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All Journal Jurnal Manajemen Pendidikan: Jurnal Ilmiah Administrasi, Manajemen dan Kepemimpinan Pendidikan Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Jurnal Manajemen Pendidikan (JMP) Al Ishlah Jurnal Pendidikan IQRO: Journal of Islamic Education Jurnal Ilmiah Adiraga : Jurnal Penelitian Olahraga Jurnal Review Pendidikan dan Pengajaran (JRPP) Didaktik : Jurnal Ilmiah PGSD STKIP Subang Didaktika: Jurnal Kependidikan Journal of Physical Activity and Sports (JPAS) Edu Cendikia: Jurnal Ilmiah Kependidikan Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) International Journal of Research in Education (IJRE) Journal of Innovation and Research in Primary Education JGK (Jurnal Guru Kita) Jurnal Simki Pedagogia
Soedjono
Universitas PGRI Semarang
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PERAN KEPALA SEKOLAH SEBAGAI SUPERVISOR DALAM PENINGKATAN KUALITAS PEMBELAJARAN GURU DI SEKOLAH DASAR NEGERI 1 BABAKTULUNG Yulianto Hery Purnomo; Soedjono
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 04 (2024): Volume 10 No. 04 Desember 2024
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i04.5359

Abstract

The study explores the role of school principals as supervisors in improving the quality of teaching at SD Negeri 1 Babaktulung. Utilizing a qualitative approach, the research examines how supervision strategies influence pedagogical practices, professional development, and social competencies of teachers. Data were collected through interviews, observations, and document analysis, with findings triangulated to enhance validity. The study highlights that effective supervision fosters teaching innovation, enhances teacher competencies, and increases student engagement. Key challenges, such as limited resources and resistance to supervision, are addressed through collaborative strategies and targeted professional development. The key results of the research are as follows: (1) Supervisory practices increased the use of innovative teaching methods, such as project-based learning and group discussions. (2) Teachers demonstrated enhanced pedagogical and professional competencies, particularly in integrating technology into teaching. (3) Student engagement improved significantly through active participation in interactive and technology-supported learning activities. The results underline the transformative potential of supervisory practices in elementary education, providing actionable recommendations for stakeholders.
PERAN KEPALA SEKOLAH DALAM PENGEMBANGAN KOMPETENSI PEDAGOGIK GURU DI SDN BEJI 01 Tutik Yuliarsih; Farid Ubaidillah; Soedjono
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 01 (2025): Volume 11 No. 01 Maret 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i01.5681

Abstract

Penelitian ini bertujuan untuk mengetahui peran kepala sekolah dalam pengembangan kompetensi pedagogik guru di SDN Beji 01. Latar belakang penelitian ini didasari oleh pentingnya kompetensi pedagogik guru dalam proses pembelajaran dan peran kepala sekolah sebagai supervisor dalam meningkatkannya. Penelitian ini menggunakan pendekatan kualitatif dengan fokus pada perencanaan, pelaksanaan, dan evaluasi program supervisi yang dilakukan oleh kepala sekolah. Data dikumpulkan melalui wawancara dengan kepala sekolah dan guru, observasi kegiatan supervisi, dan dokumentasi perangkat pembelajaran. Hasil penelitian diharapkan dapat memberikan informasi dan masukan bagi kepala sekolah dan guru dalam upaya peningkatan kompetensi pedagogik guru.
Peran Kepala Sekolah dalam Pemberdayaan Masyarakat Sekolah Dasar Berbasis Fungsi Manajemen POAC Endang Winarsih; Soedjono; Qristin Violinda
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3300

Abstract

Penelitian ini bertujuan untuk mendeskripsikan peran kepala sekolah dalam pemberdayaan masyarakat di SD Negeri Bungo 1 Wedung Demak yang meliputi empat fungsi manajemen POAC, yaitu perencanaan (planning), pengorganisasian (organizing), pengarahan (actuating), dan pengawasan (controlling). Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Pendekatan ini dipilih untuk memahami secara mendalam bagaimana kepala sekolah merancang, melaksanakan, dan mengevaluasi strategi pemberdayaan masyarakat guna mendukung program pendidikan di sekolah. Informan penelitian terdiri atas kepala sekolah, komite sekolah, wali murid, dan tokoh masyarakat. Teknik pengumpulan data dilakukan melalui wawancara mendalam, observasi partisipatif, dan dokumentasi. Analisis data menggunakan model interaktif Miles dan Huberman, yang meliputi reduksi data, penyajian data, serta penarikan kesimpulan secara induktif. Hasil penelitian menunjukkan bahwa kepala sekolah berperan strategis dan partisipatif dalam memberdayakan masyarakat dengan menerapkan fungsi manajemen POAC secara komprehensif. Dalam perencanaan, kepala sekolah melibatkan masyarakat sejak tahap awal penyusunan program melalui rapat dan musyawarah. Dalam pengorganisasian, kepala sekolah menata pembagian tugas secara demokratis dan proporsional antara guru, komite, wali murid, serta masyarakat. Dalam pengarahan, kepala sekolah berperan sebagai motivator dan komunikator yang membangkitkan kesadaran masyarakat bahwa pendidikan adalah tanggung jawab bersama. Sedangkan dalam pengawasan, kepala sekolah melaksanakan evaluasi dan refleksi bersama masyarakat secara kolaboratif untuk menjamin keberlanjutan program. Secara keseluruhan, kepala sekolah SD Negeri Bungo 1 Wedung Demak telah berhasil mengimplementasikan fungsi POAC dalam pemberdayaan masyarakat.
Implementation of Transformational Leadership by School Principals in Improving Services for Students with Special Needs Wahyu Candra Dewi; Yovitha Yuliejantiningsih; Soedjono Soedjono
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.v5i1.3238

Abstract

Inclusive education implementation in resource-constrained primary schools requires effective leadership to overcome structural limitations. This study examines how transformational leadership by school principals improves educational services for students with special needs in contexts lacking specialized support personnel. Employing a qualitative case study design, this research investigated transformational leadership implementation at SDN Bergas Lor 02, Semarang Regency, Indonesia. Data were collected through semi-structured interviews with the principal and six classroom teachers, three-month participant observations, and document analysis. Thematic analysis identified patterns across the four transformational leadership dimensions: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The principal systematically enacted transformational leadership through moral exemplarity establishing inclusive culture, inspirational messaging maintaining collective optimism despite resource constraints, facilitation of collaborative professional learning through structured sharing sessions, and differentiated support calibrated to individual teacher and student needs. Unexpected findings revealed the principal's strategic creation of peer mentoring networks and effective reframing of setbacks as learning opportunities. Findings demonstrate that transformational leadership dimensions operate synergistically to maximize human capital when material resources remain limited. The study contributes the concept of "productive recontextualization"—adapting leadership principles to resource-constrained contexts through low-cost mechanisms while maintaining theoretical fidelity. Results suggest leadership development represents a high-leverage strategy for advancing inclusive education in under-resourced settings.
Co-Authors Abdul Rahman Ambar Sekti Ana Supriati Ariyah Asep Awaludin Athi Aliyatus Sya'ni Barokah Guniarti D. Hapsari Amalia Dewi Ratnawati Dewi Setyaningrum Dian Ahmad Kindarto Dina Puji Rahayu Dini Lestari Dwi Hartono Dwi Satrio Bagus Tumeko Endang Winarsih Farid Ubaidillah Farid Umar Fina Febriyanti Ghufron Abdullah Ghufron Abdullah Ghufron Abdullah Hansen Lutfiartha Harni Harto Nuroso Hermina Susanti Hindun I Made Sudana Ibnu Fatkhu Royana Ima Dwi Rosadi Iskadariyah Istuningtyas Pramesti Iwan Candra Bachtiar Kamsidjo Budi Utomo Kristiyani Kurnia Permata Nur Aisah Kurniawan Widhi Hartanto Lasminto Lasminto Lilik Herawati Mamik Miyarti Mugirah Munawir Yusuf Munif Hidayati Murdiansyah Indra Putranto Nela Veristika Ngasbun Egar Ngurah Ayu Nyoman M Ngurah Ayu Nyoman M Ngurah Ayu Nyoman Murniati Noor Noor Novitasari Triyastuti Nur Farikhin Nur Jannah Nurkolis Qristin violinda Retno Susilowati Rizki Fauzan Sahrul Adi Amanatulloh Senowarsito, Senowarsito Sigit Rudiyanto Siti Rodiyah Siti Umi Kulsum Siti Waliyah Sri Utiarsi Sudadi Sukajiyah Sukajiyah Syamsu Haryadi Titis Mahanani Tri Ari Werdiningsih Tri Ari Werdiningsih Tri Sari Wulansih Trisiani Tutik Yuliarsih Wahidatul Aulawy Wahyu Candra Dewi Waryanto Yovitha Yuliejantiningsih Yulianto Hery Purnomo Zulfah