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All Journal Cetta: Jurnal Ilmu Pendidikan Journal of Educational Sciences
Erviana, Susi
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School Strategic Planning Utilizing VMTS Framework: A Case Study at SMP Negeri 1 Kedungwuni Pekalongan Ari Sasongko, Supomo; Setiyo Budi, Sigit; Novi Susanti, Khelly; Erviana, Susi; Nyoman, Ngurah Ayu
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 3 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i3.4502

Abstract

This study examines the implementation of strategic planning based on the VMTS model (Vision, Mission, Goals, and Objectives) at SMP Negeri 1 Kedungwuni, Pekalongan Regency. Using a qualitative case study approach, data were collected through in-depth interviews, participatory observation, and document analysis. The results show that although the school has formally established its vision, mission, goals, and objectives, the dissemination and understanding among staff and stakeholders remain uneven, leading to suboptimal implementation. Challenges such as limited budget, human resources, and the absence of systematic monitoring and evaluation hinder the execution of strategic programs. Additionally, stakeholder participation needs improvement to foster stronger ownership and commitment. The study recommends enhancing communication and socialization of strategic plans, increasing stakeholder involvement, establishing structured monitoring and evaluation systems, and optimizing resource management. These measures are vital to support the sustainable improvement of educational quality at SMP Negeri 1 Kedungwuni.
Implementation of Collaborative-Humanistic Supervision by the Principal to Strengthen Discipline and Improve Teacher Performance: A School Action Research at MTs Darul Ulum Purwogondo Abdurokhman, Abdurokhman; Erviana, Susi; Hermawati, Fetty; Soedjono, Soedjono
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.883-895

Abstract

Improving teacher professionalism is essential for enhancing the quality of education, particularly in terms of discipline and instructional performance. This study aims to examine the implementation process of collaborative–humanistic supervision conducted by the principal through cyclical School Action Research at MTs Darul Ulum Purwogondo, to analyze changes in teacher discipline across the pre-cycle, Cycle I, and Cycle II, and to evaluate improvements in teachers’ instructional performance resulting from sustained supervision. Employing a School Action Research design across two cycles, data were collected through questionnaires, structured classroom observations, documentation, interviews, and field notes. The findings indicate that teachers’ administrative completeness, punctuality, and instructional process discipline improved significantly, while lesson planning, instructional delivery, and assessment practices became more structured, interactive, and reflective. Qualitative findings reveal reduced teacher anxiety, strengthened trust, increased self-reflection, and enhanced collaborative problem-solving. Supporting factors included empathetic principal communication, structured supervision procedures, and a collaborative school culture, while inhibiting factors such as limited time and initial resistance from senior teachers declined by Cycle II. The study concludes that collaborative–humanistic supervision effectively strengthens teacher discipline.
Co-Authors Abdurokhman, Abdurokhman Ari Sasongko, Supomo Hermawati, Fetty Novi Susanti, Khelly Nyoman, Ngurah Ayu Setiyo Budi, Sigit Soedjono Soedjono