Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Journal of Innovation and Research in Primary Education
Ida Tejawiani
Universitas Islam Nusantara
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Teacher Performance Management in Improving Learning Achievement of Elementary School Students Ina Yuningsih; Ida Tejawiani
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.v5i1.2759

Abstract

Suboptimal teacher performance management implementation contributes to persistent low student achievement in Indonesian elementary education, yet limited research examines how contextual variations shape management effectiveness in resource-constrained rural settings. This qualitative comparative case study investigated teacher performance management across Armstrong's five-stage framework (planning, implementation, monitoring, assessment, follow-up) at two elementary schools in Naringgul District, Cianjur Regency. Data were collected through in-depth interviews with principals, teachers, and students; participatory classroom observations; and document analysis, then analyzed using Miles, Huberman, and Saldaña's interactive model. Both schools implemented all performance management stages systematically, though with distinct approaches: SDN Mulyasari employed backward design planning and spontaneous differentiated instruction despite infrastructure limitations, achieving 65% student competency attainment, while SDN Tegallame utilized behavioral objectives planning and programmatic differentiation with superior technology integration, achieving 75% attainment. The study revealed effective monitoring requires "nested feedback loops" combining classroom-level formative assessment with school-level clinical supervision. However, a critical implementation gap emerged: weak linkage between performance evaluation outcomes and targeted professional development interventions in both schools. Findings demonstrate that effective performance management permits multiple valid instantiations shaped by context, with pedagogical adaptability partially compensating for resource constraints. The research advances theoretical understanding by conceptualizing monitoring as synergistic multilevel systems while identifying the evaluation-to-development gap as a key barrier to transformative impact, suggesting educational leaders must prioritize systemic integration and establish explicit pathways connecting assessment to focused professional learning.
Management Facilities and Infrastructure in Improving Quality Learning at Elementary School Ade Saripah; Ida Tejawiani
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.v5i1.2760

Abstract

Effective facilities and infrastructure management is critical for educational quality, yet many elementary schools in rural areas face significant resource constraints that impede optimal facility utilization.  This study examines how Planning, Organizing, Actuating, and Controlling (POAC) management principles are implemented to optimize facilities and infrastructure in improving learning quality at two elementary schools with contrasting institutional characteristics. A qualitative descriptive case study was conducted at SDN Cinangsi (public) and MIS Sukamulya (foundation-based private) in Cianjur Regency, Indonesia. Data were collected through semi-structured interviews with principals, teachers, and students, systematic observations, and documentary analysis. Data analysis employed Miles and Huberman's interactive model with triangulation to ensure validity.  Both schools implemented systematic POAC-based management despite resource limitations. Planning involved participatory needs assessment and strategic prioritization. Organization utilized adaptive strategies including manual inventory systems with practical solutions. Implementation emphasized teacher creativity in developing improvised instructional materials. Supervision focused on administrative compliance but inadequately assessed pedagogical impact. Systematic facilities management through POAC principles, combined with stakeholder collaboration and teacher improvisation, enables resource-constrained schools to optimize facility utilization and support learning quality. However, supervision systems require enhancement to evaluate facility impacts on educational outcomes effectively.
Systematic Curriculum Management and Teacher Performance Development: A Comparative Case Study in Rural Schools Sri Retno Kuswahyuni; Ida Tejawiani
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.v5i1.2761

Abstract

The implementation of Indonesia's Merdeka Curriculum faces significant challenges in rural schools, particularly regarding teacher performance affected by limited infrastructure and uneven competencies. This study examined how systematic curriculum management through the PDCA (Plan-Do-Check-Act) cycle influences teacher performance development in two rural junior high schools. A qualitative comparative case study was conducted at SMPN 2 Naringgul and SMPN 3 Naringgul, Cianjur Regency, involving 4 school leaders and 28 teachers. Data were collected through observations (84 lessons), in-depth interviews, and document analysis over six months, then analyzed using Miles, Huberman, and Saldaña's interactive model. Both schools successfully implemented varied teaching methods (75% of lessons) and created positive learning environments (89.5%), though digital technology integration remained weak (17.5%). SMPN 2 faced internal-psychological challenges with teacher confidence, while SMPN 3 confronted systemic infrastructure limitations. Academic supervision, formative assessment, and teacher reflection forums functioned effectively, yet documentation practices and systematic follow-up remained inconsistent. Findings demonstrate that PDCA-based curriculum management improves teacher performance when appropriately contextualized, though success depends on addressing both structural constraints and teacher self-efficacy simultaneously. The emergence of organic teacher leadership and adaptive management strategies proved crucial for implementation success. Results underscore the necessity of differentiated support approaches, job-embedded professional development, and sustained multi-year commitments to technology integration in resource-constrained rural contexts.
Co-Authors Ade Saripah Ina Yuningsih Sri Retno Kuswahyuni