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All Journal TARBIYA : Journal Education in Muslim Society Jurnal Al-Tadzkiyyah Terampil : Jurnal Pendidikan dan Pembelajaran Dasar Lentera: Jurnal Ilmiah Kependidikan EDUKATIF : JURNAL ILMU PENDIDIKAN JURNAL MANAJEMEN PENDIDIKAN ISLAM AL-IDARAH Jurnal Ilmiah Wahana Pendidikan Al-Ibda: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Journal of Information System Exploration and Research Journal of Innovative and Creativity Journal of Ethics and Character Education Jurnal Pendidikan Progresif Jurnal Pendidikan Bahasa Arab L-Dhad Al-Khair Journal: Management Education Jurnal Pendidikan dan Sastra Inggris
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Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Academic Supervision and Reflective Literacy-based Teacher Performance Management in Elementary Schools Winarti, Winarti; Salamun, Salamun; Wahyudi, Apri
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 13 No 1 (2026): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v13i1.30614

Abstract

This study aims to explore the potential effects of academic supervision and reflective literacy on teacher effectiveness. Using a qualitative approach and a case study design, the study was conducted in a public elementary school in Tulang Bawang Regency, Indonesia. Data were collected through semi-structured interviews with 14 participants (1 principal, 2 supervisors, and 11 classroom teachers). In addition, records from performance reviews, supervision reports, and teacher reflection journals were examined, and six classroom learning sessions were directly observed. The results demonstrate that typical supervision, which focuses solely on administrative tasks, is insufficient to improve instructors' instructional competency. However, teachers who actively engaged in reflective literacy practices such as updating lesson plans, interacting with colleagues and journaling independently showed significant performance improvements. This group of reflective teachers achieved an average performance score of 85/100, compared to the mere 70/100 for non-reflective teachers. They may also change their teaching methods three or four times a semester since they become more adaptable. Principal leadership, which sees supervision as a coaching process, is one crucial component of strength. The study's conclusions indicate that the integration of reflective literacy transforms academic supervision into a teacher-centered professional learning process.
Co-Authors Abdul Hamid ABDUL HAMID Abdul Hamid Abdul Hamid Abi Rifai Ahmad Arifin Ahmad Zulfan, Ahmad Al Fathan, Kukuh Maulana Amrulloh Khoirul Ma'arif Ana Titi Rukmana Apri Pil Bahrul Ulum Apri Wahyudi Apri Wahyudi Choirudin, Choirudin Dedi Irawan Eka Julianti Eka Julianti Esha Latifatuz Zahro Zulkurnia Fahmy Singgih Fauzi Heri Saputra Hidayatun Soleha Hidayatun Soleha Ichwanul taufiq Nasution Iis Maisaroh Ismail, Benhur Khoirotunnisa Khoirotunnisa Kusuma, Nurhadi Latifah, Ainun M. Saifulloh Masrur, Moh Masrur, Moh. Masrur, Muhammad Maya Aulia Moh. Masrur Mohammad Masrur, Mohammad Muhamad Robingali Muhammad Adit Muhammad Hendra Yusren Muhammad Masrur Muhammad Rijalus Sholihin Muhtarom Muhtarom Muhtarom Muhtarom Nada Shifa Afifatus Salsabila Nisa Fariska, Kholifatun Nur Rosidah Nur ‘Aida Fitriani Nurhadi Kusuma Oktaviani, Margi Oyong, Lasmi Pratama Avriyansyah Purwito, Teguh Putra, Ansori Dasa Rais, Muhammad Sandi Rois, Muhammad Idris Rosyidi, Abdilah Siswanto Siswanto Sita Husnul Khotimah, Sita Husnul Siti Maesaroh Syeh Al Ngarifin Taufiq Akbar Ulfa Umurohmi Ulfa Umurohmi Waqingah Husniyah Winarti Winarti Yonhendri, Yonhendri