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This Author published in this journals
All Journal International Journal of Innovation and Education Research Ghaitsa: Islamic Education Journal
Sudarwan Danim
University of Bengkulu
Religion Education Social Sciences Other

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The Role of “Penggerak” and Independent Principal as Manager Widodo; Sudarwan Danim; Asti Putri Kartiwi
International Journal of Innovation and Education Research Vol. 2 No. 1
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v2i1.29115

Abstract

This study aims to determine the role of the principal regarding programming, organizing, activating and supervising at SMPN 21 Seluma and at SMPN 24 Kota Bengkulu. The research method used is descriptive qualitative, with research subjects being principals, teachers, administrative staff engineering data collection using interviews, observations, and documentation. Data analysis techniques by collecting data, analyzing data, presenting data, and drawing conclusions, and testing the validity of the data are carried out with credibility which includes triangulation, transferability, dependability and confirmability. Research shows that school principals plan detailed HR, policies, curriculum by involving teachers, committees. Organizing begins with compiling the school's organizational structure, division of competence. Mobilizing teachers and staff by providing directions and guidance, motivating employees to take part in training seminars, workshops, continuing studies and holding monthly evaluation meetings, supervision bymeans of; observing attendance discipline, learning process, seeking information through the school's deputy head and colleagues, and conducting supervision.
Development of a Growth School-Based Academic Leadership Model to Improve Teacher Professionalism and Student Achievement Annerlie Putri Agung; Sudarwan Danim; Nurul Astuti Yensi
GHAITSA : Islamic Education Journal Vol. 6 No. 3 (2025): Oktober
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v6i3.2646

Abstract

School leadership plays a strategic role in improving the quality of teaching and student achievement. However, in many educational institutions, school leadership practices are still predominantly administrative and have not optimally supported the continuous professional development of teachers. This study aims to develop a Growth School-based academic leadership model to enhance teacher professionalism and student achievement. The study employed a Research and Development (R&D) approach by adapting the Borg and Gall development model integrated with the Educational Design Research framework. The research participants consisted of 33 teachers and 250 students from a secondary school. Data were collected through observation, interviews, questionnaires, and documentation. Data analysis applied a mixed-methods approach combining descriptive quantitative analysis and thematic qualitative analysis. The findings indicate that the implementation of the Growth School leadership model, which is built upon three main pillars, namely collaborative, reflective, and innovative leadership, significantly improved teacher professionalism from 70% to 95%. This improvement also contributed to better learning quality and increased student achievements in both academic and non-academic fields. The novelty of this research lies in integrating the concept of growth mindset into academic leadership practices to foster an adaptive and sustainable professional learning culture within schools.
Evaluating the Effectiveness of a Blended Learning-Based Teacher Training Model in Improving the Pedagogical Competence of Senior High School Teachers Yuliarti Effendy; Sudarwan Danim; Asti Putri Kartiwi
GHAITSA : Islamic Education Journal Vol. 6 No. 3 (2025): Oktober
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v6i3.2650

Abstract

This study aims to evaluate the effectiveness of a blended learning-based teacher training model in improving the pedagogical competence of senior high school teachers. The study was motivated by the limited availability of sustainable professional development programs that effectively integrate technology into teaching practices. This research employed a quantitative approach using a pre-experimental design with a one-group pretest-posttest model. The participants consisted of 36 senior high school teachers from four schools in Ogan Komering Ilir Regency, South Sumatra. Data were collected using a pedagogical competence questionnaire administered before and after the training program. Instrument validity was examined through expert judgment, and reliability testing was conducted using Cronbach's Alpha. Data were analyzed using descriptive statistics and a paired sample t-test. The results indicate that the blended learning-based training model significantly improves teachers' pedagogical competence, particularly in lesson planning, technology integration, and the development of interactive learning media. The findings suggest that blended learning-based training can serve as an effective strategy for sustainable teacher professional development in the digital era. This study contributes to the development of technology-based teacher training models that support the improvement of pedagogical competence in secondary education. Keywords: teacher training, blended learning, pedagogical competence, professional development
Co-Authors Annerlie Putri Agung Asti Putri Kartiwi Nurul Astuti Yensi Widodo Yuliarti Effendy