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All Journal Ilmu Administrasi Publik Jurnal Ilmu-Ilmu Perikanan dan Budidaya Perairan Jurnal Media Wahana Ekonomika Prosiding Universitas PGRI Palembang Ngayah: Majalah Aplikasi IPTEKS Journal of English Literacy Education Jurnal Manajemen Pendidikan Jurnal JUMPED (Jurnal Manajemen Pendidikan) JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) JURNAL PENDIDIKAN TAMBUSAI MUHARRIK: JURNAL DAKWAH DAN SOSIAL EduTeach: Jurnal Edukasi dan Teknologi Pembelajaran Edunesia : jurnal Ilmiah Pendidikan TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Journal of English Language and Education AKADEMIK: Jurnal Mahasiswa Humanis JATIMAS : Jurnal Pertanian dan Pengabdian Masyarakat PPSDP International Journal of Education Journal of Social Work and Science Education Pratyaksa: Jurnal Ilmu Pendidikan, Sosial dan Humaniora Jurnal Abdimas Cendekiawan Indonesia
Tri Widayatsih, Tri
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Digital-Based Madrasah Examination Management: A Case Study of MAN 3 Palembang, Indonesia Susmita, Isna; Widayatsih, Tri; Fitriani, Yessi
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1397

Abstract

This study aims to examine how digital-based examination management is planned, implemented, and evaluated in an Islamic secondary education context by focusing on a case study at MAN 3 Palembang, Indonesia. Conceptualizing digital assessment as a managerial process, this research adopts a qualitative case study design. Data were collected through in-depth interviews, observations, and document analysis involving school leaders, examination committee members, teachers, and technical staff. The data were analyzed using thematic analysis to capture managerial patterns across planning, implementation, and evaluation stages. The findings reveal that digital-based examinations at MAN 3 Palembang are institutionally governed practices rather than isolated technological interventions. The planning stage demonstrates strategic integration of digital examinations into the madrasah’s academic management framework through collaborative decision-making, leadership involvement, risk anticipation, and resource preparation. Implementation findings indicate that examination integrity, pedagogical alignment, and student adaptation are maintained through coordinated roles among teachers, examination committees, and technical personnel. The evaluation stage functions as a mechanism for continuous improvement, supporting data-informed decision-making, accountability, and organizational learning. The novelty of this study lies in its managerial focus on digital examination practices within a madrasah context, extending existing research that predominantly emphasizes technological effectiveness or student perceptions. Practically, the study highlights the importance of embedding digital examinations within governance structures, strengthening leadership coordination, and institutionalizing evaluation practices. The study contributing to literature on digital governance in faith-based educational institutions by providing context-sensitive insights into how digital examinations are sustainably managed in Islamic secondary education institutions.
Digital Classroom Management in Geography Education: A Case Study of a Smart Digital Madrasah in Indonesia Aprilianty, Fitri; Widayatsih, Tri; Mahasir, Mahasir
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1400

Abstract

This study aims to analyze the comprehensive framework of digital classroom management in Geography subjects at SMART Digital Madrasah MAN 3 Palembang, focusing on planning, implementation, evaluation, and encountered challenges. Using a qualitative case study design, data were collected through in-depth interviews, participant observation, and documentation from key informants, including administrators and teachers, with analysis following thematic stages. The results reveal a systematically planned ecosystem involving infrastructure readiness, a dedicated teacher upskilling program (“BURGO”), and digital administrative tools. Implementation utilizes a Blended Learning model that integrates real and virtual digital classes with platforms like Google Earth and Quizizz. Evaluation is digitally embedded through creative and gamified assessments, alongside a computerized testing system. A critical finding is the gap between ideal planning and practical constraints, primarily limited internet bandwidth for large-scale student access. The study’s novelty lies in its holistic examination of digital management within a madrasah context, proposing an integrated four-pillar model. Practically, it offers a replicable blueprint for similar institutions undergoing digital transformation. Its main contribution is enriching the literature on sustainable digital integration in faith-based educational settings, highlighting both strategic enablers and infrastructural prerequisites.
Digital Media Integration in Cultural Arts Learning: A Case Study of a Digital Madrasah in Indonesia Rasuani, Mirna; Widayatsih, Tri; Fitriani, Yessi
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1401

Abstract

This qualitative study explores the integration of digital media in Cultural Arts learning at MAN 3 Palembang, a designated digital madrasah in Indonesia. Through observations, interviews, and document analysis involving 29 students and teachers, the research examines how tools like Canva, CapCut, and Quizizz enhance student creativity, engagement, and learning outcomes. Findings reveal that while digital tools foster motivation and collaboration, challenges such as internet access and digital literacy gaps persist. The novelty of this research lies in its exploration of digital transformation within an Islamic educational context, emphasizing the integration of technology with cultural and artistic values. Practically, the findings provide a model for implementing digital learning in art-based subjects that align with the vision of Madrasah Smart Digital. The study contributes to the TPACK and SAMR frameworks by demonstrating their applicability in Islamic arts education, offering a model for technology integration in culturally responsive pedagogy.
PENGARUH SUPERVISI AKADEMIK DAN MANAJEMEN KELAS TERHADAP EFEKTIVITAS PEMBELAJARAN DI SD Puspita, Lydia; Widayatsih, Tri; 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 Natalia, Lulah; Widayatsih, Tri; 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 Rahayu, Tri; Widayatsih, Tri; 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 Achmad Wahidy, Achmad Amelia, Fara Aminah Aminah Apriana, Leni Arifin, Muhammad Nabil Asmawati Asmawati Basori, Ahmad Chintia, Jenny Dian Mutiara, Dian Diana Dewi, Diana Eddy, Syaiful Fitra Mulia Jaya Fitri Aprilianty Fitriani, Yessi Furkan, Nuril Halim Aslami, Halim Helmi Haris Helmi Harris Hernawati Hernawati INDRAWATI, SRI WAHYU Irawan, David Budi Isnawijayani Ita Wulandari Junaidi Junaidi Lariani, Eka Lexianingrum, Siti Rahayu Pratami Liya Agustina, Liya Luthfillah, Ananda Mahasir Mahasir , Mahasir Mahasir, Mahasir Marlianti, Yenni Masagus Firdaus, Masagus Maulia, Nursanti Maulina, Debby Yusri Maya Susanti Misdalina Misdalina Misdalina MUHAMMAD FAHMI Mulia J, Fitra Mulyadi Mulyadi Mursiani, Mursiani Natalia, Lulah Neta Dian Lestari Nina Lisanty Novaliza, Ferti Novrianti, Fenni Nugroho, Herry Setiyo Nur Ahyani Nurkardina Novalia Nurlina Nurlina Pahlawan, Pahlawan Patricia, Mike Permatasari, Nuryanti Pramana, Maleluan PUSPITA, LYDIA Puspitasari, Anjani Putra, Muhammad Juliansyah Raden Mohamad Herdian Bhakti Rahman, Gusri Andi Rasuani, Mirna Riwayati, Ririn ROHANA ROHANA Rosani, Meilia Setiawan, Adrianus Danang Siti Helmyati Siti Khodijah Srimawati, Nurmawan Sudiati Sudiati Suherman, Suherman Sukaisih, Tin SUMIYATI SUMIYATI Susmita, Isna Syarwani Ahmad Taqwa, Dwi Muhammad Tisnaamijaya, Dodi Toyib, M Saripudin Tri Rahayu Usman, Intan Nurfitri Veranica, Nina Wibowo, R. Satria Widhi, Diana Wijayanti, Rut Erna Yani, Depamel Yudi Irwansi, Yudi Yudi Saputra Yudia, Efran Yuliana Yuliana Yulista, Helda Yuniarsih, Eni