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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Journal on Mathematics Education (JME) Journal of Research and Advances in Mathematics Education Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran JIPMat (Jurnal Ilmiah Pendidikan Matematika) Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Abdimas BSI: Jurnal Pengabdian Kepada Masyarakat Jurnal Basicedu Journal on Education DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar COLLASE (Creative of Learning Students Elementary Education) Jurnal Review Pendidikan dan Pengajaran (JRPP) Imajiner: Jurnal Matematika dan Pendidikan Matematika Jurnal Paedagogy Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Innovation in Educational and Cultural Research Didaktika: Jurnal Kependidikan IJORER : International Journal of Recent Educational Research Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP) Abdimas Altruis: Jurnal Pengabdian Kepada Masyarakat Jurnal Basicedu Journal of Innovation and Research in Primary Education Prima Magistra: Jurnal Ilmiah Kependidikan Edutainment : Jurnal Ilmu Pendidikan dan Kependidikan JGK (Jurnal Guru Kita) Innovative: Journal Of Social Science Research Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Jurnal Kualita Pendidikan PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI Lembaran Ilmu Kependidikan JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Widya Kusumaningsih
Universitas PGRI Semarang
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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The Influence of Practical Facilities on the Quality of Learning at State Vocational Schools Kristin Handayani; Widya Kusumaningsih; I Made Sudana
Lembaran Ilmu Kependidikan Vol. 54 No. 1 (2025): Curriculum and Learning, Technology and Innovation in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v54i1.23521

Abstract

Vocational High Schools (SMK) play a crucial role in preparing a competent workforce ready to meet industrial challenges. However, the implementation of practicum methods faces various obstacles, particularly in terms of limited facilities. This study quantitatively examines the impact of practicum facilities on learning quality at SMK Negeri in Blora Regency. Through a data-driven approach, it aims to provide concrete recommendations for policymakers in enhancing vocational education effectively and sustainably. Using a quantitative correlational and ex post facto research approach, the study involved 383 vocational school teachers, with a sample of 196 respondents. Data was collected through questionnaires and analyzed for validity, reliability, normality, linearity, multicollinearity, and heteroscedasticity. The descriptive analysis shows that 20.92% of respondents rated the facilities as excellent, 36.73% as good, 26.53% as adequate, 11.22% as poor, and 4.59% as very poor The findings indicate that 85.7% of learning quality variation is influenced by practicum facilities, with an effective contribution of 84.54% and a relative contribution of 98.42%.. These results highlight the significant role of practicum facilities in improving learning outcomes and ensuring graduates' readiness for industrial demands. Enhancing these facilities is essential for the effectiveness and sustainability of vocational education
The Influence of the Use of Educational Technology on the Quality of Learning at Public Elementary Schools Yelli Ari Subekti; Widya Kusumaningsih; I Made Sudana
Lembaran Ilmu Kependidikan Vol. 54 No. 1 (2025): Curriculum and Learning, Technology and Innovation in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v54i1.23616

Abstract

Background - The development of digital technology has brought significant changes to the field of education, especially in the learning process at the elementary school level. The use of educational technology has become an important strategy to improve learning quality, student engagement, and the effectiveness of content delivery. However, not all educational institutions, particularly in rural areas, have optimally integrated technology into the learning process. Therefore, it is essential to examine the extent to which the use of educational technology affects the quality of learning, particularly in public elementary schools in the Randublatung District. Purpose - This study aims to investigate the impact of using educational technology on the quality of learning at public elementary schools in Randublatung District. This research uses a quantitative approach with a descriptive analysis design. Data were collected through questionnaires distributed to teachers and students and analyzed using statistical techniques to examine the relationships between variables. Findings - The results show that the use of educational technology contributes significantly and positively to the improvement of learning quality, with an influence value of 82.4%. Technology integration has been proven to enhance student interaction and engagement and support the overall success of the teaching and learning process. Conclusions - The study concludes that the use of educational technology plays a crucial role in improving the quality of learning. Systematic adoption and training in technology use within the educational environment are necessary to achieve more effective and higher-quality learning outcomes. Novelty/Originality/Value The novelty of this research lies in its empirical evidence showing the substantial contribution of educational technology to learning quality in elementary schools located in rural areas, specifically in Randublatung. Furthermore, the study highlights the importance of onboarding training for users (teachers and students) as a key factor in the successful integration of technology in education—an aspect rarely discussed in previous similar studies.
Pengaruh Peran Kepala Sekolah Terhadap Mutu Pendidikan di Sekolah Dasar Mohammad Setya Asih; Widya Kusumaningsih; I Made Sudana
Didaktika: Jurnal Kependidikan Vol. 14 No. 2 Mei (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2232

Abstract

Mutu pendidikan di Indonesia masih menjadi tantangan yang kompleks, terutama di tingkat sekolah dasar. Berbagai faktor memengaruhi kualitas pendidikan, salah satunya adalah peran kepala sekolah sebagai pemimpin pendidikan. Di Kecamatan Bogorejo, Kabupaten Blora, rendahnya mutu pendidikan tercermin dari hasil rapor pendidikan yang belum optimal dalam aspek literasi, numerasi, serta kualitas pembelajaran. Salah satu faktor penyebabnya adalah belum maksimalnya peran kepala sekolah dalam menjalankan fungsinya sebagai educator, manager, administrator, supervisor, leader, inovator, dan motivator. Penelitian ini bertujuan untuk menganalisis sejauh mana peran kepala sekolah berpengaruh terhadap mutu pendidikan di sekolah dasar di Kecamatan Bogorejo. Penelitian ini menggunakan pendekatan kuantitatif dengan metode ex post facto. Sampel penelitian terdiri dari 113 guru sekolah dasar yang dipilih secara proporsional. Pengumpulan data dilakukan melalui kuesioner, yang dianalisis menggunakan statistik deskriptif dan inferensial dengan bantuan SPSS versi 22. Hasil penelitian menunjukkan adanya hubungan yang signifikan antara peran kepala sekolah dan mutu pendidikan, dengan koefisien korelasi sebesar 0,704 yang termasuk dalam kategori kuat. Selain itu, hasil analisis regresi menunjukkan bahwa peran kepala sekolah berkontribusi sebesar 49,6% terhadap mutu pendidikan, sementara sisanya dipengaruhi oleh faktor lain seperti kompetensi guru, fasilitas sekolah, dan dukungan kebijakan. Hasil penelitian ini menegaskan bahwa kepala sekolah memiliki peran kunci dalam meningkatkan mutu pendidikan. Oleh karena itu, diperlukan penguatan kompetensi kepala sekolah dalam kepemimpinan dan manajerial agar dapat menciptakan lingkungan pembelajaran yang lebih efektif dan berkualitas.
The Influence of Principal Transformational Leadership and the Utilization of the Ruang GTK Platform on Teachers' Pedagogical Competence Agus Hery Susanto; Widya Kusumaningsih; Joko Sulianto
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.v5i1.2946

Abstract

Teachers' pedagogical competence is a critical determinant of instructional quality, yet its development remains uneven across Indonesian elementary schools. This study investigates the influence of principal transformational leadership and the utilization of the Ruang GTK platform on teachers' pedagogical competence. A quantitative survey design was employed, involving 98 elementary school teachers in Karangrayung District, Grobogan Regency, selected through proportionate stratified random sampling. Data were collected using validated questionnaire instruments (Cronbach's α > 0.84) and analyzed through multiple linear regression using SPSS. The results indicate that transformational leadership (β = 0.487, p < 0.001) and Ruang GTK platform utilization (β = 0.421, p < 0.001) each exerted significant positive influences on pedagogical competence. The combined model explained 50.0% of the variance in pedagogical competence (R² = 0.500, F(2, 95) = 47.83, p < 0.001). These findings establish that transformational leadership and digital platform utilization are functionally interdependent predictors of pedagogical competence, with leadership emerging as the stronger predictor. School principals and policymakers are encouraged to integrate transformational leadership practices with structured facilitation of Ruang GTK platform use—particularly its collaborative and performance management modules—to optimize teacher professional development.
The Role of School Supervisors in Supporting the Flagship Character Education Development Program at Elementary School Tulus Bintoro; Nur Khoiri; Widya Kusumaningsih
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.v5i1.3018

Abstract

This study examined the role of school supervisors in assisting the implementation of the flagship character education development program at SD Negeri 1 Depok, Grobogan Regency, during the 2025/2026 academic year. Despite growing recognition of supervisory functions in school quality improvement, empirical evidence on how supervisors operate within structured, government-mandated character education programs at the elementary level remains limited. This study employed a qualitative case study design. Data were collected through semi-structured interviews, classroom observations, and document analysis involving five participants — one school supervisor, one principal, and three teachers — and analyzed using Miles et al.'s (2014) interactive model. Four themes emerged: systematic program planning, collaborative supervisory assistance, structured follow-up actions, and positive impact on students' character development. An unexpected finding was the emergence of peer-to-peer character reinforcement among students, suggesting that sustained supervisory engagement may facilitate value internalization beyond the teacher–student dyad. These findings demonstrate that supervisory assistance, when conducted collaboratively and continuously, constitutes a transformative institutional mechanism for character education. The study contributes to educational supervision scholarship and offers practical guidance for supervisors and policymakers in strengthening elementary character education programs.
The Influence of Supervisory Roles and Teachers’ Professional Competence on Learning Quality in Elementary Schools in Gubug District Heru Ekwanto; Widya Kusumaningsih; Joko Sulianto
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.v5i1.3042

Abstract

Learning quality in elementary schools is shaped by multiple professional factors, yet the combined influence of supervisory roles and teachers' professional competence remains empirically understudied, particularly in the Indonesian context. This study examines the partial and simultaneous effects of these two variables on learning quality at elementary schools in Gubug District, Grobogan Regency, Central Java, Indonesia. A quantitative correlational survey design was employed, with 92 teachers selected through proportionate stratified random sampling. Data were collected using validated Likert-scale questionnaires measuring supervisory roles, professional competence, and learning quality, and were analyzed using multiple linear regression. The results indicate that supervisory roles significantly and positively influence learning quality (β = 0.472, R² = 0.275, p < 0.001), as does teachers' professional competence (β = 0.418, R² = 0.251, p < 0.001). Simultaneously, both variables account for 47.7% of the variance in learning quality (R² = 0.477, F(2,89) = 42.76, p < 0.001), with supervisory roles emerging as the slightly stronger predictor. These findings advance a dual-determinant framework of instructional quality, underscoring that sustainable improvements in elementary school learning require the synergistic integration of developmental supervision and continuous teacher professional development.
The Effect of Principals’ Instructional Leadership and Teacher Learning Communities on Learning Quality in Elementary Schools Ratna Kusuma Ningrum; Widya Kusumaningsih; Joko Sulianto
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.v5i1.3043

Abstract

Learning quality in primary schools is shaped by multiple institutional factors, yet the combined influence of principals' instructional leadership and teacher learning communities remains empirically underexplored, particularly in Indonesian elementary school contexts. This study employed a quantitative correlational survey design involving 92 teachers selected through proportional random sampling from public elementary schools in Gubug District, Grobogan Regency, Central Java, Indonesia. Data were collected using three validated questionnaires measuring instructional leadership, learning community activities, and learning quality, and were analysed through multiple linear regression. Results indicate that instructional leadership significantly predicts learning quality (β = 0.512, R² = 0.279, p < 0.001), as does learning community activities (β = 0.467, R² = 0.247, p < 0.001). Crucially, their simultaneous effect accounts for 46.8% of the variance in learning quality (F(2,89) = 41.93, p < 0.001), substantially exceeding either variable's independent contribution. These findings demonstrate that instructional leadership and professional learning communities operate synergistically rather than additively, positioning principal-led direction as a structural precondition for productive teacher collaboration. Schools seeking to improve instructional quality should therefore develop both components in an integrated and sustained manner.
STRATEGI KEPALA SEKOLAH DALAM MENGOPTIMALKAN PARTISIPASI ORANGTUA UNTUK MENINGKATKAN KUALITAS SEKOLAH DI SDN NGEMPLAK SIMONGAN 01 SEMARANG Septi Ananingsih; Widya Kusumaningsih; Rasiman Rasiman
JP3 (Jurnal Pendidikan dan Profesi Pendidik) Vol. 12 No. 1 (2026): JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Publisher : Lembaga Pengembangan Profesi Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp3.v12i1.529

Abstract

Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis secara mendalam strategi-strategi yang diterapkan oleh Kepala Sekolah dalam mengoptimalkan partisipasi orang tua guna mencapai peningkatan kualitas sekolah. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan studi kasus pada SDN Ngemplak Simongan 01. Data dikumpulkan melalui wawancara mendalam dengan Kepala Sekolah, guru, dan perwakilan Komite Sekolah/orang tua, serta observasi dan studi dokumentasi. Hasil penelitian mengidentifikasi tiga pilar strategi utama Kepala Sekolah: (1) Strategi Komunikasi Proaktif dan Berkelanjutan (menciptakan iklim kepercayaan dan transparansi), (2) Strategi Program Keterlibatan Beragam (menggeser fokus dari sumbangan dana ke sumbangan tenaga dan pikiran/keahlian), dan (3) Strategi Pemberdayaan dan Pelatihan Orang Tua (meningkatkan kompetensi orang tua sebagai co-educators melalui workshop terstruktur). Strategi-strategi ini terbukti efektif dalam mengubah partisipasi orang tua dari pasif menjadi aktif dan bermakna. Pengoptimalan partisipasi berfokus pada kemitraan setara, yang selaras dengan Model Overlapping Spheres of Influence Epstein. Keterlibatan yang didasarkan pada kompetensi dan kepercayaan ini secara langsung berkontribusi pada peningkatan kualitas sekolah dalam dimensi akademik, sosial-emosional, dan dukungan fasilitas. Kepala Sekolah yang efektif adalah pemimpin yang mampu merancang arsitektur kemitraan antara sekolah dan keluarga. Partisipasi orang tua yang optimal, didukung oleh strategi pemberdayaan, merupakan variabel kunci yang menentukan keberhasilan sekolah dalam mencapai mutu pendidikan yang lebih tinggi.
THE INFLUENCE OF PRINCIPAL'S TRANSFORMATIONAL LEADERSHIP STYLE, SCHOOL CULTURE, AND TEACHER PROFESSIONALISM ON LEARNING QUALITY IN JUNIOR HIGH SCHOOL Wita Setiyanti; Widya Kusumaningsih; Nurkolis Nurkolis
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 6 No. 2 (2025): Volume 6 Number 2 (April 2025)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v6i2.5133

Abstract

The quality of learning in schools is shaped by several key factors, including the principal's leadership style, school culture, and teacher professionalism. This research aims to examine the individual and combined effects of these factors on the learning quality in public junior high schools in the Kendal region. Using a quantitative approach, the study collected data from 118 respondents across 4 schools through observations and questionnaires. The findings indicate that (1) transformational leadership significantly influences the quality of learning, accounting for 73.3% of its variation. (2) School culture also plays a crucial role, explaining 68.9% of the variation in learning quality. (3) Teacher professionalism is another important factor, contributing 73.0% to the variation in learning outcomes. (4) When combined, transformational leadership, school culture, and teacher professionalism together account for 78.7% of the variation in learning quality. To improve learning outcomes, it is recommended that school principals focus on developing a transformational leadership style through ongoing training. Additionally, schools should actively nurture a positive and strong culture by engaging the entire educational community, including teachers, students, and parents. Teachers are encouraged to enhance their professionalism through structured training, continuous personal development, and fostering a high level of commitment to their teaching responsibilities.
THE INFLUENCE OF SCHOOL PRINCIPAL LEADERSHIP, TEACHER WORK MOTIVATION, AND PROFESSIONAL COMPETENCE ON THE QUALITY OF PUBLIC ELEMENTARY SCHOOLS IN BANTARBOLANG DISTRICT Andi Dwi Arifin; Widya Kusumaningsih; Soedjono Soedjono
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 6 No. 3 (2025): Volume 6 Number 3 (July 2025)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v6i3.5148

Abstract

This study aims to analyze the influence of principal leadership, work motivation, and teachers’ professional competence on the quality of public elementary schools in Bantarbolang District. A quantitative approach with a correlational design was employed. The study population comprised 345 teachers and principals from 46 public elementary schools, with a sample of 185 respondents selected through proportional random sampling. Data were collected using questionnaires that had been tested for validity and reliability. The results indicate that principal leadership has a significant influence on school quality, contributing 54.4%. Teachers’ work motivation also shows a significant impact, contributing 53.9%. Furthermore, teachers’ professional competence contributes 41.5% to school quality. Simultaneously, the three independent variables have a positive and significant effect on school quality, with a total contribution of 75.9%. These findings suggest that improving school quality can be achieved through strengthening principal leadership, enhancing teachers’ work motivation, and developing their professional competence. This research is expected to contribute to efforts in improving the quality of education in elementary schools and serve as a reference for future studies in the field of educational management.
Co-Authors A.Y. Soegeng Ysh Adil Amrillah Agnita Siska Pramasdyahsari Agus Hery Susanto Ahmad Syifa’ul Qulub Ainaya Hanum Lutfia Amin Mustoha Ananda Kusumaningrum Ananda Andi Dwi Arifin Aryo Andri Nugroho Asih Setya Tri Lestari Asih Choirul Huda Christin Eni Wati Christin Eniwati Dani Nur Rosvitasari Darhim Darhim Dawi Asil Irbah Desy Erviana Dewi Nur Laksmi Astutiningtyas Dewi Ratnawati Dhian Endahwuri, Dhian Dyan Retno Murtining Tyas Endang Wuryandini Erika Soniya Ernawati Saptaningrum Faizal Rahman Farida Nursyahidah Fiki Hidayah Fransiska Suciana Ghufron Abdullah Hartono Hartono Hellen Dita Natassya Hengky Angga Saputra Henry Januar Saputra Henry Januar Saputra Heru Ekwanto I Made Sudana I Made Sudana Ianatut Toyibah Ida Zubaida Ima Puji Astuti Indah Ratna Fitriani Joko Sulianto . . Kartinah Kartinah, Kartinah Khalimah Khalimah Kristin Handayani Latifatul Khiftiyah Lusiyawati Zahrah Mardani Esti Pambayun Maria Ulfah . Marlina Marlina Maryanto Maryanto Mia Pramudianti Milagros Racacho Baldemor Milagros Racacho Baldemor Mohammad Setya Asih Muhammad Saifuddin Zuhri Muhdi Mujilah Mujilah Ngatini Ngatini Ngurah Ayu Nyoman Murniati Nirmala Wahyu Wardani Noor Miyono Nur Arfi Aulia Zulfah Nur Khoiri Nur Riskiyati Nurkolis Nurkolis Nurkolis Nurkolis Nurkolis Nurkolis Nurkolis, Nurkolis Nuruliarsih Pinurba Anindita Pran Yudi Setiawan Prayekti Kusumasari Rasiman Rasiman Ratna Kusuma Ningrum Refri Diantika Sari Reza Tegar Rizqiana Rina Dwi Setyawati Rini Puspita Marta Risqi Emawidiasari Risza Andika Arumsarie Rizky Esti Utami, Rizky Esti Rofingun Rosalina Ginting Rosalina Ginting Rulie Saraswati Sapto Armin Wibowo Savita Rizky Maulida Septi Ananingsih Septian Dwi Angga Sigit Rudiyanto Sisca - Siti Kusniati Siti Maghfiroh Siti Minarsih Soedjono Soedjono Sri Janji Sri Suneki Sulastri Sulastri Suminten Suminten Supandi Sutrisno Sutrisno Tatang Herman, Tatang Tulus Bintoro Turmudi Ulfa Sofiyana Waewalee Waewchimplee Wahyu Adiningsih Wan Mia Rumita Whisnu Andika Wicaksono Wita Setiyanti Yelli Ari Subekti Zulfa Amirulia Zulfiana Zulfiana