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All Journal Managere: Indonesian Journal of Educational Management AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Suwari Suwari
Syarifuddin Islamic University, Lumajang East Java
Religion Humanities Education Languange, Linguistic, Communication & Media Other

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The Influence of Principal Supervision on Learning Quality through Teachers' Professional Competence Suwari; Qonita Gita Praha Zulham Akhmad
Managere: Indonesian Journal of Educational Management Vol. 7 No. 1 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v7i1.752

Abstract

This study examines the influence of principal supervision and teachers' professional competence on Islamic Religious Education (PAI) learning quality in State Junior High Schools throughout Lumajang Regency. The background of this research is motivated by the low quality of learning in Indonesia, which is reflected in the results of international competency tests such as PISA. This study aims to examine whether the principal's supervision and teachers' professional competence significantly affect the quality of PAI learning. The approach was quantitative research with a correlational design, involving 65 PAI teachers in State Junior High Schools in Lumajang Regency as respondents. The sampling technique used total sampling, and data analysis was carried out by multiple linear regression to test the relationship between the variables studied. The results of the analysis showed that the supervision of the principal had a positive and significant influence on the quality of learning (β = 0.589, p < 0.05), while the professional competence of teachers had a negative influence on the quality of learning (β = -0.358, p < 0.05). These findings have implications for the development of educational leadership theories and evidence-based education policies by suggesting that strengthening the supervision of school principals should be a priority in improving the quality of learning in schools.
PENGEMBANGAN MOTIVASI GURU PENDIDIKAN AGAMA ISLAM DALAM MENINGKATKAN MUTU PEMBELAJARAN Suwari
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 5 No. 1 (2024): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v5i1.921

Abstract

Penelitian ini menganalisis faktor-faktor yang memengaruhi motivasi guru Pendidikan Agama Islam (PAI) dalam meningkatkan mutu pembelajaran di SMA Negeri 2 Lumajang. Menggunakan pendekatan kualitatif dengan metode studi kasus, data dikumpulkan melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa motivasi guru dipengaruhi oleh faktor internal, seperti semangat pribadi dan kepuasan kerja, serta faktor eksternal, seperti dukungan institusional dan kesejahteraan finansial. Guru yang termotivasi cenderung lebih inovatif dalam mengajar, sedangkan kurangnya motivasi berdampak pada metode pembelajaran yang monoton. Penelitian ini mendukung teori Self-Determination (Deci & Ryan, 1985) dan teori Herzberg (1959) tentang faktor motivator dan higiene. Kesimpulannya, meningkatkan motivasi guru memerlukan insentif finansial, apresiasi, dan pengembangan profesional berkelanjutan. This study analyzes the factors influencing Islamic Religious Education (PAI) teachers' motivation in improving learning quality at SMA Negeri 2 Lumajang. Using a qualitative approach with a case study method, data were collected through interviews, observations, and documentation. The findings indicate that teacher motivation is influenced by internal factors, such as personal enthusiasm and job satisfaction, as well as external factors, such as institutional support and financial well-being. Motivated teachers tend to be more innovative in teaching, whereas a lack of motivation results in monotonous teaching methods. This study supports the Self-Determination Theory (Deci & Ryan, 1985) and Herzberg’s Two-Factor Theory (1959) on motivators and hygiene factors. In conclusion, enhancing teacher motivation requires financial incentives, appreciation, and continuous professional development.
Co-Authors Qonita Gita Praha Zulham Akhmad