOTIVATOR DALAM UPAYA MENINGKATKAN KINERJA GURU DI SMP NEGERI 24 KOTA JAMBI Fairus Rizky; Denny Denmar; Yudo Handoko
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 2 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i2.1984

The principal plays a central role in improving teacher performance through motivation, guidance, and the creation of a conducive work environment. However, several issues arise, such as inconsistent use of E-Performance technology and differences in teacher readiness to improve their professionalism, which remain obstacles. This study aims to describe the experiences of the principal as a motivator at SMP Negeri 24 Jambi City in improving teacher performance, teacher performance at SMP Negeri 24 Jambi City, and supporting and inhibiting factors from a managerial and organizational perspective. The method used in this study is qualitative phenomenology by collecting data from in-depth interviews with the principal, vice principal, teachers, and students, which were then confirmed by data triangulation. The results of the study indicate that the principal plays a role as a motivator through providing psychological motivation, being a role model for the principal, implementing academic supervision, and implementing teacher professional development activities. These roles have an impact on improving teacher performance in systematically planning and preparing learning materials, although the use of learning outcome evaluation has not been carried out consistently.

Program Praktik Kerja Lapangan Manajemen Perkantoran Menggunakan Metode Evaluasi CIPP di SMK Negeri 1 Batang Hari Ardianti, Riri; Denny Denmar; Linardo Pratama
Al-Zayn: Jurnal Ilmu Sosial, Hukum & Politik Vol 4 No 2 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/alz.v4i2.4756

Penelitian ini bertujuan untuk mendeskripsikan evaluasi Program Praktik Kerja Lapangan (PKL) Manajemen Perkantoran di SMK Negeri 1 Batang Hari menggunakan model evaluasi CIPP (Context, Input, Process, Product). Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus, di mana data diperoleh melalui wawancara mendalam dan studi dokumentasi. Hasil evaluasi komponen konteks menunjukkan bahwa program telah selaras dengan visi sekolah dan kebutuhan industri, meskipun masih terdapat kendala pada etos kerja siswa. Pada komponen input, sumber daya manusia dan perencanaan dinilai cukup memadai, namun dukungan anggaran dan fasilitas TIK masih perlu diperkuat. Evaluasi proses menunjukkan pelaksanaan PKL berjalan cukup baik, tetapi konsistensi kegiatan monitoring perlu ditingkatkan. Evaluasi produk membuktikan adanya peningkatan signifikan pada keterampilan teknis administrasi dan soft skills siswa. Kesimpulannya, program PKL berada pada kategori cukup baik, namun memerlukan optimalisasi pada kemitraan industri dan pembinaan pasca-PKL agar tujuan program tercapai lebih efektif.

Upaya Pustakawan Dalam Mendorong Minat Kunjung Pemustaka Di Dinas Perpustakaan Dan Arsip Daerah Provinsi Jambi Siska Okta Ramadani; Denny Denmar; Agus Lestari
Jurnal QOSIM : Jurnal Pendidikan, Sosial & Humaniora Vol 4 No 3 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/jq.v4i3.5667

Penelitian ini bertujuan untuk menganalisis tugas dan fungsi utama pustakawan, mengidentifikasi upaya yang dilakukan pustakawan untuk mendorong minat pengunjung, dan mengidentifikasi faktor pendukung dan penghambat yang dihadapi pustakawan di Dinas Perpustakaan dan Arsip Daerah Provinsi Jambi. Penelitian ini menggunakan pendekatan kualitatif dengan desain penelitian deskriptif. Data dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi. Informan penelitian terdiri dari pustakawan dan pengguna perpustakaan yang dipilih melalui pengambilan sampel bertujuan. Validitas data diuji menggunakan triangulasi sumber dan teknik. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: (1) pustakawan telah melaksanakan tugas dan fungsi utamanya sesuai dengan peraturan yang berlaku, meskipun implementasinya belum sepenuhnya optimal, khususnya dalam inovasi layanan berbasis teknologi; (2) upaya pustakawan meliputi promosi dan kerja sama dengan lembaga pendidikan, peningkatan kualitas layanan, penyelenggaraan kegiatan literasi, dan pengembangan layanan inovatif seperti perpustakaan keliling; dan (3) faktor pendukung meliputi layanan pustakawan yang ramah dan responsif, fasilitas yang nyaman, dan dukungan dari lembaga pendidikan, sedangkan faktor penghambat meliputi anggaran yang terbatas, sumber daya manusia, koleksi yang ketinggalan zaman, dan promosi yang kurang optimal. Studi ini merekomendasikan penguatan strategi promosi digital, peningkatan kualitas sumber daya manusia, dan penyediaan dukungan anggaran yang lebih memadai untuk meningkatkan minat pengunjung secara berkelanjutan.

PERAN KEPALA SEKOLAH SEBAGAI MOTIVATOR DALAM UPAYA MENINGKATKAN KINERJA GURU DI SMP NEGERI 24 KOTA JAMBI Fairus Rizky; Denny Denmar; Yudo Handoko
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 2 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i2.1984

The principal plays a central role in improving teacher performance through motivation, guidance, and the creation of a conducive work environment. However, several issues arise, such as inconsistent use of E-Performance technology and differences in teacher readiness to improve their professionalism, which remain obstacles. This study aims to describe the experiences of the principal as a motivator at SMP Negeri 24 Jambi City in improving teacher performance, teacher performance at SMP Negeri 24 Jambi City, and supporting and inhibiting factors from a managerial and organizational perspective. The method used in this study is qualitative phenomenology by collecting data from in-depth interviews with the principal, vice principal, teachers, and students, which were then confirmed by data triangulation. The results of the study indicate that the principal plays a role as a motivator through providing psychological motivation, being a role model for the principal, implementing academic supervision, and implementing teacher professional development activities. These roles have an impact on improving teacher performance in systematically planning and preparing learning materials, although the use of learning outcome evaluation has not been carried out consistently.

IMPLEMENTASI KEBIJAKAN FULL DAY SCHOOL DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA DI SMAN 8 BATANGHARI Nurul Padila; Denny Denmar; Agus Lestari
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.2455

This research was motivated by the implementation of the Full Day School policy at SMAN 8 Batanghari, which still faces various challenges in improving students’ learning motivation. The implementation of the Full Day School system requires effective learning management in order to create a conducive learning environment and increase student involvement in the learning process. This study aims to determine the implementation of the Full Day School policy in improving students’ learning motivation at SMAN 8 Batanghari. This research used a qualitative approach with a case study design. Data collection techniques were conducted through interviews, observations, and documentation, while data validity used source triangulation and technique triangulation. The results showed that the implementation of the Full Day School policy had been carried out through integrated intracurricular, cocurricular, and extracurricular activities. This system was able to improve students’ discipline, activeness, and learning motivation, as well as provide opportunities for students to develop their interests and talents. However, there were still several obstacles in its implementation, such as learning boredom due to long study hours, limited facilities and infrastructure, and students’ physical and mental fatigue. Supporting factors in implementing this policy included support from the school, teachers, parents, and varied and well-directed learning activities.

DYNAMIC SUPPLY RESPONSE : IMPLICATIONS FOR INDONESIA SOYBEAN CROP Edison Edison; Dharia Renate; Denny Denmar
Dinasti International Journal of Economics, Finance & Accounting Vol. 1 No. 4 (2020): Dinasti International Journal of Economics, Finance & Accounting (September - O
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijefa.v1i4.530

The purpose of the study is to explore the supply response model of the soybean crop in terms of alternative specifications also implications economics. To apply model, considerations through the availability of production lags concept also the existence of expected price and gross revenue because of producer’s response explanatory preference on movement economic situation. The results showed that the existing lags were due mostly to the problems also quick adjustment expenditure rather than correcting expected time. The quantitative result was the same as gross margins and prices alternative specification as the availability of economic decisions. Meanwhile, elasticities price found through the model response specification tended around a fourth of the model applying price specification. The model response specification produced more explanation in terms of production also elasticity of input expenditure.

PROJECT BASED LEARNING (PJBL) IN THE COURSE OF ORGANIZATION THEORY IN STIMULATING SELF DIRECTED LEARNING (SDL) Linardo Pratama; Rinita Istiqomah; Bradley Setiyadi; Denny Denmar
Jurnal Manajemen Pendidikan Vol. 11 No. 5 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i5.2110

This article presents a best practice in implementing Project-Based Learning (PjBL) integrated with the Case Method in the Organizational Theory course to stimulate students' Self-Directed Learning (SDL) in the Educational Administration Study Program, Universitas Jambi. The innovation was developed in response to students' limited learning autonomy and their dependence on lecturer-centered instruction. The best practice involved 30 undergraduate students organized into ten collaborative groups. Students completed an authentic project requiring them to design a proposal for establishing an educational institution by applying concepts of organizational theory through Project-Based Learning. The implementation was documented through classroom observations, project documentation, presentations, and lecturer reflections. The implementation demonstrated that Project-Based Learning created a more active and student-centered learning environment. Students became more independent in identifying learning needs, exploring learning resources, collaborating with peers, solving organizational problems, and applying theoretical concepts to authentic educational contexts. The project also strengthened students' critical thinking, communication, collaboration, and organizational analysis skills while encouraging greater responsibility for their own learning. This best practice indicates that integrating Project-Based Learning with the Case Method effectively stimulates Self-Directed Learning and supports the development of professional competencies required by prospective educational administrators.

PELATIHAN DAN PENYULUHAN PENDIRIAN BUMDES DAN KOPERASI PADA KELOMPOK TANI DESA PESISIR BUKIT, KECAMATAN GUNUNG TUJUH, KABUPATEN KERINCI Ali Idrus; Bradley Setiyadi; Denny Denmar; Robin Pratama
PORTAL RISET DAN INOVASI PENGABDIAN MASYARAKAT Vol. 1 No. 1 (2021): DECEMBER
Publisher : Transpublika Publisher

Agricultural development policies are implemented to improve food security, develop agribusiness, and improve farmers' welfare so that the agricultural products produced must meet the requirements for quantity, quality, and sustainability, as well as being competitive and easy to obtain at affordable prices. The potential that exists in the form of food agricultural products, horticultural plantations, livestock, and agro-tourism development needs to be managed properly through the existence of BUMDes and village cooperatives. Therefore, mentoring activities, in the form of training and counseling on the procedures for establishing BUMDes and cooperatives for the sustainability of agricultural product management, both pre- and post-harvest. This service will provide training and counseling to farmer groups in Pesisir Bukit Village, Kerinci Regency, so that they can establish BUMDes and cooperatives to increase agricultural commodity yields and develop village potential. The end result of this service activity is that farmers can manage agricultural products and develop village potential through BUMDes and cooperatives so that they have an impact on improving living standards.

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