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All Journal Leadership:Jurnal Mahasiswa Manajemen Pendidikan Islam Journal of Current Studies in SDGs Journal of Current Studies in SDGs
Nunuk Hariyati
State University of Surabaya
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

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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

Abstract

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
Extending Juran’s Quality Trilogy in Islamic Boarding Schools: Empirical Insights for Realizing SDG 4 in Indonesia Matnasir Matnasir; Sujarwanto Sujarwanto; Nunuk Hariyati
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.2.4.272

Abstract

Objective: To examine how pesantren-based schools institutionalize quality management by implementing Juran’s Quality Trilogy through an embedded organizational quality culture. It addresses the limited understanding of how quality planning, quality control, and quality improvement are integrated within faith-based educational institutions. Method: Employing a qualitative multisite case study involving two Indonesian secondary schools integrating the national education system with the pesantren tradition. Data were collected through in-depth interviews with school leaders, teachers, administrative staff, students, parents, and education authorities, supported by observations and document analysis. The data were analyzed using within-case and cross-case thematic analysis, while triangulation and member checking ensured trustworthiness. Results: The findings indicate that quality planning was collaboratively developed through stakeholder participation, curriculum integration, and shared educational values. Quality control was sustained through continuous academic supervision, religious discipline, routine monitoring, and collective responsibility. Quality improvement was achieved through institutional learning, collaborative professional development, and reflective evaluation embedded in daily practices. These processes were integrated through Pesantren Quality Culture, which functioned as the organizational mechanism connecting the three dimensions of Juran’s Quality Trilogy into a continuous quality management cycle. Novelty: Proposing a contextual quality management model for faith-based schools by extending Juran’s Quality Trilogy through Pesantren Quality Culture. The model highlights the integration of shared religious values, stakeholder collaboration, continuous organizational learning, reflective evaluation, and collective commitment as key drivers of sustainable educational quality for SDG 4.
Integrating Religious Values and Modern Quality Standards: A Multi-Site Inquiry into SDG 4 Achievement in Pesantren-Based Schools Matnasir Matnasir; Sujarwanto Sujarwanto; 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.2.3.273

Abstract

Objective: This study aims to analyze and describe: (1) quality planning; (2) quality control; (3) quality improvement; (4) supporting factors; and (5) inhibiting factors in the implementation of quality management in pesantren-based schools. Method: The study employed a qualitative approach using a multi-site case study design. Data were collected through in-depth interviews, observations, and documentation involving principals, vice principals, teachers, educational staff, students, and parents. Data analysis was conducted through data condensation, data display, conclusion drawing and verification, single-site analysis, and cross-site analysis. Data trustworthiness was ensured through source triangulation, technique triangulation, theory triangulation, member checking, and audit trails. Results: The findings revealed that: (1) quality planning was carried out through stakeholder needs identification, the development of programs and an integrated curriculum, and the strengthening of pesantren values in educational quality planning; (2) quality control was implemented through instructional supervision, discipline monitoring, program evaluation, academic achievement evaluation, and the development of students’ religious character; (3) quality improvement was achieved through human resource development, instructional innovation, educational technology enhancement, infrastructure development, and a culture of continuous improvement; (4) supporting factors included visionary leadership, pesantren culture, human resource competence, stakeholder support, and commitment to quality; and (5) inhibiting factors included rapid technological changes in education, the need for continuous human resource development, the complexity of managing both school and pesantren programs, and the challenge of balancing educational modernization with pesantren traditions. Novelty: The novelty of this study lies in the development of a quality management model for pesantren-based schools that positions pesantren culture as the foundation for the formation of a quality culture. This quality culture strengthens the implementation of quality planning, quality control, and quality improvement based on Juran’s Trilogy, thereby producing educational quality that is academically excellent, religiously grounded, and globally competitive for SDG 4.
Extending Juran’s Quality Trilogy in Islamic Boarding Schools: Empirical Insights for Realizing SDG 4 in Indonesia Matnasir Matnasir; Sujarwanto Sujarwanto; Nunuk Hariyati
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.2.4.272

Abstract

Objective: To examine how pesantren-based schools institutionalize quality management by implementing Juran’s Quality Trilogy through an embedded organizational quality culture. It addresses the limited understanding of how quality planning, quality control, and quality improvement are integrated within faith-based educational institutions. Method: Employing a qualitative multisite case study involving two Indonesian secondary schools integrating the national education system with the pesantren tradition. Data were collected through in-depth interviews with school leaders, teachers, administrative staff, students, parents, and education authorities, supported by observations and document analysis. The data were analyzed using within-case and cross-case thematic analysis, while triangulation and member checking ensured trustworthiness. Results: The findings indicate that quality planning was collaboratively developed through stakeholder participation, curriculum integration, and shared educational values. Quality control was sustained through continuous academic supervision, religious discipline, routine monitoring, and collective responsibility. Quality improvement was achieved through institutional learning, collaborative professional development, and reflective evaluation embedded in daily practices. These processes were integrated through Pesantren Quality Culture, which functioned as the organizational mechanism connecting the three dimensions of Juran’s Quality Trilogy into a continuous quality management cycle. Novelty: Proposing a contextual quality management model for faith-based schools by extending Juran’s Quality Trilogy through Pesantren Quality Culture. The model highlights the integration of shared religious values, stakeholder collaboration, continuous organizational learning, reflective evaluation, and collective commitment as key drivers of sustainable educational quality for SDG 4.
Integrating Religious Values and Modern Quality Standards: A Multi-Site Inquiry into SDG 4 Achievement in Pesantren-Based Schools Matnasir Matnasir; Sujarwanto Sujarwanto; 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.2.3.273

Abstract

Objective: This study aims to analyze and describe: (1) quality planning; (2) quality control; (3) quality improvement; (4) supporting factors; and (5) inhibiting factors in the implementation of quality management in pesantren-based schools. Method: The study employed a qualitative approach using a multi-site case study design. Data were collected through in-depth interviews, observations, and documentation involving principals, vice principals, teachers, educational staff, students, and parents. Data analysis was conducted through data condensation, data display, conclusion drawing and verification, single-site analysis, and cross-site analysis. Data trustworthiness was ensured through source triangulation, technique triangulation, theory triangulation, member checking, and audit trails. Results: The findings revealed that: (1) quality planning was carried out through stakeholder needs identification, the development of programs and an integrated curriculum, and the strengthening of pesantren values in educational quality planning; (2) quality control was implemented through instructional supervision, discipline monitoring, program evaluation, academic achievement evaluation, and the development of students’ religious character; (3) quality improvement was achieved through human resource development, instructional innovation, educational technology enhancement, infrastructure development, and a culture of continuous improvement; (4) supporting factors included visionary leadership, pesantren culture, human resource competence, stakeholder support, and commitment to quality; and (5) inhibiting factors included rapid technological changes in education, the need for continuous human resource development, the complexity of managing both school and pesantren programs, and the challenge of balancing educational modernization with pesantren traditions. Novelty: The novelty of this study lies in the development of a quality management model for pesantren-based schools that positions pesantren culture as the foundation for the formation of a quality culture. This quality culture strengthens the implementation of quality planning, quality control, and quality improvement based on Juran’s Trilogy, thereby producing educational quality that is academically excellent, religiously grounded, and globally competitive for SDG 4.
A Transformational Leadership Model for School Principals in Accelerating the Digital Transformation of Vocational High School Management Toward SDG 4 Yohanes Eko Prasetyo Prasetyo; Yatim Riyanto; Nunuk Hariyati
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.3.1.238

Abstract

Objective: To analyze the role of transformational leadership in accelerating the digital transformation of technology-based school management in vocational high schools and to explore leadership strategies employed by school principals in supporting sustainable digital innovation. Method: A qualitative approach with a multi-case study design was employed at Mitra Sehat Mandiri Vocational High School Sidoarjo and Vocational High School  1 Sidoarjo. Data were collected through in-depth interviews, observations, and document analysis involving principals, vice principals, teachers, administrative staff, and school operators. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while credibility was ensured through triangulation, member checking, and prolonged engagement. Result: The findings indicate that both schools have successfully integrated digital technologies into learning, administration, communication, and decision-making processes. Transformational leadership emerged as a key factor in establishing a digital vision, identifying the potential of educators and educational staff, facilitating professional development, and supporting organizational adaptation to technological change. Continuous principal support through infrastructure provision, training, mentoring, and evaluation significantly improved digital readiness and institutional effectiveness. Furthermore, the study identified two complementary pathways of digital transformation, namely system-driven and culture-driven approaches, which collectively contribute to sustainable organizational change. Novelty: To develop of a conceptual model of technology-based school management transformation that integrates transformational leadership, organizational culture, human resource readiness, and technological infrastructure as toward SDGs 4. The findings suggest that sustainable digital innovation in vocational education requires a balanced integration of system-oriented and culture-oriented transformation strategies.
Learning Management for Advancing SDG 4 through a Deep Learning Approach: A Multi-Site Case Study in Indonesian Junior High Schools Aris Setiawan; Yatim Riyanto; Nunuk Hariyati
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.2.3.245

Abstract

Objective: To describe, analyze, and construct propositions for a conceptual model of learning management through a deep learning approach at SMP Negeri 1 Gedangan and SMP Negeri 4 Sidoarjo. Method: The research employed a descriptive qualitative design using a multi-site case study approach. Data were collected through in-depth interviews, direct observation, and document analysis. The data were then analyzed through single-site and cross-site analysis to identify patterns, similarities, and conceptual findings from both research sites. Results: The findings show that the implementation of learning management through a deep learning approach requires principals to move beyond administrative and managerial functions toward a stronger role as instructional leaders. Principals facilitate teacher professional development through coaching, mentoring, and supportive clinical discussions. They also play a transformational role in translating curriculum vision into classroom practices based on mindful, meaningful, and joyful learning. Effective implementation is supported by teacher capacity building, principal managerial competence, curriculum integration, infrastructure optimization, digital technology utilization, and stakeholder collaboration. Novelty: Offering a conceptual model of learning management that integrates instructional leadership, teacher professional development, curriculum transformation, digital learning support, and stakeholder collaboration as strategic elements in implementing deep learning in junior high schools for SDG 4.
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

Abstract

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).
A Transformational Leadership Model for School Principals in Accelerating the Digital Transformation of Vocational High School Management Toward SDG 4 Yohanes Eko Prasetyo Prasetyo; Yatim Riyanto; Nunuk Hariyati
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.3.1.238

Abstract

Objective: To analyze the role of transformational leadership in accelerating the digital transformation of technology-based school management in vocational high schools and to explore leadership strategies employed by school principals in supporting sustainable digital innovation. Method: A qualitative approach with a multi-case study design was employed at Mitra Sehat Mandiri Vocational High School Sidoarjo and Vocational High School  1 Sidoarjo. Data were collected through in-depth interviews, observations, and document analysis involving principals, vice principals, teachers, administrative staff, and school operators. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while credibility was ensured through triangulation, member checking, and prolonged engagement. Result: The findings indicate that both schools have successfully integrated digital technologies into learning, administration, communication, and decision-making processes. Transformational leadership emerged as a key factor in establishing a digital vision, identifying the potential of educators and educational staff, facilitating professional development, and supporting organizational adaptation to technological change. Continuous principal support through infrastructure provision, training, mentoring, and evaluation significantly improved digital readiness and institutional effectiveness. Furthermore, the study identified two complementary pathways of digital transformation, namely system-driven and culture-driven approaches, which collectively contribute to sustainable organizational change. Novelty: To develop of a conceptual model of technology-based school management transformation that integrates transformational leadership, organizational culture, human resource readiness, and technological infrastructure as toward SDGs 4. The findings suggest that sustainable digital innovation in vocational education requires a balanced integration of system-oriented and culture-oriented transformation strategies.
Learning Management for Advancing SDG 4 through a Deep Learning Approach: A Multi-Site Case Study in Indonesian Junior High Schools Aris Setiawan; Yatim Riyanto; Nunuk Hariyati
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.2.3.245

Abstract

Objective: To describe, analyze, and construct propositions for a conceptual model of learning management through a deep learning approach at SMP Negeri 1 Gedangan and SMP Negeri 4 Sidoarjo. Method: The research employed a descriptive qualitative design using a multi-site case study approach. Data were collected through in-depth interviews, direct observation, and document analysis. The data were then analyzed through single-site and cross-site analysis to identify patterns, similarities, and conceptual findings from both research sites. Results: The findings show that the implementation of learning management through a deep learning approach requires principals to move beyond administrative and managerial functions toward a stronger role as instructional leaders. Principals facilitate teacher professional development through coaching, mentoring, and supportive clinical discussions. They also play a transformational role in translating curriculum vision into classroom practices based on mindful, meaningful, and joyful learning. Effective implementation is supported by teacher capacity building, principal managerial competence, curriculum integration, infrastructure optimization, digital technology utilization, and stakeholder collaboration. Novelty: Offering a conceptual model of learning management that integrates instructional leadership, teacher professional development, curriculum transformation, digital learning support, and stakeholder collaboration as strategic elements in implementing deep learning in junior high schools for SDG 4.
Co-Authors Aris Setiawan DENY LESTARI Erny Roesminingsih Hilmi Qosim Mubah Matnasir Matnasir Sujarwanto Sujarwanto Yatim Riyanto Yohanes Eko Prasetyo Prasetyo