Article Per Year (5 Year)
p-Index From 2021 - 2026
5.956
P-Index
This Author published in this journals
All Journal Jurnal Konseling dan Pendidikan Ngayah: Majalah Aplikasi IPTEKS PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA Alignment: Journal of Administration and Educational Management JURNAL PENDIDIKAN TAMBUSAI Journal on Education Edunesia : jurnal Ilmiah Pendidikan Jurnal Agrinika : Jurnal Agroteknologi dan Agribisnis TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan AKM: Aksi Kepada Masyarakat Jurnal Cendekia Ilmiah PESHUM INTERACTION: Jurnal Pendidikan Bahasa Jurnal Abdimas Cendekiawan Indonesia Advances In Education Journal Inovasi Sekolah Dasar: Jurnal Kajian Pengembangan Pendidikan
Tri Widayatsih
PPs Universitas PGRI Palembang
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Nursing Public Health Social Sciences Other

Published : 36 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 36 Documents
Search

 1   2   3   4 
The Influence of Managerial Competence and Employee Discipline on Public Service Quality at the Education and Culture Office of Banyuasin Regency Arifin Suradilaga; Rohana; Tri Widayatsih
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 2 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i2.6289

Abstract

This study aimed to analyze the influence of managerial competence and employee discipline on public service quality at the Education and Culture Office of Banyuasin Regency. The study employed a quantitative approach with a correlational design. The population comprised 167 employees, and 118 respondents were selected using the Slovin formula at a 5% margin of error and proportionally allocated across seven divisions or work units. Data were collected through Likert-scale questionnaires, documentation, and guided observation. The managerial competence, employee discipline, and public service quality instruments obtained Cronbach's Alpha coefficients of 0.946, 0.969, and 0.975, respectively. Data were analyzed using descriptive statistics, classical assumption tests, multiple linear regression, t-tests, an F-test, and the coefficient of determination with SPSS version 26. The results showed that managerial competence had a positive and significant influence on public service quality (B = 0.308; t = 2.585; p = 0.011). Employee discipline had a positive direction of influence but was not partially significant (B = 0.079; t = 0.713; p = 0.477). Simultaneously, managerial competence and employee discipline significantly influenced public service quality (F = 3.825; p = 0.025), with an R² of 0.062. These findings indicate that improving public service quality requires prioritizing stronger managerial competence while maintaining work discipline within a more integrated service system.
Pengaruh Kepemimpinan dan Supervisi Akademik terhadap metode Pembelajaran Guru di SMA Negeri Se-Kecamatan Sungai Keruh Kabupaten Musi Banyuasin Andy Yulianto; Tri Widayatsih; Sri Wahyu Indrawati
Journal Of Administration and Educational Management (ALIGNMENT) Vol. 8 No. 6 (2025): Journal Of Administration and Educational Management (ALIGNMENT)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/8qe08t30

Abstract

This study aims to analyze the influence of leadership and academic supervision on teacher learning methods in Public Senior High Schools in Sungai Keruh District, Musi Banyuasin Regency. The research method used is a quantitative method with a survey approach, involving the entire population as well as a sample of 76 Public Senior High School teachers in Sungai Keruh District. Data collection techniques were carried out through questionnaires, observation, and documentation, while data analysis used prerequisite analysis tests, simple linear regression, multiple linear regression, t-test, and F-test. The results showed that the principal's leadership had a significant effect on teacher learning methods with a t-value of 2.547 greater than t-table 1.290 and a significance of 0.013 <0.05. Academic supervision also had a significant effect on teacher learning methods with a t-value of 6.472 greater than t-table 1.290 and a significance of 0.000 <0.05. Simultaneously, leadership and academic supervision have a significant effect on teacher learning methods as indicated by the calculated F value of 20.658 which is greater than Ftable 3.117 with a significance of 0.000 < 0.05. The conclusion is that the principal's leadership and academic supervision, both partially and simultaneously, have a significant effect on teacher learning methods in State Senior High Schools in Sungai Keruh District, Musi Banyuasin Regency, so that effective leadership and implementation of academic supervision are needed to improve the quality of learning.   Keywords: Leadership, Academic Supervision, High School Teachers, Principals
PENGARUH SUPERVISI AKADEMIK DAN MANAJEMEN KELAS TERHADAP EFEKTIVITAS PEMBELAJARAN DI SD Lydia Puspita; Tri Widayatsih; Mahasir Mahasir
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.9537

Abstract

The effectiveness of learning in public elementary schools in Kalidoni District, Palembang, still shows significant variation between schools, as reflected in the uneven academic achievements of students, even though access to basic education has been quantitatively achieved. This problem is triggered by academic supervision practices that tend to be administrative and lack reflection, as well as suboptimal classroom management in creating a conducive learning environment, such as monotonous room arrangements and a lack of interactive teaching aids, thereby hampering teacher performance and holistic student achievement. This study aims to analyze the partial and simultaneous effects of academic supervision and classroom management on learning effectiveness. Using a quantitative approach, a sample of 86 teachers was taken from a population of 515 teachers from 28 public elementary schools via cluster random sampling; data were collected through Likert scale questionnaires, observations, and documentation, then analyzed using multiple linear regression. The results show that academic supervision has a significant positive effect of 46.3%, classroom management 38.7%, and simultaneously both contribute 61.5% to the increase in learning effectiveness. The conclusion states that increasing learning effectiveness requires a continuous academic supervision system and adaptive student-oriented classroom management practices to optimally support the quality of basic education ABSTRAK Efektivitas pembelajaran di SD Negeri se-Kecamatan Kalidoni, Palembang, masih menunjukkan variasi signifikan antar sekolah, sebagaimana tercermin dari capaian akademik siswa yang tidak merata, meskipun akses pendidikan dasar telah tercapai secara kuantitatif. Masalah ini dipicu oleh praktik supervisi akademik yang cenderung administratif dan kurang reflektif, serta manajemen kelas yang belum optimal dalam menciptakan lingkungan belajar kondusif, seperti penataan ruang yang monoton dan kurangnya alat peraga interaktif, sehingga menghambat kinerja guru dan pencapaian holistik siswa. Penelitian ini bertujuan menganalisis pengaruh parsial dan simultan supervisi akademik serta manajemen kelas terhadap efektivitas pembelajaran. Menggunakan pendekatan kuantitatif, populasi 515 guru dari 28 SD Negeri diambil sampel 86 guru via cluster random sampling; data dikumpul melalui angket skala Likert, observasi, dan dokumentasi, lalu dianalisis dengan regresi linier berganda. Hasil menunjukkan supervisi akademik berpengaruh positif signifikan sebesar 46,3%, manajemen kelas 38,7%, dan secara simultan keduanya menyumbang 61,5% terhadap peningkatan efektivitas pembelajaran. Kesimpulan menyatakan bahwa peningkatan efektivitas pembelajaran memerlukan sistem supervisi akademik berkelanjutan dan praktik manajemen kelas adaptif yang berorientasi siswa untuk mendukung mutu pendidikan dasar secara optimal.  
PERAN STRATEGI SUPERVISI AKADEMIK DAN KEPEMIMPINAN KEPALA SEKOLAH DALAM MENINGKATKAN PROFESIONALISME GURU SD Lulah Natalia; Tri Widayatsih; Mahasir Mahasir
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.9545

Abstract

This study examines the role of academic supervision strategies and principal leadership in improving teacher professionalism at SD Negeri 167 Palembang, where challenges include misalignment in lesson planning, limited innovation in teaching methods, and low participation in professional development due to administrative burdens and insufficient humanistic supervision. The study aims to describe academic supervision strategies, leadership styles, supporting and inhibiting factors, and teachers’ perceptions of these roles. A qualitative approach was employed using in-depth interviews, participant observation (pre-observation, classroom observation, and post-observation), and document analysis such as lesson plans and supervision reports. Data validity was ensured through source triangulation involving the principal, vice principal for curriculum, and 18 teachers. The findings reveal that the principal implements clinical supervision based on coaching and mentoring through three stages: pre-observation (socialization), observation (focusing on teacher–student interaction and digital media use), and post-observation (reflective feedback and internal workshops). This is supported by a democratic, participatory, empathetic, and instructional leadership style. Supporting factors include teacher commitment, collaborative culture, and adequate facilities, while inhibiting factors involve administrative workload, time constraints, discomfort during supervision, and inconsistent follow-up. Teachers perceive this humanistic approach positively as it enhances pedagogical competence, motivation, and performance. In conclusion, responsive academic supervision and leadership function as a systemic approach to fostering sustainable teacher professionalism and a progressive school culture. ABSTRAK Penelitian ini mengkaji peran strategi supervisi akademik dan kepemimpinan kepala sekolah dalam meningkatkan profesionalisme guru di SD Negeri 167 Palembang. Permasalahan yang dihadapi meliputi ketidaksesuaian perencanaan pembelajaran, minimnya inovasi metode mengajar, serta rendahnya partisipasi guru dalam pengembangan profesional akibat beban administrasi dan kurangnya supervisi yang humanis. Penelitian ini bertujuan untuk mendeskripsikan strategi supervisi akademik, gaya kepemimpinan kepala sekolah, faktor pendukung dan penghambat, serta persepsi guru terhadap peran tersebut. Penelitian menggunakan pendekatan kualitatif dengan teknik pengumpulan data melalui wawancara mendalam, observasi partisipan (pra-observasi, observasi kelas, dan pasca-observasi), serta analisis dokumen seperti RPP dan laporan supervisi. Keabsahan data dijamin melalui triangulasi sumber yang melibatkan kepala sekolah, wakil kurikulum, dan 18 guru. Hasil penelitian menunjukkan bahwa kepala sekolah menerapkan supervisi klinis berbasis coaching dan mentoring melalui tiga tahapan, yaitu pra-observasi, observasi, dan pasca-observasi. Strategi ini didukung oleh gaya kepemimpinan demokratis, partisipatif, empatik, dan berorientasi instruksional. Faktor pendukung meliputi komitmen guru, budaya kolaborasi, dan fasilitas yang memadai, sedangkan faktor penghambat mencakup beban administrasi, keterbatasan waktu, serta tindak lanjut yang belum konsisten. Kesimpulannya, supervisi akademik dan kepemimpinan yang responsif menjadi pendekatan sistemik dalam meningkatkan profesionalisme guru secara berkelanjutan.
PEMANFAATAN APLIKASI RUANG GTK SEBAGAI SARANA SUPERVISI AKADEMIK DALAM MENGEMBANGKAN KOMPETENSI PROFESIONAL GURU Tri Rahayu; Tri Widayatsih; Mahasir Mahasir
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.9555

Abstract

This study aims to analyze the utilization of the Ruang GTK application as an academic supervision instrument in enhancing teachers’ professional competence. A qualitative descriptive design was employed, involving one principal, one vice principal, and ten teachers selected through purposive sampling. Data were collected through observations, in-depth interviews, and documentation, and analyzed using an interactive data analysis model. The findings reveal that the use of Ruang GTK transforms academic supervision from a conventional, administrative practice into a structured, data-driven, and continuous system. In the planning stage, supervision is conducted based on the analysis of the Education Report to identify priority areas for teacher improvement. During implementation, the integration of direct classroom observation and digital documentation enables systematic monitoring, performance assessment, and feedback delivery. The evaluation process, supported by the platform, promotes measurable follow-up actions and reflective practices. The results indicate that the most significant improvements occur in pedagogical and professional competencies, particularly in differentiated instruction design, integration of digital learning tools, and reflective teaching practices. Beyond enhancing efficiency and accountability, the platform also fosters a more collaborative, reflective, and adaptive work culture aligned with digital transformation. This study highlights that digital-based academic supervision serves not merely as an administrative tool but as a strategic mechanism to promote continuous professional development. The findings imply the need for sustained digital literacy enhancement and integrated technology-based supervision systems to improve the quality of primary education. ABSTRAK Penelitian ini bertujuan untuk menganalisis pemanfaatan Aplikasi Ruang GTK sebagai instrumen supervisi akademik dalam mengembangkan kompetensi profesional guru. Studi ini menggunakan pendekatan kualitatif dengan desain deskriptif, melibatkan 1 kepala sekolah, 1 wakil kepala sekolah, dan 10 guru yang dipilih melalui teknik purposive sampling. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, serta dianalisis menggunakan model analisis interaktif. Hasil penelitian menunjukkan bahwa pemanfaatan Ruang GTK mentransformasi praktik supervisi akademik dari pola konvensional menjadi sistem yang lebih terstruktur, berbasis data, dan berkelanjutan. Pada tahap perencanaan, supervisi dilakukan melalui analisis Rapor Pendidikan untuk menentukan prioritas peningkatan kinerja guru. Pada tahap pelaksanaan, integrasi antara observasi langsung dan dokumentasi digital memungkinkan monitoring, penilaian kinerja, serta pemberian umpan balik secara lebih sistematis dan transparan. Evaluasi berbasis aplikasi mendorong refleksi mandiri dan tindak lanjut yang terukur. Temuan utama menunjukkan bahwa peningkatan kompetensi guru paling signifikan terjadi pada aspek pedagogik dan profesional, khususnya dalam perancangan pembelajaran berbasis diferensiasi, pemanfaatan teknologi pembelajaran, serta kemampuan refleksi praktik mengajar. Selain meningkatkan efisiensi dan akuntabilitas supervisi, penggunaan Ruang GTK juga berkontribusi terhadap terbentuknya budaya kerja yang lebih kolaboratif, reflektif, dan adaptif terhadap transformasi digital. Penelitian ini menegaskan bahwa supervisi akademik berbasis platform digital tidak hanya berfungsi sebagai alat administratif, tetapi sebagai mekanisme strategis dalam mendorong continuous professional development. Implikasi penelitian ini menekankan pentingnya penguatan literasi digital guru dan integrasi sistem supervisi berbasis teknologi secara berkelanjutan guna meningkatkan mutu pembelajaran di sekolah dasar.  
Cross-Cultural Collaboration in Quality Education for Sustainable Development: A Case of Indonesia and Thailand Tri Widayatsih; Misdalina; Nurkardina Novalia; David Budi Irawan; Sukardi; Dian Mutiara; Yudi Irwansi; Nuryanti Permatasari
Jurnal Abdimas Cendekiawan Indonesia Vol. 2 No. 2 (2025): May
Publisher : Yayasan Cendekiawan Digital Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56134/jaci.v2i2.130

Abstract

This paper presents an initiative that fosters cross-cultural collaboration between Indonesia and Thailand to promote quality education aligned with the Sustainable Development Goals (SDGs), particularly Goal 4. The program, implemented over four cycles, engaged 263 participants from 115 universities during its recent editions. It was carried out in cooperation with the Indonesian Embassy in Kuala Lumpur, PPI UPSI Malaysia, and several universities from both countries. The initiative emphasizes the practical application of science, technology, and innovation to address real-life challenges within international communities. A key aspect of this program involved on-site activities at Lukmanulhakeem School in Yala, Thailand, where students and faculty from Universitas PGRI Palembang and collaborating institutions worked directly with local communities. The outcomes highlight the value of such programs: students and lecturers enhance their leadership, communication, and teamwork skills; universities gain international exposure and institutional benefits; and local communities receive support through educational empowerment and problem-solving initiatives, especially for Indonesian migrant workers (PMI). This collaborative effort not only supports global education goals but also builds a foundation for ongoing international engagement that benefits higher education institutions, policymakers, and underserved communities alike. The program stands as a replicable model for sustainable, inclusive educational partnerships across borders.
Co-Authors Agustia Dwi Pamujiati Akbar Karisma Andi Rahman Andi Rahman Andy Yulianto Arafat, Yasir Ardiansyah Ardiansyah Arifin Suradilaga Asmawati Asmawati Bakrie, Muhammad Christiana Ramba Praptiwi Dian Mutiara, Dian Dwi Muhammad Taqwa Eddy, Syaiful Edi Harapan Effendi, Darwin Emawati, Emawati Endah Yuniarti Ery Masni Pane Etika Septiyana Fitriani, Yessi Genoveva Refina Virgi Handianita Hairani Hairani Happy Fitria Helmi Haris Herlina, Ning Ika Lestari Ika Wulandari Indah Ardianti INDRAWATI, SRI WAHYU Irawan, David Budi Isna Wijayani Jayanthi Mustikawati Lili Sartika Lindiya Eka Pertiwi Lulah Natalia Lusiana, Lusiana Lydia Puspita Mahasir Mahasir Mahasir Maleluan Pramana Maya Susanti Meilia Rosani Misdalina Misdalina, Misdalina Nina Lisanty Nina Veranica Nur Ahyani Nuril Furkan Nuril Furkan Nurkardina Novalia Nurlina Nurlina Nurlina, Nurlina Nurmawan Srimawati Nuryanti Permatasari Nyoman Widiya Widana Nyoman Pahlawan Pahlawan Putra, Muhammad Juliansyah Rahma Santhi Zinaida Rika Dwi Putri ROHANA ROHANA Sahadi Sahadi Satriya Bayu Aji Siti Rahayu Suherman Suherman Sukardi Syska Purnama Sari, Syska Purnama Tri Rahayu Tyagita Manggiasih Windari Yeni Maryani Yudi Irwansi Yunniarti Yunniarti Zulfahmi Zulfahmi