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STRATEGI KEPALA SEKOLAH DALAM MEWUJUDKAN SCHOOL WELLBEING DI SMP N 2 SATU ATAP SLUKE Darojah, Darojah; Cahyaningrum, Dewi Nur; Soedjono, Soedjono
Jurnal Review Pendidikan dan Pengajaran Vol. 8 No. 1 (2025): Volume 8 No. 1 Tahun 2025
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v8i1.37811

Abstract

Tujuan penelitian ini untuk mengetahui strategi apa yang digunakan kepala sekolah dalam mewujudkan school wellbeing di SMP N 2 Satu Atap Sluke, serta mengetahui bagaimana implementasi strategi yang diterapkan oleh kepala sekolah dalam mewujudkan school wellbeing di SMP N 2 Satu Atap Sluke. Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian kualitatif. Adapun jenis pendekatan penelitian ini adalah deskriptif. Penelitian ini dilaksanakan di SMP N 2 Satu Atap Sluke. Obyek dari penelitian ini adalah analisis strategi kepala sekolah dalam mewujudkan school wellbeing di SMP N 2 Satu atap Sluke, sedangkan subjek penelitian ini adalah bpk/ibu guru dan siswa kelas 8 SMP N 2 Satu Atap Sluke. Metode penelitian yang digunakan dalam penelitian ini adalah observasi, wawancara dan dokumentasi. Teknik analisis yang digunakan adalah teknik analisis data deskriptif, yaitu dengan cara menghimpun data-data faktual dan mendiskripsikan. Hasil dari penelitian ini adalah bahwa strategi yang digunakan kepala sekolah SMP N 2 Satu Atap Sluke cukup efektif dalam mewujudkan school wellbeing di SMP N 2 Satu Atap Sluke, meskipun masih perlu beberapa komponen yang harus dipenuhi
ANALISIS IMPLIKASI KEPEMIMPINAN TRANSFORMASIONAL KEPALA SEKOLAH DI SD NEGERI PURWOREJO Prasetio, Kukuh Adi; Novianto, Heru; Soedjono, Soedjono
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 4 (2024): Special Issue Vol. 7 No. 4 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i4.39735

Abstract

Kepemimpinan kepala sekolah memegang peranan vital dalam keberhasilan sekolah dalam mencapai tujuan. Salah satu pola kepemimpinan yang relevan dengan kondisi saat ini yaitu kepemimpinan transformasional. Kepemimpinan ini berpusat pada perubahan dengan memberikan inspirasi pada anggota untuk berjuang mencapai visi yang ditetapkan. Namun, pada kenyataannya masih banyak kepala sekolah yang belum mampu menerapkan kepemimpinan ini. Oleh karena itu tujuan penelitian ini adalah untuk menganalisis penerapan kepemimpinan transformasional kepala sekolah. Diharapkan dengan adanya hasil penelitian ini dapat memberikan referensi terkait kepemimpinan trasnformasional. Metode penelitian menggunakan metode deskriptif kualitatif dengan teknik pengumpulan data dengan wawancara mendalam. Dari penelitian di SD Negeri Purworejo didapatkan bahwa kepala sekolah telah menerapkan kepemimpinan transformasional. Kepala sekolah selalu berupaya untuk menciptakan kondisi sekolah yang kondusif serta selalu memberikan dukungan kepada guru untuk selalu meningkatkan keterampilannya. Komunikasi secara terbuka juga dilakukan sebagai bentuk pemberian ruang terhadap guru untuk berpartisipasi. Kepala sekolah berusaha untuk menghargai guru dan melibatkan guru dalam kegiatan sekolah.
The Principal’s Role in Driving a Successful Literacy Program at Elementary School Prasetyaningrum, Eni; Kusumaningsih, Widya; Soedjono, Soedjono
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 3 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i3.8308

Abstract

This study aims to describe the principal’s role in implementing the literacy program at SD Negeri 3 Gedong, Patean District, Kendal Regency, Central Java, which includes the stages of planning, implementation, monitoring, and evaluation. The research focuses on how the principal, as an instructional leader, drives the success of the literacy program through strategic planning, teacher empowerment, and community collaboration. This study employed a qualitative case study design. Data were collected through interviews with the principal, teachers, students, and parents; observations of literacy activities; and documentation such as school literacy policies, teacher journals, student portfolios, and evaluation reports. Data were analyzed using Miles and Huberman’s interactive model, consisting of data reduction, data display, and conclusion drawing. The results indicate that the principal played a central role in four main stages: (1) participatory planning involving the literacy team and teachers; (2) implementation through 15-minute reading sessions, reading corners, and student recognition programs; (3) monitoring via academic supervision and coordination meetings; and (4) evaluation emphasizing reflection and continuous improvement. The principal’s leadership significantly strengthened the school’s literacy culture, reflected in higher student engagement, teacher participation, and parental support. The study concludes that developing principals’ capacity in literacy-based academic supervision, enhancing literacy media, and fostering school–community collaboration are key strategies to sustain a strong literacy culture.
Kesiapan Satuan Pendidikan di Kota Semarang Dalam Implementasi Kurikulum Merdeka Soedjono, Soedjono; Sudana, I Made; Utomo, Kamsidjo Budi; Royana, Ibnu Fatkhu
Jurnal Simki Pedagogia Vol 6 No 1 (2023): Volume 6 Nomor 1 Tahun 2023
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jsp.v6i1.198

Abstract

The purpose of this study was to determine the implementation of the independent curriculum and to analyze the impact arising from the implementation of the independent curriculum at the education unit level in the city of Semarang. This research is a quantitative descriptive study that aims to determine the implementation of IKM in each educational unit in the city of Semarang. The data collection instrument in this study used open and closed question questionnaires using Google Forms, as well as direct field surveys. According to the questionnaire and survey data from IKM, 74.1% of the participating educational institutions were public schools, while 25.9% were private. According to the IKM procedure, 92.6% of educational units indicated that they had received sufficient information, 3.9% indicated that they could, and 3.5% indicated that they had not. According to the study's findings, the Education unit first seeks out and investigates information on the Implementation of the Independent Curriculum from a variety of sources, analyzes the potential of the school, evaluates teacher readiness, and evaluates the readiness of learning facilities and infrastructure support. The Education Unit gathers and prepares the essential provisions for the Implementation of the Independent Curriculum registration procedure. It also assesses the foundation for the Implementation of the Independent Curriculum as well as potential outside intervention elements. There were numerous internal and external barriers discovered. There are efforts being made to study independently, participate in social gatherings, attend workshops and courses, and learn from a variety of sources
Strategi Kepala Sekolah dalam Mentransformasi Supervisi Akademik: Penerapan Gibbs' Reflective Cycle untuk Pengembangan Profesional Guru Rochman, Catur; Hasanah, Usrotun; Sumirat, Idham; Soedjono, Soedjono
Edukasiana: Jurnal Inovasi Pendidikan Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v5i1.3037

Abstract

Penelitian ini bertujuan mendeskripsikan strategi kepala sekolah dalam membangun budaya reflektif melalui supervisi akademik berbasis Gibbs' Reflective Cycle di MI Ma'arif Gondang. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus yang dilaksanakan selama satu bulan pada semester ganjil Tahun Pelajaran 2025/2026. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam dengan kepala sekolah dan guru, serta studi dokumentasi. Analisis data menggunakan model interaktif Miles dan Huberman meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi supervisi reflektif mentransformasi praktik supervisi dari administratif-evaluatif menjadi developmental-emansipatoris. Penerapan enam tahap Gibbs memfasilitasi guru melakukan analisis sistematis terhadap praktik pembelajaran, meningkatkan kompetensi pedagogik dari 37,5% menjadi 87,5% dalam perumusan tujuan pembelajaran, dan mengubah rasio komunikasi supervisi dari 70:30 menjadi 40:60 yang lebih dialogis. Budaya reflektif terbentuk melalui perubahan mindset terhadap kesalahan, munculnya peer learning spontan, dan peningkatan partisipasi siswa dari 45% menjadi 68%. Penelitian ini menyimpulkan bahwa supervisi reflektif berbasis Gibbs' Reflective Cycle efektif membangun budaya reflektif dan meningkatkan profesionalisme guru melalui penciptaan psychological safety dan structured reflection sebagai mediating mechanism pengembangan profesional berkelanjutan.
The Influence of Environment and Motivation on Work Discipline of Elementary School Teachers Okta Viana, Vina; Soedjono, Soedjono; Nugroho, Aryo Andri
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i1.8240

Abstract

Work discipline is an essential element of human resource management and a prerequisite for achieving optimal teacher performance. However, preliminary findings in several public elementary schools in the Singorojo District indicate that some teachers still exhibit low levels of discipline in terms of attendance and completion of administrative tasks. This condition suggests the presence of underlying factors affecting teacher discipline, particularly the work environment and work motivation. This study aims to analyze the influence of the work environment and work motivation, both partially and simultaneously, on the work discipline of elementary school teachers. The research employed a quantitative approach with a survey design. The population consisted of 266 elementary school teachers in Singorojo District, and a sample of 160 teachers was selected using proportional sampling. Data were collected through questionnaires and analyzed using descriptive statistics, as well as prerequisite tests (normality, linearity, multicollinearity, and heteroscedasticity), and simple and multiple linear regression analyses. The findings indicate that the work environment has a significant influence on teacher work discipline (R² = 0.336). Work motivation also significantly affects work discipline (R² = 0.246). Simultaneously, the work environment and work motivation contribute 40.1% to teacher work discipline (Sig. 0.000). A supportive work environment and high work motivation are proven to enhance the work discipline of elementary school teachers. These findings underscore the importance of enhancing the work environment and bolstering teacher motivation as key strategic efforts for schools. Future research is recommended to explore other potential predictors such as leadership, organizational culture, or workload.
The Impact of Work-Life Balance and Professional Competence on the Psychological Well-Being of Elementary School Teachers Wibawa, Bebet Adi; Kusumaningsih, Widya; Soedjono, Soedjono
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 3 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i3.8383

Abstract

This study aims to examine the influence of work–life balance and professional competence on the psychological well-being of elementary school teachers in Singorojo Subdistrict, Kendal Regency. The research employed a quantitative explanatory design using a survey method. The population consisted of 246 permanent elementary school teachers working in 35 public elementary schools. Using the Slovin formula with a 5% margin of error, a sample of 152 teachers was selected through proportionate stratified random sampling to ensure adequate representation from each school. Data were collected through validated Likert-scale questionnaires and analyzed using simple and multiple linear regression. The results show that: (1) work–life balance has a significant effect on psychological well-being (t = 13.593, p < 0.05) with a contribution of 55.2% (R² = 0.552); (2) professional competence significantly influences psychological well-being (t = 8.708, p < 0.05) with a contribution of 33.6% (R² = 0.336); and (3) both variables simultaneously have a significant effect on psychological well-being (F = 107.324, p < 0.05) with a combined contribution of 59% (R² = 0.590). These findings indicate that teachers’ psychological well-being is shaped by their ability to maintain work–life balance and by their level of professional competence. Strengthening these two aspects is essential for supporting teacher welfare and improving the quality of education, particularly in rural elementary school contexts.
Implementation of Collaborative-Humanistic Supervision by the Principal to Strengthen Discipline and Improve Teacher Performance: A School Action Research at MTs Darul Ulum Purwogondo Abdurokhman, Abdurokhman; Erviana, Susi; Hermawati, Fetty; Soedjono, Soedjono
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.883-895

Abstract

Improving teacher professionalism is essential for enhancing the quality of education, particularly in terms of discipline and instructional performance. This study aims to examine the implementation process of collaborative–humanistic supervision conducted by the principal through cyclical School Action Research at MTs Darul Ulum Purwogondo, to analyze changes in teacher discipline across the pre-cycle, Cycle I, and Cycle II, and to evaluate improvements in teachers’ instructional performance resulting from sustained supervision. Employing a School Action Research design across two cycles, data were collected through questionnaires, structured classroom observations, documentation, interviews, and field notes. The findings indicate that teachers’ administrative completeness, punctuality, and instructional process discipline improved significantly, while lesson planning, instructional delivery, and assessment practices became more structured, interactive, and reflective. Qualitative findings reveal reduced teacher anxiety, strengthened trust, increased self-reflection, and enhanced collaborative problem-solving. Supporting factors included empathetic principal communication, structured supervision procedures, and a collaborative school culture, while inhibiting factors such as limited time and initial resistance from senior teachers declined by Cycle II. The study concludes that collaborative–humanistic supervision effectively strengthens teacher discipline.
School Principals’ Strategies in Implementing Academic Supervision in Resource-Limited School: A Case Study at Public Elementary School 2 Gondangwayang Zulaikah, Ana; Prestianingsih, Eka; Muhamad, Danial; Soedjono, Soedjono
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.909-921

Abstract

Improving learning quality through effective academic supervision remains a challenge for elementary schools operating in resource-limited contexts. This study aims to examine the strategies employed by a school principal in implementing academic supervision in a resource-constrained elementary school. The research was conducted at SD Negeri 2 Gondangwayang in Kedu Subdistrict, Temanggung Regency, using a qualitative descriptive approach. Data were collected through in-depth interviews, classroom observations, and document analysis involving the principal, teachers, and a school supervisor. The findings indicate that academic supervision can be implemented effectively despite limited facilities through adaptive and context-based leadership. The principal applied key strategies including efficient time management, the use of simple supervision tools, collaborative supervision practices, optimization of internal professional learning communities, empowerment of lead teachers, and continuous monitoring of instructional practices. These strategies positively influenced teachers’ professional performance, particularly in lesson planning discipline, instructional variation, and openness to reflective practice. Academically, this study contributes to instructional leadership theory by demonstrating how adaptive and collaborative supervision models operate effectively in low-resource school contexts. Practically, the findings provide guidance for school principals in similar settings to optimize supervision practices without dependence on extensive infrastructure.
The Implementation of Collaborative Academic Supervision in Strenghening Elementary School Teacher Performance: A Qualitative Case Study in the Merdeka Belajar Era Wahyuningsih, Sri; Mastikaningsih, Rina; Nurdiyati, Nurdiyati; Soedjono, Soedjono
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.922-932

Abstract

This study is grounded in the need to strengthen elementary school teacher performance in the Merdeka Belajar era, which emphasizes autonomy, collaboration, and reflective instructional practices. The study aims to examine the implementation of collaborative academic supervision and its contribution to improving teachers’ performance. A qualitative case study approach was conducted at SD Negeri 01 Kalirejo, Talun District, Pekalongan Regency, during the first semester of the 2025/2026 academic year. Data were collected through classroom observations, in-depth interviews, documentation analysis, teacher perception questionnaires, and reflective journals. The findings show that collaborative academic supervision was implemented systematically through joint planning, classroom observation, reflective dialogue, and collegial follow-up actions, with the principal acting as a facilitator rather than an evaluator. This approach positively influenced teacher performance in lesson planning, instructional implementation, assessment practices, follow-up actions, and professional development. Teachers also demonstrated increased motivation, reflective awareness, and collaborative engagement. The novelty of this study lies in evidence that collaborative academic supervision functions as a sustainable professional learning strategy aligned with Merdeka Belajar principles framework.
Co-Authors Abdurokhman, Abdurokhman Achmad Buchori Adliroh, Adliroh Adya Hermawati Amalia, Farah Anggraeni, Lisa Anisah, Retnani Anita Nadzifah Anul, Klemensia Apriliya, Nurul Arbiyanti, Dwiani Arifin, Andi Dwi Aryo Andri Nugroho Cahyaningrum, Dewi Nur Darius, Erik Darojah, Darojah Dewi, Wahyu Candra Dian Wijayanti Dianingsig, Dianingsih Dianningsih, Dianningsih Endah Puspitosarie Ernita, Utari Erviana, Susi Farozi, Farozi Fikria, I'anatul Fitri Nuraini, Fitri Frastika, Lufi Ghufron Abdullah Hariyanti, Iis Harjiro, Harjito Harjito - Harni, Harni Hartanto, Kurniawan Widhi Hasanah, Usrotun HERAWATI, LILIK Hermawan, Sulistyarto Hermawati, Fetty Himawan, Ariza Fadly HS, M.Ali I Made Sudana Ibrahim, Shofwan Arif Irawati, Nurul Islamiati, Nanda Elfrida Ismiati, Nanik Jati, Ratih Pramudya Kamsidjo Budi Utomo Kundiastuti, Kundiastuti Kurniasari, Lusi Kurniawan, Matius Kurniawati, Zulianti Lisa Kustanti, Wiwik Lela Iman Ningrum, Lela Iman Martono, Rudy Mastikaningsih, Rina Maulana Saputra, Mochammad Sahrul Megaputra, Yudhistira Muhamad, Danial Muhammad Prayito Mulyono, Pri Muntamah, Siti Mursalina, Siti Ari Mustika, Lutfia Richa Ayu Nafi'a, Ilman Nafiaty, Ida Nela Veristika, Nela Ngasbun Egar Ngurah Ayu Nyoman Murniati Nikmah, Siti Wasiatun Noor Miyono Novianto, Heru Nuansa Ayu Prisca Andini Nur Asmah, Nur Nur Endah Wahyuningsih Nurdiyati, Nurdiyati Nurkhasanah Nurkhasanah Nurkolis Nurkolis, Nurkolis Nurul Aprillia Okta Viana, Vina Onny Setiani Patto Prawansyah Prasetio, Kukuh Adi Prasetyaningrum, Eni Prestianingsih, Eka Pujoko, Pujoko Purnomo, Amal Puspitasari, Rahmayanti Putranto, Murdiansyah Indra Putri, Aliffia Kirana Putri, Intan Romana Qristin violinda Raden Mohamad Herdian Bhakti Rahayu Puji Suci Rahayu, Yekti Intyas Rasiman Rasiman Ratih Setianingrum Retorika, Arziska Rina Ardani Riyatno, Yuli Rizki Fauzan, Rizki Rochmah, Alfi Choirur Rochman, Catur Rosadi, Ima Dwi Sabilla, Mamira Alda SATRIYAS ILYAS Sa’adah, Nurus Sekti, Ambar Setiyaningsih, Ambar Siti Asiyah Siti Khanifah, Siti Siti Rodiyah, Siti Solowati, Ida Sri Wahyuningsih Sritini, Sritini Suasfifik, Dwi Ana Sudibyo, Yohanes Curie Wijayanto Sulistyorini, Emmelia Maria Sumastini, Sumastini Sumirat, Idham SURVIVAL - - Suwarno Suwarno Sya'ni, Athi Aliyatus Syair, Muhammad TEJAWATI, SARI Triyastuti, Novitasari Tumiyati, Tumiyati Umar, Farid Viana, Vina Okta Wahyudi, Miftah Sri WARTIIN, WARTIIN Wibawa, Bebet Adi Widya Kusumaningsih Wilarsati, Ari Zulaikah, Ana