Garuda - Garba Rujukan Digital

PENGEMBANGAN MODUL DIGITAL MENGGUNAKAN FRAMEWORK TPACK UNTUK MENINGKATKAN KEMAMPUAN LIFE SKILLS SISWA Marnita; Diding Nurdin; Eka Prihatin; Marwan
Jurnal Penelitian Pendidikan IPA Vol 10 No 6 (2024): June
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i6.7635

The purpose of this study is to develop a digital module using the Technological Pedagogical Content Knowledge (TPACK) framework in enhancing students' life skills and assessing the effectiveness of lecturers' learning management. The respondents of this study were the fourth-semester students of the Primary School Teacher Education (PGSD) program. This study employed an R&D (Research and Development) design that follows the 4-D (Define, Design, Develop, and Disseminate) model. The design adopted the theory proposed by Plomp, which outlines five steps: problem analysis, design, realization, implementation, and evaluation. The findings of this study indicated that students have a significant role in teaching and learning process. It revealed the lecturers’ self-reflection on digital technology-based teaching abilities. Additionally, it implied the development of student creativity, critical thinking, collaboration, negotiation, and decision-making skills. These are integral components of 21st-century skills that play a pivotal role in students' future careers. This study concluded that the digital module using TPACK framework could enhance students' life skills and demonstrated high practicality regarding usage and lecturers’ self-development.

Adaptasi Kurikulum Pada Mata Pelajaran IPA di Sekolah Dasar Inklusi Banda Aceh Aishah; Udin Syaefudin Sa’ud; Danny Meirawan; Diding Nurdin
Jurnal Penelitian Pendidikan IPA Vol 10 No 10 (2024): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i10.8773

The inclusive education programme is a step towards implementing the mandate of the 1945 Constitution and eliminating discrimination in the education system in Indonesia. Through this programme, all children with various needs can learn together with other normal children in the same school. This study aims to identify the form of curriculum adaptation, especially in science subjects at SDN 25 Banda Aceh. This research uses a descriptive qualitative approach with a case study method. Data were collected through interviews, observations and documentation, with the interview subjects being a special mentor teacher and a class teacher at the school. Based on the results of interviews, observations and documentation, curriculum adaptation at SDN 25 Banda Aceh is reviewed from the adaptation aspect and the principle aspect. Curriculum adaptation can be seen in teaching modules or lesson plans accompanied by special notes and adjustments to learning outcomes for children with disabilities in accordance with the Merdeka curriculum. Learning adaptation can be seen in the presence of a special mentor teacher in the classroom and accompanied by the class teacher. Environmental adaptation is not optimal because the school is not optimal. In science learning, adaptations and modifications for children with disabilities are still limited.

Supervisi Akademik Kepala Sekolah di Tinjau dari Model, Pendekatan, dan Implikasinya Terhadap Peningkatan Pembelajaran Adimiharja Kusumadipraja; Diding Nurdin; Juliani Musti Khofifah
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 8, No 3 (2025): Volume 8 No 3 September 2025
Publisher : Universitas Negeri Malang

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Abstract: Educational reform in Indonesia emphasizes student-centered learning and the development of 21st-century competencies. However, supervisory practices in many schools remain largely administrative. This study aims to map the models of academic supervision led by school principals in Indonesia and examine their reported contributions to instructional improvement. The study employed a qualitative scoping review approach following the PRISMA-ScR protocol to identify and synthesize relevant empirical studies. Article searches were conducted in the Scopus database using keywords related to principal academic supervision, instructional leadership, and school leadership in Indonesia. The initial search yielded 37 articles. After applying inclusion criteria and screening procedures, six studies were selected for final analysis. The findings reveal four dominant models of academic supervision implemented in Indonesian schools: clinical supervision, coaching-based supervision, humanistic-spiritual supervision, and collaborative supervision. These models are associated with improvements in teacher professional competence, instructional practices, and student engagement. However, several challenges persist, including limited supervisory capacity, administrative workload, and uneven institutional support. The study highlights the need to reposition academic supervision from an administrative monitoring function toward a collaborative instructional leadership practice that supports sustainable improvement in teaching and learning. Keywords: academic supervision; instructional leadership; learning quality. Abstrak: Reformasi pendidikan di Indonesia menekankan pembelajaran yang berpusat pada peserta didik serta pengembangan kompetensi abad ke-21. Dalam praktik supervisi di banyak sekolah masih cenderung berorientasi administratif. Penelitian ini bertujuan memetakan model supervisi akademik yang dipimpin oleh kepala sekolah di Indonesia serta mengkaji kontribusinya terhadap peningkatan kualitas pembelajaran. Penelitian ini menggunakan pendekatan kualitatif dengan metode scoping review yang mengikuti protokol Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA-ScR). Penelusuran artikel dilakukan melalui basis data Scopus dengan kata kunci yang berkaitan dengan principal academic supervision, instructional leadership, dan school leadership in Indonesia. Tahap awal penelusuran menghasilkan 37 artikel. Setelah melalui proses seleksi berdasarkan kriteria inklusi, diperoleh enam studi yang memenuhi kelayakan analisis. Hasil sintesis menunjukkan terdapat empat model utama supervisi akademik, yaitu supervisi klinis, supervisi berbasis coaching, supervisi humanistik-spiritual, dan supervisi kolaboratif. Model-model tersebut berkontribusi terhadap peningkatan kompetensi profesional guru, kualitas praktik pembelajaran, serta keterlibatan siswa. Temuan penelitian menegaskan perlunya mereposisi supervisi akademik dari mekanisme administratif menjadi praktik kepemimpinan pembelajaran yang kolaboratif dan reflektif guna mendukung peningkatan mutu pendidikan secara berkelanjutan. Kata kunci: supervisi akademik; kepemimpinan instruksional; kualitas pembelajaran

Arah Perkembangan Kajian Kepemimpinan Transformasional Kepala Sekolah dalam Pengembangan Inovasi Pembelajaran untuk Peningkatan Mutu Pendidikan Muhammad Johan; Johar Permana; Diding Nurdin; Asep Suryana
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 3, No 4 (2020): Volume 3 No 4 Desember 2020
Publisher : Universitas Negeri Malang

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Abstract: This study aims to map the development of research on principal transformational leadership in promoting learning innovation for educational quality improvement. The study employed a Systematic Literature Review combined with bibliometric analysis. Data were retrieved from the Scopus database using the keywords “transformational leadership”, “educational innovation”, “quality of education”, and “principal” within the 2021–2026 publication period. A total of 32 documents were analyzed through document selection, metadata screening, descriptive analysis, and visualization using VOSviewer. The findings show that transformational leadership is the central keyword connecting teachers, principals, educational innovation, school leadership, and educational quality. The distribution of documents by author and affiliation indicates that this research area remains dispersed and is not yet dominated by particular authors or institutions. By country, Indonesia appears as the largest contributor, followed by Malaysia and China, suggesting strong scholarly attention to school leadership and educational innovation in the Asian context. This study concludes that principal transformational leadership plays a strategic role in promoting learning innovation through teacher motivation, creativity, collaboration, communication, and adaptive school culture. Future studies are recommended to expand data sources beyond Scopus, use a longer publication period, and develop deeper thematic analyses of the relationship between transformational leadership, learning innovation, and educational quality improvement. Keywords: transformational leadership; school principal; learning innovation; educational quality. Abstrak: Penelitian ini bertujuan untuk memetakan arah perkembangan kajian kepemimpinan transformasional kepala sekolah dalam pengembangan inovasi pembelajaran untuk peningkatan mutu pendidikan. Penelitian ini menggunakan metode Systematic Literature Review yang dikombinasikan dengan analisis bibliometrik. Data diperoleh dari database Scopus dengan kata kunci “transformational leadership”, “educational innovation”, “quality of education”, dan “principal” pada rentang tahun 2021–2026. Sebanyak 32 dokumen dianalisis melalui tahapan seleksi, pemeriksaan metadata, analisis deskriptif, dan visualisasi menggunakan VOSviewer. Hasil penelitian menunjukkan bahwa kata kunci transformational leadership menjadi simpul utama yang menghubungkan tema guru, kepala sekolah, inovasi pendidikan, kepemimpinan sekolah, dan mutu pendidikan. Distribusi dokumen berdasarkan penulis dan afiliasi menunjukkan bahwa kajian ini masih tersebar dan belum didominasi oleh penulis atau institusi tertentu. Berdasarkan negara, Indonesia menjadi kontributor terbesar, diikuti Malaysia dan China, yang menunjukkan kuatnya perhatian kawasan Asia terhadap isu kepemimpinan sekolah dan inovasi pendidikan. Penelitian ini menyimpulkan bahwa kepemimpinan transformasional kepala sekolah berperan strategis dalam mendorong inovasi pembelajaran melalui motivasi guru, kreativitas, kolaborasi, komunikasi, dan budaya sekolah adaptif. Penelitian selanjutnya disarankan memperluas sumber data selain Scopus, memperpanjang rentang waktu analisis, dan mengembangkan kajian tematik yang lebih mendalam mengenai hubungan kepemimpinan transformasional, inovasi pembelajaran, dan mutu pendidikan. Kata kunci: kepemimpinan transformasional; kepala sekolah; inovasi pembelajaran; mutu pendidikan.

Visualisasi Jaringan Penelitian Teacher Efficacy Menggunakan Bibliometrik dan VOSviewer Wahid Muhsin; Diding Nurdin; Nani Hartini
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 3, No 2 (2020): Volume 3 No 2 Juni 2020
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract: This study aims to visualize the research landscape on teacher efficacy and its moderating variables over the last five years using bibliometric analysis and VOSviewer mapping. The growing number of studies on teacher efficacy especially in relation to leadership, organizational support, digital competence, and pedagogical transformation requires a systematic synthesis to understand publication trends, thematic structures, and collaborative research networks. Data were collected from the Scopus database using the keywords “teacher efficacy” AND “moderation,” and then refined through a selection process to ensure relevance and completeness. Bibliometric techniques and science mapping were employed to examine publication distribution, author productivity, country contributions, and keyword co- occurrence. VOSviewer was used to generate visual clusters that illustrate the intellectual structure of the field. The findings show that teacher efficacy consistently emerges as a central theme connecting digital competencies, psychological well-being, instructional leadership, and professional development. Indonesia appears as one of the most productive countries, indicating strong research momentum driven by curriculum reforms and digital transformation in education. Keyword mapping reveals two major thematic clusters: one focusing on technological and psychological aspects, and the other on professional learning and pedagogical models. Overall, the study concludes that teacher efficacy functions as a pivotal construct in educational research, bridging technological, organizational, and pedagogical dimensions. The results provide a comprehensive overview of the field and highlight research gaps that can inform future studies on teacher efficacy and moderating variables. Keywords: teacher efficacy, moderation; bibliometric analysis, VOSviewer, digital competence. Abstrak: Penelitian ini bertujuan memvisualisasikan lanskap penelitian mengenai teacher efficacy dan variabel moderasinya dalam lima tahun terakhir melalui analisis bibliometrik dan pemetaan VOSviewer. Meningkatnya jumlah publikasi terkait teacher efficacy khususnya yang berkaitan dengan kepemimpinan, dukungan organisasi, kompetensi digital, serta transformasi pedagogis menunjukkan perlunya sintesis sistematis untuk memahami tren publikasi, struktur tematik, dan jaringan kolaborasi ilmiah. Data diperoleh dari basis data Scopus dengan kata kunci “teacher efficacy” AND “moderation,” kemudian diseleksi untuk menjamin relevansi dan kelengkapan metadata. Teknik bibliometrik dan science mapping digunakan untuk menganalisis distribusi publikasi, produktivitas penulis, kontribusi negara, serta ko-okurensi kata kunci. VOSviewer dimanfaatkan untuk menghasilkan visualisasi klaster yang menggambarkan struktur intelektual bidang penelitian. Hasil penelitian menunjukkan bahwa teacher efficacy merupakan tema sentral yang menghubungkan kompetensi digital, kesejahteraan psikologis, kepemimpinan instruksional, dan pengembangan profesional. Indonesia muncul sebagai salah satu negara paling produktif, mencerminkan kuatnya dorongan penelitian seiring reformasi Kurikulum Merdeka dan digitalisasi pendidikan. Pemetaan kata kunci menunjukkan dua klaster utama: klaster yang berfokus pada aspek teknologi dan psikologis, serta klaster yang menyoroti pembelajaran profesional dan model pedagogis. Secara keseluruhan, penelitian ini menyimpulkan bahwa teacher efficacy berfungsi sebagai konstruksi kunci yang menjembatani dimensi teknologi, organisasi, dan pedagogi. Hasil penelitian memberikan gambaran komprehensif serta mengidentifikasi peluang penelitian masa depan terkait teacher efficacy dan variabel moderasi. Kata kunci: teacher efficacy, moderasi, analisis bibliometrik, VOSviewer, kompetensi digital

Supervisi Akademik Kepala Sekolah di Tinjau dari Model, Pendekatan, dan Implikasinya Terhadap Peningkatan Pembelajaran Adimiharja Kusumadipraja; Diding Nurdin; Juliani Musti Khofifah
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 8, No 3 (2025): Volume 8 No 3 September 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract: Educational reform in Indonesia emphasizes student-centered learning and the development of 21st-century competencies. However, supervisory practices in many schools remain largely administrative. This study aims to map the models of academic supervision led by school principals in Indonesia and examine their reported contributions to instructional improvement. The study employed a qualitative scoping review approach following the PRISMA-ScR protocol to identify and synthesize relevant empirical studies. Article searches were conducted in the Scopus database using keywords related to principal academic supervision, instructional leadership, and school leadership in Indonesia. The initial search yielded 37 articles. After applying inclusion criteria and screening procedures, six studies were selected for final analysis. The findings reveal four dominant models of academic supervision implemented in Indonesian schools: clinical supervision, coaching-based supervision, humanistic-spiritual supervision, and collaborative supervision. These models are associated with improvements in teacher professional competence, instructional practices, and student engagement. However, several challenges persist, including limited supervisory capacity, administrative workload, and uneven institutional support. The study highlights the need to reposition academic supervision from an administrative monitoring function toward a collaborative instructional leadership practice that supports sustainable improvement in teaching and learning. Keywords: academic supervision; instructional leadership; learning quality. Abstrak: Reformasi pendidikan di Indonesia menekankan pembelajaran yang berpusat pada peserta didik serta pengembangan kompetensi abad ke-21. Dalam praktik supervisi di banyak sekolah masih cenderung berorientasi administratif. Penelitian ini bertujuan memetakan model supervisi akademik yang dipimpin oleh kepala sekolah di Indonesia serta mengkaji kontribusinya terhadap peningkatan kualitas pembelajaran. Penelitian ini menggunakan pendekatan kualitatif dengan metode scoping review yang mengikuti protokol Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA-ScR). Penelusuran artikel dilakukan melalui basis data Scopus dengan kata kunci yang berkaitan dengan principal academic supervision, instructional leadership, dan school leadership in Indonesia. Tahap awal penelusuran menghasilkan 37 artikel. Setelah melalui proses seleksi berdasarkan kriteria inklusi, diperoleh enam studi yang memenuhi kelayakan analisis. Hasil sintesis menunjukkan terdapat empat model utama supervisi akademik, yaitu supervisi klinis, supervisi berbasis coaching, supervisi humanistik-spiritual, dan supervisi kolaboratif. Model-model tersebut berkontribusi terhadap peningkatan kompetensi profesional guru, kualitas praktik pembelajaran, serta keterlibatan siswa. Temuan penelitian menegaskan perlunya mereposisi supervisi akademik dari mekanisme administratif menjadi praktik kepemimpinan pembelajaran yang kolaboratif dan reflektif guna mendukung peningkatan mutu pendidikan secara berkelanjutan. Kata kunci: supervisi akademik; kepemimpinan instruksional; kualitas pembelajaran

Arah Perkembangan Kajian Kepemimpinan Transformasional Kepala Sekolah dalam Pengembangan Inovasi Pembelajaran untuk Peningkatan Mutu Pendidikan Muhammad Johan; Johar Permana; Diding Nurdin; Asep Suryana
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 3, No 4 (2020): Volume 3 No 4 Desember 2020
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract: This study aims to map the development of research on principal transformational leadership in promoting learning innovation for educational quality improvement. The study employed a Systematic Literature Review combined with bibliometric analysis. Data were retrieved from the Scopus database using the keywords “transformational leadership”, “educational innovation”, “quality of education”, and “principal” within the 2021–2026 publication period. A total of 32 documents were analyzed through document selection, metadata screening, descriptive analysis, and visualization using VOSviewer. The findings show that transformational leadership is the central keyword connecting teachers, principals, educational innovation, school leadership, and educational quality. The distribution of documents by author and affiliation indicates that this research area remains dispersed and is not yet dominated by particular authors or institutions. By country, Indonesia appears as the largest contributor, followed by Malaysia and China, suggesting strong scholarly attention to school leadership and educational innovation in the Asian context. This study concludes that principal transformational leadership plays a strategic role in promoting learning innovation through teacher motivation, creativity, collaboration, communication, and adaptive school culture. Future studies are recommended to expand data sources beyond Scopus, use a longer publication period, and develop deeper thematic analyses of the relationship between transformational leadership, learning innovation, and educational quality improvement. Keywords: transformational leadership; school principal; learning innovation; educational quality. Abstrak: Penelitian ini bertujuan untuk memetakan arah perkembangan kajian kepemimpinan transformasional kepala sekolah dalam pengembangan inovasi pembelajaran untuk peningkatan mutu pendidikan. Penelitian ini menggunakan metode Systematic Literature Review yang dikombinasikan dengan analisis bibliometrik. Data diperoleh dari database Scopus dengan kata kunci “transformational leadership”, “educational innovation”, “quality of education”, dan “principal” pada rentang tahun 2021–2026. Sebanyak 32 dokumen dianalisis melalui tahapan seleksi, pemeriksaan metadata, analisis deskriptif, dan visualisasi menggunakan VOSviewer. Hasil penelitian menunjukkan bahwa kata kunci transformational leadership menjadi simpul utama yang menghubungkan tema guru, kepala sekolah, inovasi pendidikan, kepemimpinan sekolah, dan mutu pendidikan. Distribusi dokumen berdasarkan penulis dan afiliasi menunjukkan bahwa kajian ini masih tersebar dan belum didominasi oleh penulis atau institusi tertentu. Berdasarkan negara, Indonesia menjadi kontributor terbesar, diikuti Malaysia dan China, yang menunjukkan kuatnya perhatian kawasan Asia terhadap isu kepemimpinan sekolah dan inovasi pendidikan. Penelitian ini menyimpulkan bahwa kepemimpinan transformasional kepala sekolah berperan strategis dalam mendorong inovasi pembelajaran melalui motivasi guru, kreativitas, kolaborasi, komunikasi, dan budaya sekolah adaptif. Penelitian selanjutnya disarankan memperluas sumber data selain Scopus, memperpanjang rentang waktu analisis, dan mengembangkan kajian tematik yang lebih mendalam mengenai hubungan kepemimpinan transformasional, inovasi pembelajaran, dan mutu pendidikan. Kata kunci: kepemimpinan transformasional; kepala sekolah; inovasi pembelajaran; mutu pendidikan.

Visualisasi Jaringan Penelitian Teacher Efficacy Menggunakan Bibliometrik dan VOSviewer Wahid Muhsin; Diding Nurdin; Nani Hartini
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 3, No 2 (2020): Volume 3 No 2 Juni 2020
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract: This study aims to visualize the research landscape on teacher efficacy and its moderating variables over the last five years using bibliometric analysis and VOSviewer mapping. The growing number of studies on teacher efficacy especially in relation to leadership, organizational support, digital competence, and pedagogical transformation requires a systematic synthesis to understand publication trends, thematic structures, and collaborative research networks. Data were collected from the Scopus database using the keywords “teacher efficacy” AND “moderation,” and then refined through a selection process to ensure relevance and completeness. Bibliometric techniques and science mapping were employed to examine publication distribution, author productivity, country contributions, and keyword co- occurrence. VOSviewer was used to generate visual clusters that illustrate the intellectual structure of the field. The findings show that teacher efficacy consistently emerges as a central theme connecting digital competencies, psychological well-being, instructional leadership, and professional development. Indonesia appears as one of the most productive countries, indicating strong research momentum driven by curriculum reforms and digital transformation in education. Keyword mapping reveals two major thematic clusters: one focusing on technological and psychological aspects, and the other on professional learning and pedagogical models. Overall, the study concludes that teacher efficacy functions as a pivotal construct in educational research, bridging technological, organizational, and pedagogical dimensions. The results provide a comprehensive overview of the field and highlight research gaps that can inform future studies on teacher efficacy and moderating variables. Keywords: teacher efficacy, moderation; bibliometric analysis, VOSviewer, digital competence. Abstrak: Penelitian ini bertujuan memvisualisasikan lanskap penelitian mengenai teacher efficacy dan variabel moderasinya dalam lima tahun terakhir melalui analisis bibliometrik dan pemetaan VOSviewer. Meningkatnya jumlah publikasi terkait teacher efficacy khususnya yang berkaitan dengan kepemimpinan, dukungan organisasi, kompetensi digital, serta transformasi pedagogis menunjukkan perlunya sintesis sistematis untuk memahami tren publikasi, struktur tematik, dan jaringan kolaborasi ilmiah. Data diperoleh dari basis data Scopus dengan kata kunci “teacher efficacy” AND “moderation,” kemudian diseleksi untuk menjamin relevansi dan kelengkapan metadata. Teknik bibliometrik dan science mapping digunakan untuk menganalisis distribusi publikasi, produktivitas penulis, kontribusi negara, serta ko-okurensi kata kunci. VOSviewer dimanfaatkan untuk menghasilkan visualisasi klaster yang menggambarkan struktur intelektual bidang penelitian. Hasil penelitian menunjukkan bahwa teacher efficacy merupakan tema sentral yang menghubungkan kompetensi digital, kesejahteraan psikologis, kepemimpinan instruksional, dan pengembangan profesional. Indonesia muncul sebagai salah satu negara paling produktif, mencerminkan kuatnya dorongan penelitian seiring reformasi Kurikulum Merdeka dan digitalisasi pendidikan. Pemetaan kata kunci menunjukkan dua klaster utama: klaster yang berfokus pada aspek teknologi dan psikologis, serta klaster yang menyoroti pembelajaran profesional dan model pedagogis. Secara keseluruhan, penelitian ini menyimpulkan bahwa teacher efficacy berfungsi sebagai konstruksi kunci yang menjembatani dimensi teknologi, organisasi, dan pedagogi. Hasil penelitian memberikan gambaran komprehensif serta mengidentifikasi peluang penelitian masa depan terkait teacher efficacy dan variabel moderasi. Kata kunci: teacher efficacy, moderasi, analisis bibliometrik, VOSviewer, kompetensi digital

Principals’ Transformational Leadership and Its Role in Shaping Teachers’ Differentiated Instruction and Student Achievement: A Systematic Literature Review Dede Wiwif Furqoni; Diding Nurdin; Nurdin Nurdin
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 10, No 2 (2026): Vol. 10 No. 2 Maret 2026
Publisher : Universitas Negeri Malang

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Abstract: This study aimed to examine how principals’ transformational leadership is positioned in the recent literature as a factor shaping teachers’ differentiated instruction and student achievement. Using a Systematic Literature Review (SLR) supported by bibliometric mapping, the study analyzed 27 Scopus-indexed publications published between 2021 and 2026. The dataset was retrieved through a structured search strategy using the keywords transformational leadership, principal or school leader, and differentiated learning or adaptive teaching, and was analyzed descriptively through Scopus indicators and VOSviewer keyword co-occurrence mapping. The findings show that differentiated instruction occupies the most central position in the literature, functioning as the conceptual link between leadership, teaching practice, learner diversity, and academic outcomes. The bibliometric results also reveal that the field remains concentrated in a limited number of authors, institutions, and countries, with Australia and the United States dominating publication output. Substantively, the reviewed studies indicate that principals’ transformational leadership influences student achievement mainly through indirect pathways, especially by improving teacher motivation, professional capacity, collaboration, and readiness to implement differentiated instruction. However, the relationship is not linear, as its effectiveness depends on contextual conditions such as teacher beliefs, assessment literacy, class composition, institutional support, and national policy environments. This study concludes that transformational leadership should be understood as a catalytic mechanism that strengthens teachers’ ability to deliver differentiated instruction in heterogeneous classrooms. It is therefore suggested that future research adopt more integrative and comparative designs, while policymakers and school leaders should prioritize professional development, formative assessment support, and collaborative cultures that enable differentiated instruction to be implemented more consistently and effectively. Keywords: differentiated instruction; school principals; student achievement; transformational leadership.

KOMPETENSI MANAJERIAL KEPALA SEKOLAH DALAM MEMBANGUN IKLIM SEKOLAH DAN KEPUASAAN GURU DI SEKOLAH DASAR Diding Nurdin
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Vol. 24 No. 1 (2015)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um009v24i12015p45-56

the school climate and the satisfaction of the teachers in West Bandung Regency. The research method used was descriptive associative. The population of teachers and principals of public and private elementary schools in Bandung Regency was 751 people. The samples which were chosen through random sampling technique were 112 people. The results of the study suggested that managerial competences had 54.8% influence on the teachers’ job satisfaction; the school climate had 44.2% influence on the teachers’ job satisfaction; managerial competences and school climate had 65% influence on the teachers’ job satisfaction. Abstrak: Penelitian ini bertujuan untuk mengetahui kompetensi manajerial kepala sekolah dalam membangun iklim sekolah dan kepuasan guru pada sekolah dasar di Kabupaten Bandung. Metode penelitian yang digunakan adalah deskriptif- asosiatif. Populasi guru dan kepala sekolah SD Negeri dan Swasta di Kabupaten Bandung 751 orang. Sampel mengacu pada sampling random sebanyak 112 orang. Hasil penelitian menunjukkan bahwa kompetensi manajerial kepala sekolah terhadap kepuasan kerja guru sebesar 54,8%; pengaruh iklim sekolah terhadap kepuasan kerja guru sebesar 44,2%; pengaruh kompetensi manajerial kepala sekolah dan iklim sekolah terhadap kepuasan kerja guru sebesar 65%.

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