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All Journal Al Ishlah Jurnal Pendidikan Didaktika: Jurnal Kependidikan Edu Cendikia: Jurnal Ilmiah Kependidikan Journal of Innovation and Research in Primary Education
Soedjono Soedjono
Universitas Persatuan Guru Republik Indonesia Semarang
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Empowering School Quality: The Impact of Principal’s Managerial Skills and School Culture in Public Elementary Schools Ambar Sekti; Soedjono Soedjono; Aryo Andri Nugroho
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7590

Abstract

Improving school quality remains a critical challenge in elementary education, particularly in rural and semi-urban contexts where leadership capacity and organizational conditions vary considerably. Previous studies have highlighted the importance of principals’ managerial skills and school culture; however, limited research has examined their combined influence on school quality within an integrated theoretical framework. This study employed a quantitative ex-post facto design to examine the relationships among principals’ managerial skills, school culture, and school quality in public elementary schools in Boja District, Kendal Regency. Data were collected from 103 teachers selected through proportional random sampling using a structured Likert-scale questionnaire. Descriptive statistics, simple linear regression, and multiple regression analyses were conducted to assess both individual and combined effects of the independent variables on school quality. The findings indicate that principals’ managerial skills have a significant positive relationship with school quality (R² = 0.535), as does school culture (R² = 0.526). When examined simultaneously, principals’ managerial skills and school culture jointly explain 70.3% of the variance in school quality, indicating a strong and complementary association between leadership capacity and organizational culture. These results suggest that principals’ managerial skills contribute to school quality not only directly but also through the development of a positive school culture that supports effective teaching and learning. The study underscores the importance of integrated leadership and cultural development strategies in improving school quality, particularly in resource-limited educational contexts.
Implementation of Principal Academic Supervision as a Strategy for Improving Teacher Performance in Elementary Schools Setyawan Ning Hutama; Dwi Ismawati; Nur Baity Wahidatun; Soedjono Soedjono
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3427

Abstract

Academic supervision is widely recognized as a strategic mechanism for improving instructional quality in primary schools; however, studies that emphasize a humanistic and collaborative supervision model within the implementation of the Merdeka Curriculum remain limited. This study aims to examine the implementation of academic supervision by the principal and its contribution to improving teachers’ professional competence and learning quality at SD Pedurungan Kidul 05. Using a qualitative descriptive design, the study explored supervision practices as they naturally occurred in the school context. Data were collected through in-depth interviews, classroom observations, and document analysis involving the principal, classroom teachers, and educational staff. Data analysis followed the interactive model of Miles and Huberman, while credibility was ensured through triangulation of sources and methods. The findings reveal that academic supervision was implemented systematically through pre-observation, classroom observation, and post-observation stages, applying a humanistic and collaborative approach. This supervision model positioned teachers as professional partners, encouraging reflective teaching and continuous improvement. As a result, teachers showed notable improvements in lesson planning, differentiated instructional strategies, classroom management, and formative assessment practices aligned with the Merdeka Curriculum. These changes contributed to more student-centered learning and increased student engagement. This study offers empirical evidence that humanistic academic supervision strengthens instructional practices and supports sustainable learning quality improvement in primary education.
Supervisi Pendidikan dalam Meningkatkan Profesionalisme Guru Sekolah Dasar Evi Fitriyani; Hanum Fajar Susanti; Desy Dwi Widarwaty; Soedjono Soedjono
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3645

Abstract

Supervisi pendidikan merupakan salah satu strategi penting dalam meningkatkan profesionalisme guru sekolah dasar melalui proses pembinaan yang sistematis dan berkelanjutan. Penelitian ini bertujuan untuk menganalisis pelaksanaan supervisi pendidikan, strategi dan pendekatan supervisi, kontribusi supervisi terhadap peningkatan profesionalisme guru, serta faktor pendukung dan penghambat pelaksanaan supervisi di SD Negeri Potrobangsan 3 Kota Magelang. Penelitian ini menggunakan pendekatan kualitatif deskriptif untuk memperoleh pemahaman mendalam mengenai praktik supervisi pendidikan dalam konteks sekolah dasar. Pengumpulan data dilakukan pada bulan Oktober hingga November 2023 melalui wawancara mendalam, observasi kelas, dan studi dokumentasi. Subjek penelitian meliputi kepala sekolah, guru kelas, dan pengawas sekolah. Analisis data menggunakan model analisis interaktif Miles dan Huberman yang meliputi tahap reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa supervisi pendidikan di SD Negeri Potrobangsan 3 Kota Magelang dilaksanakan secara terencana dan sistematis melalui tahapan pra-observasi, observasi, dan pasca-observasi. Strategi supervisi yang diterapkan bersifat klinis dan kolaboratif, dilengkapi dengan pendekatan coaching dan mentoring yang humanis. Supervisi pendidikan berkontribusi terhadap peningkatan profesionalisme guru pada aspek kompetensi pedagogik, profesional, sosial, dan kepribadian. Faktor pendukung pelaksanaan supervisi meliputi kebijakan sekolah yang jelas, instrumen supervisi yang sistematis, serta budaya sekolah yang kolaboratif. Adapun faktor penghambatnya meliputi keterbatasan waktu, beban administrasi, dan persepsi sebagian guru terhadap supervisi. Penelitian ini menyimpulkan bahwa supervisi pendidikan yang kontekstual, humanis, dan berkelanjutan berperan penting dalam meningkatkan profesionalisme guru sekolah dasar.
Implementasi Supervisi Akademik dalam Meningkatkan Kualitas Pembelajaran di SMP Negeri 1 Lasem: The Implementation of Academic Supervision to Improve the Quality of Learning at SMP Negeri 1 Lasem Eni Arianti; Sumartini Sumartini; Soedjono Soedjono
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.8814

Abstract

This study aims to analyze the implementation of collaborative academic supervision in enhancing the quality of instruction at SMP Negeri 1 Lasem, Rembang Regency. The study employs a qualitative approach with a descriptive design. The research subjects—comprising the principal, the vice-principal for curriculum affairs, and subject teachers—were selected using purposive sampling. Data collection involved in-depth interviews, observation, and document analysis. Data analysis utilized the interactive model developed by Miles, Huberman, and Saldaña, encompassing data condensation, data display, and conclusion drawing/verification. Data validity was ensured through triangulation of sources and techniques. The findings indicate that implementing collaborative academic supervision proceeds through three main stages: planning, execution, and evaluation/follow-up. During the planning stage, the supervision process is designed participatively, involving the principal, vice-principal, process standards team, and teachers in setting objectives, formulating programs, establishing schedules, and developing supervision instruments. In the execution stage, supervision is conducted through pre-observation, classroom observation, and post-observation phases, utilizing a dialogic and reflective approach. The supervisor acts as a professional partner, providing support, guidance, and constructive feedback to teachers. At the evaluation and follow-up stage, supervision results serve as a basis for reflection, instructional improvement, professional development via the Subject Teacher Forum (MGMP), and ongoing monitoring by the principal. Implementing collaborative academic supervision has proven effective in enhancing teachers' professional competence, strengthening a reflective culture, and improving instructional quality at SMP Negeri 1 Lasem.
Co-Authors Ambar Sekti Aryo Andri Nugroho Desy Dwi Widarwaty Dwi Ismawati Eni Arianti Evi Fitriyani Hanum Fajar Susanti Nur Baity Wahidatun Setyawan Ning Hutama Sumartini Sumartini