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All Journal Edukasia: Jurnal Pendidikan dan Pembelajaran Journal of Innovation and Research in Primary Education
Muhamad Yusuf
Universitas Islam Nusantara
Education Languange, Linguistic, Communication & Media Mathematics Other

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Implementasi Kepemimpinan Kepala Sekolah dalam Meningkatkan Mutu Pembelajaran di Sekolah Dasar (Studi Kasus Siswa SDN Cikandang Tanjungsari dan SDN Citali Pamulihan Kabupaten Sumedang) Suharyanto H. Soro; Nurisah Sumartina; Abdul Azis; Muhamad Yusuf
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1214

Abstract

The school principal plays a crucial role in leading educational units to achieve their vision and mission, as mandated by Indonesian law. However, challenges persist, particularly in improving learning quality to produce academically accountable graduates. This study examines the leadership of school principals in enhancing learning quality at SDN Cikandang and SDN Citali, Sumedang. Using qualitative methods with a case study approach, data were collected through observation, interviews, and documentation. Findings reveal that principals significantly impact learning quality by adopting effective leadership strategies, including: (1) having a clear vision and effectively communicating it; (2) fostering open communication and active listening; (3) making decisive and accountable decisions; (4) demonstrating empathy towards team members; (5) upholding integrity to build trust; (6) adapting to challenges without losing focus; (7) nurturing team potential and motivating optimal performance; (8) resolving conflicts constructively; and (9) maintaining a lifelong learning mindset to enhance team capabilities. The success of a principal’s leadership depends on these qualities, combined with the context in which they lead. Such leadership not only addresses existing challenges but also drives schools toward achieving high-quality education.
Differentiated Learning Strategies in Indonesian Language Subjects for Grade IV Muhamad Yusuf; Hidayat Hidayat
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.v5i1.2785

Abstract

Differentiated inquiry-based learning represents a promising approach for addressing diverse student needs in elementary literacy instruction, yet empirical evidence regarding its implementation in Indonesian language contexts remains limited. This qualitative case study examined differentiated learning strategies in fourth-grade Indonesian language instruction at two elementary schools in West Jakarta. Data were collected through classroom observations, semi-structured interviews with principals, teachers, and students, and document analysis of teaching modules and assessments. Analysis followed Miles, Huberman, and Saldaña's framework, with triangulation ensuring trustworthiness. Pretest-posttest comparisons revealed substantial literacy gains, with reading scores improving 17.4 points and writing scores 17.6-20.7 points across schools. Student surveys indicated significant increases in motivation (68%), self-confidence (75%), and engagement (80%). Teachers successfully implemented content, process, and product differentiation while integrating inquiry-based activities. However, implementation faced challenges including time constraints (100% of teachers), resource limitations (88%), and pedagogical complexity (75%). Unexpectedly, peer learning dynamics emerged organically, with students spontaneously adopting teaching roles. Findings support Tomlinson's differentiation framework and Vygotsky's constructivism, demonstrating that inquiry-based differentiation enhances both cognitive and affective outcomes. However, successful implementation requires systemic support including dedicated planning time, graded resources, and sustained professional development. This study contributes theoretical understanding of integrating differentiation with inquiry using systematic planning models while offering practical implications for Merdeka Curriculum implementation.
Co-Authors Abdul Azis Hidayat Hidayat Nurisah Sumartina Suharyanto H. Soro