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All Journal Jurnal Penelitian dan Pengembangan Pendidikan WARTA Jurnal Pendidikan Usia Dini Jurnal Manajemen Pendidikan (JMP) Edukasi: Jurnal Pendidikan Kelola: Jurnal Manajemen Pendidikan Cetta: Jurnal Ilmu Pendidikan IQRO: Journal of Islamic Education GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling QUANTA Dinasti International Journal of Education Management and Social Science Edunesia : jurnal Ilmiah Pendidikan IJGIE (International Journal of Graduate of Islamic Education) Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Jurnal Inovasi Pembelajaran di Sekolah Journal of Innovation and Research in Primary Education Innovative: Journal Of Social Science Research TOFEDU: The Future of Education Journal KONSELOR Jurnal Sarjana Ilmu Pendidikan Lembaran Ilmu Kependidikan
Yovitha Yuliejantiningsih, Yovitha
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Public Health Social Sciences Other

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Journal : IJGIE (International Journal of Graduate of Islamic Education)

 1 
The Role Of The Principal As A Supervisor In Improving The Quality Of Elementary School Education Hidayati, Ani Dwi Nazilah; Yuliejantiningsih, Yovitha; Haryati, Titik
IJGIE (International Journal of Graduate of Islamic Education) Vol. 6 No. 2 (2025): September
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v6i2.4189

Abstract

This study aims to examine the implementation of principal supervisory roles in improving educational quality. specifically analyzing the planning, implementation, and follow-up functions of supervision and their impact on educational quality enhancement. The research was conducted at SDN Kebondalem 01, Semarang Regency, which was selected due to its consistent educational quality improvement, evidenced by three consecutive years of BOSP Performance awards and significant score increases in national education reports. A qualitative descriptive case study approach was employed, involving in-depth interviews with three key informants (principal, teacher, and educational staff), non-participant observations, and document analysis. Data were analyzed using Miles and Huberman's model with triangulation techniques to ensure validity. The findings reveal that effective principal supervision operates through three interconnected functions creating sustainable educational quality improvement. The planning function demonstrates systematic data-driven approaches based on education report analysis and differentiated technique selection. The implementation function integrates traditional supervision methods with digital platforms (Performance Management and E-Kinerja), employing complete supervision cycles and collaborative approaches. The follow-up function emphasizes structured reflection and strategic planning ensuring supervision continuity. Measurable impacts show significant improvements: literacy scores increased from 90 to 100, numeracy from 66.67 to 90, character development from 60.54 to 72.67, and school achievements rose from 15 to 40 across various levels over three years Theoretically, this study contributes to educational leadership literature by demonstrating how digital integration enhances traditional supervision practices in elementary school contexts. Practically, the findings provide a replicable supervision model for principals and policymakers to improve educational quality through systematic, collaborative, and technology-enhanced supervision approaches.
THE The Influence Of School Organizational Climate And Work Motivation On The Professional Competence Of Elementary School Teachers Dewi, Endah Kurnia Sinta; Yuliejantiningsih, Yovitha; Haryati, Titik
IJGIE (International Journal of Graduate of Islamic Education) Vol. 6 No. 2 (2025): September
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v6i2.4190

Abstract

This study examines school organizational climate and work motivation effects on elementary teachers' professional competence in Jambu Subdistrict, Semarang Regency's 18 rural schools. Previous studies found moderate correlations (Dharmawaty et al., 2022: r = 0.45; Sumantri & Whardani, 2017: R² = 0.28), but simultaneous examination in rural contexts remains limited. Using ex post facto design, 125 teachers were surveyed through proportional random sampling. Instruments measured professional competence (content mastery, student understanding, curriculum application), organizational climate (learning quality, inclusivity, learning culture), and work motivation (internal/external factors) with validated items like "I understand subject scientific structure" and "School promotes innovative strategies." Results showed significant positive effects: organizational climate (r = 0.634, R² = 0.402) and work motivation (r = 0.630, R² = 0.397) individually, with combined influence of 56.2%. These large effect sizes indicate substantial practical significance for real educational settings. Dimensional analysis revealed learning content knowledge (0.333) and learning culture (0.380) had lowest contributions, while internal-external motivation contributed equally (0.634). Findings align with Herzberg's Motivation-Hygiene Theory and Organizational Climate Theory, confirming that both intrinsic satisfaction and environmental factors shape professional performance. The study recommends prioritizing teacher subject mastery through continuous training and strengthening organizational learning culture via structured professional development.
Co-Authors Abdul Khalik Abidin Adham, Mokhamad Arbain Arbain, Arbain Artadhewi Adhi Wijaya Cahya Wulandari Chandrasari, Wahyu Chr Argo Widiharto Damayanti, Anggun Prastika Desi Maulia Dewi Astuti Dewi, Endah Kurnia Sinta Dianingsih, Dianingsih Dini Lestari, Dini Dini Rakhmawati Eko Sulistyono Fatimah, Rina Hadiyanto, Nur Hanifah, Lilik Hidayati, Ani Dwi Nazilah Hikmah, Nailil I Made Sudana Ismah, Ismah Istuningtyas Pramesti Izzah, Nur Lailatul Jayanti, Rowi Jumali Jumali Kusumawati, Arum Maryanto - Mufidah, Nur Aini Muhammad Prayito Muhdi Muhdi Muhdi Negoro, Sriwari Ngasbun Egar Noor Miyono Nurawinata, Harry Nurkolis Nurkolis Nurkolis, Nurkolis Nurkolis Siri Kastawi, Nurkolis Siri Prayitno, Muhammad Rahayu, Endah Sri Rasiman Rasiman Ristiani, Hajar Ristianni, Hajar Roviana, Siti Saputri, Adellia Sari, Wahyu Titi Setyaningsih, Wuri Nurkhayati Shofa, Sholichuddin Shokhi, Muhammad Sofiana, Nur Mei Laidatul Sripurwati, Sripurwati Sugiyarto Sunandar Sunandar Supriyanto Supriyanto SUPRIYONO Supriyono Purwosaputro Supriyono Supriyono Susanto, Tri Yuliawan Sutini Sutini, Sutini Titik Haryati Trianasari, Dian Umar, Slamet Utami, Rina Kurnia Waraningtyas, Dyah Tuti