Article Per Year (5 Year)
p-Index From 2021 - 2026
3.51
P-Index
This Author published in this journals
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

Published : 23 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 23 Documents
Search

 1   2   3 
Implementation of Academic Quality Management Through the PDCA Cycle at SD Negeri Pringapus 02 Semarang Regency Jaya Yanti Nur Istiqomah; Maryanto; Ghufron Abdullah
SOSIOEDUKASI Vol 14 No 3 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i3.6108

Abstract

This study explores the implementation of academic quality management at SD Negeri Pringapus 02, Pringapus District, Semarang Regency, using a qualitative case study approach. Data were collected through interviews, observation, and documentation with principals, teachers, committees, and supervisors. The findings show that quality management is applied consistently through the PDCA (Plan–Do–Check–Action) cycle. Planning is conducted in annual meetings involving stakeholders to design programs on teacher recruitment, curriculum evaluation, student admission, and infrastructure development. Implementation includes the Merdeka Curriculum, balanced teacher–student ratio, extracurricular and co-curricular activities, and continuous improvement of facilities. Monitoring is carried out through academic supervision by the principal, while corrective actions include coaching, in-house training, workshops, and teacher professional development. The study concludes that PDCA enhances teacher competence, school performance, and student achievement. It emphasizes participatory leadership and a quality-oriented culture while recommending future studies across diverse school contexts.
Reflection-Based Academic Supervision: The Principal’s Effort to Improve Learning Quality at SDN 02 Sidorejo Anita Ema Ridiyawati; Senowarsito; Maryanto
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6476

Abstract

This study aims to describe how reflective-based academic supervision is implemented by the principal as an effort to improve learning quality at SDN 02 Sidorejo. Using a qualitative descriptive case study design, data were collected through in-depth interviews, participatory observation, and documentation. The findings reveal that academic supervision is carried out through a reflective cycle consisting of planning, implementation, evaluation, and follow-up. In the planning stage, teachers are involved in identifying instructional problems and determining improvement priorities. During implementation, supervision is conducted using clinical steps: pre-observation discussions, classroom observation, and reflective conferencing. The follow-up phase includes mentoring, lesson study, peer coaching, and reflective journals. The results show improvements in teacher pedagogical competence, including lesson planning, classroom management, and instructional media use. Student learning outcomes also increase, demonstrating positive instructional impact. Reflective academic supervision positions the principal as a coach and collaborator, fostering a culture of continuous improvement and professional growth.
THE IMPACT OF TRANSFORMATIONAL LEADERSHIP AND TEACHER’S PEDAGOGICAL COMPETENCE ON EDUCATIONAL QUALITY: A QUANTITATIVE STUDY IN INDONESIAN PRIMARY SCHOOL Emmelia Maria Sulistyorini; Maryanto; Ghufron Abdullah
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6730

Abstract

his study examines the impact of transformational leadership and teachers' pedagogical competence on the quality of education in public elementary schools in East Ungaran District. Using a quantitative approach with a causal survey design, the research explores how these variables influence educational quality. Data was collected from 148 teachers across 14 schools, with instruments measuring transformational leadership, pedagogical competence, and educational quality. The findings reveal that transformational leadership significantly influences educational quality, as school principals with a clear vision, motivation, and exemplary behavior create a productive and innovative school environment. Additionally, teachers' pedagogical competence, which includes effective teaching strategies and understanding student needs, plays a vital role in improving educational outcomes. The study shows that both variables combined explain 61.7% of the variation in educational quality. The synergy between transformational leadership and pedagogical competence creates a positive and sustainable learning environment, contributing to enhanced teacher performance and quality learning. The study offers practical recommendations for school leaders and policymakers to focus on developing leadership skills and enhancing teacher competence through continuous professional development, as these factors significantly contribute to improving the quality of education in primary schools.
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