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All Journal Pedagogia: Jurnal Pendidikan Tarbawi : Jurnal Ilmu Pendidikan Jurnal Ilmiah Profesi Pendidikan Journal of Innovation and Research in Primary Education
Ikhwan, Muh. Saidil
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Urgensi Supervisi Kepala Sekolah dalam Meningkatkan Kinerja Guru di MTs NW Dames Ikhwan, Muh. Saidil; Rabbani, Syarifah Aulia; Mawardah, Silmy Muthiah; Sari, Yunita; Putri, Galuh Mentari
Jurnal Ilmiah Profesi Pendidikan Vol. 9 No. 1 (2024): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v9i1.2028

Abstract

Guru seharusnya bekerja secara profesional dalam memberikan pengetahuan terhadap peserta didik. Salah satu upaya dalam meningkatkan kemampuan professional kinerja guru dalam meningkatkan kualitas pembelajaran yaitu melalui bantuan supervisi yang dilakukan oleh kepala sekolah. Penelitian ini bertujuan untuk mengetahui pelaksanaan dan menganalisis urgensi supervisi kepala sekolah dalam meningkatkan kinerja guru di MTs NW Dames. Jenis penelitian ini menggunakan deskriptif kualitatif dengan metode penelitian studi kasus yang difokuskan pada kinerja guru. Subjek penelitian meliputi kepala sekolah dan guru kelas di MTs NW Dames. Hasil penelitian ini menunjukkan bahwa 1) Kegiatan supervisi kepala sekolah di MTs NW Dames sudah berjalan sangat efektif disebabkan oleh sikap kedisiplinan kepala sekolah terhadap guru berpengaruh terhadap kinerja guru yang mengalami peningkatan dalam setiap tahunnya. 2) Urgensi Supervisi Kepala Sekolah dalam Meningkatkan Kinerja Guru di MTs NW Dames telah dilakukan melalui upaya yang dimulai pada aspek, a) Supervisi Perkembangan Kurikulum; b) Supervisi Mengembangkan Kompetensi Guru; dan c) Peningkatan Kinerja Guru.
Principal Supervision Strategies in Improving Teacher Professionalism : Strategi Supervisi Kepala Sekolah Dalam Meningkatkan Profesionalisme Guru Ikhwan, Muh. Saidil; Rabbani, Syarifah Aulia
Pedagogia : Jurnal Pendidikan Vol. 13 No. 2 (2024): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v13i2.1647

Abstract

Teachers in providing knowledge to students must perform professionally. One way to increase teacher professionalism is to carry out teacher supervision. School principals must have special supervision strategies to increase teacher professionalism. The aim of this research is to determine the principal's supervision strategy in increasing teacher professionalism at MTs NW Dames. This research uses a descriptive qualitative approach that focuses on teacher professionalism. The subjects of this research include school principals, teachers and education staff at MTs NW Dames. The results of this research show that there are three supervision strategies carried out by school principals, namely 1) supervision strategy using coaching activities, 2) supervision strategy using mentoring activities, and 3) supervision strategy using workshop activities. Highlights: Coaching activities: Principals engage in hands-on guidance to improve teacher performance and professionalism, providing direct feedback and support. Mentoring activities: Principals foster long-term growth by offering personalized guidance and advice, building trust and rapport with teachers. Workshop activities: Principals facilitate collaborative learning environments through workshops, promoting skill development and sharing best practices among educators. Keywords: Supervision Strategy, Headmaster, Teacher Professionalism.
The Influence of School Principals' Digital Leadership and Teacher Self-Efficacy on Teacher Technology Use Ikhwan, Muh. Saidil; Andriani, Dwi Esti
Tarbawi : Jurnal Ilmu Pendidikan Vol. 20 No. 2 (2024): Tarbawi : Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v20i2.4291

Abstract

The purpose of the study was to see how the effect of digital leadership and teacher self-efficacy on teacher technology use. The study used a quantitative approach. The study began in March-May 2024. This study used a simple random sampling technique. The sample of this study was 169 teachers. The study was conducted in high schools in Sleman Regency, Yogyakarta. Data analysis used simple linear regression and multiple linear regression. Data collection techniques used questionnaires and documentation. The results of the study were that digital leadership had an impact on teacher technology use by an R2 value of 0.046, teacher self-efficacy influenced teacher technology use by an R2 value of 0.030, and together digital leadership and teacher self-efficacy influenced teacher technology use by an R2 value of 0.118. . Future researchers can conduct research by considering other variables that can influence technology use.
How Teacher leadership in increasing student learning motivation in Islamic Education, why must be conducted? Selvia Zuni Murningsih; Purwanto, Nurtanio Agus; Ikhwan, Muh. Saidil
Tarbawi : Jurnal Ilmu Pendidikan Vol. 20 No. 1 (2024): Tarbawi : Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v20i1.4327

Abstract

Students' motivation plays a fundamental role in enhancing their academic performance, which is particularly true in Islamic education. Students with high motivation are likelier to engage actively with the learning material, retain knowledge, and demonstrate improved outcomes. One key factor in cultivating this motivation is the leadership provided by teachers in the classroom. Therefore, this research aims to determine teacher leadership strategies to increase student learning motivation at one Islamic education centre in East Lombok. This research is qualitative research and a phenomenological perspective that focuses on teacher leadership. The subjects of this research were two teachers and four students at one Islamic education in East Lombok. The research was carried out at an Islamic education centre in East Lombok. Interviews and documentation are data collection techniques used in this research. The results of this research show that the teacher's leadership strategy in increasing student learning motivation is by being a good listener, encouraging students to be more active in class, using the right learning method, fulfilling students' learning needs, time discipline, and being a role model in class. The study results imply that teachers, with their learning leadership, can increase student learning motivation.
Transformational Leadership, Work Motivation, and School Climate as Predictors of Teacher Performance: A Quantitative Study in Public Primary Schools of Tempel Subdistrict, Sleman Regency, Indonesia Kurniasari, Evi; Yuliana, Lia; Ikhwan, Muh. Saidil
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1463

Abstract

This study investigates the influence of principal leadership, work motivation, and school climate on the performance of teachers in public elementary schools across Tempel Subdistrict, Sleman Regency, Special Region of Yogyakarta, Indonesia. Adopting a quantitative research approach with an explanatory design, the study involved 118 teachers selected through simple random sampling from a population of 168. Data were collected via structured questionnaires that had undergone validity and reliability testing, and analyzed using descriptive statistics and multiple linear regression, supported by classical assumption tests (normality, linearity, multicollinearity, and heteroscedasticity). The results reveal that (1) principal leadership and work motivation significantly influence teacher performance (F = 50.166, p < 0.05), (2) principal leadership and school climate also significantly affect teacher performance (F = 32.857, p < 0.05), (3) work motivation and school climate together contribute significantly to teacher performance (F = 49.393, p < 0.05), and (4) all three variables  such as principal leadership, work motivation, and school climate – simultaneously have a significant effect on teacher performance (F = 35.413, p < 0.05). These findings underscore the importance of a holistic leadership strategy that fosters intrinsic motivation and cultivates a supportive school climate to enhance teacher productivity. This study provides empirical insights that can inform school leaders and education policymakers in developing sustainable, evidence-based strategies to improve instructional quality in Indonesian primary schools, particularly in rural and suburban educational contexts. However, it is important to note the study's limitations, including its focus on a single district, which may limit generalizability, and the reliance on self-reported data, which may introduce bias. Practical indicators such as teacher training, school leadership programs, and climate enhancement interventions could be explored in future research.
From reference to practice: How teachers use the Merdeka Mengajar platform and what it changes : english Erwinda, Faizal Yusa; Yuliana, Lia; Ikhwan, Muh. Saidil
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.v5i1.2659

Abstract

This study explores how teachers utilize the Merdeka Mengajar platform and how its use contributes to pedagogical transformation within Indonesia’s Merdeka Belajar reform. Employing a qualitative multi-site case study design, the research involved six teachers and two school leaders (n = 8) from two private junior high schools in Central Java. Data were collected through semi-structured interviews, classroom observations, and document analysis conducted over a three-month period (February–April 2024). The data were analyzed using inductive thematic analysis to identify recurring patterns of platform use and pedagogical change. The findings reveal three dominant patterns of Merdeka Mengajar utilization: selective adoption for lesson preparation, instrumental use for administrative and reporting tasks, and emerging reflective engagement for professional learning. These patterns were shaped by leadership support, peer collaboration, curriculum alignment, and teachers’ levels of digital literacy. Although challenges such as limited time and infrastructural constraints persisted, the platform supported reflective practice, differentiated instruction, and collegial collaboration among teachers. The study concludes that Merdeka Mengajar has the potential to function as a catalyst for professional growth and pedagogical innovation when supported by strong institutional commitment and continuous mentoring. These findings offer practical insights for strengthening national digital professional development initiatives within equitable education reform.
Co-Authors Dwi Esti Andriani Erwinda, Faizal Yusa Kurniasari, Evi Lia Yuliana Mawardah, Silmy Muthiah Nurtanio Agus Purwanto Putri, Galuh Mentari Rabbani, Syarifah Aulia Selvia Zuni Murningsih Yunita Sari