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All Journal Esteem Journal of English Study Programme Alignment: Journal of Administration and Educational Management JURNAL PENDIDIKAN TAMBUSAI Journal on Education INTERACTION: Jurnal Pendidikan Bahasa TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan AKM: Aksi Kepada Masyarakat Literacy : International Scientific Journals of Social, Education, Humanities Jurnal Cendekia Ilmiah
Mahasir Mahasir
PPs Universitas PGRI Palembang
Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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Independent Curriculum Management at Public Elementary School 32 Banyuasin III, Banyuasin Regency Devitamala Devitamala; Nur Ahyani; Mahasir Mahasir
LITERACY : International Scientific Journals of Social, Education, Humanities Vol. 4 No. 2 (2025): August : International Scientific Journals of Social, Education, Humanities
Publisher : Badan Penerbit STIEPARI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/literacy.v4i2.2675

Abstract

This study explores the implementation of curriculum management under the Kurikulum Merdeka at SD Negeri 32 Banyuasin III, Banyuasin Regency. The purpose of this research is to examine how school leaders, teachers, and staff plan, organize, implement, and evaluate the Kurikulum Merdeka in order to improve the quality of education. A qualitative descriptive method was employed, with data collected through interviews, observations, and documentation. The findings reveal that curriculum management at SD Negeri 32 has been conducted systematically, with active involvement of teachers and alignment with student needs and school context. However, challenges such as limited resources and varying teacher competencies still hinder optimal implementation. This research highlights the importance of continuous training, strong leadership, and collaborative efforts in successfully managing the Kurikulum Merdeka in elementary schools.
STRATEGI KEPEMIMPINAN KEPALA SEKOLAH DALAM MENINGKATKAN MUTU PENDIDIKAN Lindiya Eka Pertiwi; 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.v6i2.9564

Abstract

This study aims to analyze the principal’s leadership strategies in improving the quality of education at SMA PGRI 2 Palembang, focusing on planning, implementation, challenges, and evaluation aspects. This research employed a qualitative approach with a descriptive design. Data were collected through interviews, observations, and documentation involving key informants, including the principal, vice principal, and teachers. The findings reveal that leadership strategies were implemented through short-term and long-term program planning, enhancing teacher competence through training and academic supervision, and applying participatory and transparent school management. The implementation of these strategies contributed to improvements in teacher performance, instructional effectiveness, and school governance quality. However, several challenges were identified, including limited infrastructure, budget constraints, and uneven teacher adaptation to educational technology. Overall, the findings indicate that most leadership strategies were effectively implemented in supporting educational quality improvement. This study concludes that innovative, participatory, and collaborative leadership plays a significant role in enhancing educational quality. The implication of this study highlights the importance of strengthening leadership capacity and providing sustainable institutional support to ensure continuous improvement in education quality. ABSTRAK Penelitian ini bertujuan untuk menganalisis strategi kepemimpinan kepala sekolah dalam meningkatkan mutu pendidikan di SMA PGRI 2 Palembang, meliputi aspek perencanaan, pelaksanaan, kendala, dan evaluasi. Penelitian menggunakan pendekatan kualitatif dengan jenis deskriptif. Data dikumpulkan melalui wawancara, observasi, dan studi dokumentasi dengan informan utama kepala sekolah, wakil kepala sekolah, dan guru. Hasil penelitian menunjukkan bahwa strategi kepemimpinan dilaksanakan melalui penyusunan program kerja jangka pendek dan jangka panjang, peningkatan kompetensi guru melalui pelatihan dan supervisi, serta penerapan manajemen sekolah yang partisipatif dan transparan. Implementasi strategi tersebut berdampak pada peningkatan kinerja guru, efektivitas pembelajaran, serta kualitas tata kelola sekolah. Meskipun demikian, masih terdapat kendala berupa keterbatasan sarana prasarana, keterbatasan anggaran, dan adaptasi teknologi pembelajaran yang belum merata di kalangan guru. Secara keseluruhan, temuan menunjukkan bahwa sebagian besar strategi kepemimpinan berjalan efektif dalam mendukung peningkatan mutu pendidikan. Kesimpulan penelitian ini menegaskan bahwa kepemimpinan kepala sekolah yang inovatif, partisipatif, dan kolaboratif memiliki peran penting dalam meningkatkan kualitas pendidikan. Implikasinya, diperlukan penguatan kapasitas kepemimpinan dan dukungan sistem sekolah yang berkelanjutan.  
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.  
Co-Authors Ahmad Fauzi Ahyani, Nur Arafat, Yasir Ardiansyah Ardiansyah Devitamala Devitamala Edi Harapan Endah Yuniarti Etika Septiyana Evi Wahyuni Happy Fitria Harapan, Edi Indah Kristian Lindiya Eka Pertiwi Lulah Natalia Lydia Puspita M Adji Purnomo Meilia Rosani Mita Anggraini Nur Ahyani Nurlina Nurlina Rika Dwi Putri Syarwani Ahmad Tri Rahayu Tri Widayatsih