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Academic Supervision Management by School Principals in Enhancing Teachers' Social Competence: A Comparative Case Study of Two Elementary Schools Ani Kania; Eva Dianawati Wasliman
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.v5i1.2773

Principal academic supervision is an important means of improving teachers' social competence to support effective communication, cooperation, and professional classroom management. This study was motivated by the importance of the principal's role in providing continuous guidance, direction, and evaluation. The purpose of this study is to describe the planning, implementation, evaluation, follow-up, obstacles, and solutions of academic supervision by the principal in improving teachers' social competence at SDN Sintok and SDN Margasari. The method used is descriptive qualitative with data collection techniques through interviews, observation, and documentation, then analyzed thematically. The results showed that supervision at SDN Sintok emphasized personal assistance, while at SDN Margasari it was carried out in a structured manner with an annual work program. Supervision was proven to improve teachers' communication skills, cooperation, self-confidence, and reflective attitudes. In conclusion, academic supervision plays a strategic role in improving teachers' social competence through planned, flexible, and solution-oriented guidance.

Systematic Management of Morality Development in Strengthening Elementary School Character Education Wawan Wawan; Eva Dianawati Wasliman
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.v5i1.2778

Character education constitutes a fundamental mandate in contemporary education systems, yet systematic management approaches remain insufficiently examined. This study investigates morality development management in strengthening character education at elementary schools facing resource constraints. Employing qualitative case study design, this research examined SDN Tegalmerak and SDN Pagermaneuh in Tanggeung District through interviews with principals, teachers, students, and parents (n=52), participatory observations, and documentation analysis. Data were analyzed using Miles, Huberman, and Saldaña's interactive model, applying George R. Terry's management framework. Findings reveal systematic implementation across four management functions: (1) collaborative planning integrating character values into curriculum and activities; (2) clear organizational structures with specialized coordination teams; (3) diverse implementation strategies including religious habituation, teacher role modeling, and extracurricular engagement; and (4) multi-layered monitoring through classroom observations and stakeholder feedback. Measurable improvements included increased attendance (87% to 94%), reduced disciplinary incidents (43% decrease), and spontaneous moral behavior demonstration by 78% of students. However, students with strong parental involvement showed 67% greater behavioral improvements, underscoring ecological factors' critical role. Results validate classical management theory's applicability to character education while revealing that effectiveness depends substantially on home-school value consistency rather than school efforts alone. Findings suggest character education requires coordinated multi-stakeholder approaches addressing resource constraints through adaptive strategies.

Quality Management of Principal Academic Supervision for Enhancing Teacher Pedagogical Competence: A Comparative Case Study of Two Indonesian Elementary Schools Muthi Fadhilah; Eva Dianawati Wasliman
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.v5i1.2779

Teacher pedagogical competence remains critical for educational quality, yet many teachers struggle with planning, implementing, and evaluating instruction effectively. Academic supervision represents a vital quality management mechanism, though limited research examines how principals systematically integrate quality management principles into supervision practices. This study investigated quality management approaches to principal academic supervision in enhancing teacher pedagogical competence through comparative analysis of two elementary schools. A qualitative multiple case study design was employed at SDN 164 Karangpawulang and SDN 033 Asmi Bandung. Data were collected through semi-structured interviews with 12 participants (principals, vice principals, teachers), classroom observations, and document analysis. Thematic analysis following Braun and Clarke's framework was conducted to identify patterns across planning, implementation, evaluation, and follow-up stages. Both schools successfully implemented systematic supervision cycles aligned with quality management principles, though employing distinct approaches. SDN 164 emphasized standardized instruments from the Merdeka Mengajar Platform and Employee Performance Target integration, while SDN 033 excelled in collaborative supervision incorporating lesson study principles and reflective practices. Teachers demonstrated significant improvements in pedagogical competencies, translating into enhanced student engagement and learning outcomes. Effective supervision quality management requires balancing standardization with contextualization, evaluation with professional growth. The study advances theoretical integration of instructional leadership, quality management, and collaborative learning frameworks while offering actionable strategies for practitioners.

Academic Supervision Management: Enhancing Teach-er Professional Competence in Elementary Schools Deni Rahman; Eva Dianawati Wasliman
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (2026): Special Collection Teacher Education
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.2.671

The professional competence of teachers is a primary determinant of educational quality. Effective academic supervision, managed by the school principal, is a key mechanism for enhancing this competence. However, a significant gap often exists between the policy mandate for supervision and its practical implementation. This study aims to provide a comprehensive analysis of the management of academic supervision in improving teacher professional competence within elementary schools. This research employed a qualitative methodology with a comparative case study design at two Indonesian elementary schools, SDN Buniwangi and SDN Cimaja. Data were collected through in-depth interviews with principals and teachers, non-participant observation of supervisory processes, and a systematic review of institutional documents. Data credibility was ensured through triangulation, with the analysis following the interactive model of Miles and Huberman. The findings reveal that a systematic management approach yielded superior outcomes. At SDN Buniwangi, supervision was managed through a structured cycle: data-driven, participatory planning; clear organization of roles and resources; consistent implementation using standardized tools; and a multi-source, dialogic evaluation process. This contrasted with the more informal, less structured approach at SDN Cimaja. Consequently, SDN Buniwangi demonstrated more significant and measurable improvements in teacher competence. The effective management of academic supervision is a powerful strategy for enhancing teacher professional competence. This study concludes that a systematic, cyclical, and collaborative management model is essential for transforming supervision from an administrative formality into a dynamic process of professional learning.

Reading Literacy Quality Management to Improve MTs Students’ Competence: Yakpi Wasilatul Huda and Yamisa Soreang–Bandung A.D. Rima Widianingsih; Eva Dianawati Wasliman
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (2026): Special Collection Teacher Education
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.2.680

Education in Indonesia emphasises academic development and the formation of students' spiritual character, but the low level of interest in reading among Madrasah Tsanawiyah (MTs) students remains a challenge in improving their competence. This study aims to analyse the implementation of reading literacy quality management in an effort to improve student competency at MTs Yakpi Wasilatul Huda and MTs Yamisa Soreang, Bandung Regency, covering aspects of planning, implementation, evaluation, follow-up, obstacles, and solutions. This study uses a qualitative approach with a case study method, while data is collected through observation, interviews, and documentation studies to obtain a comprehensive picture of the literacy programmes in both madrasahs. The results showed that the planning of the literacy programme was quite thorough, the implementation demonstrated a commitment to developing a culture of literacy, the evaluation focused on student competency achievement as a measure of success, and follow-up was carried out through presentations of students' reading results. The main obstacles found were the limited availability of reading materials that suited the students' needs and the lack of family support, while the solutions were the provision of adequate reading books, the allocation of special reading time, and the provision of opportunities for students to present their reading results. Active participation by teachers and students has been observed, but more systematic and sustainable strategies are needed. The conclusion of this study emphasises that the successful improvement of students' literacy competencies requires targeted quality management through the provision of reading materials, teacher training, and intensive collaboration between schools, parents, and the community, so that literacy programmes not only improve academic abilities but also support the character building of students

Kolaborasi Sekolah dan Orang Tua dalam Meningkatan Mutu Pembelajaran Anak Berkebutuhan Khusus (ABK) di HomeSchooling Nimas Maesaroh; Sri Handayani; Eva Dianawati Wasliman
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2519

Education for children with special needs requires planned, systematic, and individually oriented learning services. In the homeschooling context, the dominant role of parents makes school-parent collaboration a strategic aspect of educational administration for improving learning quality. This study aims to analyze school-parent collaboration in enhancing the quality of learning for children with special needs at Homeschooling Focus, Arcamanik District, Bandung City, through the managerial functions of Planning, Organizing, Actuating, and Controlling (POAC). A qualitative approach with a case study design was employed. Research subjects included parents of children with special needs, teachers, and the school principal. Data were collected through in-depth interviews, observation, and documentation study, then analyzed using the interactive model of Miles, Huberman, and Saldaña, covering data reduction, data presentation, and conclusion drawing. The findings reveal that school-parent collaboration was implemented in a planned and structured manner through individualized learning planning, clear role distribution, collaborative instructional delivery, and ongoing evaluation of student development. This collaboration positively contributed to improving learning quality, as reflected in students' academic achievement, independence, and socio-emotional development. The study concludes that school-parent collaboration managed through POAC functions is an integral component of educational administration and plays a vital role in enhancing the quality of learning for children with special needs at Homeschooling Focus ABSTRAKPendidikan untuk anak berkebutuhan khusus memerlukan layanan pembelajaran yang terencana, sistematis, dan berorientasi individual. Dalam konteks homeschooling, peran dominan orang tua menjadikan kolaborasi sekolah-orang tua sebagai aspek strategis administrasi pendidikan untuk meningkatkan kualitas pembelajaran. Studi ini bertujuan untuk menganalisis kolaborasi sekolah-orang tua dalam meningkatkan kualitas pembelajaran anak berkebutuhan khusus di Homeschooling Focus, Kecamatan Arcamanik, Kota Bandung, melalui fungsi manajerial Perencanaan, Pengorganisasian, Pelaksanaan, dan Pengendalian (POAC). Pendekatan kualitatif dengan desain studi kasus digunakan. Subjek penelitian meliputi orang tua anak berkebutuhan khusus, guru, dan kepala sekolah. Data dikumpulkan melalui wawancara mendalam, observasi, dan studi dokumentasi, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña, yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kolaborasi sekolah-orang tua diimplementasikan secara terencana dan terstruktur melalui perencanaan pembelajaran individual, pembagian peran yang jelas, penyampaian instruksional kolaboratif, dan evaluasi berkelanjutan terhadap perkembangan siswa. Kolaborasi ini memberikan kontribusi positif terhadap peningkatan kualitas pembelajaran, yang tercermin dalam prestasi akademik, kemandirian, dan perkembangan sosial-emosional siswa. Studi ini menyimpulkan bahwa kolaborasi antara sekolah dan orang tua yang dikelola melalui fungsi POAC merupakan komponen integral dari administrasi pendidikan dan memainkan peran penting dalam meningkatkan kualitas pembelajaran bagi anak-anak berkebutuhan khusus di Homeschooling Focus.

Quality Management of Indonesian Language Learning in Improving Students' Reading Literacy in Elementary Schools Enur Nurhayati; Eva Dianawati Wasliman
Eduvest - Journal of Universal Studies Vol. 6 No. 4 (2026): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v6i4.52653

Reading literacy is a fundamental skill for elementary school students, serving as the foundation for mastering various fields of knowledge. However, students’ literacy skills still face challenges such as limited reading materials, lack of varied teaching methods, and an underdeveloped literacy culture. In this context, the quality management of Indonesian language learning plays a key role in ensuring effective and systematic teaching aligned with the Merdeka Curriculum. This study aims to analyze how quality management of Indonesian language learning supports the improvement of reading literacy at SDN Kertajadi and SDN Kiarangupuk, Cidaun District, Cianjur Regency. Using a qualitative case study approach, data were collected through observation, in-depth interviews, and documentation, and analyzed with Miles & Huberman’s model, which includes data reduction, data display, and conclusion drawing. The findings reveal that lesson planning referred to the Merdeka Curriculum but was limited by inadequate reading resources and less varied strategies. Learning implementation involved interactive approaches such as group discussions and text-based learning, yet literacy culture beyond the classroom remained weak. Evaluation used formative and summative assessments, but follow-up actions were not fully integrated into continuous improvement programs. The study concludes that quality management has contributed positively to students’ reading literacy but requires strengthening through sufficient resources, teacher training, and sustainable literacy programs involving the whole school community.

Manajemen Perencanaan Berbasis Data (PBD) dalam Meningkatkan Kualitas Satuan Pendidikan (Studi Deskriptif di SMP Djuantika dan SMP Ma’arif Cicalengka Kabupaten Bandung) Muhammad Fahri Rizqi; Eva Dianawati Wasliman
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: The quality of educational units is a key aspect in realizing quality education. Programs designed and implemented by schools play a crucial role in supporting the achievement of the desired ideal conditions. To support this, the government has introduced the Education Report Platform, which provides data on the results of education system evaluations. This data serves as a reference for schools in developing more targeted programs through the implementation of Data-Based Planning (PBD). For optimal PBD implementation, management with the Planning, Implementation, Evaluation, and Follow-up (PDCA) cycle is required. This study aims to describe: (1) program planning, (2) program implementation, (3) the evaluation process, (4) follow-up, (5) obstacles/constraints, and (6) solutions applied in the implementation of PBD. The study used a qualitative approach with descriptive methods. Data were collected through observation, in-depth interviews, and documentation studies. The main informants were the principal, vice principal, and teachers. Data analysis was carried out through reduction, presentation, and drawing conclusions, with validity tested through triangulation, member checks, and confirmability. The research results indicate that the implementation of PBD at SMP Djuantika and SMP Ma'arif Cicalengka followed the PDCA cycle. The planning stage involved problem identification, goal setting, and strategy development. Implementation involved reflection and solution design. Evaluation focused on program improvements based on educational reports and internal evaluations. Follow-up actions were implemented through strengthening the program based on evaluation results. Key obstacles included low teacher digital literacy, minimal participation in PBD, limited infrastructure at SMP Djuantika, and teacher discipline at SMP Ma'arif Cicalengka. Solutions included optimizing learning communities, providing reading corners, learning workshops, and reflective evaluations. The research concluded that PBD management followed PDCA principles, with internal evaluation as the basis for program development, and strategies unique to each school. Keywords: PBD, Management, Planning, Educational Administration. Abstrak: Kualitas satuan pendidikan merupakan aspek utama dalam mewujudkan pendidikan yang bermutu. Program yang dirancang dan dilaksanakan oleh sekolah berperan penting dalam menunjang tercapainya kondisi ideal yang diharapkan. Untuk mendukung hal tersebut, pemerintah menghadirkan Platform Rapor Pendidikan yang menyediakan data hasil evaluasi sistem pendidikan. Data ini menjadi acuan bagi sekolah dalam menyusun program yang lebih tepat sasaran melalui penerapan Perencanaan Berbasis Data (PBD). Agar PBD berjalan optimal, diperlukan penerapan manajemen dengan siklus Perencanaan, Pelaksanaan, Evaluasi, dan Tindak Lanjut (PDCA). Penelitian ini bertujuan mendeskripsikan: (1) perencanaan program, (2) pelaksanaan program, (3) proses evaluasi, (4) tindak lanjut, (5) hambatan/kendala, serta (6) solusi yang diterapkan dalam pelaksanaan PBD. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Data dikumpulkan melalui observasi, wawancara mendalam, dan studi dokumentasi. Informan utama adalah kepala sekolah, wakil kepala sekolah, dan guru. Analisis data dilakukan melalui reduksi, penyajian, dan penarikan simpulan, dengan validitas diuji melalui triangulasi, member check, dan konfirmabilitas. Hasil penelitian menunjukkan bahwa pelaksanaan PBD di SMP Djuantika dan SMP Ma’arif Cicalengka telah mengikuti siklus PDCA. Tahap perencanaan dilakukan melalui identifikasi masalah, penetapan tujuan, dan penyusunan strategi. Pelaksanaan dijalankan dalam bentuk refleksi dan perancangan solusi. Evaluasi diarahkan pada perbaikan program berdasarkan rapor pendidikan dan evaluasi internal. Tindak lanjut diwujudkan melalui penguatan program hasil evaluasi. Hambatan utama mencakup rendahnya literasi digital guru, minimnya partisipasi dalam PBD, keterbatasan infrastruktur di SMP Djuantika, serta kedisiplinan guru di SMP Ma’arif Cicalengka. Solusi yang ditempuh meliputi optimalisasi komunitas belajar, penyediaan pojok baca, workshop pembelajaran, serta evaluasi reflektif. Penelitian menyimpulkan bahwa manajemen PBD telah berjalan sesuai prinsip PDCA, dengan evaluasi internal sebagai dasar pengembangan program, serta ciri khas strategi di masing-masing sekolah. Kata kunci: PBD, Manajemen, Perencanaan, Pengelolaan Pendidikan.

Manajemen Perencanaan Berbasis Data (PBD) dalam Meningkatkan Kualitas Satuan Pendidikan (Studi Deskriptif di SMP Djuantika dan SMP Ma’arif Cicalengka Kabupaten Bandung) Muhammad Fahri Rizqi; Eva Dianawati Wasliman
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: The quality of educational units is a key aspect in realizing quality education. Programs designed and implemented by schools play a crucial role in supporting the achievement of the desired ideal conditions. To support this, the government has introduced the Education Report Platform, which provides data on the results of education system evaluations. This data serves as a reference for schools in developing more targeted programs through the implementation of Data-Based Planning (PBD). For optimal PBD implementation, management with the Planning, Implementation, Evaluation, and Follow-up (PDCA) cycle is required. This study aims to describe: (1) program planning, (2) program implementation, (3) the evaluation process, (4) follow-up, (5) obstacles/constraints, and (6) solutions applied in the implementation of PBD. The study used a qualitative approach with descriptive methods. Data were collected through observation, in-depth interviews, and documentation studies. The main informants were the principal, vice principal, and teachers. Data analysis was carried out through reduction, presentation, and drawing conclusions, with validity tested through triangulation, member checks, and confirmability. The research results indicate that the implementation of PBD at SMP Djuantika and SMP Ma'arif Cicalengka followed the PDCA cycle. The planning stage involved problem identification, goal setting, and strategy development. Implementation involved reflection and solution design. Evaluation focused on program improvements based on educational reports and internal evaluations. Follow-up actions were implemented through strengthening the program based on evaluation results. Key obstacles included low teacher digital literacy, minimal participation in PBD, limited infrastructure at SMP Djuantika, and teacher discipline at SMP Ma'arif Cicalengka. Solutions included optimizing learning communities, providing reading corners, learning workshops, and reflective evaluations. The research concluded that PBD management followed PDCA principles, with internal evaluation as the basis for program development, and strategies unique to each school. Keywords: PBD, Management, Planning, Educational Administration. Abstrak: Kualitas satuan pendidikan merupakan aspek utama dalam mewujudkan pendidikan yang bermutu. Program yang dirancang dan dilaksanakan oleh sekolah berperan penting dalam menunjang tercapainya kondisi ideal yang diharapkan. Untuk mendukung hal tersebut, pemerintah menghadirkan Platform Rapor Pendidikan yang menyediakan data hasil evaluasi sistem pendidikan. Data ini menjadi acuan bagi sekolah dalam menyusun program yang lebih tepat sasaran melalui penerapan Perencanaan Berbasis Data (PBD). Agar PBD berjalan optimal, diperlukan penerapan manajemen dengan siklus Perencanaan, Pelaksanaan, Evaluasi, dan Tindak Lanjut (PDCA). Penelitian ini bertujuan mendeskripsikan: (1) perencanaan program, (2) pelaksanaan program, (3) proses evaluasi, (4) tindak lanjut, (5) hambatan/kendala, serta (6) solusi yang diterapkan dalam pelaksanaan PBD. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Data dikumpulkan melalui observasi, wawancara mendalam, dan studi dokumentasi. Informan utama adalah kepala sekolah, wakil kepala sekolah, dan guru. Analisis data dilakukan melalui reduksi, penyajian, dan penarikan simpulan, dengan validitas diuji melalui triangulasi, member check, dan konfirmabilitas. Hasil penelitian menunjukkan bahwa pelaksanaan PBD di SMP Djuantika dan SMP Ma’arif Cicalengka telah mengikuti siklus PDCA. Tahap perencanaan dilakukan melalui identifikasi masalah, penetapan tujuan, dan penyusunan strategi. Pelaksanaan dijalankan dalam bentuk refleksi dan perancangan solusi. Evaluasi diarahkan pada perbaikan program berdasarkan rapor pendidikan dan evaluasi internal. Tindak lanjut diwujudkan melalui penguatan program hasil evaluasi. Hambatan utama mencakup rendahnya literasi digital guru, minimnya partisipasi dalam PBD, keterbatasan infrastruktur di SMP Djuantika, serta kedisiplinan guru di SMP Ma’arif Cicalengka. Solusi yang ditempuh meliputi optimalisasi komunitas belajar, penyediaan pojok baca, workshop pembelajaran, serta evaluasi reflektif. Penelitian menyimpulkan bahwa manajemen PBD telah berjalan sesuai prinsip PDCA, dengan evaluasi internal sebagai dasar pengembangan program, serta ciri khas strategi di masing-masing sekolah. Kata kunci: PBD, Manajemen, Perencanaan, Pengelolaan Pendidikan.

Manajemen Pembelajaran SKI di MTs Berbasis Meaning Maker dalam Upaya Menghidupkan Makna dan Nilai Sejarah Islam Dani Muhammad Jalil; Sri Handayani; Eva Dianawati Wasliman
Jurnal Manajemen Pendidikan Islam (MANAPI) Vol. 5 No. 1 (2026)
Publisher : UIN Mahmud Yunus Batusangkar

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Islamic Cultural History (SKI) learning in Madrasah Tsanawiyah faces significant challenges, where students experience a crisis of value meaning despite having unlimited access to information. SKI remains trapped in the stigma of being a memorization subject that fails to respond to contemporary students' needs. This study aims to explore SKI learning management based on meaning maker in efforts to bring the meaning and values of Islamic history to life. The research employed Moustakas' transcendental phenomenological qualitative approach with two SKI teachers at MTs Al Fatah, Bandung Regency, as informants. Data were collected through in-depth interviews, classroom observations, and documentation, then analyzed using Moustakas' six stages. The findings reveal three main discoveries: teachers interpret the process of connecting historical narratives with contemporary reality as the core of their professionalism; meaning maker-based learning management strategies include material contextualization, use of reflective questions, and creation of dialogical learning experiences; and teachers demonstrate high pedagogical reflexivity in evaluating their practices. The study concludes that effective SKI learning management requires teacher professionalism encompassing pedagogical competence, managerial capacity, and continuous reflexivity to transform historical narratives into meaningful learning experiences that develop students' transformative historical consciousness

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