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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 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) 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 International Journal of Educational and Life Sciences (IJELS) Journal of Educational Management and Learning Jurnal Penelitian Pendidikan Indonesia Asian Journal of Social and Humanities Jurnal Pendidikan Progresif Gawi: Journal of Action Research Jurnal Manajemen Pendidikan Islam PALASTREN: Jurnal Studi Gender International Journal of Educational Narratives
Nasir Usman
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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.
The Role of Madrasah Principal Leadership and Work Environment as Determinants of Teacher Performance Nada Afifah zahru; Suparta Rasyid; Nasir Usman
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 10 No. 3 (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.v10i3.259

Abstract

Teachers’ performance at Madrasah Ibtidaiyah Negeri (MIN) in Aceh Barat Daya remains suboptimal, shows by low discipline, monotonous teaching practices, limited use of technology, inadequate supporting facilities, and an unconducive work environment. This condition is suspected to be influenced by the ineffective leadership of the madrasah principal and a less supportive work environment. This study aims to analyze the influence of the principal’s leadership and the work environment on teachers’ performance, both partially and simultaneously. A quantitative approach with an explanatory research method was employed. The research population consisted of all teachers from five MINs in Aceh Barat Daya, with a sample of 103 teachers selected using a random sampling technique. Data were collected through questionnaires and documentation, and analyzed using the Partial Least Squares–Structural Equation Modeling (PLS-SEM) method with the assistance of SmartPLS version 4 software. The results revealed that the principal’s leadership had a positive and significant effect on teachers’ performance, with a path coefficient of 0.313. The work environment also had a positive and significant effect, with a path coefficient of 0.560. Simultaneously, the two variables contributed 64.1% to the improvement of teachers’ performance, while remaining percentage was influenced by other factors outside the scope of this study. Effective, participatory, and communicative leadership, along with a comfortable and harmonious work environment, are key factors in enhancing teachers’ professionalism, creativity, and productivity in the madrasah. These findings are expected to serve as a reference for schools and policymakers in designing strategies to improve the quality of learning
IMPLEMENTATION OF ACADEMIC SUPERVISION OF PRINCIPALS IN IMPROVING LEARNING QUALITY AT BABAHROT'S STATE SCHOOLS Muhammad Adli; Nasir Usman; Niswanto
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 5 (2024)
Publisher : CV. RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i5.1985

Abstract

The quality of learning in schools is an important factor in educating the nation's life. Academic supervision by school principals is an effort made to improve the quality of learning. The purpose of this study was to describe the implementation of the academic supervision program by school principals in improving the quality of learning in public primary schools in Babahrot District, Southwest Aceh Regency. The research method used is descriptive with a qualitative approach, using interviews, observations, and documentation studies as data collection techniques. The results showed that: (1) The academic supervision program is prepared at the beginning of the semester in teacher meetings, adjusted to the actual situation in each school, with a focus on planning, implementation, and evaluation of learning; (2) The implementation of the program involves three stages: pre-observation meetings, classroom observations, and post-observation meetings, using a collaborative approach and individual and group techniques; (3) Principals conduct follow-up by analyzing and evaluating the results of observations on an ongoing basis; (4) Obstacles include many other activities that interfere with the supervision schedule, lack of interest and motivation to become a supervisor, and lack of knowledge and skills related to academic supervision. Lack of commitment from principals and teachers is also an obstacle in supporting the implementation of academic supervision.
MANAGEMENT OF LEARNING FACILITIES ICT IN BLANGPIDIE PRIMARY SCHOOLS Said Alwi; Bahrun; Nasir Usman
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 5 (2024)
Publisher : CV. RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i5.1986

Abstract

The evolution of technology in the digital era significantly impacts various aspects of life, including the field of education. The use of Information and Communication Technology (ICT) is crucial in the educational domain, particularly in facilitating learning activities in schools. ICT learning facilities play a vital role in streamlining the educational process, amidst high expectations placed on the educational sector. However, the education system faces numerous challenges that hinder the effective implementation of teaching and learning activities in schools. Among these challenges are inadequate educational support facilities, emphasizing the importance of teachers' ICT competencies. This research aims to explore the role of teachers in implementing ICT learning facility management in elementary schools within Blangpidie District, South Aceh Regency, and their use of ICT. Employing a descriptive quantitative method, this study utilizes a survey approach with a Likert scale, supplemented by data collection techniques such as interviews, observations, and questionnaires. The quantitative research involved 30 elementary school teachers from Blangpidie District, South Aceh Regency. Validity tests resulted in 20 valid statement items with validity coefficients ranging from 0.444 to 0.925, and a questionnaire reliability of 0.979. Collected data were analyzed using descriptive statistics, revealing that teachers' efforts to enhance ICT competencies scored an average of 15.14 or 80.57%, indicating a "Very Good" category. The findings also highlight the involvement of teachers' ICT competencies in various educational aspects, such as planning, implementation, evaluation/assessment of students, use of supporting applications, efforts or methods, support, motivation for enhancing ICT competencies, and several factors hindering the improvement of teachers' competencies.
Career Woman: The Dual Roles Conflict Management in the Gender Perspective Yanti, Yulisma; Usman, Nasir; Bahrun, Bahrun
PALASTREN: Jurnal Studi Gender Vol 16, No 1 (2023): PALASTREN
Publisher : UIN Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/palastren.v16i1.17276

Abstract

Human rights are something that is essential and should not be limited only for reasons that refer to gender and social status, especially human rights for women in various aspects, especially the right to a career and self-actualization. Facts on the ground show that women also have the same competence as men in the aspects of public and professional roles. This study aims to analyze the aspects of women's rights and freedoms in carrying out their roles as career women, especially for women who are married and have dual roles. This study examines aspects of social roles and management of role conflicts that are experienced by women with the status of career women. Aspects of social roles are studied based on various theories of social development, studies of women's rights based on the concept of human rights and gender equality. The data in this study were sourced from the results of observations, interviews, and literature studies. The analysis technique used was an interactive model. The results of this study indicate that career women with dual roles have appropriate conflict management techniques, so that their roles have the same priority. This was also supported by the concept of gender equality which is starting to be accepted in society so that women can live a life with the dual roles they have, as well as the guarantee of human rights as human beings who have complete freedom.
Adaptive Action-Based Management Model for Inclusive Early Childhood Education Rini Triana; Nasir Usman; Niswanto Niswanto
Gawi: Journal of Action Research Vol. 6 No. 1 (2026)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/gawi.v6i1.281

Abstract

This study aimed to develop an Adaptive Action-Based Inclusive School Management Model to enhance the efficacy of inclusive early childhood education (ECE) in Banda Aceh, Indonesia. Employing a qualitative school-based action research design across three inclusive ECE institutions, the study involved 13 purposively selected participants, including school principals, educators, special assistant teachers, parents, and an education office representative. The methodology was operationalized through two iterative cycles of planning, action, observation, and reflection, with interventions targeting inclusive management optimization via structured planning, stakeholder coordination, and systemic monitoring. Qualitative data derived from in-depth interviews, participant observation, and document analysis were processed utilizing the interactive qualitative analysis model of Miles, Huberman, and Saldaña, supported by NVivo software. planning practices were collaborative and child-centered but insufficiently documented, implementation was adaptive and outcome-oriented yet weakly coordinated, and evaluation effectively monitored child development but lacked institutional integration. Major constraints included limited government support, infrastructure, and teacher capacity, while adaptive strategies relied on collaboration, communication, and internal initiatives. The study proposes an Adaptive Action-Based Inclusive School Management Model characterized by iterative improvement, collaborative engagement, adaptive decision-making, and outcome-oriented evaluation. The results highlight the importance of strengthening systematic management practices and policy support to ensure sustainable inclusive education.
Principal's Managerial Strategies to Enhance Teacher Motivation in Junior High Schools Aida Warni; Nasir Usman; Ismail Ismail; Rizka Zahara; Fitri Setiawati
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.
Exploring the Role of School Principals in Enhancing Literacy Culture in South Aceh Public High Schools Aslinar; Nasir Usman; Khairuddin
International Journal of Educational and Life Sciences Vol. 3 No. 2 (2025): February 2025
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijels.v3i2.329

Abstract

This study explores the role of school principals in developing a literacy culture in public high schools (SMAN) in South Aceh. The research adopts a qualitative descriptive approach to examine the leadership strategies employed by principals to foster literacy, the challenges they face, and the solutions they implement. Data were collected through observations, interviews, and document analysis involving principals, teachers, and students from three high schools actively engaged in literacy programs. The findings reveal that school principals play a critical role in promoting literacy by implementing structured reading programs, enhancing library resources, and integrating digital tools to engage students. However, significant challenges, such as limited funding, inadequate library infrastructure, and low student motivation, were identified. To address these obstacles, principals employed innovative solutions, including book donation drives, partnerships with local libraries, and increased parental involvement. Despite these challenges, the study shows that the principals' leadership strategies have positively impacted students' literacy engagement, with reported increases in reading habits and participation in literacy activities. The research concludes that effective school leadership, supported by community partnerships and modern digital approaches, is essential for fostering a strong literacy culture in resource-constrained environments.
The Influence Of School Principal Management On Increasing Digital-Based Teachers' Capability In Min City Of Banda Aceh Safranovi Safranovi; Nasir Usman; Murniati AR
JETL (Journal of Education, Teaching and Learning) Vol 9, No 2 (2024): Volume 9 Number 2 September 2024
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v9i2.5385

Abstract

Digital-based teacher capabilities have a very important role in the current modern educational context. With the rapid development of technology, the integration of technology in learning has become a necessity. Various methods or programs are needed to improve digital-based teacher skills. This research aims to determine the influence of school principal management on increasing digital-based teacher capabilities. The research method used is an experimental method with a one group pretest-posttest design. The subjects in this study consisted of 8 people each, 2 school principals and 2 head of curriculum, 2 supervisors and 2 teachers from each school who were taken using saturated sampling techniques. Data collection techniques in this research used interviews, questionnaires and test results. The data analysis technique used uses a qualitative and quantitative approach. The results of the T test show a significance value of 0.002 <0.05, which shows that there is an influence of school principal management on digital-based teacher abilities. The N-Gain Test results show a score of 70% indicating an increase in digital-based teacher abilities. Therefore, school principal management provides improvements to digital-based teacher capabilities.
Co-Authors Abda Abda Adriansah, Adriansah Aida Warni Amri Amri Andri Wahyuni Andri Wahyuni Arisman Juanda Arnanda, Sabri Aslinar Aulia, Denni Azizah Azizah 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 Denni Aulia Djailani AR, Djailani Eli Nurliza Elliana Elliana Ellyta Ellyta Fahlida Harnita Fajri, Munawar Fitri Setiawati Fitri, Chairiah Lismaya Hafsah Hannah-Charis O. O. Walker Harnita, Fahlida Hasmawati Hasmawati Hizir Sofyan Idawani Yusuf Irani, Ulfa Irman Siswanto Ismail Ismail Ismail Ismail Ismail Ismail Ismi Afaidi, Markas Juanda, Arisman Khairuddin Khairuddin - Khairuddin Khairuddin Khairuddin Khairuddin Khairuddin Khairuddin Lenawati Lismeni, Cut Lismeni Lubis, Nuraini M Husen M. Murniati Maghfirah Maghfirah Maghfirah Maghfirah Marlina Marlina Marlina Marlina Marzuki Marzuki Muhammad Adli Muhammad Aulia Muhammad Irfan Muhammad Irfan Muhammad Sapril Siregar Munawar Fajri 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 Rahmatullah Rahmatullah Rahmatullah, Rozi Rahmayanti Rahmayanti Rahmayanti Rahmayanti Rasyid, Jusnaini Rasyid, Suparta Raudhatul Hayati Rejeki Rejeki Rejeki, Rejeki Rini Triana Rizka Zahara Rossiana Br Ginting Safranovi Safranovi Safrida, Usma Riza Said Alwi Saifan, Saifan Sardani Sardani Sarman Sarman Shururi Sri Rosi Antina Sri Susanti Suci Natasya Chairi Sulastri Sulastri Suraiya ., Suraiya Ulfah Irani Ulfah Irani Ulfah Irani Z Walker, Hannah-Charis O. O. Wicoksono, Deni Fajar Yanti, Yulisma Yuliana, Elly Yusrizal Yusrizal Yusrizal Yusrizal Yusuf, Idawani Zikrayati, Zikrayati