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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

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. 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.2.4.272

Despite growing international attention to educational quality management, limited research has examined how faith-based schools institutionalize quality management through organizational culture. Existing studies have largely focused on quality assurance systems, leadership, or quality culture independently, while the mechanisms linking quality planning, quality control, and quality improvement within faith-based educational organizations remain underexplored. This study investigates how pesantren-based schools implement Juran’s Quality Trilogy through an embedded quality culture. This study employed a qualitative multisite case study involving two Indonesian secondary schools integrating national education and pesantren systems. Data were collected through in-depth interviews with school leaders, teachers, administrative staff, students, parents, and education authorities, complemented by observations and document analysis. Thematic analysis was conducted within and across cases using triangulation and member checking to ensure trustworthiness. The findings reveal three interconnected themes. First, quality planning was collaboratively developed through stakeholder engagement, curriculum integration, and shared educational values. Second, quality control was sustained through continuous academic supervision, religious discipline, routine monitoring, and collective organizational responsibility. Third, quality improvement emerged through institutional learning, collaborative professional development, and reflective evaluation embedded within daily organizational practices. Across these themes, Pesantren Quality Culture functioned as the contextual mechanism that integrated Juran’s Quality Planning, Quality Control, and Quality Improvement into a continuous and mutually reinforcing quality management process. This study extends Juran’s Quality Trilogy by demonstrating that its implementation in faith-based schools depends not solely on managerial systems but on an organizational quality culture grounded in shared religious values, collective ownership, and continuous organizational learning. The study contributes a contextual model of quality management for faith-based educational institutions and broadens international discussions on quality culture beyond compliance-oriented approaches.

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. 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.2.3.273

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.

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. 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.2.4.272

Despite growing international attention to educational quality management, limited research has examined how faith-based schools institutionalize quality management through organizational culture. Existing studies have largely focused on quality assurance systems, leadership, or quality culture independently, while the mechanisms linking quality planning, quality control, and quality improvement within faith-based educational organizations remain underexplored. This study investigates how pesantren-based schools implement Juran’s Quality Trilogy through an embedded quality culture. This study employed a qualitative multisite case study involving two Indonesian secondary schools integrating national education and pesantren systems. Data were collected through in-depth interviews with school leaders, teachers, administrative staff, students, parents, and education authorities, complemented by observations and document analysis. Thematic analysis was conducted within and across cases using triangulation and member checking to ensure trustworthiness. The findings reveal three interconnected themes. First, quality planning was collaboratively developed through stakeholder engagement, curriculum integration, and shared educational values. Second, quality control was sustained through continuous academic supervision, religious discipline, routine monitoring, and collective organizational responsibility. Third, quality improvement emerged through institutional learning, collaborative professional development, and reflective evaluation embedded within daily organizational practices. Across these themes, Pesantren Quality Culture functioned as the contextual mechanism that integrated Juran’s Quality Planning, Quality Control, and Quality Improvement into a continuous and mutually reinforcing quality management process. This study extends Juran’s Quality Trilogy by demonstrating that its implementation in faith-based schools depends not solely on managerial systems but on an organizational quality culture grounded in shared religious values, collective ownership, and continuous organizational learning. The study contributes a contextual model of quality management for faith-based educational institutions and broadens international discussions on quality culture beyond compliance-oriented approaches.

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. 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.2.3.273

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.

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