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All Journal COUNSENESIA Indonesian Journal of Guidance and Counseling Nusantara: Jurnal Pendidikan Indonesia Indonesian Journal of Educational Development (IJED) INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY
Pangestu, Fajar Agung
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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HOW ACADEMIC SUPERVISION ENHANCES TEACHER PROFESSIONALISM THROUGH PERSONALITY DEVELOPMENT? Poniman , Poniman; Desiga, Hanifa Intan; Harianto , Harianto; Pangestu, Fajar Agung
Counsenesia Indonesian Journal Of Guidance and Counseling Vol 5 No 2 (2024): COUNSENESIA 2024
Publisher : Program Studi Bimbingan dan Konseling Universitas Tunas Pembangunan Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36728/cijgc.v5i2.4007

Abstract

This research aims to explore how academic supervision can enhance teachers' professionalism by encouraging their personal development, improving their teaching competence, and ultimately resulting in better student performance. The method used in this research is quantitative research with a descriptive quantitative survey method. The population in this study were 273 State Vocational School teachers in Lampung Province who were selected using simple random sampling. This research uses a standardized instrument by adopting and adapting the Teacher Supervision and Evaluation Survey. Analysis prerequisite tests are carried out by testing validity, reliability, normality and homogenity to ensure the validity of the instrument. Hypothesis testing in this research uses simple linear regression techniques. All research data was tested using SPSS version 26 for Windows software.Results study This shows that there isThe influence of academic supervision on the professionalism of SMKN teachers in Lampung province through personality development with a percentage of 44.8%.
Examining teacher performance from the perspective of principal academic supervision, work environment, and compensation Pangestu, Fajar Agung; Wijayanti, Wiwik
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 2 (2025): August 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i2.4735

Abstract

The teacher is one of the crucial aspects in the administration of education. No matter how good the curriculum, facilities, and school funding are, the teacher is the spearhead of learning. High teacher performance will make it easier for schools to achieve educational goals. So, in-depth research must be conducted to determine what factors influence teacher performance. This research was conducted to measure the relationship between teacher performance and the principal's academic supervision, work environment, and compensation, partially or simultaneously. Meanwhile, the approach used is quantitative. As many as 144 teachers were selected as research samples using a proportional random sampling technique. The research data were collected through a questionnaire instrument distributed and analyzed using multiple linear regression analysis. The results of the study indicate that teacher performance is significantly influenced by the principal's academic supervision (25.80%), work environment (9.62%), and compensation (8.08%). Simultaneously, the three variables contribute 43.5% to the variation in teacher performance. This finding indicates that increasing supervision, creating a supportive work environment, and providing appropriate compensation can improve teacher effectiveness. Theoretically, this study strengthens the empirical basis that external factors play an essential role in shaping teacher performance. Further research is needed to explore the stages of follow-up of academic supervision carried out by school principals in developing teacher performance, such as the most effective mechanisms and models of follow-up of educational supervision.
Revitalizing the School Literacy Movement: Strategies for Strengthening Literacy Culture in Senior High Schools of Bangka Belitung Islands Taufiq, M. Aries; Herza, Herza; Pangestu, Fajar Agung; Harianto, Harianto; Fa, Jong Li; Manalu, Herland Franley
International Journal of Language Pedagogy Vol. 5 No. 2 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v5i2.129

Abstract

The School Literacy Movement (Gerakan Literasi Sekolah/GLS), launched nationally in 2015, aims to cultivate a reading and writing culture among Indonesian students. In the post-pandemic era, however, its implementation faces new challenges and calls for revitalization. This qualitative descriptive study explored the implementation of GLS in senior high schools in the Bangka Belitung Islands, focusing on (a) current practices and challenges, (b) the roles of principals, teachers, and students, and (c) strategies for strengthening literacy culture. Data were collected from 8 senior high schools through semi-structured interviews with 42 participants (principals, teachers, and students) and classroom and school environment observations. Then, the data were analyzed using a thematic analysis approach. Findings showed that while schools continued routine activities, such as the 15-minute reading program and the creation of reading corners, challenges persisted, including limited resources, uneven stakeholder engagement, and barriers specific to archipelagic contexts. Some schools, however, displayed strong leadership and community participation. To revitalize GLS, this study recommends integrating digital and print literacy resources, enhancing teacher capacity, promoting student-centered projects, and fostering collaboration with families and local communities. Unlike previous studies that primarily focused on policy-level implementation, this study provides contextual insights into literacy practices in an archipelagic region, highlighting the importance of geographically responsive strategies for literacy development. These findings underscore the need for contextualized, sustainable approaches to literacy development and provide guidance for policymakers, educators, and stakeholders in advancing literacy culture in Indonesia’s post-pandemic education landscape.
Cultivating a Quality Culture through Total Quality Management: A Case Study of High School Excellence Programs in Yogyakarta Pangestu, Fajar Agung; Yulianti, Feni; Oktarini, Shinta Lestari
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 4 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i4-2

Abstract

Purpose – This study aims to analyze the implementation of Total Quality Management (TQM) in high schools, particularly in relation to the school's excellent programs that support educational quality. The focus of this study is how TQM principles are applied through these programs and their impact on school quality management in promoting student achievement.Method – This study uses a descriptive qualitative approach. It focuses on the phenomenon of implementation of TQM through the direct involvement of educational stakeholders, such as principals and teachers, as a crucial part of the data collection process. The study was conducted at Budi Mulia Dua International High School. This school was purposefully selected because it has implemented various excellent programs to improve the quality of education. Findings – This study found that TQM is implemented through four main programs: Student Advisory, University Preparation Program, Talent Optimizing Program, and BMD Award. The implementation of TQM through these excellent programs has produced measurable outcomes, including monthly student?advisory mentoring sessions, 41 students successfully entering national and international universities, 3 national level competition winners, and 10 academic award recipients. These four programs illustrate TQM principles such as continuous improvement, customer focus, and full involvement and contribute to the formation of a sustainable school quality culture. Research Implications – This research contributes principals and policy makers to design and refine excellent programs that instill TQM principles such as monthly student guidance to achieve improved achievement, continuing education and rewarding students to strengthen a sustainable quality culture.
Co-Authors Desiga, Hanifa Intan Fa, Jong Li Harianto , Harianto Harianto Harianto Herland Franley Manalu Herza, Herza M. Aries Taufiq Oktarini, Shinta Lestari Poniman , Poniman Wiwik Wijayanti Yulianti, Feni