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All Journal Pedagogia: Jurnal Pendidikan Al Ishlah Jurnal Pendidikan Tarbawi : Jurnal Ilmu Pendidikan Jurnal Dedikasi Pendidikan Jurnal Ilmiah Profesi Pendidikan Jurnal Tinta: Jurnal Ilmu Keguruan dan Pendidikan JIPMukjt:Jurnal Ilmu Pendidikan Muhammadiyah Kramat Djati Journal of Innovation and Research in Primary Education
Muh. Saidil Ikhwan
Universitas Hamzanwadi
Religion Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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Performance Evaluation Models for School Principals: Insights from Supervisory Practices in Yogyakarta, Indonesia Ernani Astuti; Lia Yuliana; Muh. Saidil Ikhwan
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7110

Abstract

Effective principal performance assessment plays a vital role in enhancing school leadership, teacher effectiveness, and student outcomes. However, the implementation of such evaluations often faces various practical challenges. This study investigates the principal assessment process at SMA Pangudi Luhur Yogyakarta, aiming to identify key obstacles and propose actionable improvements. A qualitative research design was employed, incorporating in-depth interviews with principals, vice principals, and school supervisors, as well as document analysis. The data were thematically analyzed to uncover recurring issues and patterns in the assessment process. The findings reveal three primary challenges: (1) limited understanding of assessment criteria and components among vice principals, (2) insufficient technical support provided by school supervisors, and (3) lack of structured mentoring during the verification stage. These issues hinder the reliability and effectiveness of the principal evaluation process. To improve the assessment system, the study recommends targeted technical training for school staff, integration of digital tools for efficient data management, and strengthened collaboration among stakeholders involved in the evaluation process. These strategies are expected to enhance the transparency, accuracy, and impact of principal performance assessments. This study contributes to the discourse on educational leadership by identifying critical gaps in current assessment practices and offering practical solutions. Although limited to a single institution, the findings provide a foundation for broader investigations into principal evaluations across different school contexts and their long-term effects on school improvement.
Improving Elementary Students’ Listening Comprehension and Learning Motivation through Classroom Action Research Using Puppet Show Media Herwin Anggraini; Supartinah; Muh Saidil Ikhwan
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.v5i1.2577

Abstract

This study examines the effectiveness of puppet show media in improving learning motivation and listening comprehension in Indonesian language listening instruction among second-grade elementary school students through Classroom Action Research (CAR). The research was conducted with 23 students of class II A at a public elementary school and implemented two action cycles, each consisting of planning, action, observation, and reflection stages. Data were collected using motivation questionnaires, listening comprehension tests, classroom observations, and field notes, and were analyzed using descriptive statistics and qualitative analysis. The results demonstrate a consistent improvement in both variables across cycles. Students’ learning motivation, measured as the average questionnaire score converted into a percentage of the maximum possible score, increased from 49.2% in the pre-cycle to 56.2% in Cycle I and reached 78.9% in Cycle II. Meanwhile, listening comprehension achievement, measured by the percentage of students attaining the minimum mastery criterion, rose from 34.78% in the pre-cycle to 52.2% in Cycle I and 95.7% in Cycle II. These findings indicate that puppet show media provide engaging multimodal learning experiences by integrating visual character representation, puppet movement, teacher narration, voice intonation, dialogue, and interactive questioning activities, which effectively enhance students’ motivation and listening comprehension. This study highlights the potential of CAR as a reflective approach to improving instructional practices in elementary classrooms.
From reference to practice: How teachers use the Merdeka Mengajar platform and what it changes : english Faizal Yusa Erwinda; Lia Yuliana; Muh. Saidil Ikhwan
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 Ernani Astuti Faizal Yusa Erwinda Herwin Anggraini Iffah, Rona Dhiya Layli Kurniasari, Evi Lia Yuliana Martina Sunartiningsih Mawardah, Silmy Muthiah Nurtanio Agus Purwanto Putri, Galuh Mentari Selvia Zuni Murningsih Supartinah Syarifah Aulia Rabbani Udik Budi Wibowo Yunita Sari