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Marwan Marwan
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PENGARUH PENDAMPINGAN PENGAWAS, SUPERVISI KEPALA SEKOLAH DAN BUDAYA SEKOLAH TERHADAP KOMITMEN GURU DALAM IMPLEMENTASI KURIKULUM MERDEKA PADA SEKOLAH DASAR NEGERI DI KABUPATEN ACEH TAMIANG Muhammad Bahtiar; Marwan Marwan; Saiful Bahri
Hijri Vol 14, No 2 (2025): HIJRI (Author Geographical Coverage: Turkey and Indonesia)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/hijri.v14i2.28496

Abstract

The objectives of this research are as follows: (1) To identify and analyze the influence of school supervisor mentoring on teachers' commitment to implementing the Merdeka Curriculum in public elementary schools in Aceh Tamiang Regency. (2) To identify and analyze the influence of principal supervision on teachers' commitment to implementing the Merdeka Curriculum in public elementary schools in Aceh Tamiang Regency.(3) To identify and analyze the influence of school culture on teachers' commitment to implementing the Merdeka Curriculum in public elementary schools in Aceh Tamiang Regency. (4) To identify and analyze the combined influence of school supervisor mentoring, principal supervision, and school culture on teachers' commitment to implementing the Merdeka Curriculum in public elementary schools in Aceh Tamiang Regency. This research uses a quantitative method with an ex post facto approach. The population consists of 278 individuals, with a sample of 164 individuals selected via purposive sampling using Slovin's formula at a 5% error level. Data collection employs a Likert scale questionnaire, and data processing uses path analysis. Partial research findings show direct influences as follows: (1) School supervisor mentoring on teachers' commitment: 0.122, (2) Principal supervision on teachers' commitment: 0.212, (3) School culture on teachers' commitment: 0.627 (4) Simultaneous influence of supervisor mentoring, principal supervision, and school culture on teachers' commitment: 0.726
Analysis of Differentiated Instruction to Optimize Students’ Motivation in IPAS Learning Fitri Sarabunis; Marwan Marwan; Rahmi Novalita
Electronic Journal of Education, Social Economics and Technology Vol 6, No 2 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i2.1317

Abstract

Learning in IPAS at the elementary school level still faces challenges in accommodating students’ diverse characteristics, which often affects learning engagement and motivation. This study aims to analyze the implementation of differentiated instruction and to describe students’ learning motivation in IPAS learning on the topic “My Responsibility in Social Interaction”. This research employed a qualitative approach with an intrinsic case study design. Data were collected through in-depth interviews with teachers, classroom observations, and document analysis, and were analyzed using NVivo software. The findings indicate that differentiated instruction was implemented through the identification of students’ readiness, interests, and learning styles, as well as through differentiation of content, process, and product. The implementation of differentiated instruction had a positive impact on students’ learning motivation, as reflected in increased active participation, enthusiasm, confidence, and willingness to ask questions. The study concludes that differentiated instruction is a relevant and effective approach to improving the quality of IPAS learning in elementary schools.
The Influence of Organizational Culture and Teacher Competence on Teacher Commitment in the Implementation of the Merdeka Curriculum Ibnu Hajar; Marwan Marwan; Siraj Siraj
Electronic Journal of Education, Social Economics and Technology Vol 6, No 2 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i2.1322

Abstract

One of the important factors influencing the successful implementation of the Merdeka Curriculum is teacher commitment. Teachers are expected to demonstrate a high level of commitment in understanding the curriculum philosophy, applying student-centered learning, and consistently implementing differentiated instruction and Pancasila Student Profile Strengthening Projects. However, variations in teacher commitment indicate the need to examine factors that may strengthen or weaken this commitment. Two factors considered crucial in this context are organizational culture and teacher competence.This study aimed to analyze the influence of organizational culture and teacher competence on teacher commitment in the implementation of the Merdeka Curriculum. The research employed a quantitative approach with a causal research design. Data were collected from 179 elementary school teachers participating in Sekolah Penggerak in North Aceh Regency using a structured questionnaire. The data were analyzed through descriptive statistics and multiple linear regression analysis. The findings revealed that organizational culture has a positive and significant effect on teacher commitment, whereas teacher competence does not show a significant influence. These results indicate that a supportive organizational culture plays a more decisive role in fostering teacher commitment than individual competence alone in the context of curriculum reform.
Pengukuran Kualitas Pelayanan Pengiriman Barang Menggunakan Metode SERVQUAL Pada PT. XYZ Ismail Ismail; Marwan Marwan
Engineering and Technology International Journal Vol 7 No 03 (2025): Engineering and Technology International Journal (EATIJ)
Publisher : YCMM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55642/eatij.v7i03.1164

Abstract

Dengan menerapkan metode SERVQUAL, perusahaan pengiriman barang dapat mengidentifikasi dimensi-dimensi pelayanan yang perlu ditingkatkan untuk mencapai kepuasan pelanggan yang lebih tinggi. Uji validitas dan reliabilitas menunjukan hasil data yang valid dan reliabel. Dimensi kualitas yang menunjukkan disparitas terbesar adalah daya tanggap, terjadi kesenjangan antara kinerja yang diharapkan dan kinerja aktual dalam hal merespons permintaan konsumen secara cepat dan efisien. Dengan nilai Q sebesar 0,95778420 (kurang dari 1), diketahui bahwa kualitas pelayanan total masih perlu ditingkatkan dengan menggunakan metode Q=P/E. Hal ini menunjukkan perlunya inisiatif perbaikan untuk meningkatkan kepuasan pelanggan.
Coaching Based Academic Supervision for Kindergarten Teacher Professionalism: Supervisi Akademik Berbasis Coaching pada Profesionalisme Guru TK Rahyuni, Rahyuni; Marwan, Marwan; Munawar, Munawar; Idris, Jamaluddin; Mukhlisuddin, Mukhlisuddin ⁠
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13259

Abstract

General Background: Quality education requires continuous teacher professional development supported by structured academic supervision. Specific Background: In practice, academic supervision in kindergartens often remains administrative and lacks reflective guidance, particularly in Aceh Tamiang Regency. Knowledge Gap: Limited studies integrate coaching techniques within academic supervision at the early childhood education level, especially in local contexts. Aims: This study examines the implementation of academic supervision through coaching techniques to improve kindergarten teacher professionalism. Results: Using a qualitative case study with interviews, observations, and document analysis, findings show supervision is conducted systematically through planning, classroom observation, reflection, and coaching-based follow-up. The approach encourages self-reflection, improvement of learning tools, adaptation of teaching strategies, and increased consistency in lesson plan implementation, classroom management, and professional responsibility. Novelty: The study provides a contextualized analysis of structured coaching integration within annual supervision cycles in kindergarten settings, highlighting its institutionalization in school quality management. Implications: Coaching-based academic supervision supports reflective and collaborative practices, strengthens teacher motivation and confidence, and contributes to improved learning quality in early childhood education. Highlights• Structured supervision stages guide reflective teaching practices• Coaching dialogue builds teacher motivation and confidence• Documented supervision cycle supports consistent classroom practices KeywordsAcademic Supervision; Coaching Techniques; Teacher Professionalism; Kindergarten Education; Reflective Practice
Co-Authors A. Hadi Mahmud Abd. Rasyid Syamsuri Abdullah Abdullah Abdurahman Abdurrahman Abu Bakar Achmad Wildan Dimyati Ade Devriany Aguk Nugroho Ahamad Rizal Sultan Ainul Mardhiah Alfi Syahrin, Alfi Almukarramah, Almukarramah Amin, Wansa Aminah Aminah Aminuyati Andri Herlambang Armaya Mangkunegara Asrillah Asrillah Azizah Azizah Bansu Irianto Ansari Bukhari Bukhari Ciptono Ciptono Cut Musriliani Dabet, Abubakar Danil Danil Darmayanti Darmayanti Deviyantoro Deviyantoro Dewi Murni Dewi, Cut Kumala Dhyan Purwitarini Diding Nurdin, Diding Donatus Datoq Edi Munawar Ekariani, Shelvi Eko Prasetyo Prayogi Sihombing Elviana Pona Rato Eva Suryani Fadhli Fadhliah M Alhadar Fadillah Adnan Farnida Esa Ferri Safriwardy Firmansyah, Juli Fitrah Hamzah Fitri Sarabunis G. Gunawan Gani, Muzakkar A. Gartika Setiya Nugraha Hamelya, Titik Haripamyu Haripamyu Harizal Harizal Hendra Susanto Hera Yanti Herayanti, Herayanti Hutabarat, Herbin Efendi Ibnu Hajar Ibnu Rusydy Ibrahim Ibrahim Ida Rosanti Idawati Idawati Idialita, Idialita Idris Syafrizal Iis Marsithah Imelda, Ria Ismail Ismail Ismawan, Indra Istib Saroh Jalaluddin Jalaluddin Jamaluddin Idris Jamaluddin Jamaluddin Jannati T Jauhari, Cut Intan jimi ronald, jimi Johan Fahri Joko Wahyudi Julita Julita Junawi, Junawi Junita Junita Khadijah Khadijah Khairani, Cut Khairul Anwar Khalili, Khalili Khuntari, Diana Lancy Maurina M. Fikri Jauhari M. Ikhsan M. Yusuf Mad Yusup Marnita Marthunis Rahmawaty Masyrida Masyrida Maulida, Muhammad Hashemi Mohd Isha Awang Muhammad Bahtiar Muhammad Dani Supardan Muhammad Muhammad Muhammad Yanis Muhammad Yusuf Muhammad Zaki Mukhlisuddin, Mukhlisuddin ⁠ Mulyadi, Said Munawar Munawar Munawar Munawar Munawar Munawar Murdiana, Murdiana Mursyidi Muthi’ah Muthi’ah Mutiara Gustyan Ayuni Najamuddin Najamuddin, Najamuddin Najmuddin MA, Najmuddin Nani Suryani Nazli Ismail Novieza Novieza Nur Aziz Nuraini Nuraini Nurhayati Rasyid Nuri Latifannisa Nurlaila Nurlaila Nurul Akmal Prihatin, Eka Rahmi Novalita Rahyuni Rahyuni Ratnawati Ratnawati Renilda Manis Da Gomez Riandi Marisa Rifqan Rifqan Rini Nur Risna Purwanti Ristiliana Ristiliana Rizki, Sari Ruminingsih Ruminingsih Said Hasan Saiful Bahri Saiful Bahri Saputri, Mutia Sari Rizki Siraj Siraj Siraj Siraj Siraj Siraj Suhelmi, Suhelmi Syahputra Amri Taruna, Wilis TATI NURHAYATI Teuku Salfiyadi Vivin Astharyna Harysart Wardani, Zenderi Wihelmus Sede Win Konadi Yahya Don Yanis Muhammad Yusransal*, Yusransal Yusrizal Yusrizal Zawiyah Saharuna