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All Journal Al-Ulum Jurnal Manajemen Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam Journal of Education and Teaching Learning PROFETIK: Jurnal Mahasiswa Pendidikan Agama Islam Jurnal Administrasi Pendidikan Indonesia International Journal of Multidisciplinary Research of Higher Education (IJMURHICA) Assyfa Learning Journal Social Science Academic QOSIM: Jurnal Pendidikan, Sosial & Humaniora Lentera Negeri
Sujino Sujino
Universitas Muhammadiyah Metro
Religion Humanities Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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Peningkatan Kualitas Administrasi Pembelajaran Melalui Supervisi Akademik Di Sman 1 Negeri Besar Mardeti Lisanofia; Sujino; Marzuki Noor
Jurnal QOSIM : Jurnal Pendidikan, Sosial & Humaniora Vol 4 No 3 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/jq.v4i3.7093

Abstract

Masih ditemukannya kendala dalam penyusunan administrasi pembelajaran guru, seperti perangkat pembelajaran yang belum lengkap dan belum sepenuhnya sesuai dengan Kurikulum Merdeka, menjadi latar belakang penelitian ini. Penelitian ini bertujuan mendeskripsikan pelaksanaan supervisi akademik dalam meningkatkan kualitas administrasi pembelajaran guru di SMA Negeri 1 Negeri Besar, faktor pendukung dan penghambat pelaksanaan supervisi dan dampak supervisi terhadap kualitas administrasi pembelajaran. Penelitian menggunakan pendekatan kualitatif dengan teknik pengumpulan data melalui wawancara, observasi, dan angket. Hasil penelitian menunjukkan bahwa supervisi akademik dilaksanakan melalui tahap perencanaan, pelaksanaan, umpan balik, dan tindak lanjut. Supervisi akademik memberikan dampak positif terhadap peningkatan kualitas administrasi pembelajaran guru, terutama pada kelengkapan perangkat pembelajaran dan kesesuaian dengan Kurikulum Merdeka. Faktor pendukung supervisi akademik meliputi adanya program supervisi yang terencana, dukungan kepala sekolah, dan pembinaan guru, sedangkan faktor penghambatnya meliputi keterbatasan waktu serta kemampuan guru yang masih beragam dalam menyusun administrasi pembelajaran. Berdasarkan hasil penelitian dapat disimpulkan bahwa supervisi akademik berperan penting dalam meningkatkan kualitas administrasi pembelajaran guru dan perlu dilaksanakan secara berkelanjutan.
The Influence of Teacher Working Group Activities (KKG) on Elementary School Teachers' Professional Competence Fauziyah Hanif; Marzuki Noor; Sujino Sujino
Social Science Academic Vol. 4 No. 1 (2026)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.9929

Abstract

Teacher Working Groups (KKG) serve as vital forums for professional collaboration, yet their specific impact requires empirical validation. This study aimed to analyze the influence of KKG activities on the professional competence of elementary school teachers in East Metro District, Lampung Province, Indonesia. Employing a quantitative survey method, data were collected from 72 teachers selected via the Slovin formula and purposive sampling from a population of 251, using a validated Likert-scale questionnaire. Data were analyzed using simple linear regression, t-tests, and coefficient of determination. Results revealed that KKG activities significantly and positively affect professional competence (t = 5.692, p < 0.001), with the regression equation Y = 29.940 + 0.825X indicating each unit increase in KKG activity raises competence by 0.825 points. KKG activities contributed 31.6% (R² = 0.316) to professional competence, while other factors accounted for 68.4%. In conclusion, KKG plays a crucial role in enhancing teachers' professional competence, highlighting the importance of fostering collaborative forums to support continuous educator development.
Manajemen Waktu dan Kedisiplinan Guru SD Negeri 1 Binakarya Baru: A Systematic Literature Review Kasiyanto Kasiyanto; Sujino Sujino; Garianto Garianto
Journal of Education and Teaching Learning Vol 8 No 2 (2026): Journal of Education and Teaching Learning (JETL)
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v8i2.3505

Abstract

Akselerasi transformasi digital dan pelaporan administrasi berbasis aplikasi pasca-pandemi telah memicu fragmentasi waktu mengajar yang berdampak signifikan pada tingkat kepatuhan profesional guru di sekolah dasar. Penelitian ini bertujuan untuk mengidentifikasi, mengevaluasi secara kritis, dan mensintesis bukti empiris dari studi primer global dua dekade terakhir mengenai pengaruh manajemen waktu terhadap kedisiplinan guru sekolah dasar negeri, guna memberikan landasan solusi bagi dinamika operasional pada SD Negeri 1 Binakarya Baru. Menggunakan metode Systematic Literature Review (SLR) yang dipandu oleh protokol internasional PRISMA 2020, penelusuran dokumen dilakukan secara mekanis pada basis data indeksasi global Scopus, Web of Science, dan Google Scholar dalam rentang waktu publikasi tahun 2016 hingga tahun 2026. Hasil sintesis temuan menyingkap bahwa kemampuan regulasi diri guru dalam menetapkan tujuan dan skala prioritas waktu bertindak sebagai prediktor internal paling fundamental dalam menekan angka kebocoran waktu (time leakage) dan prokrastinasi birokratis harian. Lebih lanjut, analisis tematik membuktikan bahwa hambatan teknis akibat tingginya beban kognitif digital dapat dimitigasi secara taktis melalui reorientasi supervisi akademik kepala sekolah dari inspeksi fisik menjadi sistem pengawasan berbasis luaran digital yang terbukti meningkatkan akuntabilitas mandiri pendidik hingga tujuh puluh lima persen. Kajian ini memberikan kontribusi teoretis berupa integrasi konseptual antara psikologi perilaku individu dengan teori tata kelola organisasi, sekaligus kontribusi praktis bagi para kepemimpinan sekolah dasar dalam merumuskan model pemantauan kinerja yang adaptif demi menjamin keberlanjutan mutu instruksional dan mencegah kegagalan akademik siswa.
Relationship Between Teacher Professionalism and Performance in Elementary Schools Dara Sartika; Muhammad Ihsan Dacholfany; Sujino Sujino
International Journal of Multidisciplinary Research of Higher Education Vol 9 No 3 (2026): July (Theme Education, Religion Studies, Social Sciences, STEM and Economic Devel
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v9i3.579

Abstract

This study investigates the relationship between certified teacher professionalism and teacher performance in elementary schools. A quantitative approach with a correlational design was employed. The sample consisted of 52 certified teachers selected through total sampling. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability. Pearson Product Moment correlation analysis was conducted with the aid of Microsoft Excel. The findings reveal a positive and significant relationship between certified teacher professionalism and teacher performance (r = 0.755 > r table = 0.273; p < 0.05), categorized as a strong correlation. Teacher professionalism contributed 57% to teacher performance. These results highlight the crucial role of enhancing teacher professionalism in improving performance within elementary education.
The Silent Architects: How Managerial Reciprocity Shapes the Psychological Landscape of Primary Teachers Citra Pitaloka; Marzuki Noor; Sujino Sujino
Assyfa Learning Journal Vol. 4 No. 1 (2026): Expertise and Innovative Instructional Design
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i1.905

Abstract

High occupational demands placed on educators frequently impair their psychological flourishing and professional productivity. Conventional workload allocation operates predominantly through rigid administrative hierarchies, often lacking a mutual support framework between school leaders and teaching staff. Incorporating the mubadalah perspective of reciprocal justice, this study investigated the empirical effect of managerial workload allocation on primary school teachers' well-being. Utilizing an explanatory quantitative approach with an ex post facto design, the inquiry evaluated a proportional cluster random sample of 62 elementary educators derived from an initial population of 166 teachers. Data gathered via validated and highly reliable Likert-scale questionnaires were subjected to simple linear regression analysis. Descriptive metrics revealed that managerial workload handling reached a good level (mean = 136.71; SD = 13.11), whereas teacher well-being scored at a moderate benchmark (mean = 66.76; SD = 6.36). Hypothesis testing confirmed a statistically significant positive effect (p = 0.007 < 0.05) with a coefficient of determination (R2) of 0.606. Consequently, structural enhancements in reciprocal workload management directly elevate teachers' psychological well-being. These findings imply that school principals must transition from purely administrative task distribution toward communicative, fair, and reciprocal workload stewardship, while encouraging teachers to actively engage in collaborative task management to foster a resilient educational ecosystem.
Modeling Inclusive Learning Participation: An Evaluative Study on Teacher Interpersonal Capacity and School Climate Dynamics Fefri Eka Mariza; Marzuki Noor; Sujino Sujino
Assyfa Learning Journal Vol. 4 No. 1 (2026): Expertise and Innovative Instructional Design
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i1.1025

Abstract

Despite progressive inclusive education policies in Indonesia, the actual learning engagement of students with disabilities (SWD) remains a critical instructional challenge due to the gap between physical attendance and meaningful classroom participation. This study aims to analyze the quantitative influence of teachers’ social competence and an inclusive school climate on the learning participation of SWD in elementary schools across Metro City. Utilizing a quantitative ex post facto design, data were collected via validated four-point Likert scale questionnaires from a purposive sample of 30 SWD. Multiple linear regression analysis revealed that teachers’ social competence significantly and positively influences learning participation ( = 0.469; ), and an inclusive school climate likewise yields a significant positive effect ( = 0.435;  = 0.004). Simultaneously, both variables synergistically explain 63.2% of the variance in students' learning participation (R2 = 0.632; F = 23.165;  = 0.000). These findings conclude that optimizing instructional environments for SWD requires a holistic socio-organizational framework that integrates teachers' interpersonal empathy with supportive, safe, and diverse institutional structures. Practically, this study implies an urgent need for empathy-based professional teacher development and responsive school policies that shift the evaluation paradigm from mere physical presence to high-quality pedagogical engagement
Pengaruh Kepemimpinan Kepala Sekolah dan Iklim Sekolah Terhadap Komitmen Guru di Kecamatan Braja Selebah Parmiatun; Siti Nurlaila; Sujino
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48782

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh kepemimpinan kepala sekolah dan iklim sekolah terhadap komitmen guru di sekolah dasar Kecamatan Braja Selebah. Penelitian menggunakan pendekatan kuantitatif dengan desain non-eksperimental melalui metode survei. Populasi penelitian berjumlah 158 guru dari 14 sekolah dasar, dan sampel berjumlah 61 guru yang ditentukan melalui proportional random sampling menggunakan rumus Slovin. Pengumpulan data menggunakan angket skala Likert yang terdiri atas 48 item untuk tiga variabel, yaitu komitmen guru (18 item), kepemimpinan kepala sekolah (15 item), dan iklim sekolah (15 item). Data dianalisis menggunakan analisis regresi linear berganda setelah memenuhi uji prasyarat normalitas dan linearitas. Hasil penelitian menunjukkan bahwa: (1) kepemimpinan kepala sekolah berpengaruh positif signifikan terhadap komitmen guru dengan koefisien regresi 0,521 (Sig. = 0,000); (2) iklim sekolah berpengaruh positif signifikan terhadap komitmen guru dengan koefisien regresi 0,438 (Sig. = 0,000); dan (3) kepemimpinan kepala sekolah dan iklim sekolah secara simultan berpengaruh terhadap komitmen guru dengan nilai F hitung 45,331 (Sig. = 0,000) dan koefisien determinasi (R Square) 0,611 yang berarti 61,1% varians komitmen guru dijelaskan oleh kedua variabel tersebut, sedangkan 38,9% sisanya dipengaruhi oleh faktor lain.
PENGARUH IMPLEMENTASI PEMBELAJARAN MENDALAM (DEEP LEARNING) DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR SISWA DI SDIT BAITUL MUSLIM LAMPUNG TIMUR Arifatun Nasriyah; Sutrisni Andayani; Sujino
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49277

Abstract

Penelitian ini bertujuan untuk mengkaji pengaruh implementasi Pembelajaran Mendalam (Deep Learning) dan motivasi belajar terhadap hasil belajar siswa di SDIT Baitul Muslim Lampung Timur. Penelitian kuantitatif ini menggunakan desain ex-post facto dengan analisis regresi berganda. Populasi penelitian berjumlah 74 siswa kelas V, dengan sampel 42 siswa yang ditentukan melalui sampling proporsional. Pengumpulan data dilakukan menggunakan angket yang telah divalidasi untuk mengukur implementasi Deep Learning (X1) sebanyak 20 butir dan motivasi belajar (X2) sebanyak 20 butir, serta nilai ulangan sumatif untuk hasil belajar (Y) sebanyak 20 butir. Reliabilitas instrumen dikonfirmasi dengan nilai Cronbach's Alpha sebesar 0,949 untuk X1, 0,872 untuk X2, dan 0,872 untuk Y. Hasil penelitian menunjukkan bahwa: (1) implementasi Deep Learning berpengaruh positif signifikan terhadap hasil belajar (t-hitung = 4,879; p < 0,001) dengan koefisien determinasi 37,3%; (2) motivasi belajar berpengaruh positif signifikan terhadap hasil belajar (t-hitung = 2,139; p = 0,039) dengan koefisien determinasi 10,3%; dan (3) secara simultan kedua variabel berpengaruh signifikan terhadap hasil belajar (F-hitung = 24,164; p < 0,001) dengan koefisien determinasi 55,3%. Persamaan regresi berganda yang diperoleh adalah Y = 55,111 + 0,413X1 + 0,251X2. Temuan ini menunjukkan bahwa penerapan Deep Learning yang efektif didukung motivasi belajar yang kuat dapat meningkatkan hasil belajar pada jenjang pendidikan dasar.
PENGARUH KOMPETENSI PROFESIONAL DAN PENGUASAAN TEKNOLOGI TERHADAP KINERJA MENGAJAR GURU DI SEKOLAH DASAR KECAMATAN BRAJA SELEBAH LAMPUNG TIMUR Sepri Susanti; Sutrisni Andayani; Sujino
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.50975

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh kompetensi profesional dan penguasaan teknologi terhadap kinerja mengajar guru di sekolah dasar Kecamatan Braja Selebah. Penelitian ini menggunakan metode kuantitatif korelasional-kausal dengan pendekatan positivisme. Populasi penelitian berjumlah 158 guru dari 14 sekolah dasar di Kecamatan Braja Selebah, dan sampel berjumlah 37 guru dari 4 sekolah yang dipilih melalui purposive sampling. Pengumpulan data menggunakan angket sebanyak 60 butir dengan skala Likert 1 sampai 4, yang terdiri dari 20 butir untuk setiap variabel yaitu kompetensi profesional (X1), penguasaan teknologi (X2), dan kinerja mengajar guru (Y). Validitas instrumen diuji menggunakan korelasi product moment dengan seluruh 60 butir dinyatakan valid (r-hitung > r-tabel 0,444). Uji reliabilitas menggunakan Cronbach alpha menunjukkan reliabilitas sangat tinggi dengan X1 alpha sebesar 0,932, X2 alpha sebesar 0,939, dan Y alpha sebesar 0,945. Analisis data meliputi uji normalitas, homogenitas, dan linearitas, selanjutnya analisis regresi berganda. Hasil penelitian menunjukkan bahwa kompetensi profesional berpengaruh signifikan secara parsial terhadap kinerja mengajar guru (t=2,488; Sig.=0,018), penguasaan teknologi berpengaruh signifikan secara parsial terhadap kinerja mengajar guru (t=3,052; Sig.=0,004), dan kedua variabel secara simultan berpengaruh signifikan terhadap kinerja mengajar guru (F=13,626; Sig.=0,001). Persamaan regresi yang diperoleh adalah Y = 38,947 + 0,317X1 + 0,194X2 dengan koefisien determinasi R-square sebesar 0,445 yang berarti kompetensi profesional dan penguasaan teknologi secara bersama-sama menjelaskan 44,5 persen varians kinerja mengajar guru.
Lesson planning and teacher professional competence: mediation and moderation mechanisms in an integrative framework Jurus Setiawan; Sutrisni Andayani; Sujino Sujino
Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri
Publisher : Indonesian Institute For Counseling, Education and Therapy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/993520

Abstract

This study aims to identify the mediation and moderation mechanisms that explain the relationship between lesson planning and teacher professional competence at the primary and secondary education levels, and to develop an integrative conceptual framework that addresses theoretical fragmentation in the literature. This Systematic Literature Review (SLR) follows the PRISMA 2020 protocol. A manual search was conducted using documented Boolean strings across the Scopus, ERIC, and Sinta databases, covering publications from 2016 to 2026. Inclusion criteria were established using the PEO (Population, Exposure, Outcome) framework. Study quality was assessed using the JBI Critical Appraisal Checklist. Inter-rater reliability was calculated using Cohen's kappa (κ = 0.87 for selection; κ = 0.89 for coding). Of 1,247 initially identified articles, 42 met the inclusion criteria and were analyzed using thematic analysis with deductive-inductive coding procedures. Synthesis of 42 studies revealed three primary mediation mechanisms: (1) deliberate reflection bridging planning practice with competence development; (2) integration of technological-pedagogical-content knowledge (TPACK) occurring during the planning process; and (3) enhanced self-efficacy through successful planning experiences. Three moderator categories were identified: internal factors (prior knowledge, experience, epistemic beliefs), external factors (collaborative supervision, professional development, communities of practice), and contextual factors (digital era, curriculum policy, resources). The proposed integrative framework positions lesson planning as a mediating process between teacher dispositions and professional competence, with contextual factors serving as moderators. The relationship between lesson planning and teacher professional competence is reciprocal and mediated by mechanisms of reflection, knowledge integration, and self-efficacy. However, causal claims within this framework remain largely theoretical propositions requiring empirical validation through longitudinal and experimental studies.
Co-Authors Agus Sutanto Arifatun Nasriyah Awalludin, Nur Bahariyani, Anis Murni Cahaya Khaeroni Cahyono, Heri Citra Pitaloka Damayanti, Nadia Umayroh Dara Sartika Dewi Prabawati EKO BUDIYANTO Fauziyah Hanif Fefri Eka Mariza Garianto Garianto Heri Cahyono Iswati Jurus Setiawan Kasiyanto Kasiyanto Khassanah, Anisya Nurr Liana Fatdila Lusi Marlisa M. Ihsan Dacholfany Mardeti Lisanofia Marzuki Noor Metta Firmanti Muhammad Ihsan Dacholfany Nuryani Sinaga Parmiatun Rara Ariyana Riefky Cahya Puspito Sepri Susanti Siti Nur Laila Siti Nurlaila, Siti Sutrisni Andayani, Sutrisni Yuli Tri Indrawati