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All Journal Journal on Mathematics Education (JME) Kreano, Jurnal Matematika Kreatif-Inovatif International Journal of Education Tadrib: Jurnal Pendidikan Agama Islam REFLEKSI EDUKATIKA MALIH PEDDAS Jurnal Manajemen Pendidikan (JMP) Majalah Lontar Al-Jabar : Jurnal Pendidikan Matematika Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM Tadbir : Jurnal Studi Manajemen Pendidikan PRISMA Cetta: Jurnal Ilmu Pendidikan JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Aulad : Journal on Early Childhood AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Islamika: Jurnal Keislaman dan Ilmu Pendidikan SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Imajiner: Jurnal Matematika dan Pendidikan Matematika Jurnal Paedagogy Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Mosharafa: Jurnal Pendidikan Matematika ELEMENTARY : Jurnal Inovasi Pendidikan Dasar Fitrah: Journal of Islamic Education Bima Abdi: Jurnal Pengabdian Masyarakat LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran SOCIAL : Jurnal Inovasi Pendidikan IPS Dharmas Education Journal (DE_Journal) Jurnal Inovasi Pembelajaran di Sekolah Jurnal Manajemen dan Profesional Journal of Educational Sciences JURNAL PENELITIAN BIDANG PENDIDIKAN Jurnal Basicedu JGK (Jurnal Guru Kita) JANACITTA: Journal of Primary and Children's Education Metta: Jurnal Penelitian Multidisiplin Ilmu Advances In Social Humanities Research JRAMathEdu (Journal of Research and Advances in Mathematics Education) Literasi (Jurnal Pendidikan Dasar) Jurnal Ragam Pengabdian
Widya Kusumaningsih
IKIP PGRI SEMARANG
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Medicine & Pharmacology Physics Public Health Social Sciences Other

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The Principal’s Role in the Implementation of 7KAIH (Kebiasaan Anak Indonesia Hebat) Program Azizah, Durotul; Soedjono, Soedjono; Kusumaningsih, Widya
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 1 (2026): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v8i1.9392

Abstract

This study aims to comprehensively describe the principal's role in implementing the 7KAIH program at SMP Salafiyah Pekalongan. 7KAIH is a strategic movement to build Indonesia’s 2045 golden generation through the development of positive character and life skills. The study focuses on how the principal plans, organizes, implements, and evaluates the program to ensure its effective and consistent implementation within the school environment. The 7KAIH program is implemented not only as a routine activity but also as a strategic effort to strengthen character education and build positive habits among students in their daily lives. The theoretical framework of this study is based on the POAC (Planning, Organizing, Actuating, and Controlling) management theory proposed by Terry, Fayol, Robbins, and Coulter, as well as theories of educational leadership and character education. This study employed a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation. Data were analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate that the principal carries out the planning function by integrating the 7KAIH program into the school's vision, annual program, and school culture. The organizing function is carried out by forming an implementation team and providing a clear division of tasks. The driving function is implemented through providing role models, motivation, and intensive communication with teachers, students, and parents, while the controlling function is carried out through journal-based monitoring and periodic evaluation.
The Effect of School Principals' Academic Supervision and Teachers' Professional Competence on The Quality of Learning in Elementary Schools Listiyanto, Hery; Kusumaningsih, Widya; Sulianto, Joko
JURNAL AL-TANZIM Vol 10, No 2 (2026)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i2.14306

Abstract

This study aims to analyze the influence of principals' academic supervision and teachers' professional competence on the quality of learning in elementary schools. Using a quantitative approach and a survey of 138 teachers, data were collected via a Likert-scale questionnaire and analyzed using simple and multiple linear regression in SPSS version 29. The results showed that principals' academic supervision had a positive and significant effect on the quality of learning (r = 0.520; contribution 27%). Teachers' professional competence also had a positive and significant effect, with a correlation coefficient (r = 0.733) and a coefficient of determination (R² = 0.538), accounting for 53.8% of the variation in learning quality (p < 0.001). Together, academic supervision and teachers' professional competence explained 70% of the variation in learning quality (R² = 0.700; Adjusted R² = 0.695). This regression model was significant (F = 32.879; p < 0.001), indicating that both independent variables explained 70% of the variance in learning quality. These findings suggest that improving academic supervision and strengthening teachers' professional competencies can improve the quality of learning in elementary schools.
Implementasi Manajemen Berbasis Madrasah di Madrasah Aliyah Raudlatul Ulum Guyangan Pati Abas, Moh. Ibnu; Nurkolis, Nurkolis; Kusumaningsih, Widya
AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM Vol 16 No 1 (2026): AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ke7d1270

Abstract

This study aims to analyze the implementation of four pillars of Madrasah-Based Management (MBM)—autonomy, participation, transparency, and accountability—in the governance of MA Raudlatul Ulum Guyangan Pati. A qualitative descriptive approach was employed to explore the phenomenon within its natural context. Data were collected through in-depth interviews, observations, document analysis, and examination of institutional communication through official social media platforms. Informants included the principal, teachers, school committee members, and community representatives selected purposively based on their involvement in school management. Data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings indicate that MBM has been implemented through a collective governance model. Institutional autonomy operates through deliberative decision-making under the coordination of the foundation. Community participation emerges as a strong social capital supported by trust and long-standing cultural ties. Transparency is practiced through internal communication forums and public dissemination of activities via digital media, while accountability is reflected in program reporting and institutional documentation. The study reveals that the effectiveness of MBM is influenced not only by formal managerial systems but also by pesantren organizational culture emphasizing trust, collaboration, and moral responsibility. This research contributes to the conceptual development of culturally grounded and digitally adaptive MBM governance to support sustainable quality improvement in Islamic secondary education.
The Principal's Managerial Role in Implementing Inclusive Education to Improve School Quality Varietasari, Dian; Soedjono, Soedjono; Kusumaningsih, Widya
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 2 (2026): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v8i2.9576

Abstract

This study aims to analyze the role of the principal as a manager in organizing inclusive education at SD Negeri 14 Mulyoharjo, Pemalang Regency. The research focuses on how managerial functions, planning, organizing, actuating, and controlling, are implemented to support inclusive education and improve school quality. A qualitative research approach with a case study design was employed. The data for this study consist of primary data obtained from key informants, including the principal, teachers, and school committees, selected through purposive sampling, as well as secondary data derived from school documents such as work plans, curriculum adaptations, and evaluation reports. Data were collected through in-depth interviews, observations, and documentation. The data were analyzed using an interactive model comprising three concurrent flows of activity: data reduction, data display, and conclusion drawing or verification. The findings reveal that the principal plays a crucial role in systematically managing inclusive education through comprehensive planning based on student needs assessment, effective organization of human resources and inclusive teams, continuous guidance for teachers, and regular supervision. Furthermore, the integration of digital technology and collaboration with external institutions strengthens inclusive practices. The results indicate that effective managerial leadership contributes significantly to creating an inclusive school culture and improving overall educational quality. Therefore, the principal’s managerial competence is a key factor in ensuring the sustainability of inclusive education. This study provides practical implications for school leaders and policymakers in optimizing inclusive education management in primary schools.
School Principal Leadership in Adiwiyata School Development Using the Planning, Organizing, Actuating, and Controlling Management Framework Caryati, Caryati; Soedjono, Soedjono; Kusumaningsih, Widya
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 2 (2026): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v8i2.9577

Abstract

This study explores how the school principal contributes to the development of an Adiwiyata School through the application of the POAC management framework, which includes planning, organizing, actuating, and controlling, at SD Negeri 05 Beji, Taman District, Pemalang Regency. A qualitative descriptive approach was employed to gain a comprehensive understanding of leadership practices in the implementation of environmental education programs. Data were collected through observations, interviews, and document analysis involving the principal, teachers, and other school stakeholders directly engaged in the Adiwiyata program. The findings reveal that the principal plays a central role in shaping the school’s environmental management strategy. In the planning stage, environmental priorities are integrated into school policies and operational programs. In organizing, clear responsibilities are assigned through the establishment of a dedicated Adiwiyata team. During implementation, the principal encourages collaboration, motivation, and active participation among teachers, students, and the wider school community. Continuous supervision and evaluation further support program consistency and long-term sustainability. These findings suggest that the success of Adiwiyata development depends not only on infrastructure or formal policy, but also on the principal’s leadership capacity to foster collective commitment toward environmental responsibility within the school community.
Implementation of Environmental Care Character Education Based on Community Service Izzati, Nurul; Kusumaningsih, Widya; Sulianto, Joko
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 1 (2026): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v8i1.9249

Abstract

This study aims to analyze the implementation of environmental character education based on community service through the SULAPAT Mengabdi program at Sultan Agung 4 Islamic Elementary School, Semarang City. The background of this study is based on the urgency of strengthening environmental character since the elementary school level as a response to various increasingly complex ecological problems. The study uses a qualitative approach with a phenomenological method to deeply explore the experiences, perceptions, and real practices of education actors in implementing the program. The research subjects included the principal, teachers, students, parents, and the surrounding community, who were actively involved in the activities. Data were collected through participatory observation, in-depth interviews, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data presentation, and continuous conclusion drawing. The results of the study indicate that the SULAPAT Mengabdi program is implemented systematically, organized, and collaboratively through real activities such as community service, mosque cleaning, environmental cleanup, and community social actions. The direct involvement of students in these activities has been proven to be able to gradually foster responsibility, social empathy, cooperation, religiosity, and ecological awareness. A monitoring system using control cards and classroom reflections strengthens the process of internalizing values and changing student behavior. This research confirms that environmental character education will be more effective when designed contextually, based on direct experience, and involving ongoing synergy between schools, families, and the community.
Managing Professional Learning Communities for Sustainable Teacher Professional Development: A Case Study in an Indonesian Elementary School Whindari, Suyun; Kusumaningsih, Widya; Nuroso, Harto
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/98q53m92

Abstract

Sustainable teacher professional development requires school-based organizational mechanisms that enable continuous collaboration, reflection, and professional learning. This study aimed to analyze the management of the SeBAIK CANDA Professional Learning Community (PLC) in supporting sustainable teacher professional development at an Indonesian elementary school. A qualitative approach with a case study design was employed at SD Negeri Candirejo 02 Ungaran Barat, Semarang Regency, Central Java, Indonesia. Ten participants were purposively selected, comprising one principal, seven classroom teachers, and two learning community coordinators. Data were collected through semi-structured interviews, observations, and documentation and analyzed using inductive thematic analysis adapted from the interactive model of Miles, Huberman, and Saldaña. Research credibility was strengthened through source and technique triangulation, member checking, and an audit trail. The findings revealed five interconnected dimensions of sustainable PLC management: structured planning and organization, collaborative and reflective professional learning, supportive school leadership, continuous evaluation and follow-up, and adaptive organizational support. Professional discussions, peer feedback, experience sharing, classroom-based reflection, and follow-up activities strengthened collective responsibility for teacher learning and connected professional development with instructional practice. Although limited time, administrative workload, scheduling conflicts, and differences in professional readiness constrained program continuity, teacher commitment and flexible communication supported sustained professional interaction. The study proposes a sustainable PLC management framework that positions professional learning communities as organizational systems for continuous, collaborative, reflective, and school-embedded teacher professional development.
Managing Artificial Intelligence Integration in the Merdeka Curriculum: A Case Study in Primary Education Sugiharto, Sasi; Kusumaningsih, Widya; Nuroso, Harto
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/ex7v5034

Abstract

The rapid development of Artificial Intelligence (AI) has created new opportunities for improving educational management and supporting differentiated learning within the Merdeka Curriculum. This study aims to analyze the implementation of the AI-based Merdeka Curriculum at SD Negeri Ungaran 05, West Ungaran District, Semarang Regency, focusing on four management functions: planning, organizing, actuating, and controlling. This study employed a qualitative approach with a case study design. Data were collected through semi-structured interviews, moderate participant observation, documentation, and field notes involving the principal, teachers representing Phases A, B, and C, the school information technology administrator, and students as supporting informants. Data were analyzed interactively through data condensation, data display, conclusion drawing, and verification. The findings indicate that AI has been integrated into school programs, teacher professional development, digital infrastructure management, instructional planning, differentiated learning, project-based activities, and assessment. AI supports teachers in developing instructional materials, diversifying learning content, analyzing student responses, and providing more adaptive learning experiences. However, several challenges were identified, including disparities in teachers’ digital competence, AI hallucinations, limited access to premium features, students’ digital fatigue, and concerns regarding ethics and academic integrity. The school addressed these challenges through professional development, peer mentoring, communities of practice, information verification, ethical guidelines, and controlled technology use. The study concludes that effective AI integration depends on systematic educational management while maintaining teachers’ pedagogical authority and positioning AI as a pedagogical assistant and decision-support tool.
Beyond School Rules: Building Students’ Disciplinary Character through Habituation and School Culture Wahidatun, Nur Baity; Kusumaningsih, Widya; Harjito, Harjito
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/x7jrjk04

Abstract

This study explores how students’ disciplinary character is developed through habituation and school culture beyond formal rule enforcement at an elementary school in Semarang, Indonesia. Using a descriptive qualitative approach, data were collected through in-depth interviews, passive participatory observation, and document analysis involving school principals, teachers, students, and parents. Data were analyzed through data reduction, data display, and conclusion drawing, with credibility established through source and method triangulation. The findings show that school rules serve as an initial behavioral framework, while disciplinary character develops through role modeling, repeated routines, positive reinforcement, guidance, and consistent school-wide practices. Habituation plays a central role in transforming externally directed behaviors into stable disciplinary habits. Consistent reinforcement by school members strengthens a shared culture of discipline and supports character internalization. Family involvement also extends disciplinary practices beyond school, although differences in parenting practices and student self-regulation may affect continuity. The study conceptualizes disciplinary character development as an interconnected process: school rules → role modeling → repeated practice → habituation → reinforcement → internalization → school culture. Sustainable discipline therefore requires an educational ecosystem that transforms rules into routines, routines into habits, and habits into a shared school culture.
Co-Authors ,, Kartinah Abas, Moh. Ibnu Achmad Buchori Agnes, Agnes Ayu Febriana Alafiyah, Cici Evianti amalia, rhein Anggraeni, Lisa Ardianing, Nur Puji Aryani, Desy Dwi Astuti, Ima Puji Astutiningtyas, Dewi Nur Laksmi Aurora Nur Aini Aziz, Aminuddin Faizal Azizah, Durotul Budiyanto, Andi Budiyono, Asep Bunyamin Bunyamin CARYATI, CARYATI Chatminingtyas, Nur Azizah Choirul Huda Damayanti, Aries Tika Darhim Darhim Dedy Hermawan Deswanty, Anggi Dewi, Nisrina Nofia Dhian Endahwuri, Dhian Diah Rahayu, Septaria Dian Wijayanti Dina Prasetyowati Dirman, Dirman Djoko Purnomo E. Nurlaelah endahwuri, Dian Endarini, Amelia Dian Ernawati Saptaningrum Ernawati, Evi Farida Nursyahidah Febriyanti, Bella Putri Ayu Fiani, Rizki Fu'jiyat, Noor Ginting, Rosalina . BR Ginting, Rosalina B.R. Ginting, Rosalina Br. Hafidz, Ahmad Aunil Hamida, Ida Handayani, Ery Handayani, Kristin Hardiman, Sofandy Harjito - Harto Nuroso Hartono Hartono Hidayah, Farisha Nur Hidayah, Laili Nurul Hikmaya, Nafisa Dian Husni Wakhyudin I Made Sudana Imam Kusmaryono Imam Suryadi, Imam Inayah Inayah Irkham Ulil Albab Irmayani Istichomah Istichomah, Istichomah Istikomah Istikomah Izzati, Nurul Janji, Sri Joko Sulianto . . Jupriyanto, Jupriyanto Khalimah, Khalimah Khalimah, Khalimah Khusnawati, Arifah KUMBARANINGTYAS, AGNES Kusuma, Afrisa Ardianty Lela Iman Ningrum, Lela Iman Lestari, Triana Sayekti Peni Puji Lestariningtyas, Lestariningtyas Lilik Ariyanto Listiyanto, Hery Lutfiana, Lutfiana maftukhah, ita umiyatun Marginingsih, Peni Maria Ulfah Maryanti, Cicik Maryanto - Mawadah, Atik Nur Mintarsih, Tatik Mugiem, Mugiem Muhammad Prayito Muhdi Muhdi Mukromin, Abdul Malik Mulyono, Pri Muntamah, Siti Nikmah, Ulin Ningsih, Tri Rahayu Noor Miyono Nopiani, Sri Noviana Dini Rahmawati, Noviana Dini Novitasari, Siti Rahayu Noviyanti, Esti Dwi Nur Setyaningsih, Ariani Nurfadilah, Diyah Nurina Happy Nurkolis Nurkolis , Nurkolis Nurkolis Nurkolis, Nurkolis Nurohman, Cahyo Nurwijayanti, Valda Aprilia Pamungkas, Hawinda Dwi Paryuni Paryuni, Paryuni Pramudianti, Mia Prasetyaningrum, Eni Pratiwi, Ari Suci Purtiningsih, Okta Purwosetiyono, FX Didik Qiftiyani, Abda’u Ika Qiftiyani, Abda’u Ika Qristin violinda Raden Mohamad Herdian Bhakti Rahmawati, Adiani Rasiman Rasiman Rhistiani, Yuanita Riawan, Bina Rina Dwi Setyawati Riyadi, Fifin Agus Riyatno, Yuli Rizkiya, Achlis Rosalina Ginting Santosa, Muh. Gilang Wahyu Saputro, Lutfi Hadi Sari, Anggun Widya Sari, Devi Ranita Setiyono, Yuuki Chleo Pratama Setyastuti, Eka Setyawati, Ariani Nur Sidiq, Dicky Ahmad Nor SITI KHOLIFAH Soedjono Soedjono Soegeng Ysh, A. Y. Suciana, Fransiska Sudargo Sugiarto S Sugiharto, Sasi Sugiyanto - Suherni Suherni, Suherni Sukamto ,, Sukamto Sulastri Sulastri Sulistiyaningsih, Endang Sulistiyawan, Heri Sunandar Sunandar Supandi Suprihatini, Ganis Suratmin Suratmin Suryandari, Beti Sutarni, Sutarni SUTARSIH, WIJI Suyoto Suyoto Syaifudin, Mohamad Tatang Herman, Tatang TEJAWATI, SARI Thoha, A Titik Haryati Turmudi Ulfah, Nur Saniya Varietasari, Dian Vitara, Richo Alif Wahidatun, Nur Baity Wahyu Dwi Lestari Wahyudi, Miftah Sri WARTIIN, WARTIIN Wasminto, Bambang Wati, Christin Eni Whindari, Suyun Wibawa, Bebet Adi Widyastuti, Nora Wigati, Trinil Wulandari, Santi Yanuar Hery Murtianto Ysh, AY Soegeng Yuni Kartikasari, Yuni Zulfiana, Zulfiana