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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) Jurnal Manajemen & Supervisi Pendidikan Al Ishlah Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Cetta: Jurnal Ilmu Pendidikan IQRO: Journal of Islamic Education Jurnal Ilmiah Adiraga : Jurnal Penelitian Olahraga Jurnal Review Pendidikan dan Pengajaran (JRPP) SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL 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)
Soedjono
Universitas PGRI Semarang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management 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 Public Health Social Sciences Other

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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.
Pengaruh Platform Ruang GTK dan Komunitas Belajar Terhadap Kompetensi Pedagogik Guru SD Negeri di Kecamatan Todanan Kabupaten Blora Anora Wanodiya Kurnia; Soedjono Soedjono; Harto Nuroso
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.v9i2.5315

Abstract

This study aims to analyze the influence of the Ruang GTK Platform and learning communities on teachers' pedagogical competence, both partially and simultaneously. Previous research generally focuses on improving teacher competence through training or academic supervision, but limited research simultaneously examines the influence of the Ruang GTK Platform and learning communities on teachers' pedagogical competence in the context of public elementary schools at the sub-district level. This study employed a quantitative approach with a survey method. The study population consisted of 308 public elementary school teachers, with a sample size of 174 teachers. The research instruments were tested through validity and reliability tests, while classical assumptions included tests for normality, linearity, multicollinearity, and heteroscedasticity. Data analysis used multiple linear regression, supplemented by t-tests and F-tests. The results indicate that the Ruang GTK Platform has a positive and significant effect on teachers' pedagogical competence. Learning communities also have a positive and significant effect on teachers' pedagogical competence. Simultaneously, the Ruang GTK Platform and learning communities exert a strong influence on improving teachers' pedagogical competence. These findings indicate that utilizing a digital platform for teacher professional development, supported by collaborative activities within a learning community, can strengthen teachers' abilities to plan, implement, and evaluate learning. The implications of this research emphasize the importance of optimizing the use of the Ruang GTK Platform and strengthening teacher learning communities as part of ongoing professional development. Integrating these two approaches can be an effective strategy for systematically, collaboratively, and sustainably improving teachers' pedagogical competence.
Pengaruh Supervisi Akademik Kepala Sekolah Berbasis Coaching dan Komunitas Belajar Terhadap Kompetensi Pedagogik Guru di Kecamatan Todanan Any Inti Wahyu Setyaningrum; Soedjono Soedjono; Harto Nuroso
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.v9i2.5316

Abstract

This study aims to examine and analyze the influence of coaching-based academic supervision of school principals and learning communities, both partially and simultaneously, on teachers' pedagogical competence. Previous research has generally focused on the influence of either principals' academic supervision or teacher learning communities separately on improving pedagogical competence. However, there has been little research that has comprehensively examined the influence of coaching-based academic supervision of school principals and teacher learning communities on teachers' pedagogical competence, particularly at the elementary school level in Todanan District, Blora Regency. This situation indicates a research gap that requires further study. The population is 308 people, the sample is 174 people. The instrument tests used are validity and reliability tests. The classical assumption test uses normality tests, linearity tests, multicollinearity tests, and heteroscedasticity tests. Data analysis uses multiple linear regression tests, F tests (ANOVA) and t tests. Based on the results of the study, it can be concluded as follows: (1) Coaching-based principal academic supervision has a positive and significant effect on teacher pedagogical competence. This is based on the results of a positive t-test, proven by the calculated t1 result of 8.241 > t table (α = 0.05, two tail) 1.974 and the significance level of the calculated t1 0.000 < 0.05; (2) The Learning Community has a positive and significant effect on Teacher Pedagogical Competence. This is based on the results of a positive t-test, proven by the calculated t2 result of 25.385 > t table 1.974; (3) The influence of the principal's academic supervision based on coaching and the Learning Community simultaneously has a positive and significant effect on Teacher Pedagogical Competence. This is based on the results of a positive F-test, proven by the calculated F value > F table (327.878 > 3.05)
ACADEMIC SUPERVISION AND TEACHERS’ PEDAGOGICAL COMPETENCE: A QUALITATIVE STUDY OF PRINCIPAL PRACTICE IN AN ELEMENTARY SCHOOL Sigit Setiyo Budi; Eni Sulistyarini; Anggun Fauziana K; Soedjono
SOSIOEDUKASI Vol 15 No 1 (2026): 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.v15i1.7102

Abstract

This study aims to examine the implementation of academic supervision conducted by the principal in improving teachers’ pedagogical competence at SD Negeri Jombor, Jumo District. A qualitative descriptive approach was employed to explore the planning, implementation, follow-up, and impact of academic supervision on teachers’ pedagogical practices. Data were collected through in-depth interviews, classroom observations, and document analysis involving the principal and teachers. The data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that academic supervision has been implemented through structured planning and classroom observation; however, it has not been carried out optimally due to limited time, uneven supervision frequency, and the absence of systematic follow-up programs. Academic supervision contributes positively to improving teachers’ pedagogical competence, particularly in lesson planning and instructional implementation, although improvements in student-centered learning and assessment practices remain limited. The study highlights the importance of needs-based, collaborative, and continuous academic supervision to enhance teachers’ pedagogical competence effectively.
THE IMPLEMENTATION OF REFLECTION-BASED ACADEMIC SUPERVISION IN ENHANCING TEACHERS’ PROFESIONALISM AT AN INDONESIAN PUBLIC ELEMENTARY SCHOOL Istiqomah; Zayyinul Firdaus; Nur Khomsin; Soedjono
SOSIOEDUKASI Vol 15 No 1 (2026): 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.v15i1.7186

Abstract

This study aimed to describe the implementation of reflection-based academic supervision in enhancing teachers’ professionalism at SD Negeri Batursari 5, Mranggen Subdistrict, Demak Regency. A qualitative descriptive approach was employed to obtain an in-depth understanding of the supervision process and its impact on teachers’ professional development. Data were collected through in-depth interviews, classroom observations, and document analysis involving the principal and teachers. The findings reveal that reflection-based academic supervision was implemented through systematic stages, including supervision planning, classroom observation, reflective dialogue, and follow-up coaching. Reflective supervision encouraged teachers to critically evaluate their teaching practices, improve instructional planning, and strengthen pedagogical competence. The study also identified several challenges, such as time constraints, teachers’ readiness for self-reflection, and limited follow-up programs. Nevertheless, reflective supervision contributed positively to fostering teachers’ professional awareness, openness to feedback, and commitment to continuous improvement. This study concludes that reflection-based academic supervision is an effective strategy for enhancing teacher professionalism when implemented collaboratively and sustainably within a supportive school culture.
Pengaruh Kepemimpinan Kepala Sekolah dan Komunitas Belajar Terhadap Kualitas Pembelajaran di SD Negeri Se-Kecamatan Kunduran Hesti Pandu Wismasita; Soedjono Soedjono; Harto Nuroso
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.v9i2.5361

Abstract

The quality of learning in elementary schools in Kunduran District, Blora Regency, remains significantly deficient. Problems were identified in teacher behavior during instruction, student activities, the learning climate, and the learning system. Factors influencing the low quality of learning are principal leadership and the learning community. This study aims to determine the influence of principal leadership and the learning community on the quality of learning in elementary schools in Kunduran District, Blora Regency. The approach used in this study was quantitative. The study population was all elementary schools in Kunduran District, Blora Regency. The sample size was 172 teachers. Prerequisite analysis tests included normality, linearity, homogeneity, multicollinearity, and heteroscedasticity tests. Hypothesis testing included simple regression and multiple regression tests. The results showed that: (1) principal leadership significantly influenced learning quality by 35.5%; (2) learning community significantly influenced learning quality by 43.7%; and (3) principal leadership and the learning community significantly influenced learning quality by 51.8%. It is recommended that teachers improve their skills in implementing learning, starting from the skills of opening lessons to closing learning activities.
Pengaruh Gaya Kepemimpinan Situasional Kepala Sekolah dan Literasi Digital Terhadap Kompetensi Pedagogik Guru SD Negeri di Kecamatan Kunduran Ela Sofiati; Soedjono Soedjono; Harto Nuroso
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.v9i2.5362

Abstract

Teachers’ pedagogical competence is a key factor in improving the quality of learning in primary schools. However, pedagogical competence is influenced by several factors, including the principal’s situational leadership style and teachers’ digital literacy. This study aims to analyze the effect of the principal’s situational leadership style and digital literacy, both partially and simultaneously, on teachers’ pedagogical competence in public primary schools in Kunduran District, Blora Regency. This research employed a quantitative approach with an ex post facto design. The population consisted of 301 teachers, with a sample of 172 teachers selected using proportional random sampling. Data were collected through questionnaires that had been tested for validity and reliability. Data analysis was conducted using multiple linear regression with t-test and F-test after meeting classical assumption tests. The results show that: (1) the principal’s situational leadership style has a positive and significant effect on teachers’ pedagogical competence with a contribution of 40.8%; (2) digital literacy has a positive and significant effect on teachers’ pedagogical competence with a contribution of 36.6%; and (3) simultaneously, the principal’s situational leadership style and digital literacy have a significant effect on teachers’ pedagogical competence with a contribution of 48.8%. These findings indicate that improving teachers’ pedagogical competence is influenced not only by leadership factors but also by teachers’ ability to utilize digital technology. In conclusion, strengthening adaptive school leadership and enhancing teachers’ digital literacy continuously are essential strategies to improve pedagogical competence and the quality of learning in primary schools.
Pengaruh Kepemimpinan Transformasional Kepala Sekolah dan Aplikasi Ruang GTK Terhadap Kompetensi Pedagogik Guru SD Negeri se-Kecamatan Kunduran Gilar Kholiq Permono; Soedjono Soedjono; Harto Nuroso
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.v9i2.5363

Abstract

Teacher pedagogical competence is a crucial factor in improving the quality of learning in primary schools, which is influenced by school leadership and the use of educational technology. This study aims to: (1) analyze the effect of principals’ transformational leadership on teachers’ pedagogical competence; (2) analyze the effect of the use of the Ruang GTK application on teachers’ pedagogical competence; and (3) analyze the simultaneous effect of both variables on teachers’ pedagogical competence. This study employed a quantitative approach with an ex post facto design. The population consisted of all public elementary school teachers in Kunduran District, Blora Regency, with a sample of 172 teachers determined using the Slovin formula and proportional random sampling technique. Data were collected using questionnaires, and the analysis included prerequisite tests (normality, linearity, homogeneity, multicollinearity, and heteroscedasticity) and hypothesis testing using simple and multiple regression analyses. The results show that: (1) principals’ transformational leadership has a significant effect on teachers’ pedagogical competence, contributing 41.8% with a correlation coefficient of 0.646; (2) the use of the Ruang GTK application has a significant effect, contributing 47.7% with a correlation coefficient of 0.691; and (3) simultaneously, transformational leadership and the use of the Ruang GTK application have a significant effect on teachers’ pedagogical competence, contributing 55.7% with a correlation coefficient of 0.750. In conclusion, improving teachers’ pedagogical competence can be achieved through strengthening principals’ transformational leadership and optimizing the use of the Ruang GTK application. Therefore, principals are encouraged to provide continuous guidance and support, while teachers should actively utilize digital platforms for ongoing professional development.
Co-Authors Abdul Rahman Ahmad Agus Alim Ambar Sekti Ana Supriati Anggun Fauziana K Anora Wanodiya Kurnia Any Inti Wahyu Setyaningrum Ariyah Aryo Andri Nugroho 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 Ela Sofiati Emi Lutfia Endang Winarsih Eni Sulistyarini Farid Ubaidillah Farid Umar Fina Febriyanti Ghufron Abdullah Ghufron Abdullah Ghufron Abdullah Gilar Kholiq Permono Hansen Lutfiartha Harni Harto Nuroso Hermina Susanti Hesti Pandu Wismasita Hindun I Made Sudana Ibnu Fatkhu Royana Ima Dwi Rosadi Iskadariyah Istiqomah 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 Nur Khomsin Nurkolis Qristin violinda Rasiman Rasiman Retno Susilowati Rizki Fauzan Sahrul Adi Amanatulloh Senowarsito, Senowarsito Sigit Rudiyanto Sigit Setiyo Budi 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 Vina Okta Viana Wahidatul Aulawy Wahyu Candra Dewi Waryanto Yovitha Yuliejantiningsih Yulianto Hery Purnomo Zayyinul Firdaus Zulfah