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All Journal Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Al Ishlah Jurnal Pendidikan Tadbir : Jurnal Studi Manajemen Pendidikan Visipena International Journal of Educational Review, Law And Social Sciences (IJERLAS) Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Jurnal Pendidikan Vokasi Raflesia Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Journal of General Education and Humanities Jurnal Pendidikan West Science Jurnal Penelitian Pendidikan Indonesia Asian Journal of Social and Humanities Biosainsdik: Biologi Sains dan Kependidikan Gawi: Journal of Action Research
Niswanto Niswanto
Universitas Syiah Kuala
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Social Sciences Other

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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.
IMPLEMENTATION OF SCHOOL-BASED MANAGEMENT (SBM) IN EXEMPLARY PUBLIC SENIOR HIGH SCHOOLS, TUNAS BANGSA AND 1ST PUBLIC SENIOR HIGH SCHOOL IN ACEH BARAT DAYA DISTRICT TO IMPROVE EDUCATIONAL QUALITY Fengki Yuhadi; Hizir; Niswanto
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 6 (2024)
Publisher : CV. RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i6.2064

Abstract

The concept of quality management has developed significantly in both the industrial and educational sectors. In education, one of the quality management concepts is School-Based Management (SBM). The purpose of this study is to determine: (1) The implementation of programs for autonomy, partnerships, participation, transparency, and accountability; (2) Support and obstacles in the implementation of School-Based Management (SBM); and (3) Internal/external interventions in the implementation of School-Based Management (SBM) at Tunas Bangsa Exemplary Public Senior High School and 1st Public Senior High School in Aceh Barat Daya District. Data collection techniques include: observation, interviews, and documentary studies. The research subjects include school principals, educators, education personnel, and school committees. Data analysis uses a quantitative approach to draw conclusions from the percentage results of the research and a qualitative approach starting from data reduction, data presentation, and drawing conclusions. The results of the study are: (1) The implementation of the School-Based Management (SBM) program at Tunas Bangsa Exemplary Public Senior High School and 1st Public Senior High School in Aceh Barat Daya District has been carried out well, but efforts are still being made to further improve the quality of education. There are five basic principles implemented in School-Based Management: autonomy, partnerships, participation, transparency, and accountability. (2) Factors supporting the implementation of School-Based Management (SBM) at Tunas Bangsa Exemplary Public Senior High School and 1st Public Senior High School in Aceh Barat Daya District are the leadership of the principal that is capable, effective, and efficient, support from parents and the community, the performance of teachers and school staff, and government support. The inhibiting factors are the still limited understanding of school members and related parties regarding the implementation of SBM as well as communication and coordination that still need to be built. (3) There are no internal or external interventions in the implementation of SBM at Tunas Bangsa Exemplary Public Senior High School and 1st Public Senior High School in Aceh Barat Daya District. Efforts that can be made by the principal to minimize interventions include more frequent socialization of community participation in education, and deepening management knowledge by sending teachers to attend trainings.
Academic Supervision in Improving Teachers' Potential Abilities as Educators Giantoro Giantoro; Bahrun Bahrun; Giantoro Giantoro; Bahrun Bahrun; Niswanto Niswanto
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 4 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i4.2026.13

Abstract

The demands for increasing teacher professionalism place the principal's academic supervision as an important strategy in optimizing the potential abilities of teachers as educators. This study aims to analyze the implementation of academic supervision by school principals in improving the potential abilities of teachers as educators at three schools in Banda Aceh, Indonesia. The research employed a qualitative case study design. Data were collected through observation, in-depth interviews, and documentation studies involving principals and teachers as key informants. Data analysis was conducted inductively through the stages of data reduction, data presentation, and conclusion drawing. Its validity was tested through triangulation of sources and techniques. The research results show that academic supervision is implemented through three main stages: planning, implementation, and follow-up. Supervision planning is systematically developed based on an analysis of teacher needs. Supervision implementation utilizes directive, non-directive, and collaborative approaches, with the collaborative approach being the dominant approach due to its ability to build professional partnerships and reflect on learning. Supervision follow-up is carried out through individual and group coaching, internal training, and ongoing reflection, which help improve teachers' pedagogical and professional competence. This study concludes that planned, collaborative, and continuous academic supervision plays a significant role in improving teachers' potential abilities and strengthening the quality of learning in schools.
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.
Institutional Challenges in Implementing DAPODIK as a Basis for Education Decision-Making in Indonesia Munawar Fajri; Hizir Sofyan; Niswanto Niswanto; Amri Amri; Sabariah Sabariah
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.v4i4.782

Abstract

The Data Pokok Pendidikan (DAPODIK) system serves as the primary foundation for educational data management and policy decision-making in Indonesia. However, persistent institutional challenges continue to affect the accuracy and reliability of the data. This research aims to identify and analyze the institutional obstacles that hinder the effective implementation of DAPODIK. Using a descriptive qualitative method, the study explores three key dimensions: infrastructure, institutional structure, and human resources. The findings reveal that (1) inadequate internet connectivity and unstable electricity disrupt data entry and synchronization; (2) weak policy integration, limited budgets, and inconsistent leadership commitment impede effective data governance; and (3) insufficient training for school operators reduces technical competence, thereby compromising data validity. These findings highlight the need for a comprehensive reform strategy that strengthens digital infrastructure, enhances institutional governance, and develops human resource capacity to ensure reliable education data management.
Implementing Minimum Education Service Standards to Enhance Learning Quality in Indonesian Junior High Schools Fitri Setiawati; Ismail Ismail; Niswanto Niswanto; Kamaluddin Kamaluddin; Aida Warni
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.v4i4.784

Abstract

This study investigates the implementation of Minimum Service Standards (SPM) in Education at SMP Negeri 4 Trumon Timur, South Aceh Regency, to evaluate its effectiveness in improving learning quality at the junior high school level. Employing a descriptive qualitative approach through interviews, observations, and documentation studies, the research analyzes learning planning, implementation processes, and infrastructure support using the Miles and Huberman interactive model. The results show that learning plans align with curriculum standards and basic competencies, teaching practices meet media and competency requirements, and infrastructure, such as laboratories, libraries, and technology facilities, adequately support learning activities. The implementation of SPM effectively enhances educational quality and supports the national goal of creating intelligent, character-driven learners. The findings provide valuable guidance for local governments and education authorities in formulating equitable and sustainable education policies to strengthen the realization of minimum service standards across regions.
Co-Authors Abdil Abdil Aida Warni Amri Amri Arnita Aidil Bahrun Bahrun Bahrun Bahrun Bahrun Bob Fakrul Razi Cut Wan Moulida Cut Zahri Harun Cut Zahri Harun Deli Ema Susana Fahlida Harnita Fengki Yuhadi Fitri Setiawati Fitriani Fitriani Giantoro Giantoro Giantoro Giantoro Halmaida Halmaida Hannah-Charis O. O. Walker Hizir HIZIR SOFYAN Ismail Ismail Ismail Juliana Juliana Julianti Julianti Kamaluddin Kamaluddin Lisnawati Lisnawati Maimun Muhammad Adli Muhammad Sapril Siregar Muhammad Yasir Munawar Fajri Murniati Murniati Mustika Muzayyin Muzayyin Nasir Usman Novi Zulfiati Noviyana Rustam Nurhayati Yasin Qismullah Yusuf Raudhatul Juniati Rawati Rawati Riansyah Putra Rini Mutia Rini Triana Sabariah Sabariah Satria Zulkarnein Syarifuddin Syarifuddin T. Andriansyah Thaib Rizwan Yusrizal Yusrizal Yusrizal Yusrizal Zakianti Zakianti Zulfia Rahmi