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All Journal Jurnal Manajemen Pendidikan (JMP) Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Penelitian Pendidikan IPA (JPPIPA) Cetta: Jurnal Ilmu Pendidikan IQRO: Journal of Islamic Education PeTeKa SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Didaktik : Jurnal Ilmiah PGSD STKIP Subang Didaktika: Jurnal Kependidikan Jurnal Kewarganegaraan Journal of Innovation and Research in Primary Education
Maryanto Maryanto
Universitas PGRI Semarang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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The Influence of Educational Management, Community Participation, and Financial Supervisin on Education Quality Rinny Hariyanti; Maryanto; Ghufron Abdullah
IQRO: Journal of Islamic Education Vol. 7 No. 2 (2024): DESEMBER 2024
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v7i2.6558

Abstract

This study investigates the impact of educational fund management, community participation, and financial supervision on the quality of education in public junior high schools (SMP Negeri) in Cepu District. Using a quantitative approach with a correlational method, the study involved 191 teachers, with 129 selected as samples through stratified random sampling. Data were collected via questionnaires and analyzed using descriptive statistics, assumption tests, and regression analysis. The findings show that: (1) educational fund management positively influences education quality by 10.1%, (2) community participation has a positive impact of 22.7%, (3) financial supervision affects education quality by 23.7%, and (4) all three factors together contribute 34.3% to education quality. The study concludes that improving education quality requires effective fund management, enhanced community participation, and transparent financial supervision. Keywords: Education quality; educational fund management; community participation; financial supervision
The Role of Principals as a Manager and Supervisor in Improving Academic Quality in Vocational High School Muhamad Ghozin; Maryanto; Ghufron Abdullah
IQRO: Journal of Islamic Education Vol. 7 No. 2 (2024): DESEMBER 2024
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v7i2.6566

Abstract

This study examines the role of school principals as managers and supervisors in improving academic quality at SMK Negeri 1 Sale, Rembang Regency. Using a qualitative approach, data were collected through interviews, observations, and documentation, and analyzed using Miles and Huberman’s interactive model. The findings highlight the principal’s role in designing academic programs, managing resources, and fostering a conducive learning environment. As a supervisor, the principal provides guidance and evaluation to enhance teachers’ pedagogical competence. Effective academic supervision leads to improved teacher performance and student achievement. The success of this process relies on communication and support from all school stakeholders. The study concludes that strengthening the principal's leadership and supervisory skills should be prioritized in educational policies. Keywords: Principal; Manager; Supervisor; Academic quality
Implementation of Principal Academic Supervision to Improve the Pedagogical Competence of Elementary School Teachers Windriati; Senowarsito; Maryanto
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.13186

Abstract

Academic supervision is an important factor in ongoing professional development efforts to improve the quality of learning. This study aims to describe the implementation of academic supervision by the principal in improving the pedagogical competence of teachers at SD Negeri 06 Tegalsari, Pemalang Regency. The study used a descriptive qualitative approach with the principal, class teachers, and subject as teachers as subjects. Data were collected through in-depth interviews, observation, and documentation, then analyzed using the Miles and Huberman interactive analysis model, which includes data reduction, data presentation, and conclusion drawing. The results show that academic supervision is implemented through three stages: planning, implementation, and evaluation and follow-up. In the planning stage, the principal collaboratively involves teachers in developing objectives, schedules, and supervision instruments. Supervision is carried out in a humanistic and reflective manner, emphasizing dialogue and professional mentoring, rather than merely administrative supervision. Evaluation is carried out through joint reflection and follow-up in the form of ongoing coaching that encourages teachers to improve learning practices. The implementation of academic supervision has been proven to improve teachers' pedagogical competence in designing teaching materials, selecting appropriate learning strategies, and conducting meaningful learning evaluations. Thus, planned, collaborative, and reflective academic supervision can be a strategic instrument in developing teacher professionalism and improving the quality of education in elementary schools.
Implementation of the Principal's Managerial Function in Improving the Quality of Education Based on Education Report Achievements Dina Hikmah Safariyah; Senowarsito; Maryanto
Jurnal Penelitian Pendidikan IPA Vol 11 No 10 (2025): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i10.13192

Abstract

This study aims to describe the role of the principal in improving academic quality through managerial functions at SDN 02 Bumirejo. The background of the study is based on the importance of principal leadership in optimizing educational resources to achieve quality academic outcomes. The study used a qualitative approach with a descriptive type. Research subjects were selected by purposive sampling which included the principal, teachers, education staff, and the school committee. Data were obtained through interviews, observations, and documentation, then analyzed through the stages of reduction, presentation, and drawing conclusions with validity tests using technical triangulation. The results of the study indicate that the principal carries out four managerial functions in an integrated manner, namely planning, organizing, directing, and evaluating. Program planning is carried out in a participatory manner and based on Education Report Card data. Organization is carried out with the principle of suitability of tasks and competencies and optimization of infrastructure. Direction is carried out with an instructive and motivational approach through open communication and continuous professional development. Evaluation is carried out routinely through supervision, providing feedback, and concrete follow-up. All of these functions impact teacher competency, create a conducive work climate, and improve student literacy and numeracy outcomes. Thus, this study confirms that effective principal leadership contributes significantly to improving the academic quality of elementary schools.
Pelaksanaan Supervisi Akademik Kepala Sekolah dalam Pengembangan Profesional Guru: Studi Kasus Sekolah Dasar Sri Iin Andriyati; Harjito; Maryanto
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3863

Abstract

Penelitian ini bertujuan untuk mendeskripsikan secara mendalam pelaksanaan supervisi akademik kepala sekolah di SD Negeri 1 Plosoharjo, Kecamatan Toroh, Kabupaten Grobogan, yang meliputi perencanaan, pelaksanaan, dan tindak lanjut supervisi akademik. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Subjek penelitian terdiri atas satu kepala sekolah dan lima guru sekolah dasar yang dipilih secara purposive. Data dikumpulkan melalui wawancara mendalam, observasi lapangan, dan dokumentasi, kemudian dianalisis menggunakan model analisis interaktif yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data dijamin melalui triangulasi sumber dan teknik, member check, serta peer debriefing. Hasil penelitian menunjukkan bahwa supervisi akademik di SD Negeri 1 Plosoharjo dilaksanakan secara terencana, dialogis, dan reflektif, dengan menekankan pembinaan profesional guru melalui pendampingan, umpan balik konstruktif, dan tindak lanjut berkelanjutan. Supervisi akademik tidak hanya berfungsi sebagai pengawasan pembelajaran, tetapi juga sebagai sarana pengembangan profesional guru dan penguatan peran kepala sekolah sebagai pemimpin pembelajaran. Penelitian ini memberikan kontribusi teoretis dalam memperkaya kajian supervisi akademik serta implikasi praktis bagi kepala sekolah dalam mengembangkan supervisi akademik yang lebih efektif dan kontekstual di sekolah dasar.
Pembelajaran Diferensiasi dalam Kurikulum Merdeka: Analisis Kompetensi Pedagogik Guru Sekolah Dasar Dewi Marya Susanti; Harjito; Maryanto
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3864

Abstract

Penelitian ini bertujuan untuk menganalisis kompetensi pedagogik guru dalam implementasi pembelajaran diferensiasi di SD Negeri 3 Krangganharjo, Kecamatan Toroh. Penelitian ini menggunakan pendekatan kualitatif dengan desain deskriptif. Subjek penelitian meliputi kepala sekolah, guru kelas tinggi, dan peserta didik. Data dikumpulkan melalui wawancara mendalam, observasi pembelajaran, dan studi dokumentasi, kemudian dianalisis menggunakan teknik analisis interaktif yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data dijamin melalui triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa guru telah mengimplementasikan pembelajaran diferensiasi secara adaptif dengan memadukan pengelompokan fleksibel, variasi aktivitas belajar, pemberian bimbingan tambahan bagi siswa yang mengalami kesulitan, serta penyediaan tantangan lanjutan bagi siswa yang memiliki kesiapan belajar lebih tinggi. Praktik diferensiasi tidak hanya tercermin dalam perencanaan pembelajaran, tetapi juga terealisasi dalam proses pembelajaran di kelas melalui diferensiasi konten, proses, dan produk. Temuan penelitian menunjukkan bahwa kompetensi pedagogik guru tidak hanya berperan dalam penerapan pembelajaran diferensiasi, tetapi juga menjadi faktor kunci dalam kemampuan guru menyesuaikan pengelompokan belajar, variasi aktivitas, serta pendampingan dan tantangan belajar sesuai kesiapan peserta didik. Temuan ini memperkuat kajian pembelajaran diferensiasi di sekolah dasar dan menjadi rujukan pengembangan praktik pedagogik guru dalam Kurikulum Merdeka.
The Implementation of SWOT Analysis in Managing Academic Quality in Public Elementary Schools in Toroh District Himawan Eko Purnomo; Harjito Harjito; Maryanto Maryanto
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.v5i1.2941

Abstract

This study investigates the implementation of SWOT analysis as a strategic management tool for academic quality improvement in public elementary schools in Toroh District, Grobogan Regency, Indonesia. Despite growing scholarship on SWOT applications in educational settings, its systematic use in academic quality management across multiple schools at the district level remains underexplored. Employing a qualitative descriptive approach with a multi-site case study design, data were collected from six school principals and twelve classroom teachers through semi-structured interviews, structured observations, and document analysis. Findings reveal that SWOT analysis effectively surfaced three primary internal strengths — teacher competence, principal leadership, and structured academic programs — alongside three persistent weaknesses: limited learning facilities, inconsistent instructional methods, and restricted professional development access. Externally, government educational support and community involvement were identified as key opportunities, while rapid policy change and inter-institutional competition constituted principal threats. Importantly, an informal peer-mentoring network operating outside formal structures was identified as an unrecognized latent strength. SWOT-based strategy formulation aligned internal capacities with external opportunities; however, a notable gap between strategic intent and operational specificity was observed in the WT quadrant. These findings reframe SWOT analysis as an organizational learning catalyst rather than a static diagnostic tool, offering theoretical and practical implications for evidence-based school improvement planning.
Academic Supervision Evaluation Practices in Primary Schools: A Case Study of Developmental Leadership Sri Iin Andriyati; Harjito Harjito; Maryanto Maryanto
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3555

Abstract

Academic supervision evaluation plays a crucial role in ensuring the effectiveness of supervisory practices and teacher professional development in primary schools, yet implementation challenges persist globally. This study examined how academic supervision evaluation is implemented by the principal at SD Negeri 1 Plosoharjo, focusing on evaluation mechanisms, guiding principles, and utilization of results for teacher development. A qualitative descriptive case study was conducted with six participants (one principal and five teachers) selected through purposive sampling. Data were collected through in-depth interviews, non-participant observations, and document analysis, then analyzed using systematic data reduction, display, and conclusion drawing. Trustworthiness was ensured through triangulation and member checking. Findings revealed that supervision evaluation was implemented systematically through five interconnected components: observation analysis, document review, individualized feedback, reflective dialogue, and follow-up planning. The evaluation process was characterized by objectivity, transparency, dialogue, and teacher agency. An unexpected finding emerged regarding teachers' active participation in interpreting evaluation results and proposing improvement strategies. Evaluation results were utilized as foundations for targeted professional development activities including coaching, workshops, and collaborative learning. Reflective and continuous evaluation of academic supervision contributes to developing reflective learning cultures and enhancing instructional quality and teacher professionalism in primary schools. The study provides empirical evidence for supervision models that balance accountability with developmental purposes.
How Teachers Enact Differentiated Learning Evaluation: Pedagogical Competence in a Merdeka Curriculum Pioneer School Dewi Marya Susanti; Harjito Harjito; Maryanto Maryanto
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3556

Abstract

This study examined how teachers at SD Negeri 3 Krangganharjo, a Pioneer School implementing the Merdeka Curriculum in Grobogan Regency, enact pedagogical competence in differentiated learning evaluation. A descriptive qualitative design was employed, with data collected over five months (June–November 2025) through semi-structured interviews, passive participatory classroom observation, and document analysis. Participants comprised the school principal, classroom teachers of Grades IV–VI, and students from the same levels. Instrument validity was established through expert content review, and intercoder reliability yielded κ = 0.82. Data analysis followed Miles and Huberman's interactive model; trustworthiness was ensured via source, technique, and time triangulation. Four interrelated findings emerged: (1) teachers deployed varied product-based assessment formats aligned with students' strengths and preferences; (2) task complexity was tiered according to readiness profiles; (3) evaluation was embedded continuously within instruction rather than confined to summative endpoints; and (4) individualized, growth-oriented feedback was consistently provided. An unexpected finding revealed that students demonstrated metacognitive awareness of differentiated evaluation as equitable rather than discriminatory. These practices reflect an enabling institutional culture in which evaluation autonomy, bounded by learning objectives, supports student-centered, inclusive assessment. The study contributes an empirically grounded framework for understanding differentiated evaluation competence within Merdeka Curriculum implementation.
Pengaruh Perilaku Organisasi, Kompetensi Kepribadian, dan Adaptasi Guru terhadap Mutu Pembelajaran Sekolah Dasar Adliroh Adliroh; Maryanto Maryanto; Ghufron Abdullah
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 2 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i2.5351

Abstract

The quality of learning in public elementary schools in Ungaran Timur District has not yet reached optimal and equitable levels, as reflected in disparities in achievement among schools and the relatively low levels of organizational behavior, personality competence, and teachers’ adaptability in supporting effective learning. This study aims to analyze the influence of organizational behavior, personality competence, and teacher adaptability on learning quality in public elementary schools in Ungaran Timur District, Semarang Regency, both partially and simultaneously. This research employed a quantitative approach with a correlational design. The population consisted of 235 teachers, with a sample of 148 teachers selected using proportional random sampling. Data were collected through questionnaires and analyzed using classical assumption tests, as well as simple and multiple linear regression analyses. The results indicate that all three independent variables have a positive and significant effect on learning quality. Partially, organizational behavior contributes 50.90%, personality competence 36.10%, and teacher adaptability 34.3%. Simultaneously, these variables contribute 69% to learning quality. These findings confirm that improving learning quality is inseparable from the support of a conducive organizational environment, strong teacher personalities, and the ability to adapt to the dynamics of educational change, including the implementation of the Independent Curriculum. In this context, learning quality is reflected through several key dimensions: classroom management, learning methods, and psychological support. The novelty of this research lies in the comprehensive integration of organizational environmental factors, teacher personality, and adaptability to educational change in improving learning quality. This research does not only highlight aspects of teacher leadership or technical competence in isolation, but also combines these with the implementation dimensions of the Independent Curriculum, which is still relatively new in the context of Indonesian education.
Co-Authors Abdul Malik Nugroho Adliroh Adliroh Anita Ema Ridiyawati Dewi Marya Susanti Dina Hikmah Safariyah Emmelia Maria Sulistyorini Ghufron Abdullah Hadliroh Harjito Harjito - Himawan Eko Purnomo Indi Depi Trisnowati Jaya Yanti Nur Istiqomah Karyanti Karyanti Kasih Esti Wulandari Muhadi Muhamad Ghozin Muhdi Mu’allifatul Ulya Nanik Juniarti Ngasbun Egar Ngasbun Egar Ngurah Ayu Nyoman M Noor Miyono Noor Miyono Noor Miyono Nurkolis Rinny Hariyanti Rosalina Ginting Senowarsito Sri Iin Andriyati Sri Suneki Widya Kusumaningsih Windriati Yetty Handayani Yovitha Yuliejantiningsih Zulaichah Dwi Astuti