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The Influence of School Principal Leadership on The Improvement of Literacy and Numeracy Achievements Based on Education Reports at Junior High School Faisal, Agus; Mustofa; Baijuri; Badrudin; Apriani, Hikma
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6908

This article analyzes the influence of the principal's leadership on improving literacy and numeracy achievements at Junior High School, using Education Report data from 2022 to 2025. Employing a qualitative descriptive approach with document analysis and interviews involving 10 teachers and the school principal, the study examines how leadership practices affect student learning outcomes. The findings reveal a substantial increase in literacy achievement from 51.11% in 2022 to 86.67% in 2025, and in numeracy from 31.11% to 74.42% over the same period. This progress is attributed to the principal’s strategic focus on data-based learning, consistent academic supervision, and teacher empowerment. By systematically analyzing educational data, the principal identifies learning gaps and implements targeted interventions. Academic supervision sessions enhance pedagogical practices, while structured professional development fosters teacher innovation. Furthermore, the principal cultivates a collaborative culture where teachers share best practices and engage in continuous training. These results highlight the principal's role as a change agent who fosters a supportive and high-achieving school environment. The study underscores the importance of effective leadership in strengthening educational quality, particularly in literacy and numeracy. It recommends that school leaders adopt evidence-based strategies and prioritize teacher development to drive sustainable learning improvements.

The Contribution of Philosophy of Science to The Development of Islamic Education Management Science Baijuri; Atmim, Roro; Pahrudin, Agus
12 Waiheru Vol. 11 No. 1 (2025): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70872/12waiheru.v11i1.326

This article explores the contribution of the philosophy of science in the development of Islamic education management through a qualitative approach and literature analysis. The literature sources used come from various journals, books, and relevant academic documents, with selections that consider credibility and relevance to the topic. Although it does not use the Systematic Literature Review (SLR) method or meta-analysis, this study includes sufficient references to support its argument. The main findings show that the philosophy of science contributes to three important aspects. First, the philosophy of science built a systematic framework of thinking that allows the management of Islamic education to be carried out in a more planned and effective manner. Second, Islamic values are integrated with modern management theory, resulting in an efficient and ethical management model. Third, the philosophy of science provides a moral basis in education management, emphasizing the importance of values such as justice and responsibility in decision-making. Thus, the philosophy of science is very significant in answering the challenges of Islamic educational institutions in the contemporary era and strengthening the commitment to the moral values that underlie Islamic education.

Bibliometric Analysis Using Google Scholar Database: Character Education Research Trends in Islamic Schools Waritsman, Arsyil; Utami, Ratna Widianti; Arief, Zainul; Baijuri
12 Waiheru Vol. 11 No. 1 (2025): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70872/12waiheru.v11i1.330

This study aims to analyze the trend of character education research in Islamic Schools. The method used is a literature study using bibliometric analysis based on scholarly data. The applications used in the Bibliometric analysis process include Publish or Perish, Mendeley, Microsoft Excel, and VOS Viewer. The results of the Bibliometric analysis found several things, namely (1) research on character education in Islamic Schools does not show a consistent trend from 2018 to 2023; (2) The topic of Islamic Elementary Schools is the most widely carried out topic related to character education research in Islamic Schools; (3) Research topics on character education in Islamic Schools have begun to shift to topics related to thematic learning and (4) Research topics that have the potential for further study related to character education in Islamic Schools are the learning process and policies of the Islamic Schools Headmaster. The results of this Bibliometric analysis contribute to the development of the world of education, especially character education because they contain information on the development of character education in a wide range and contain recommendations for further research that can have an impact on the development of the world of education, especially character education.

The Influence of School Principal Leadership on The Improvement of Literacy and Numeracy Achievements Based on Education Reports at Junior High School Faisal, Agus; Mustofa; Baijuri; Badrudin; Apriani, Hikma
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6908

This article analyzes the influence of the principal's leadership on improving literacy and numeracy achievements at Junior High School, using Education Report data from 2022 to 2025. Employing a qualitative descriptive approach with document analysis and interviews involving 10 teachers and the school principal, the study examines how leadership practices affect student learning outcomes. The findings reveal a substantial increase in literacy achievement from 51.11% in 2022 to 86.67% in 2025, and in numeracy from 31.11% to 74.42% over the same period. This progress is attributed to the principal’s strategic focus on data-based learning, consistent academic supervision, and teacher empowerment. By systematically analyzing educational data, the principal identifies learning gaps and implements targeted interventions. Academic supervision sessions enhance pedagogical practices, while structured professional development fosters teacher innovation. Furthermore, the principal cultivates a collaborative culture where teachers share best practices and engage in continuous training. These results highlight the principal's role as a change agent who fosters a supportive and high-achieving school environment. The study underscores the importance of effective leadership in strengthening educational quality, particularly in literacy and numeracy. It recommends that school leaders adopt evidence-based strategies and prioritize teacher development to drive sustainable learning improvements.

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