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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

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

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

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.

Management of Field Work Practice Programs in Enhancing Students’ Competencies in Vocational Education Dede Ahmad; Ida Tejawiani
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 2 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (2)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i2.4239

Field Work Practice is an important strategy in vocational education to improve students' competencies through workplace learning experiences. However, the effectiveness of PKL implementation is strongly influenced by the quality of program management, including planning, organizing, implementation, and evaluation. This study aims to analyze the management of the PKL program in improving student competencies in vocational high schools. The research employed a qualitative approach with a case study design conducted at SMK Negeri 1 Cugenang and SMK Negeri Pertanian Pembangunan Cianjur. Data were collected through semi structured interviews, passive participatory observation, and documentation study. Data were analyzed thematically through data reduction, data presentation, and conclusion drawing. The results indicate that PKL management is implemented systematically through management functions consisting of industry based planning, organizing through the formation of implementation teams and task distribution, implementation through students involvement in real industrial work activities, and evaluation through competency assessments conducted by schools and industry partners. Although several challenges were identified, such as limited industry partners and variations in student readiness, strategies including strengthening industry partnerships, improving student preparation, and conducting periodic monitoring have enhanced the effectiveness of PKL implementation. The study concludes that systematic and collaborative PKL management plays a significant role in improving students competencies and work readiness in vocational education.

IMPLEMENTASI PROJECT-BASED LEARNING PENGUATAN PROFIL PELAJAR PANCASILA DI SMAN 1 KOTA SUKABUMI Tantan Hadian; Rachmat Mulyana; Nana Mulyana; Ida Tejawiani
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 6 (2022): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/10.33578/jpfkip.v11i6.9307

This article describes and analyzes the implementation of the Pancasila Student ProfileStrengthening Project (P5) at SMA Negeri 1 Sukabumi. The research is qualitative-descriptive design. The research was conducted by analyzing the planning, organization, implementation, and evaluation of projects implemented at school. The research begins with a documentation study, distributing questionnaires to 32 teachers as respondents, interviews, and observations. The results are planning, which includes team formation, making technical guidebooks, and determining project themes. Meanwhile, project organization consists of the formation of a project group guidance team, determining the object of research, and determining student groups. The implementation of the project starts with determining the formulation of the research object, formulating the problems, making instruments, implementing observations, making reports, and creating blogs to upload project reports. Whilst project supervision and evaluation are conducted in the supervision internally and externally. The theme of the first project is local wisdom, the second project is engineering technology. The project is implemented through a block system within 3-4 weeks. The end of the project is carried out through the harvest of works, namely publication in the form of presentations of students’ work, which is attended by students, teachers, and parents either in offline or online meetings. The finding of the research problem comes from the lack of coordination of school management internally and externally with a percentage of 46% of teacher respondents are not involved in the planning of the project and the lack of school supervisors and school committees’ roles. Another finding comes from the lack of student activity with a percentage of only 59% who actively participated in making the project activity. The assessment and project objectives do not reflect the achievement of the Pancasila student profile.

Penerapan Metode Tutor Sebaya dalam Meningkatkan Kemampuan Literasi dan Numerasi Siswa SDN 6 Nagrikaler Nurmia Suhartini; Herti Herti; Suharyanto H. Soro; Ida Tejawiani
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1818

Literacy and numeracy skills are fundamental competencies that students must possess as a provision in facing the challenges of the global era21. The results of national and international assessments show that the literacy and numeracy skills of Indonesian students are still low. One of the learning strategies that is seen as able to overcome this problem is the application of the peer tutoring method. This study aims to describe the application of peer tutoring methods in improving students' literacy and numeracy skills. The researcher uses a case study approach. The respondents in this study were the principal, class teachers, and students. The data collection method was carried out through observation, interviews, and documentation. Data analysis uses the interactive model of Miles, Huberman, and Saldana which includes data reduction, data presentation, and conclusion drawn. The validity of the data is obtained through triangulation of sources, techniques, and time. The results of the study show that (1) The application of peer tutors is able to create active, collaborative, fun, and student-centered learning; (2) Interaction between students increases the courage to ask questions, the ability to understand reading, numeracy problem solving skills, and learning motivation; (3) Supporting factors include teacher readiness, tutor ability, and collaborative culture in schools; (4) Inhibiting factors include differences in tutors' academic abilities, limited learning time, and the need for intensive teacher assistance. The conclusion of this study is that the peer tutor method is an effective and fun learning strategy in supporting the strengthening of literacy and numeracy in elementary schools.

Penerapan Metode Gasing untuk Meningkatkan Kecepatan dan Ketepatan Perkalian Dua Digit Siswa Sekolah Dasar Titin Hamamah; Siti Nurkalimah; Suharyanto H. Soro; Ida Tejawiani
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1820

This study aims to determine the effectiveness of an easy, fun, and enjoyable method in improving students' speed and accuracy of two-digit multiplication. The main problem of this research is the low arithmetic performance and high mathematical anxiety of students due to the dominance of conventional learning. The research approach used is an experiment with a One-Group Pretest-Posttest Design model. The research sample consisted of 60 fourth-grade students. Data collection used a dual metric computational performance test instrument to measure speed (duration in seconds) and accuracy (score 0–100). Data were analyzed inferentially using the Paired Sample t-Test. The results showed a very significant increase in multivariate cognitive performance. The average student work duration was drastically reduced from 724 seconds in the pre-test to 185 seconds in the post-test (time efficiency of 74.4%). In contrast, the average accuracy score jumped sharply from 42.50 to 88.33 (an increase of 107.8%). The results of the hypothesis test reject H_0 and accept H_a with a p value = 0.000 (p < 0.05). The conclusion of the study proves that the Concrete-Abstract-Concealing hierarchical stages in the GASING Method are effective in reducing the cognitive load of working memory, eroding mathematical anxiety, and accelerating students' mental arithmetic automation.

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