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Soedjono Soedjono
Staf Pengajar Sekolah Tinggi Ilmu Ekonomi Indonesia (STIESIA) Surabaya
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Coaching-Based Academic Supervision as a Strategy to Improve Teachers’ Professional Performance: A Qualitative Case Study  in Secondary School Solowati, Ida; Kurniasari, Lusi; Amalia, Farah; 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.1352-1363

Abstract

Improving teachers’ professional performance is a critical challenge in secondary education, especially when academic supervision is often perceived as administrative control rather than a developmental process. This study aims to examine the implementation of coaching-based academic supervision conducted by school principals and its role in enhancing teachers’ professional performance at SMP Negeri 9 Pekalongan. Employing a qualitative approach with a case study design, the research investigates the supervision process, teachers’ perceptions, and its impact on instructional practices. Data were collected through focus group discussions, classroom observations, and document analysis involving the principal and teachers participating in coaching-based supervision activities. The findings indicate that coaching-based academic supervision transforms supervision into a reflective and collaborative professional development process through joint goal setting, classroom observation, reflective dialogue, and post-observation reflection. This approach enhances teachers’ self-awareness, motivation, and instructional innovation, while fostering a supportive and trusting supervisory relationship. Challenges included time constraints and varying readiness of teachers to engage in reflective coaching. The study concludes that coaching-based supervision effectively improves teachers’ professional performance and builds a collaborative learning culture. Theoretically, it advances academic supervision models by integrating coaching principles; practically, it provides actionable guidance for school leaders in sustaining teacher professional development.
Pengaruh Motivasi Kerja Terhadap Disiplin Kerja Guru Sekolah Dasar Viana, Vina Okta; Soedjono, Soedjono; Nugroho, Aryo Andri
JGK (Jurnal Guru Kita) Vol. 10 No. 1: Desember 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jgk.v10i1.70940

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh motivasi kerja terhadap disiplin kerja guru sekolah dasar negeri di Kecamatan Singorojo Kabupaten Kendal. Penelitian kuantitatif ini menggunakan metode survei dengan melibatkan 103 guru yang dipilih menggunakan teknik proportionate random sampling. Data dikumpulkan melalui angket skala Likert yang telah divalidasi melalui expert judgment dan diuji validitas serta reliabilitasnya. Teknik analisis data meliputi statistik deskriptif, uji prasyarat, dan regresi linear sederhana untuk menguji pengaruh motivasi kerja terhadap disiplin kerja. Hasil penelitian menunjukkan bahwa motivasi kerja guru berada pada kategori tinggi, demikian pula disiplin kerja guru. Analisis regresi menunjukkan bahwa motivasi kerja berpengaruh signifikan terhadap disiplin kerja guru, dengan nilai t sebesar 7,178 dan signifikansi 0,000. Nilai koefisien determinasi (R² = 0,246) mengindikasikan bahwa motivasi kerja memberikan kontribusi sebesar 24,6% terhadap disiplin kerja. Temuan ini menegaskan bahwa semakin tinggi motivasi kerja guru, semakin baik disiplin kerjanya. Dengan demikian, peningkatan motivasi kerja dapat menjadi strategi efektif dalam memperkuat disiplin kerja guru di sekolah dasar.
IMPLEMENTASI SUPERVISI KLINIS DIFERENSIASI DALAM MENINGKATKAN KUALITAS PEDAGOGIS PENDIDIK PENDIDIKAN ANAK USIA DINI: STUDI KASUS DI TK MUBAROK SALATIGA Riesmawati, R. Rety Riesmawati; Maryani, Maryani; Setiawati, Setiawati; Soedjono, Soedjono
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1329

Abstract

This study aims to analyze the implementation of differentiated clinical supervision in improving the pedagogical quality of early childhood education teachers at TK Mubarok Salatiga. The research is grounded in the existing gap in the quality of early childhood educators in Indonesia, where many teachers have not met the minimum academic qualification requirements, as well as the limited number of studies that specifically examine clinical supervision using a differentiated approach. Employing a qualitative case study design, the research involved the principal, six teachers, foundation representatives, and parents selected through purposive sampling. Data were collected through observations, in-depth interviews, and document analysis. The findings reveal that differentiated clinical supervision is implemented through systematic planning, execution across pre-conference, classroom observation, and post-conference stages, and the application of directive, collaborative, and non-directive approaches tailored to teachers’ characteristics. The results also show that differentiated clinical supervision significantly enhances teaching quality, teachers’ pedagogical competence, and their motivation to pursue higher academic qualifications.
PERAN KEPALA SEKOLAH DALAM IMPLEMENTASI SUPERVISI AKADEMIK BERBASIS COACHING GUNA MENINGKATKAN KOMPETENSI PEDAGOGIK GURU SMP NEGERI 3 PEKALONGAN Azizah, Durotul; Triyono, Triyono; Septiyani , Rika; Soedjono, Soedjono
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1631

Abstract

Objective: This research is based on the low teaching and pedagogical abilities of teachers. This study aims to obtain an overview of the implementation of coaching-based academic supervision in improving teachers' pedagogical competence. With the background of efforts to improve teacher competence through coaching-based academic supervision. This study focuses on how to plan, implement, and obstacles in coaching-based academic supervision. The coaching-based supervision process uses the TIRTA flow. TIRTA is a coaching model which is an acronym for Objectives, Identity, Action Plan, and Responsibility. This study uses descriptive research, data is collected through coaching interviews between the principal and teachers, observations by directly observing the academic supervision process, and documentation. The researcher's findings in the field after implementing academic supervision using coaching techniques have increased the quality of learning based on qualitative findings on the quality of learning. Qualitative findings from interviews also revealed that coaching techniques in academic supervision play a role in providing convenience and helping principals and teachers develop their potential optimally.
Implementasi Supervisi Akademik Berbasis Refleksi: Studi Kualitatif terhadap Praktik dan Persepsi Guru di SMK Saputro, Andi; Soedjono, Soedjono
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1660

Abstract

Supervisi akademik merupakan salah satu instrumen penting dalam manajemen pendidikan yang berperan dalam peningkatan mutu pembelajaran melalui pembinaan profesional guru. Namun demikian, pelaksanaannya di sekolah masih sering berfokus pada aspek evaluatif dan administratif, sehingga kurang memberikan ruang bagi guru untuk melakukan refleksi profesional secara mendalam terhadap praktik pembelajaran. Penelitian ini bertujuan untuk mengkaji implementasi supervisi akademik berbasis refleksi serta memahami bagaimana guru memersepsikan dan memaknai proses supervisi tersebut dalam konteks pengembangan profesional. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus di SMK Negeri 1 Blado sebagai satuan pendidikan menengah kejuruan. Data dikumpulkan melalui wawancara mendalam, observasi pembelajaran, dan studi dokumentasi, kemudian dianalisis secara tematik. Hasil penelitian menunjukkan bahwa supervisi akademik berbasis refleksi dilaksanakan melalui tahapan perencanaan, observasi kelas, dialog pascaobservasi, dan tindak lanjut yang menekankan komunikasi profesional serta refleksi bersama antara kepala sekolah dan guru. Guru memersepsikan supervisi akademik sebagai proses pembelajaran profesional yang bersifat dialogis, mendukung kesadaran reflektif, dan membantu mereka memahami praktik pembelajaran secara lebih kritis dan kontekstual. Kebaruan penelitian ini terletak pada penegasan supervisi akademik sebagai ruang pembinaan reflektif dalam manajemen pendidikan, yang dimaknai secara positif oleh guru sebagai sarana pengembangan profesional berkelanjutan, bukan semata-mata sebagai mekanisme pengendalian mutu pembelajaran.
Strategic management practices for enhancing learning quality and numeracy in elementary schools Musodik, M.; Nyoman, Ngurah Ayu; Soedjono, Soedjono
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 1 (2026): Jurnal Ilmiah Pendidikan Dasar
Publisher : Prodi PGSD FKIP Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/pendas.13.1.101-114

Abstract

This study examines the application of a comprehensive strategic management model in an elementary school participating in Indonesia’s Sekolah Penggerak program, with a particular focus on its conceptual contribution to understanding school-based strategic management in primary education. Drawing on Fred R. David’s strategic management framework, the research explores how the stages of strategy formulation, implementation, and evaluation are adapted and operationalised within the context of an elementary school to address challenges in learning quality and students’ numeracy skills identified in the school’s Education Report. Using a qualitative descriptive approach, data were collected through interviews, observations, and document analysis involving school leaders and key stakeholders. The findings demonstrate that the strategic management model functions not only as an administrative planning tool but also as a conceptual framework that integrates instructional improvement, data-informed decision-making, and stakeholder engagement at the elementary school level. Despite initial constraints related to vision alignment, participation, and data literacy, the structured and reflective application of the model contributed to improvements in instructional quality and numeracy-oriented practices. Conceptually, this study extends the application of strategic management theory into the domain of elementary education by illustrating how a business-derived framework can be contextualised to support school transformation and learner-centred improvement. These findings enrich the discourse on strategic management in education and offer a transferable conceptual reference for elementary schools operating in similar reform-oriented and socio-educational contexts.
Implementation of Transformational Leadership by School Principals in Improving Services for Students with Special Needs Dewi, Wahyu Candra; Yuliejantiningsih, Yovitha; Soedjono, Soedjono
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3238

Abstract

Inclusive education implementation in resource-constrained primary schools requires effective leadership to overcome structural limitations. This study examines how transformational leadership by school principals improves educational services for students with special needs in contexts lacking specialized support personnel. Employing a qualitative case study design, this research investigated transformational leadership implementation at SDN Bergas Lor 02, Semarang Regency, Indonesia. Data were collected through semi-structured interviews with the principal and six classroom teachers, three-month participant observations, and document analysis. Thematic analysis identified patterns across the four transformational leadership dimensions: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The principal systematically enacted transformational leadership through moral exemplarity establishing inclusive culture, inspirational messaging maintaining collective optimism despite resource constraints, facilitation of collaborative professional learning through structured sharing sessions, and differentiated support calibrated to individual teacher and student needs. Unexpected findings revealed the principal's strategic creation of peer mentoring networks and effective reframing of setbacks as learning opportunities. Findings demonstrate that transformational leadership dimensions operate synergistically to maximize human capital when material resources remain limited. The study contributes the concept of "productive recontextualization"—adapting leadership principles to resource-constrained contexts through low-cost mechanisms while maintaining theoretical fidelity. Results suggest leadership development represents a high-leverage strategy for advancing inclusive education in under-resourced settings.
Co-Authors Abdurokhman, Abdurokhman Achmad Buchori Adliroh, Adliroh Adya Hermawati Amalia, Farah Andi Saputro Anggraeni, Lisa Anisah, Retnani Anita Nadzifah Anul, Klemensia Apriliya, Nurul Arbiyanti, Dwiani Arifin, Andi Dwi Aryo Andri Nugroho Azizah, Durotul 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 Maryani Maryani Mastikaningsih, Rina Maulana Saputra, Mochammad Sahrul Megaputra, Yudhistira Muhamad, Danial Muhammad Prayito Mulyono, Pri Muntamah, Siti Mursalina, Siti Ari Musodik, M. 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 Nyoman, Ngurah Ayu 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 Riesmawati, R. Rety Riesmawati 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 Septiyani , Rika Setiawati Setiawati Setiyaningsih, Ambar Siti Asiyah Siti Khanifah, Siti Siti Rodiyah, Siti Solowati, Ida Sritini, Sritini Suasfifik, Dwi Ana Sudibyo, Yohanes Curie Wijayanto Sukamto, Ika Sumiyarsi Sulistyorini, Emmelia Maria Sumastini, Sumastini Sumirat, Idham SURVIVAL - - Suwarno Suwarno Sya'ni, Athi Aliyatus Syair, Muhammad TEJAWATI, SARI Triyastuti, Novitasari Triyono Triyono Tumiyati, Tumiyati Umar, Farid Viana, Vina Okta Wahyudi, Miftah Sri WARTIIN, WARTIIN Wibawa, Bebet Adi Widya Kusumaningsih Wilarsati, Ari Yovitha Yuliejantiningsih, Yovitha Zulaikah, Ana