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All Journal JURNAL SIPAKALEBBI Conciencia Abjadia, International Journal of Education Pendas : Jurnah Ilmiah Pendidikan Dasar Idaarah: Jurnal Manajemen Pendidikan Tsaqofah: Jurnal Penelitian Guru Indonesia PPSDP International Journal of Education
Ermi Sola
Universitas Islam Negeri Alauddin Makassar
Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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The effect of Academic Supervision and Compensation on the Teaching Motivation of Teachers at MTs Nurfadhilah Manggarupi Gowa Ainullah, Mukrim; Yuspiani, Yuspiani; Sola, Ermi
Abjadia : International Journal of Education Vol 10, No 3 (2025): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v10i3.33472

Abstract

This study was motivated by the importance of teacher teaching motivation in supporting the quality of learning in madrasahs. Two factors believed to play a role in increasing teacher motivation are academic supervision and compensation. Academic supervision is a guidance process carried out by a supervisor, namely the school principal, to improve the quality of teaching conducted by teachers. Effective academic supervision by the head of the madrasah can help teachers develop their competencies, while appropriate compensation serves as an external incentive that influences work enthusiasm. However, the influence of these two factors on teaching motivation still needs to be further examined, especially in the context of Madrasah Tsanawiyah Nurfadhilah Manggarupi Gowa. Madrasah Tsanawiyah is a lower secondary education level within the Islamic education system in Indonesia, equivalent to junior high school (grades 7–9) in the international education system. Based on these findings, it can be concluded that academic supervision and compensation do influence teaching motivation, although the effect is relatively weak. Therefore, it is recommended that the madrasah head provide appreciation to high-performing teachers to improve their motivation and performance. In addition, teachers are expected to remain motivated to develop their professionalism through training, especially in the preparation of learning tools, and to develop the habit of reviewing literature relevant to their areas of expertise.
KEPEMIMPINAN KEPALA SEKOLAH DAN STRATEGI GURU DALAM PENGUATAN TOLERANSI BERAGAMA DI SEKOLAH SMA HANG TUAH Andi, Ahmad al muhajir; Syamsul, Syamsul; Alwan suban; Ermi Sola
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 1 (2026): Volume 11 No.1, Maret 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.v11i1.42111

Abstract

This study aims to analyze the role of the principal and teacher strategies in strengthening religious tolerance at Hang Tuah Senior High School in Makassar. The focus of the study is directed at understanding how the principal's leadership contributes to creating an inclusive school environment, as well as how teachers implement learning strategies and role models in instilling values of tolerance in students. The urgency of this research is based on the school's religious diversity, yet it lacks a structured program to strengthen tolerance.The research method used was qualitative research with a descriptive approach. Data were collected through observation, in-depth interviews, and documentation involving the principal, teachers, and students. Data validity was tested using source and method triangulation techniques. Data were analyzed using the stages of data reduction, data presentation, and conclusion drawing.The research results show that the principal acts as an educator, motivator, innovator, and role model in strengthening religious tolerance. The principal also promotes a culture of mutual respect, fosters dialogue, and provides guidance to teachers on integrating tolerance into school activities. Meanwhile, teachers implement values-based learning strategies, model behavior, promote inclusive religious programs, and develop communication that prioritizes mutual respect both inside and outside the classroom. The combination of the principal's role and teacher strategies significantly influences the development of tolerance in students.
Mengembangkan Model Perencanaan Strategis Kontekstual Berbasis Kearifan Lokal untuk Manajemen Sekolah di Sulawesi Selatan Mustabsyirah, Mustabsyirah; Abdullah, Fahmi; Fitriah, Maulidyah; Sola, Ermi
TSAQOFAH Vol 5 No 4 (2025): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i4.6598

Abstract

This article develops a Contextual Strategic Planning Model (CSPM) grounded in local wisdom as an effort to enhance the effectiveness of school management in South Sulawesi. The model is driven by persistent challenges in educational planning, such as limited stakeholder participation, resource constraints, and suboptimal evaluation mechanisms, particularly in regions marked by complex socio-cultural dynamics. The study aims to formulate a strategic planning model that is adaptive to local contexts by integrating the cultural values of South Sulawesi. A descriptive qualitative approach was employed through library research, analyzing selected literature from the past four years related to educational strategy and local values. The analysis reveals that incorporating principles of local wisdom, such as Siri’ Na Pacce (dignity, integrity, social responsibility), Sipakatau (mutual respect, justice), and Sipakalebbi (equality, community support) into elements of strategic planning, including vision, mission, strategic objectives, and implementation strategies, can enhance the contextual relevance of education policy. The CSPM contributes to strengthening social cohesion, fostering ethical and responsive learning environments, and transforming schools into resilient ecosystems capable of navigating global disruptions without abandoning cultural roots. Successful implementation of CSPM requires multilevel collaboration among local governments, traditional leaders, schools, and communities; capacity building for educators; development of hybrid evaluation indicators (academic and cultural); and policy advocacy to support the operationalization of culturally grounded strategies. Without sustained commitment and dynamic implementation, the potential of local wisdom risks being reduced to mere normative discourse.
Mengembangkan Kurikulum Responsif untuk Pendidikan Inklusif: Strategi untuk Meningkatkan Akses dan Kesetaraan dalam Pendidikan Dasar Sola, Ermi; Djasdar, Maryam; Rinayanti, Rinayanti
TSAQOFAH Vol 5 No 5 (2025): SEPTEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i5.6799

Abstract

Inclusive education requires a learning system that accommodates the diversity of learners, including children with special needs, to ensure access, participation, and equity at the primary education level. This study aims to examine the concept, characteristics, and implementation strategies of a responsive curriculum as an approach that supports inclusive primary education. The method used is a literature review, focusing on relevant scholarly works published within the past five years. The findings indicate that developing a responsive curriculum necessitates the application of differentiated instruction, modifications in assessment systems, continuous teacher training, and supportive policies and infrastructure aligned with inclusive principles. The successful implementation of a responsive curriculum depends heavily on the active involvement of all stakeholders, including teachers, parents, policymakers, and the broader community. Thus, a responsive curriculum functions not only as a technical instructional tool but also as a tangible expression of a commitment to social justice and the right to education for all learners.
Co-Authors Ainullah, Mukrim Alwan Suban Andi Kastina Andi, Ahmad al muhajir Bundu, Patta Djasdar, Maryam Fahmi Abdullah, Fahmi Fitriah, Maulidyah Mustabsyirah, Mustabsyirah Rinayanti, Rinayanti Syamsul Syamsul Yuspiani