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Implementation of Extracurricular Management in Optimizing the Non-Academic Potential of Elementary School Students Afriska Hernaning Tiyas; Erny Roesminingsih; Mohammad Syahidul Haq
Poltanesa Vol 26 No 2 (2025): December 2025
Publisher : P3KM Politeknik Pertanian Negeri Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51967/tanesa.v26i2.3553

Optimizing the non-academic potential of elementary school students is an important aspect that deserves attention in the field of education, in line with efforts to develop human resources toward Indonesia Emas 2045. Through extracurricular activities, schools provide opportunities for students to express and develop their potential, particularly in non-academic areas. This study aims to examine the implementation of extracurricular activity management in efforts to optimize the non-academic potential of elementary school students. The research uses a qualitative approach with a multi-site case study design conducted at SDN Kauman 1 and SDN Ngrowo 2 Bojonegoro District. Data collection techniques include in-depth interviews, observation, and document analysis. Data analysis in this study employs the Miles and Huberman model, which involves two stages: single-site data analysis and cross-site analysis. The study results demonstrate that proper managerial practices and the systematic application of the four management functions—planning, organizing, implementation, and evaluation yield significant success in developing and optimizing elementary students' non-academic potential.

QUALITY OF LEARNING IN ELEMENTARY SCHOOLS: INTEGRATION OF TECHNICAL, HUMAN RELATIONS, AND PRINCIPAL CONCEPTUAL SKILLS Deny Lestari; Erny Roesminingsih; Nunuk Hariyati
Leadership:Jurnal Mahasiswa Manajemen Pendidikan Islam Vol 7 No 2 (2026): Juni
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/leadership.v8i2.4732

Learning quality is a crucial indicator of educational success in elementary schools, influenced by the effectiveness of principal leadership. However, research on principal skills tends to be partial and has not examined the integration of technical, human relations, and conceptual skills in improving learning quality. This study aims to analyze the influence of principals' technical skills, human relations skills, and conceptual skills on learning quality in elementary schools, both partially and simultaneously. The study used a quantitative approach with explanatory research. The study population was public elementary school teachers in Puncu District, Kediri Regency, with data collected using a Likert-scale questionnaire. Data were analyzed using multiple linear regression with the help of SPSS 27 after meeting prerequisite analysis tests, including normality, linearity, heteroscedasticity, and multicollinearity. The results indicate that principals' technical skills, human relations skills, and conceptual skills have a positive and significant effect on learning quality, both partially and simultaneously. Conceptual skills are the variable with the most dominant influence on learning quality. Furthermore, the results indicate that these three skills are integrated in shaping effective principal leadership. Conceptual skills serve as policy makers, human relations skills drive collaboration and work motivation, while technical skills play a role in the operational implementation of learning. The integration of these three skills has been proven to optimally improve learning quality. This research provides theoretical contributions to the development of educational leadership concepts and practical contributions for school principals in continuously improving learning quality. Keywords: technical skills; human relations skills; conceptual skills; learning quality; leadership integration Abstrak Mutu pembelajaran merupakan indikator penting keberhasilan pendidikan di sekolah dasar yang dipengaruhi oleh efektivitas kepemimpinan kepala sekolah. Namun, penelitian mengenai keterampilan kepala sekolah masih cenderung dilakukan secara parsial dan belum banyak mengkaji keterpaduan keterampilan teknis, hubungan manusia, dan konseptual dalam meningkatkan mutu pembelajaran. Penelitian ini bertujuan menganalisis pengaruh keterampilan teknis, keterampilan hubungan manusia, dan keterampilan konseptual kepala sekolah terhadap mutu pembelajaran di sekolah dasar, baik secara parsial maupun simultan. Penelitian menggunakan pendekatan kuantitatif dengan jenis explanatory research. Populasi penelitian adalah guru SD Negeri se-Kecamatan Puncu Kabupaten Kediri dengan pengumpulan data menggunakan angket skala Likert. Data dianalisis menggunakan regresi linear berganda melalui bantuan program SPSS 27 setelah memenuhi uji prasyarat analisis meliputi normalitas, linearitas, heterokedastisitas, dan multikolinearitas. Hasil penelitian menunjukkan bahwa keterampilan teknis, keterampilan hubungan manusia, dan keterampilan konseptual kepala sekolah berpengaruh positif dan signifikan terhadap mutu pembelajaran, baik secara parsial maupun simultan. Keterampilan konseptual menjadi variabel yang memiliki pengaruh paling dominan terhadap mutu pembelajaran. Selain itu, hasil penelitian menunjukkan bahwa ketiga keterampilan tersebut saling terintegrasi dalam membentuk kepemimpinan kepala sekolah yang efektif. Keterampilan konseptual berfungsi sebagai penentu arah kebijakan, keterampilan hubungan manusia sebagai penggerak kolaborasi dan motivasi kerja, sedangkan keterampilan teknis berperan dalam implementasi operasional pembelajaran. Integrasi ketiga keterampilan tersebut terbukti mampu meningkatkan mutu pembelajaran secara lebih optimal. Penelitian ini memberikan kontribusi teoritis terhadap pengembangan konsep kepemimpinan pendidikan serta kontribusi praktis bagi kepala sekolah dalam meningkatkan mutu pembelajaran secara berkelanjutan. Kata kunci: keterampilan teknis; keterampilan hubungan manusia; keterampilan konseptual; mutu pembelajaran; integrasi kepemimpinan

"We Are Family" for Promoting Student Wellbeing and Advancing SDG 4: A Multi-Site Case Study in Islamic Junior High Schools Zuhrotul Mufidah; Erny Roesminingsih; Karwanto Karwanto
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.257

Objective: To investigate how student wellbeing is realized in Islamic junior high schools, examine the implementation of the We Are Family (WAF) school culture program, identify the character outcomes generated through the program, and develop a conceptual model of a wellbeing-based school culture. Method: A qualitative multi-site case study design was employed at two Islamic junior high schools in Sidoarjo. Data were collected through in-depth interviews, participatory observations, and document analysis involving principals, vice principals, program teachers, and students. The data were analyzed using the interactive model of Miles, Huberman, including data condensation, data display, and conclusion drawing, followed by cross-site analysis to identify convergent and divergent patterns. Results: The findings reveal that student wellbeing is realized through four interconnected dimensions: academic, psychological, social, and spiritual wellbeing. The WAF program operates through a relational culture characterized by familial climate, emotional-spiritual support, collective character development, and school-family collaboration. The program contributes to the development of responsibility, empathy, value-based discipline, mutual respect, sense of belonging, and independence. Cross-site analysis further identifies six essential elements of a wellbeing-based school culture: values-based environment, transformational leadership, psychological safety, dialogic communication, developmental discipline, and school-family collaboration. Novelty: Contributes to SDGs 4 by porposing the WAF School Culture Model and introduces spiritual wellbeing as a distinct fourth dimension of student wellbeing, extending existing wellbeing frameworks by integrating organizational culture, positive psychology, character education, and faith-based educational perspectives into a comprehensive school wellbeing framework.

Educational Supervision as Internal Quality Assurance Mechanism: Conceptualizing the Quality Assurance-Based Supervision Cycle (QASC) for Quality Education (SDG 4) Hilmi Qosim Mubah; Yatim Riyanto; Erny Roesminingsih
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.260

Objective: To examines how educational supervision functions as an organizational quality assurance mechanism within the Internal Quality Assurance (IQA) system and develops a conceptual framework explaining how supervision contributes to sustainable educational quality beyond improving teacher performance. Method: Employed a qualitative case study at MTsN 1 Pamekasan, Indonesia, to explore educational supervision within the Internal Quality Assurance system. Data were gathered between September 2025 and June 2026 through semi-structured interviews with 11 informants. Classroom observations and institutional documents were used to enrich the interview data. The analysis followed the interactive approach of Miles, Huberman, and Saldaña, while the credibility of the findings was strengthened through source triangulation, method triangulation, member checking, peer debriefing, and a comprehensive audit trail. Results: To identified that shape quality-oriented educational supervision: evidence-based supervision planning, collaborative supervision practices, organizational learning, and continuous quality improvement. These processes demonstrate that supervision extends beyond monitoring classroom instruction by generating organizational evidence that supports professional learning, institutional decision making, policy refinement, and the ongoing implementation of Internal Quality Assurance. Novelty: The principal contribution of this study is the development of the Quality Assurance-Based Supervision Cycle (QASC), a conceptual framework explaining how educational supervision, organizational learning, and Internal Quality Assurance operate as an integrated and continuous cycle. The framework offers a broader perspective by positioning educational supervision not merely as a strategy for improving teachers' instructional practices, but as an evidence-informed organizational governance mechanism that drives sustainable educational quality improvement.

Reflective Supervision Learning Cycle (RSLC): Integrating Academic Supervision and Internal Quality Assurance to Support SDG 4 Through Sustainable School Improvement Hilmi Qosim Mubah; Yatim Riyanto; Erny Roesminingsih; Nunuk Hariyati
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.261

Objective: To examine how academic supervision is integrated into the Internal Quality Assurance system to support sustainable school improvement and develops a conceptual model that explains the relationship between quality assurance, reflective supervision, professional learning, and continuous improvement. Method: A qualitative case study was conducted at a public Islamic junior secondary school in Pamekasan Regency, Indonesia. Data were collected through semi-structured interviews, observations, and document analysis involving 11 participants selected through purposive sampling. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. Results: Academic supervision was embedded within the Internal Quality Assurance system through five interconnected processes: quality diagnosis, academic supervision planning, reflective supervision, professional learning, and continuous improvement. These processes transformed supervision from a periodic evaluative activity into an evidence-informed organizational mechanism that strengthened instructional quality, professional capacity, and institutional learning. Novelty: The study proposes the Reflective Supervision Learning Cycle (RSLC) as a conceptual and operational framework that integrates academic supervision with Internal Quality Assurance. The model extends existing supervision literature by positioning supervision as the organizational mechanism that connects quality diagnosis, reflective practice, professional learning, and continuous improvement to advance sustainable school improvement and contribute to Sustainable Development Goal 4 (Quality Education).

Family-Oriented School Culture for Student Well-Being in Indonesian Islamic Junior High Schools: Advancing Sustainable Development Goal 4 Zuhrotul Mufidah; Erny Roesminingsih; Karwanto Karwanto
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.281

Objective: Student well-being has become an increasingly important indicator of educational quality; however, existing research has largely examined it through individual programmes or psychological interventions rather than as a product of school culture. This article investigates how Family-Oriented School Culture fosters student well-being in Islamic junior high schools. Method: A qualitative multisite case study was conducted in two Islamic junior high schools in Sidoarjo, Indonesia, using in-depth interviews, participant observation, and document analysis. Data were analysed through within-site and cross-site analysis, with triangulation employed to enhance credibility. Result: Analysis identified four interconnected dimensions of Family-Oriented School Culture: (1) a family-like school climate, (2) emotional and spiritual support, (3) collective character development, and (4) non-academic support systems. Together, these dimensions formed an integrated organizational culture that strengthened students' sense of belonging, emotional security, responsibility, empathy, discipline, and interpersonal relationships. Positive character and well-being developed simultaneously through sustained interactions among teachers, students, families, and the wider school community rather than through isolated support programmes. Novelty: By conceptualizing Family-Oriented School Culture as an organizational mechanism for student well-being, the article extends existing literature that primarily emphasizes individual interventions and school climate as separate constructs. The proposed framework offers practical guidance for school leaders in developing safe, inclusive, supportive, and family-oriented educational environments that contribute to student well-being and the achievement of Sustainable Development Goal 4.

"We Are Family" for Promoting Student Wellbeing and Advancing SDG 4: A Multi-Site Case Study in Islamic Junior High Schools Zuhrotul Mufidah; Erny Roesminingsih; Karwanto Karwanto
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.257

Objective: To investigate how student wellbeing is realized in Islamic junior high schools, examine the implementation of the We Are Family (WAF) school culture program, identify the character outcomes generated through the program, and develop a conceptual model of a wellbeing-based school culture. Method: A qualitative multi-site case study design was employed at two Islamic junior high schools in Sidoarjo. Data were collected through in-depth interviews, participatory observations, and document analysis involving principals, vice principals, program teachers, and students. The data were analyzed using the interactive model of Miles, Huberman, including data condensation, data display, and conclusion drawing, followed by cross-site analysis to identify convergent and divergent patterns. Results: The findings reveal that student wellbeing is realized through four interconnected dimensions: academic, psychological, social, and spiritual wellbeing. The WAF program operates through a relational culture characterized by familial climate, emotional-spiritual support, collective character development, and school-family collaboration. The program contributes to the development of responsibility, empathy, value-based discipline, mutual respect, sense of belonging, and independence. Cross-site analysis further identifies six essential elements of a wellbeing-based school culture: values-based environment, transformational leadership, psychological safety, dialogic communication, developmental discipline, and school-family collaboration. Novelty: Contributes to SDGs 4 by porposing the WAF School Culture Model and introduces spiritual wellbeing as a distinct fourth dimension of student wellbeing, extending existing wellbeing frameworks by integrating organizational culture, positive psychology, character education, and faith-based educational perspectives into a comprehensive school wellbeing framework.

Educational Supervision as Internal Quality Assurance Mechanism: Conceptualizing the Quality Assurance-Based Supervision Cycle (QASC) for Quality Education (SDG 4) Hilmi Qosim Mubah; Yatim Riyanto; Erny Roesminingsih
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.260

Objective: To examines how educational supervision functions as an organizational quality assurance mechanism within the Internal Quality Assurance (IQA) system and develops a conceptual framework explaining how supervision contributes to sustainable educational quality beyond improving teacher performance. Method: Employed a qualitative case study at MTsN 1 Pamekasan, Indonesia, to explore educational supervision within the Internal Quality Assurance system. Data were gathered between September 2025 and June 2026 through semi-structured interviews with 11 informants. Classroom observations and institutional documents were used to enrich the interview data. The analysis followed the interactive approach of Miles, Huberman, and Saldaña, while the credibility of the findings was strengthened through source triangulation, method triangulation, member checking, peer debriefing, and a comprehensive audit trail. Results: To identified that shape quality-oriented educational supervision: evidence-based supervision planning, collaborative supervision practices, organizational learning, and continuous quality improvement. These processes demonstrate that supervision extends beyond monitoring classroom instruction by generating organizational evidence that supports professional learning, institutional decision making, policy refinement, and the ongoing implementation of Internal Quality Assurance. Novelty: The principal contribution of this study is the development of the Quality Assurance-Based Supervision Cycle (QASC), a conceptual framework explaining how educational supervision, organizational learning, and Internal Quality Assurance operate as an integrated and continuous cycle. The framework offers a broader perspective by positioning educational supervision not merely as a strategy for improving teachers' instructional practices, but as an evidence-informed organizational governance mechanism that drives sustainable educational quality improvement.

Reflective Supervision Learning Cycle (RSLC): Integrating Academic Supervision and Internal Quality Assurance to Support SDG 4 Through Sustainable School Improvement Hilmi Qosim Mubah; Yatim Riyanto; Erny Roesminingsih; Nunuk Hariyati
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.261

Objective: To examine how academic supervision is integrated into the Internal Quality Assurance system to support sustainable school improvement and develops a conceptual model that explains the relationship between quality assurance, reflective supervision, professional learning, and continuous improvement. Method: A qualitative case study was conducted at a public Islamic junior secondary school in Pamekasan Regency, Indonesia. Data were collected through semi-structured interviews, observations, and document analysis involving 11 participants selected through purposive sampling. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. Results: Academic supervision was embedded within the Internal Quality Assurance system through five interconnected processes: quality diagnosis, academic supervision planning, reflective supervision, professional learning, and continuous improvement. These processes transformed supervision from a periodic evaluative activity into an evidence-informed organizational mechanism that strengthened instructional quality, professional capacity, and institutional learning. Novelty: The study proposes the Reflective Supervision Learning Cycle (RSLC) as a conceptual and operational framework that integrates academic supervision with Internal Quality Assurance. The model extends existing supervision literature by positioning supervision as the organizational mechanism that connects quality diagnosis, reflective practice, professional learning, and continuous improvement to advance sustainable school improvement and contribute to Sustainable Development Goal 4 (Quality Education).

Family-Oriented School Culture for Student Well-Being in Indonesian Islamic Junior High Schools: Advancing Sustainable Development Goal 4 Zuhrotul Mufidah; Erny Roesminingsih; Karwanto Karwanto
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.281

Objective: Student well-being has become an increasingly important indicator of educational quality; however, existing research has largely examined it through individual programmes or psychological interventions rather than as a product of school culture. This article investigates how Family-Oriented School Culture fosters student well-being in Islamic junior high schools. Method: A qualitative multisite case study was conducted in two Islamic junior high schools in Sidoarjo, Indonesia, using in-depth interviews, participant observation, and document analysis. Data were analysed through within-site and cross-site analysis, with triangulation employed to enhance credibility. Result: Analysis identified four interconnected dimensions of Family-Oriented School Culture: (1) a family-like school climate, (2) emotional and spiritual support, (3) collective character development, and (4) non-academic support systems. Together, these dimensions formed an integrated organizational culture that strengthened students' sense of belonging, emotional security, responsibility, empathy, discipline, and interpersonal relationships. Positive character and well-being developed simultaneously through sustained interactions among teachers, students, families, and the wider school community rather than through isolated support programmes. Novelty: By conceptualizing Family-Oriented School Culture as an organizational mechanism for student well-being, the article extends existing literature that primarily emphasizes individual interventions and school climate as separate constructs. The proposed framework offers practical guidance for school leaders in developing safe, inclusive, supportive, and family-oriented educational environments that contribute to student well-being and the achievement of Sustainable Development Goal 4.

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