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All Journal Jurnal Mentari Jurnal Pendidikan Indonesia Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Jurnal Akuntabilitas Manajemen Pendidikan Jurnal Administrasi Pendidikan : Program Pascasarjana Unsyiah Edukasi: Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Al Ishlah Jurnal Pendidikan Jurnal Ilmiah Peuradeun Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran Visipena JURNAL SERAMBI ILMU AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM JETL (Journal Of Education, Teaching and Learning) Tafkir: Interdisciplinary Journal of Islamic Education IJORER : International Journal of Recent Educational Research International Journal of Educational Review, Law And Social Sciences (IJERLAS) Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Indonesian Journal of Educational Development (IJED) Indonesian Community Journal East Asian Journal of Multidisciplinary Research (EAJMR) Jurnal Transformasi Administrasi Formosa Journal of Applied Sciences (FJAS) Prosiding Seminar Nasional Universitas Serambi Mekkah Journal of General Education and Humanities Jurnal Pendidikan West Science Asian Journal of Applied Education Managere: Indonesian Journal of Educational Management International Journal of Educational Narratives Journal of Educational Management and Learning Jurnal Penelitian Pendidikan Indonesia Asian Journal of Social and Humanities Jurnal Pendidikan Progresif Jurnal Manajemen Pendidikan Islam
Nasir Usman
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Principal's Managerial Strategies to Enhance Teacher Motivation in Junior High Schools Warni, Aida; Usman, Nasir; Ismail, Ismail; Zahara, Rizka; Setiawati, Fitri
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.785

Abstract

Teacher motivation is a crucial determinant of learning quality; therefore, the principal's role as an educational manager is highly significant. This study provides new insight into how principals integrate democratic and transformational leadership practices to sustain teacher motivation in regional schools. Specifically, it examines the principals' efforts to optimize school management to enhance teacher motivation at Junior High Schools (SMPs) in Tapaktuan District, South Aceh Regency. Employing a descriptive qualitative approach, data were collected through in-depth interviews with principals, vice principals, and teachers, complemented by observation and document analysis. The data were analyzed using an interactive analysis model, with source triangulation ensuring validity. Findings reveal that the optimization of principal management is achieved through three key dimensions: (1) the implementation of democratic and transformational leadership styles, (2) the development of teacher professionalism through training, mentoring, and collaborative reflection, and (3) the creation of a positive, collegial, and motivating school culture. The study's novelty lies in demonstrating how participatory, innovative, and human-centered management approaches can effectively enhance teacher motivation in regional schools, where challenges often differ from those in urban settings. These findings enrich the educational management literature and offer practical recommendations for school leaders and policymakers on designing sustainable management strategies to strengthen teacher motivation and promote continuous improvement in educational quality.
School Supervisors as Key in Improving the Managerial Competencies of Principals and Teachers in Aceh Besar Murza, Cut Ika; AR, Murniati; Usman, Nasir
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 6 No. 4 (2025): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v6i4.1800

Abstract

School supervisors play a crucial role in maintaining the quality of education, particularly in enhancing the managerial competencies of principals and teachers. Through supervision and oversight, supervisors ensure that the teaching and school management processes comply with established standards. This study aims to analyze the role of supervisors in improving the managerial competencies of principals and teachers in Aceh Besar Regency. The research uses a qualitative approach with a case study method. The research subjects consist of 18 individuals, including 3 school supervisors, 3 principals, and 12 teachers from three elementary schools: SDN Lambada Klieng, SDN Labuy, and SDN Ruyung. The subject selection was conducted using purposive sampling, aimed at gaining in-depth insights into the role of supervisors in enhancing the quality of education. Data were collected through in-depth interviews, observations, and documentation, and analyzed using qualitative data analysis techniques, which include data reduction, data presentation, and conclusion drawing. The research findings indicate that supervisors play an important role in providing support to principals and teachers through training, supervision, and effective monitoring. The supervision carried out by school supervisors has proven to improve the managerial competencies of principals, as well as enhance the professionalism and quality of teaching among teachers. This study suggests the importance of the active role of supervisors in capacity-building programs for teachers and principals to achieve better education quality in Aceh Besar.
Integrative Model of School Facilities and Infrastructure Management in Improving the Quality of Learning in Simeulue Regency Adriansah, Adriansah; Usman, Nasir; AR, Murniati; Nonisafriani, Nonisafriani
IJORER : International Journal of Recent Educational Research Vol. 6 No. 6 (2025): November
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v6i6.1180

Abstract

Objective: This study aims to analyze and develop an integrative management model of school facilities and infrastructure in an effort to improve the quality of learning in the State Junior High School (SMPN) Simeulue Regency. The focus of the research is directed at the synergy of the planning, organizing, implementing, and supervision (POAC) functions to create an efficient, accountable, and sustainable school management system. Methods: This study used a descriptive qualitative approach with a multisite design. Data were collected through interviews, observations, and documentation at the four State Junior High Schools. Data validation is carried out using triangulation techniques of sources and methods, while data analysis is conducted through the stages of data reduction, data presentation, and conclusion drawn. Results: The results of the study show that the implementation of integrative management of facilities and infrastructure has been carried out systematically and collaboratively so that it has a positive impact on student learning comfort, teacher professionalism, and learning effectiveness. The process includes participatory planning, transparent procurement, and ongoing maintenance, according to POAC principles. Novelty: This research produces a new model of integrative management of school facilities and infrastructure that combines the theory of the education system and the principle of Total Quality Management (TQM), emphasizing collaboration, accountability, and local adaptability as the main factors for improving the quality of learning in the context of education in the archipelago.​
Situational Leadership of School Principals: Strategies for Strengthening the Quality of Learning in Elementary Schools Lismeni, Cut Lismeni; Usman, Nasir; Rasyid, Suparta; Ismi Afaidi, Markas
IJORER : International Journal of Recent Educational Research Vol. 6 No. 6 (2025): November
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v6i6.1184

Abstract

Objective: This study aimed to analyze the application of situational leadership of elementary school principals in the archipelago to strengthen teacher professionalism and improve the quality of learning. This study focuses on the three main dimensions of situational leadership, namely diagnostic, adaptive, and professional strengthening, as reflective leadership models relevant to the context of education with limited resources. Method: This study used a descriptive qualitative approach involving three elementary schools in Simeulue Regency, Aceh Province, Indonesia. Data were collected through semi-structured interviews, participatory observations, and documentation studies, and then analyzed using the Miles, Huberman, and Saldaña interactive model, which included data reduction, data presentation, and conclusion drawing. The validity of the data was strengthened through the triangulation of sources and methods. Results: The results of the study show that school principals have diagnostic skills in recognizing teacher readiness through reflective, supervision, and open communication. The adaptive dimension is reflected in the principal’s flexibility in adjusting the leadership style from directing to delegating based on the teacher's level of competence. The dimension of professional strengthening can be seen through the role of school principals as mentors, facilitators, and motivators who foster collaboration and appreciation of teacher innovation. These three dimensions form a reflective leadership cycle that encourages the creation of a collaborative learning environment responsive to the context of island schools. Novelty: This model highlights that leadership effectiveness relies not only on the appropriateness of leadership style, but also on teachers’ contextual sensitivity, empathy, and sustained professional growth, forming a holistic and human-centered approach to educational leadership.
The Effectiveness of Academic Supervision of Principal in Improving Distance Learning in Junior High School Ellyta Ellyta; Murniati Murniati; Nasir Usman
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.744

Abstract

Academic supervision is a process taken by the principal to assist teachers in increasing their ability to manage the effective learning. This study aims to determine the program, implementation, role of supervisors, supporting and inhibiting factors for the principal's academic supervision in improving online learning during the covid-19 period at SMPN 19 in Banda Aceh. The data collection techniques used were observation, interview, and documentation study. The research subjects were school principals and teachers. The data analysis used was reduction techniques, data presentation, data interpretation and data verification. The results showed that: the effectiveness of the implementation of academic supervision of school principals in the Covid-19 pandemic at SMPN 19 Percontohan in Banda Aceh was seen from : (1) The planning for the academic supervision of school principal is conducted by cooperating with all education stakeholders in providing quality education as determined by all parties, including teachers and school principal. (2) The implementation of the academic supervision of the principal is conducted by seeing the teacher  perform the distance learning and offline learning through lesson planning which includes competency standards, basic competencies, indicators of success, and teaching materials, the presentation of fun material, the use of appropriate methods, the existence of media to support the learning process and assignments that are able to measure all student abilities. (3) The principal provides guidance, direction, and guidance to teachers who still have weaknesses and deficiencies in managing learning; (4) The supporting factors for academic supervision are the high of teacher awareness, good teacher perceptions of academic supervision, and motivation / support from parents to students.
ENHANCING PEDAGOGICAL COMPETENCE OF TEACHERS TO IMPROVE STUDENT ACHIEVEMENT IN JUNIOR HIGH SCHOOLS OF SOUTHWEST ACEH REGENCY Bob Fakrul Razi; Nasir Usman; Niswanto
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 4 No. 3 (2024): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v4i3.2067

Abstract

This study explores how teachers' pedagogical competence influences student achievement across three junior high schools in Aceh Barat Daya. Using a qualitative approach, the research gathered data through interviews, observations, and document analysis at SMP Negeri 1 Blangpidie, SMP Negeri 1 Setia, and SMP Negeri 3 Babahrot. The findings reveal significant differences in teacher composition and student performance among the three schools. SMP Negeri 1 Blangpidie, which has a substantial proportion of certified teachers, demonstrated improved teaching practices and rising student performance. In contrast, SMP Negeri 1 Setia, which lacks certified educators, showed relatively constant student achievement. Despite having some certified teachers, SMP Negeri 3 Babahrot faces challenges due to limited resources and socioeconomic conditions, which led to low student achievement. This research emphasizes the importance of teacher certification and continuous professional development in improving student achievement. It also underscores the need for holistic strategies that consider external factors affecting educational quality. The study recommends targeted professional development programs, stronger collaboration among stakeholders, and leveraging technology to enhance pedagogical competencies. Strategic investment in teacher development and comprehensive educational planning can significantly improve learning outcomes across diverse school settings.
The Effectiveness of the Fifteen Minute Qur'anic Literacy Program (LIMIT) in Madrasah Ibtidaiyah: An Analysis of Effects, Mechanisms, and Implementation Fidelity Zahra, Zahra; Usman, Nasir; Niswanto, Niswanto
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 2 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i2.2532

Abstract

This study investigates the effectiveness and mechanisms of the Fifteen-Minute Qur’anic Literacy Program (LIMIT) implemented in elementary madrasahs of Krueng Sabee District, Aceh Jaya, Indonesia. Designed to address low Qur’anic reading proficiency among young learners, the study employed a mixed-methods approach combining quantitative pre–post testing (n = 90; 30 per school) and qualitative interviews, observations, and document analyses. Results revealed significant improvements across all literacy components—tartīl, tajwīd, makharij, and adab—with p < .001 and a large effect size (Cohen’s d = 2.4). The fidelity index reached 86.7%, with time-on-task consistency (94%) and parent involvement (78%). Qualitative mapping identified five core drivers of success: 15-minute micro-timing, certified teacher-models, peer-tutoring loops, parental reinforcement, and data-driven monitoring. LIMIT proved to be a low-cost, high-impact intervention, requiring only Rp 3,200 per student annually, and demonstrated high social acceptance (M = 4.6/5). The findings contribute an integrative micro-intervention framework for Qur’anic literacy that is effective, efficient, and replicable within Islamic elementary education
Principal's managerial strategy in strengthening teacher performance at elementary school Deli Ema Susana; Niswanto Niswanto; Nasir Usman
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 11 No. 3 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020255400

Abstract

Low teacher performance in elementary schools is often related to weak managerial practices of principals, particularly in planning, supervision, and communication. Challenges such as assigning teachers who do not match their competencies and ineffective coordination contribute to the deterioration of teaching quality. This study aims to analyze principals' managerial strategies in improving teacher performance, focusing on aspects of program planning, instructional supervision, and leadership communication. This study uses a qualitative descriptive approach with data collection techniques through observation, in-depth interviews, and documentation studies. Research informants included principals, teachers, vice principals, and supervisors from three public elementary schools in the Pisang Cluster, Meuraxa District, Banda Aceh. Data were analyzed using the Miles and Huberman interactive model through the stages of data reduction, data presentation, and conclusion drawing. The results show that principals implement strategies to improve teacher performance through training programs, regular supervision, open dialogue, and teacher involvement in decision-making. Key supporting factors include the availability of learning facilities and conducive communication support. This study contributes to the development of educational leadership practices based on structured and contextual managerial strategies. The implication is that improving the managerial capacity of school principals needs to be a primary focus in strengthening the quality of teaching at the elementary school level.
Teacher strategies in utilizing learning media: a descriptive qualitative case study in elementary schools Sarman Sarman; Nasir Usman; Suparta Rasyid; Muhammad Aulia
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 11 No. 3 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020256352

Abstract

In the context of Simeulue Regency, Aceh, teachers are required to adapt to these limitations by developing practical strategies for utilizing available learning media. This study aims to explore and analyze teacher strategies in utilizing learning media, focusing on the types of media used, instructional planning, classroom implementation, and perceived effects on student engagement and learning processes. This research employed a descriptive qualitative approach with a case study design conducted in three public elementary schools (SDN 8, SDN 13, and SDN 14 Simeulue). Data were collected through classroom observations, in-depth interviews with nine teachers and three school principals selected purposively, and documentation analysis. The data were analyzed using thematic analysis involving data reduction, categorization, and interpretation to identify recurring patterns of strategy use. The findings indicate that teachers predominantly utilize visual media (pictures and charts), real objects from the surrounding environment, and simple digital media. These strategies are perceived by teachers to enhance student motivation, participation, and conceptual understanding, as reflected in increased classroom interaction, student responsiveness, and attentiveness during learning activities. However, the effectiveness of media utilization is influenced by supporting factors such as teacher creativity and school leadership support, as well as inhibiting factors including limited facilities and teachers’ digital competencies. This study contributes to a contextual understanding of how learning media are strategically utilized in resource-limited elementary schools and highlights that media function as pedagogical supports rather than determinants of measurable academic achievement. The findings suggest that sustainable media utilization requires continuous professional development and institutional support tailored to rural school contexts.
Enhancing Literacy and Numeracy in Indonesian Elementary Schools:  Principal Led Strategies in a Resource-Limited Amri, Amri; Murniati, Murniati; Usman, Nasir; Fajri, Munawar
Edukasi Vol 13 No 1 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in progess|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i1.32148

Abstract

This study examines how school principals plan, implement, and evaluate literacy- and numeracy-oriented learning programs in Cluster 1 elementary schools in Krueng Sabee, as well as the challenges they face in improving students’ learning outcomes in resource-limited contexts. Employing a qualitative case study design, data were collected over a three-month period from six school principals, teachers, and seven school committee members through semi-structured interviews, classroom observations, and document analysis. Data analysis followed Miles and Huberman’s interactive model, encompassing data reduction, data display, and conclusion drawing, while trustworthiness was ensured through source and method triangulation and member checking. The findings reveal three principal-led strategies: (1) strategic distribution of reading and numeracy resources to support integrated literacy–numeracy learning; (2) principal leadership in enhancing teacher competence through literacy and numeracy interventions; and (3) school-wide initiatives and collaborative team support that strengthen students’ motivation toward literacy. Despite limitations in facilities and learning resources, principals demonstrated adaptive and collaborative leadership that enabled schools to optimize available resources and sustain literacy and numeracy programs. Overall, the study confirms that focused and systematic principal leadership plays a critical role in strengthening literacy and numeracy learning in elementary schools operating under resource constraints.
Co-Authors . Darniati Abda Abda Adriansah, Adriansah Akbar, Muh Ilham Alaidin, Alaidin Alvina Felicia Watratan Amri Amri Andri Wahyuni Andri Wahyuni Arisman Juanda Arnanda, Sabri Aulia, Denni Azizah Azizah Bahrun Bahrun Bahrun Bahrun Bahrun Bahrun Balqis, Suci Nabilah Bob Fakrul Razi Chairi, Suci Natasya Cut Nurul Fahmi Cut Zahri Harun Cut Zahri Harun Dahniar Dahniar Deli Ema Susana Djailani AR, Djailani Eli Nurliza Elliana Elliana Ellyta Ellyta Fahlida Harnita Fajri, Munawar Fitri, Chairiah Lismaya Habi Talib, Emil Agusalim Hafsah Hannah-Charis O. O. Walker Harnita, Fahlida Hasmawati Hasmawati Hayati, Raudhatul Hizir Sofyan Idawani Yusuf Irani, Ulfa Ismail Ismail Ismail Ismi Afaidi, Markas Jali, Jafalizan Md. Juanda, Arisman Khairuddin - Khairuddin Khairuddin Khairuddin Khairuddin Khairuddin Khairuddin Lenawati Lisa Fitriani Ishak Lismeni, Cut Lismeni Lubis, Nuraini M Husen M. Murniati Maghfirah Maghfirah Maghfirah Maghfirah Maisura Maisura Marlina Marlina Marlina Marlina Marzuki Marzuki Muhammad Adli Muhammad Aulia Muhammad Faisal Muhammad Irfan Muhammad Irfan Muhammad Sapril Siregar Munawarah, Syarifah Hasanaton Munira. AR2 Murniati Murniati . Murniati AR, Murniati Murniati Murniati Murniati Murniati Murza, Cut Ika Mushadi, Mushadi Mylostyvyi, Roman Nada Afifah zahru Niswanto Niswanto Niswanto Niswanto, Niswanto Nita, Santi Nonisafriani, Nonisafriani Nuraini Lubis Nuranifah, Nuranifah Nurliza, Eli Nurliza, Eli Nurrizayani, Nurrizayani Nurul Aflah Nurul Istiwana Prihatmono, Medy Wisnu Rahmatullah Rahmatullah Rahmatullah, Rozi Rahmayanti Rahmayanti Rahmayanti Rahmayanti Rasyid, Jusnaini Rasyid, Suparta Rejeki Rejeki Rejeki, Rejeki Rossiana Br Ginting Safranovi, Safranovi Safrida, Usma Riza Saharuddin Said Alwi Saifan, Saifan Santos, Mariano Dos Sardani Sardani Sarman Sarman Setiawati, Fitri Siswanto, Irman Sri Rosi Antina Sri Susanti Suci Nabilah Balqis Suci Natasya Chairi Sulastri Sulastri Suraiya ., Suraiya Thamrin, Musdalifa Ulfah Irani Ulfah Irani Ulfah Irani Z Walker, Hannah-Charis O. O. Warni, Aida Wicoksono, Deni Fajar Yanti, Yulisma Yuliana, Elly Yusrizal Yusrizal Yusrizal Yusrizal Yusuf, Idawani zahara, rizka Zahra Zahra Zikrayati, Zikrayati