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All Journal Jurnal Pendidikan Sosiologi dan Humaniora Jurnal Sejarah dan Budaya QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Syntax Literate: Jurnal Ilmiah Indonesia Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Martabe : Jurnal Pengabdian Kepada Masyarakat JURNAL PENDIDIKAN TAMBUSAI Journal of Educational Research and Evaluation Academy of Education Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) Gema Wiralodra Jurnal Educatio FKIP UNMA Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Wahana Pendidikan International Journal Of Science, Technology & Management (IJSTM) Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran International Journal of Educational Research and Social Sciences (IJERSC) Journal of Science and Education (JSE) Munaddhomah: Jurnal Manajemen Pendidikan Islam Jurnal Pengabdian Kepada Masyarakat Journal of Educational Management and Instruction (JEMIn) Journal of Education Research JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi Jurnal Iman dan Spiritualitas International Journal of Social Science, Education, Communication and Economics Jurnal Kesehatan Terapan Audi Et AP : Jurnal Penelitian Hukum Abdimas Indonesian Journal Jurnal Karya Abdi Masyarakat International Journal of Community Service (IJCS) International Journal of Education and Digital Learning (IJEDL) SEUNEUBOK LADA: Jurnal ilmu-ilmu Sejarah, Sosial, Budaya dan Kependidikan Jurnal Pro Justitia (JPJ) Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Sosialita: Jurnal Kajian Sosial dan Pendidikan Jurnal Sipil Sains Terapan
Hanafiah Hanafiah, Hanafiah
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Managing Learning Communities to Enhance Elementary Teacher Pedagogical Competence Iwan Taryana; Hanafiah, Hanafiah
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (2026): Special Collection for Universitas Islam Nusantara
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.2.664

Abstract

Enhancing teacher pedagogical competence is a cornerstone of educational quality improvement. Professional Learning Communities (PLCs) have emerged as a strategic model for fostering collaborative, sustained professional development. However, their implementation is often inconsistent, limiting their impact on classroom practice. This study aims to analyze the management processes underpinning the implementation of PLCs designed to improve the pedagogical competence of elementary school teachers. This research employed a qualitative approach with a multiple case study design conducted at two Indonesian public elementary schools: SDN Rawasirna and SDN Selajambe 1. Data were collected through in-depth interviews with principals and teachers, non-participant observations of PLC activities, and analysis of institutional documents. The data were analyzed using the interactive model of Miles and Huberman, involving cycles of data reduction, display, and conclusion drawing. The findings reveal that the management of PLCs was highly contextual. Planning was participatory, grounded in teachers' self-identified needs. Organization differed, with one school adopting a formal structure and the other a more flexible, emergent model. PLC activities evolved from simple discussions to collaborative inquiry, including lesson study and student work analysis. Oversight mechanisms, including principal supervision and peer feedback, were established to ensure accountability and reflection. The effective management of PLCs significantly contributed to enhancing teacher pedagogical competence. Success was contingent on transformative instructional leadership, a strong collaborative culture, and adaptive management of challenges such as time constraints and varying facilitator skills. The study concludes that the efficacy of PLCs is determined not by their mere existence but by the deliberate management of their planning, organization, implementation, and oversight processes.
Principal Supervision Management to Enhance Teacher Professional Competence Ani Nuraeni; Hanafiah, Hanafiah
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (2026): Special Collection for Universitas Islam Nusantara
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.2.666

Abstract

The principal's role as an instructional supervisor is critical for fostering teacher professional competence, a key determinant of educational quality. However, a significant gap often exists between the policy mandate for supervision and its effective implementation. This study aims to analyze the management of principal supervision in enhancing the professional competence of elementary school teachers. This research employed a qualitative approach with a multiple-case study design at two Indonesian public elementary schools, SDN Padamamur and SDN Jambudipa 1. Data were collected through in-depth interviews with principals and teachers, non-participant observations of supervisory activities, and analysis of institutional documents. Data credibility was ensured through source and technique triangulation, and the analysis followed the interactive model of Miles and Huberman. The findings reveal that both principals managed supervision through systematic planning, organization, implementation, and evaluation. Planning was based on teacher needs assessments and school quality targets. Implementation utilized a clinical supervision model (pre-conference, observation, post-conference) with developmental and humanistic approaches. Evaluation was integrated with the formal Teacher Performance Appraisal (PKG) system and followed by targeted professional development. The management approach directly contributed to measurable improvements in teachers' professional competence. The effective management of supervision is a powerful mechanism for improving teacher competence. This study concludes that a structured, developmental, and collaborative supervisory process, managed systematically by the principal, is essential for translating policy into impactful practice. It recommends strengthening principals' capacity to lead supervision as a continuous cycle of professional learning rather than an administrative compliance task.
Managing Child-Friendly Education and Behavioral Counseling to Cultivate Noble Character in Elementary Schools Sani Nurani; Hanafiah, Hanafiah
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (2026): Special Collection for Universitas Islam Nusantara
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.2.668

Abstract

The cultivation of noble character is a foundational yet increasingly challenged objective of elementary education. A significant gap exists between the aspiration for moral development and the implementation of effective, systemic strategies within schools. This study explores how the integrated management of Child-Friendly Education (CFE) principles and behavioral counseling techniques can strategically foster the noble character of students. This research employed a qualitative methodology with a comparative, multiple-case study design conducted at two distinct Indonesian elementary schools, SDN Tegalsari and SDN Salammulya. Data were gathered through in-depth interviews with principals, teachers, and students; participant observation of school culture and classroom activities; and an extensive analysis of institutional documents. Thematic analysis was rigorously conducted following the interactive model of Miles, Huberman, and Saldaña. The findings reveal a comprehensive management process orchestrated through a cycle of planning, implementation, and evaluation. Planning involved the collaborative integration of specific character goals into school-wide strategic plans (RKAS), guided by both CFE principles and behavioral objectives. Implementation was bifurcated: school-wide strategies fostered a positive culture through teacher modeling and positive habituation, while targeted interventions utilized behavioral techniques like reinforcement systems and individual counseling. Evaluation was managed through continuous observation, non-academic assessments, and reflective institutional meetings, which demonstrated significant improvements in student discipline, empathy, and responsibility. The synergistic management of a child-friendly school environment with systematic behavioral counseling interventions provides an effective and replicable framework for cultivating noble character. This study concludes that this integrated model offers a robust solution for building a generation grounded in positive morals, recommending that school leaders manage both the school's supportive culture and the specific behavioral strategies needed to translate values into observable actions.
Managing ICT Media to Enhance the Learning Quality of Pancasila Education Dinar Dariah; Hanafiah, Hanafiah
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (2026): Special Collection for Universitas Islam Nusantara
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.2.672

Abstract

The integration of Information and Communication Technology (ICT) presents a significant opportunity to enhance the quality of Pancasila Education, yet its effective implementation is hindered by managerial challenges. This study addresses the gap between the potential of ICT and its practical application by analyzing how ICT media can be systematically managed to improve learning outcomes in elementary school Pancasila Education. This research employed a qualitative methodology with a comparative, multiple-case study design at two distinct elementary schools, SDN Sukamukti in Cianjur and SDN Salammulya in Purwakarta. Data were collected through in-depth interviews with principals and teachers, non-participant observation of classroom instruction, and analysis of institutional documents. Data were analyzed using the interactive model of Miles & Huberman. The findings reveal that a systematic management process, framed by the POAC (Planning, Organizing, Actuating, Controlling) cycle, is critical for success. The planning and organization phases were crucial for aligning ICT integration with curricular goals and available resources. The implementation phase demonstrated that ICT transformed Pancasila learning from passive memorization to active engagement through interactive media. The evaluation phase provided a mechanism for continuous improvement, addressing constraints such as teacher competency and resource limitations. The effective management of ICT media is a powerful determinant in improving the learning quality of Pancasila Education. This study concludes that a structured, cyclical management approach is essential for overcoming implementation barriers and harnessing the full pedagogical potential of technology.
Co-Authors A. Rahman Abu Khaer, Abu Akbar, Yuhaiyatul Andri Setiawan Anggara, Veron Bella Ani Nuraeni aprilia, rapita Ardyanti, Yefi Arifudin, Opan Artadinan, Dan Aulia Rahman Badrussalam, Deden Barlian, Ujang Cepi Basir, Tatang Abdul Basri, Teuku Hasan Berliana Berliana Budi Mulyadi Daniel Happy Putra Dede Khaeriah, N Dewi, Intan Purnama Dian Kusumawati Dinar Dariah Dodi Sukmayadi ekawati, mutmainna Ena, Zet Endra Gunawan Fakthulah, Faiz Karim Farhan Farhan Fatdrizal, Rahmadan Fatkhullah, Faiz Karim Fatkhullah, Fariz Karim Fatmawati Sabur Fauziyah, Annisa Shivia Fikri, Ahmad Ma'mun Firdaus, Asep Deny Fishal, Fishal Gaffar, Muhammad Andriana Gusrizal Gusrizal Hadian, Muhamad Heri Hafiz, Asnal Hakim, Moch Lukman Harefa, Anugerah Tatema Haryati Haryati Herayati, Herayati Hina, Hermyn Benny Husin, Omar Davis Ida Bagus Made Wisnu Parta IdaTejawiani Idham Idham Iim Wasliman Indri Hapsari Intan, Syarifah Keumala Iriantara, Yosal Iwan Taryana Jamil, Riad Januri, Januri jenita jenita, jenita Karlina, Titin Komara, Budi Koswara, Nandang Lubis, Tsuwaibatul Aslamiyah MADUNINGTIAS, LUCIA Margono Margono Mariana Safitri, Mariana Martadihardja, Anwar Meggy Merlin Mokay Merakati, Indah Mudrikah, Achmad Mufti Riyani Muhajir Muhajir, Muhajir MUHAMMAD RIZAL Munawar, Supian Musa Hefer Smas NETTI KARIANI MENDOFA Nisak, Sayida Khoiratun Noviyani , Selvi Nurdin, Dudung Ali Nurlatifah Nurlatifah, Nurlatifah Nurparid, Cucu Nursafitri, Tuti Nursyam, Aisyah Nurwijayanti Nuwrun Thasimmim, Said Pebriani, Ela PRATAMA, ANDRIAN Purwoko Purwoko Ramazan, Ramazan Ratna Puspitasari, Ratna Rendy Renaldy Ria Setiawati Rika Santina Rita Sulastini Riyani, Mufti Rosidawani, Rosidawani Rostini, Dety Ruhviyanti, Novi Rukiyanto Rukiyanto, Rukiyanto Saadah, Endah Saepulloh, Saepulloh Sahala Martua Solin Sakarina, Sari Sani Nurani Saputri, Dwi Yuniasih Sartinayanti, Sartinayanti Sauri, R Supyan Setiadi, Asep Siti Aisyah Nurjannah, Siti Aisyah Sofyan Sauri, Sofyan Sri Haryanto Sudrajat, Yogi Suhendraya Muchtar, Hendi Suparman Suparman Supriatna Supriatna Sutaryat Trisnamansyah Suwandi Suwandi Syaifuddin Syaifuddin Tambrin, Muhammad TEGUH ARIFIANTO, TEGUH Tentrem Mawati, Arin Teti Ratnawulan Ulfah Ulfah Ulfiah, Ulfiah Waslliman, Iim Wedadjati, Ratna Sesotya Yulia Indriani Yuniar, Dianti Yuswara, Iyus Zahra Zahra Zahra, Rani Zulfa, Cut Nadya