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All Journal International Journal of Nusantara Islam Jurnal Manajemen & Supervisi Pendidikan Al Ishlah Jurnal Pendidikan Jurnal Bimbingan dan Konseling Ar-Rahman al-Afkar, Journal For Islamic Studies Jurnal PAJAR (Pendidikan dan Pengajaran) Tarbawi: Jurnal Keilmuan Manajemen Pendidikan JURNAL PENGABDIAN KEPADA MASYARAKAT JURNAL EDUCATION AND DEVELOPMENT NUSANTARA : Jurnal Ilmu Pengetahuan Sosial Indonesian Journal of Learning Education and Counseling Journal on Education Social, Humanities, and Educational Studies (SHEs): Conference Series Jurnal Pendidikan dan Konseling Buana Ilmu RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) JIIP (Jurnal Ilmiah Ilmu Pendidikan) Community Development Journal: Jurnal Pengabdian Masyarakat JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI Journal of Social Science Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences IJGIE (International Journal of Graduate of Islamic Education) Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Journal of Industrial Engineering & Management Research (JIEMAR) Gunahumas Jurnal Visionary : Penelitian Dan Pengembangan Di Bidang Administrasi Pendidikan International Journal of Educational Research and Social Sciences (IJERSC) Journal of Science and Education (JSE) Tafkir: Interdisciplinary Journal of Islamic Education Journal of Physical Education for Secondary Schools (JPESS) Journal of Integrated Elementary Education MUNTAZAM: JURNAL MANAJEMEN PENDIDIKAN ISLAM International Journal Of Science Education and Technology Management (IJSETM) Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Edukasia: Jurnal Pendidikan dan Pembelajaran Journal of Educational Sciences Media Nusantara Journal of Accounting and Finance Management (JAFM) Journal of Innovation and Research in Primary Education DEVOTE: Jurnal Pengabdian Masyarakat Global Journal of Social Science Jurnal Konseling Pendidikan Islam International Journal of Nusantara Islam Edumaspul: Jurnal Pendidikan
Rostini, Deti
Universitas Islam Nusantara
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The SUPDIASI Strategy: Enhancing Teacher Pedagogical Competence Through Technical Guidance Eka Prasetiawati; Deti Rostini
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.v6i2.2.673

Abstract

The pedagogical competence of teachers is a critical determinant of educational quality, yet many educators, particularly at the elementary level, face challenges in designing and implementing effective instruction. This study was prompted by the need for an effective, job-embedded professional development model. This research analyzes the effectiveness of a Technical Guidance (Bimtek) strategy based on the Supervision, Discussion, and Action (SUPDIASI) model in enhancing teacher pedagogical competence. This study employed a qualitative action research methodology conducted at two elementary schools in Cianjur, Indonesia: SDN Sindangsari and SDN Tegalsari. The research was structured around the Plan-Do-Check-Act (PDCA) cycle. Data were collected through a triangulation of methods, including in-depth interviews with teachers and principals, participant observation of the complete SUPDIASI cycle, and analysis of institutional documents such as lesson plans and reflective journals. The findings demonstrate that the SUPDIASI model, managed through a PDCA framework, was highly effective. The initial Plan and diagnostic Supervision revealed specific teacher needs. The collaborative Discussion phase fostered reflective practice and problem-solving. The Action phase led to observable improvements in teachers' use of varied instructional strategies and classroom management. The final Check and Act stages institutionalized a culture of continuous improvement. The Bimtek strategy based on the SUPDIASI model is an effective and replicable framework for enhancing the pedagogical competence of elementary school teachers. By integrating supervision with collaborative reflection and concrete action, this model successfully bridges the gap between theory and practice, fostering a sustainable culture of professional learning.
Management of Indonesian Listening Comprehension Skills Based on The Storytelling Method Deka Syahbari; Deti Rostini
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.v6i2.2.674

Abstract

This research aims to describe and analyze the management of Indonesian Language listening comprehension skills in lower-grade students through the application of the storytelling method at SDN Tegal Alur 04 Pagi (Morning) and SDN Jembatan Besi 02 Petang (Afternoon), West Jakarta. The study was conducted using a qualitative approach with a case study design, involving teachers, students, and the school principal as subjects. Data was collected through observation, interviews, and document analysis. The findings indicate that both schools have implemented the functions of learning management—covering planning, implementation, direction, and evaluation—but with different styles of application. SDN Tegal Alur 04 Pagi tends to be more systematic and organized, while SDN Jembatan Besi 02 Petang is more flexible, adjusting to the learning situation in the afternoon. The storytelling method proved to have a positive impact on improving students' listening skills, although the strategy of implementation differed according to the conditions of each school.  
Contextual Academic Supervision Management to Improve the Pedagogical Competence of Elementary School Teachers (Case Study at Kurniajaya Public Elementary School and Buniasih Public Elementary School, Tasikmalaya Regency) Sutrisna, Sana; Rostini, Deti
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 9, No 3 (2025): Vol. 9 No. 3 Juli 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um025v9i32025p406

Abstract

Abstract: The low utilization of contextual academic supervision in improving teachers' pedagogical competence remains a significant concern in elementary schools. This study aims to describe the planning, organization, implementation, supervision, obstacles, and solutions in the management of contextual academic supervision in Kurniajaya State Elementary School and Buniasih State Elementary School, Tasikmalaya Regency. This study was conducted for two weeks using a qualitative approach, taking the theory from G.R Terry through observation, in-depth interviews, and documentation studies. The results of the study indicate that contextual academic supervision in both schools has been implemented based on management principles, which include: (a) planning includes setting goals, identifying resources, strategies, and preparing schedules and budgets; (b) organizing is carried out through the formation of clear structures, delegation of tasks according to competencies, and strengthening teamwork; (c) implementation includes teacher mentoring, analysis of Education Reports, utilization of the GTK Space Platform, and learning reflection; and (d) supervision is carried out in a reflective-participatory manner by producing a continuous improvement plan. In addition, the study also found (e) obstacles in the form of limited time, differences in teacher commitment, and less than optimal utilization of digital facilities; and (f) solutions achieved through strengthening shared commitment, more flexible scheduling, and maximizing the use of simple technology. Thus, it can be concluded that contextual academic supervision management in both schools has been effective, although it still faces obstacles that need to be overcome with adaptive strategies to sustainably improve teachers' pedagogical competence. Keywords: academic supervision, contextual approach, teacher pedagogical competence, elementary school
Digital Media-Based Mathematics Learning Strategies to Enhance Reading Interest Among Elementary School Students Lastri Lestiawati; Deti Rostini
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.v5i1.2771

Abstract

Elementary students' low reading interest significantly impairs their ability to comprehend mathematical word problems, particularly in rural schools with limited technological infrastructure. This study examined how digital media-based mathematics learning strategies enhance reading interest while strengthening numeracy competencies. A qualitative case study was conducted at two Indonesian elementary schools (SDN Puncak 1 and SDN Pasirkampung) using classroom observations, semi-structured interviews with teachers, principals, and students, and document analysis. Data were analyzed following Miles, Huberman, and Saldaña's framework, with triangulation ensuring validity. Systematic implementation incorporating educational videos, interactive e-modules, digital quizzes, and GeoGebra—supported by structured planning, resource organization, and continuous supervision—produced substantial improvements. Student questioning behavior increased 239%, mathematical word problem performance improved from 56.4% to 73.2% (Cohen's d=1.43), and mathematics anxiety decreased from 67% to 38%. Students demonstrated enhanced reading behaviors including spontaneous rereading, text-pointing while reading, and voluntary engagement with mathematical narratives. Digital media-based strategies effectively integrate literacy and numeracy development when supported by systematic management frameworks. Success depends on needs-based planning, teacher professional development emphasizing pedagogical-technological competencies, offline resource preparation mitigating connectivity limitations, and data-driven supervision enabling responsive refinement. Findings validate multimedia learning theory while revealing that resource constraints can generate productive collaborative structures, providing empirical foundations for inclusive digital mathematics education in technologically limited contexts.
Professional Competency Management of Teachers in Improving the Quality of Meaningful Learning in Elementary Schools Arif Rahman Hakim; Deti Rostini
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.v5i1.2781

Abstract

Improving meaningful learning quality in elementary schools requires systematic management of teacher professional competencies. This study examines how professional competency management contributes to meaningful learning implementation through Deming's Plan-Do-Check-Act (PDCA) cycle framework. A qualitative multiple case study was conducted at SDN Loji (Bandung Regency) and SDN Cikandang (Sumedang Regency), West Java, Indonesia. Data were collected through semi-structured interviews with principals and teachers, participatory observations, and document analysis. Data validity was established through triangulation, member checking, and peer debriefing. Analysis employed Miles and Huberman's interactive model. Both schools implemented all PDCA stages with varying sophistication levels. SDN Loji demonstrated structured approaches with comprehensive needs assessment, diverse training programs, systematic evaluation using multiple indicators, and responsive follow-up actions. SDN Cikandang, despite resource constraints, achieved meaningful development through collaborative peer learning, reflective practices, and adaptive strategies. Unexpected findings revealed that resource limitations fostered higher teacher agency and that informal learning networks generated stronger peer accountability than formal structures. The PDCA cycle effectively guides teacher competency management when adapted to institutional contexts. Success requires balancing systematic structures with professional autonomy, formal programs with informal collaboration, and organizational direction with teacher ownership. The study advances understanding of continuous improvement cycles in education and provides practical guidance for school leaders and policymakers.
Co-Authors Aam Aminah Aang Abdulah Zein Aang Abdullah Zein Abdul Rojak ACHMAD SANUSI ACHMAD SANUSI Achmad Sanusi Ade T utty R Rossa Ade Tuti Rossa Rochayati Ade Tutty R. Rosa Adjat Sudrajat Agus Hendra Ahadiat Ahadiat Ahadiat Ahadiat, Ahadiat Ahkmad Maki Alam, Rudi Amaly, Norsyam Anjani Putri Belawati Pandiangan Anjani Putri Belawati Pandiangan Anwar, Ridwan Apriadi Manan Ardiana, Lufi Arif Rahman Hakim Aryani, Wiwik Dyah Asan Azhari Asep Ikhwan Awaluddin Asep Ikhwan Awaluddin Asep Yuliana Atabik Zuhdi Ayi Nazmul Hidayat Barnawi Barnawi Bidin Bidin Bidin Budi Setia Negara Budiman, Isep Caca Danuwijaya Candrawinata, Lalan carsiwan, carsiwan Cucu Amirah Daryani, Rina Deden Purbaya Dedeng Juheri Defauzi, Prisna Deka Syahbari Deni Permana Deni Satria Desemberi Trianugrahwati Dewinda Bunga Widdian Dian Anggaraeni Dian Anggraeni Dudi Suprihadi Eka Prasetiawati, Eka Emay Mastiani Endar Suhendar Entang Rukmana Erawan, Raden Dewangga Tresna Euis Sumiati Fandu Anugrah Fatkhullah, Faiz Karim Fitri Hidayatillah Fitriyah Yuliasari Habibi, Muhammad Faiz Hanafiah Hasan Hasan Hasbullah Lau Helmawati Helmawati Hendi S Hendi Suhendraya Muchtar Ida Rukhaida IdaTejawiani IFAH KHADIJAH, IFAH IIm Walisman Iim Wasliman Iis Farida Zein Ikka Kartika A Fauzi Inal Kahfi Iriantara, Yosal Istanti, Dewi Jajang Rusmana Jamaludin, Sophan Jamjuri, Jamjuri Jenariah, Siti Juhara, Jaja Juningsih, Juningsih Kadar Budiman Kakay Karyana Kakay Karyana Karno Diharjo, Mantri Kartono Karyana, Kakay Khalifaturrahmah Khalifaturrahmah Khalifaturramah khalifaturramah khalifaturramah, Khalifaturramah Lastri Lestiawati Lina Herlina Lufi Ardiana M. Jalaluddin Makhfudz Makhfudz Maryati Maryati Maryati Maryati Mega Sari Moh Idris Wikarso Muchtar Muchtar, Hendi S. Muhammad Faiz Habibi Muhammad Ubaydillah Mulyani, Dede Tupah Mustafa Reza Raihan Sind Nana Ismelani Nana Mulyana Nandang Koswara Nandang Koswara Nany Kusmiyati Narti Nurlaela Neneng Maemunah Neneng Nurul Khaerani Nia Kurniawati Noerlina Anggraeni Norsyam Amaly Norsyam Amaly Novalia Nurlaela Nur Ainiyah NUR, siti Nurhidayah Nurhidayah Nuron Rhamdani Nursanti, Funny Eka Okke Rosmala Dewi Prisna Defauzi Pristy, Marlin puji rahayu Pujiono, Sugeng Purnama, Deni Raden Dewangga Tresna Erawan Rahmat Mulyana Reksi Agusjaya Rembang Supu Rembang Supu Resawidjaya, Okke Rosmaladewi Rhamdani, Nuron Ria Restu Ramadhanty Ridwan, Ahmad Saeful Rismawan Rismawan Rita Sulastini Rivatul Mahmudah Rizky Juliansyah Rohaeni, Anie Rohmat Kamil Romdanih, Romdanih Rosandi, Dede Rosdamayanti, Rosdamayanti Rubiherlan, Yusuf Rudi Alam Rusmana, Jajang Saepulloh Saepulloh Sandi Sopandi Santosa Santosa Sanusi, Achmad Sauri, R Supyan Sayid Muhammad Rifqi Noval Setianingsih, Rahadiani Yuriana Sima Mulyadi, Sima Siti Hassanah Siti Nur Sofyan Sauri Sofyan Sauri Soleh, Wiwi Sulastri Sri Haryani Sriyanti, Ika Sugesti, Yeti Amal Suhendraya, Hendi Sujiarto, Heru Sulaiman Sulaiman Sulaiman Sulaiman Sutaryat Trisnamansyah Sutrisna, Sana Syam, Rifqi Zaeni Achmad Syarip Hidayat Sutisna Syatiri Ahmad Syatiri Ahmad Tantan Hadian Tantan Hadian Tedjawiani, Ida Tentri Septiyani Tika Purwati Timorochmadi, Ferry Tjipto Djuhartono Toha Konidin Tri Novia Trianugrahwati, Desemberi Ulfiah Ulfiah Ulfiah Ulfiah Ulfiah Ulfiah Usman Armaludin Uus Sopandi Vidia Lantari Ayundhari Wahyu Rananda Saputra Warta, Waska Wasliman, Eva Dianawati Widiawati, Lilis Wikarso, Moh Idris Willya Achmad Yakhsyallah, Achmad Yanti Hasbian Setiawati Yayu Sri Rahayu, Yayu Sri Yeni Suhaeni Yoseptry, Ricky Yudianto Yuliawati, Yuyun Yunengsih, Neng Yuniawati Yuyun Yuningsih