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All Journal Journal of Educational Research and Evaluation Jurnal Serambi Ilmu
Niswanto
Universitas Syiah Kuala, Banda Aceh, Indonesia
Humanities Education Public Health Social Sciences Other

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Gaya Kepemimpinan Kepala Sekolah Dalam Meningkatkan Kinerja Guru Pada Pembelajaran Berbasis Digital di SMP Negeri Banda Aceh Syarifah Nargis; Niswanto; RM.Bambang, S; Nurul Akmal; Ibrahim
Jurnal Serambi Ilmu Vol. 24 No. 2 (2023): Jurnal Serambi Ilmu
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/jsi.v24i2.897

Abstract

Tujuan dari penelitian ini untuk menganalisis gaya kepemimpinana kepala sekolah, motivasi dalam kinerja guru dengan cara pemberian dukungan, penghargaan dan imbalan bahkan sangsi yang tepat. Jenis penelitian ini adalah penelitian kualitatif. Cara untuk mendapatkan data adalah menggunakan pengamatan, lembaran wawancara terstruktur serta dokumentasi, analisis data dengan cara proses mereduksi data, menyajikan data serta membuat kesimpulan. Langkah yang dijalankan untuk menetukan kevalidan data maka diperlukan pengamatan yang berkelanjutan, triangulasi, grup diskusi, telaah kasus negatif dan referensi memadai. Hasil penelitian menunjukkan bahwa kepemimpinan kepala sekolah dengan cara demokratis dan gaya orientasi karyawan. Bentuk komunikasi yang dilakukan oleh kepala sekolah dengan guru bersifat mengayomi bawahan, bukan hanya untuk menejerial administarsi sekolah, Komunikasi yang terjalin hanya bersifat motivasi, mengajak, menugaskan dan menasehati untuk membina para guru di SMP Negeri 14 agar dapat lebih meningkatkan kinerja guru. Akan tetapi komunikasi sosial antara guru dengan siswa, secara formal berjalan cukup baik, ada interaksi bertegur dalam hubungan kinerja baik atasan dengan bawahan. Penghargaan dari pihak atasan dalam bentuk kata- sanjungan atau pujian atau apresiasi dalam bentuk lain tetap disiapkan secara berkelanjutan. Dalam hal motivasi guru dari kepala sekolah terlaksana dengan baik atau signifikan terutama guru-guru yang melaksanakan proses belajar mengajar berbasis digital untuk level SMP.
GROW-Based Academic Supervision Strategy as a Solution to Improve Learning Quality in Junior High Schools Raudhatul Hayati; Niswanto; Suparta Rasyid; Junaidah Junaidah
Journal of Education Reseach and Evaluation Vol 10 No 1 (2026): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i1.107785

Abstract

The implementation of academic supervision in junior high schools has not fully contributed to improving instructional quality, as it remains largely administrative and insufficiently reflective. This condition has limited the optimal development of teachers’ pedagogical competencies in lesson planning, instructional implementation, and learning evaluation. This study aims to analyze, evaluate, and synthesize the application of the GROW (Goal, Reality, Options, Will) model in academic supervision as a strategy for enhancing instructional quality in junior high schools. This research employed a descriptive qualitative approach with a case study design. The participants included the principal, vice principal, teachers, and students of a junior high school, involving eight teachers, several students, and school leaders as key informants. Data were collected through in-depth interviews, classroom observations, and document analysis, using interview guidelines, observation sheets, and instructional planning and evaluation documents as research instruments. The data were analyzed using thematic analysis, involving transcription, coding, categorization, and theme development to identify patterns in the implementation of the GROW model. The findings indicate that the implementation of GROW-based academic supervision enhances instructional quality, particularly in lesson planning, teaching practices, and learning evaluation, while strengthening teachers’ pedagogical competence and promoting active student participation. Overall, GROW-based academic supervision proves effective as a reflective and collaborative approach to improving instructional quality in junior high schools. The study implies the necessity of sustained coaching-based academic supervision, strengthening principals’ supervisory competencies, and fostering a reflective school culture to support continuous improvement in teaching and learning quality.
Implementation of Principal Academic Supervision to Improve the Quality of Learning in Elementary Schools Ilmiadin; Niswanto; Suparta Rasyid; Emamalini
Journal of Education Reseach and Evaluation Vol 9 No 4 (2025): November
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i4.106055

Abstract

Many elementary schools face challenges with the effectiveness of the learning process, leading to low student motivation and learning outcomes. This study aims to analyze the implementation of academic supervision to improve learning quality in an effective and efficient manner. This study employed a qualitative research design, using a descriptive qualitative approach. The subjects of this study were principals, teachers, and staff involved in the management and implementation of academic supervision in elementary schools. Participants were selected purposively, resulting in a total of 20 subjects. Data collection methods used observation, interviews, and documentation. The research instruments consisted of interview and observation guidelines. Data analysis techniques in this study included transcription, coding, theme identification, data interpretation, result presentation, and the establishment of analytical validity and reliability. Data analysis was conducted using the Miles and Huberman qualitative analysis model. The results of the study indicate that academic supervision is implemented through planning with teachers, classroom observations, and the examination of learning materials, and is evaluated through the provision of individual and group feedback. The implementation of routine, constructive supervision has been proven to help teachers improve their learning materials, apply a wider range of teaching methods, and increase student engagement in the learning process. The implications of these findings confirm that structured, collaborative, and ongoing academic supervision plays an important role as a principal's strategy in improving teacher professionalism and the quality of learning in elementary schools.
Co-Authors Akmal, Nurul Emamalini Ibrahim Ibrahim Ilmiadin Junaidah Junaidah Raudhatul Hayati RM.Bambang, S Suparta Rasyid Syarifah Nargis