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MANAJEMAN PERUBAHAN DI LINGKUNGAN SEKOLAH PADA IMPLEMENTASI KEPEMIMPINAN VISIONER DALAM MEWUJUDKAN KUALITAS PENDIDIKAN DIGITAL DI SDN KERSIKAN I BANGIL Inul Zulzila; Suyanto; A. Faizin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35818

This research aims to describe and analyze change management in the school environment in the implementation of visionary leadership to realize the quality of digital education at SDN Kersikan I Bangil. Changes in the world of education require leadership that is able to adapt to technological developments and the digitalization of learning. Principals as visionary leaders play an important role in creating a vision, strategy, and school culture that supports sustainable digital transformation. This study uses a qualitative approach with a descriptive method. The research subjects include school principals, teachers, and education staff at SDN Kersikan I Bangil. Data was obtained through interviews, observations, and documentation, then analyzed through the stages of data reduction, data presentation, and conclusion drawn. The results of the study show that change management at SDN Kersikan I Bangil is carried out through the stages of planning, implementation, and targeted evaluation with the support of the visionary leadership of the principal. School principals play a role as drivers of digital innovation, motivators, as well as facilitators in improving teacher competence and digital infrastructure facilities. Supporting factors for success include collaboration between school residents, government support, and joint commitment in realizing quality digital education. The implications of this study show that the implementation of change management based on visionary leadership is able to increase the effectiveness of digital learning, strengthen innovative culture in schools, and support the realization of quality education that is relevant to the demands of the 21st century

IMPLEMENTASI MOTIVASI GURU DALAM MEWUJUDKAN KINERJA GURU DI SDN DERMO I BANGIL Yuli Wariyanti; Sutinah; Niken Muji Suryaningsih; Eko Budi Setyawan; A. Faizin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36292

This study aims to explore the implementation of teacher motivation in realizing professional performance at SDN Dermo I Bangil and to understand the factors influencing teachers’ work enthusiasm and commitment within the context of elementary education. The phenomenon of declining teacher performance in several primary schools has become a crucial issue closely related to the quality of motivation and institutional support. This research employs a qualitative approach with an intrinsic case study design, focusing on an in-depth understanding of teachers’ lived experiences within their real work environment. Data were collected through semi-structured interviews, participatory observation, and document analysis, involving three key informants: a classroom teacher, an Islamic education teacher, and a physical education teacher, selected through purposive sampling. The findings reveal three main themes: (1) motivation as a calling of service, where teachers are driven by spiritual values and moral responsibility; (2) motivation based on workplace support, including principal appreciation, peer collaboration, and harmonious social relationships; and (3) motivation transforming into professional performance, manifested through self-reflection, instructional innovation, and commitment to student development. The main inhibiting factors include administrative workload, limited facilities, and lack of professional recognition. The study provides a theoretical contribution by enriching the Self-Determination Theory within Indonesia’s elementary education context and a practical implication for policymakers to enhance teacher well-being and motivation through non-material rewards, organizational support, and reflective professional practices. Future studies are recommended to expand cross-school research and adopt a longitudinal approach to better understand the dynamics of teacher motivation over time.

IMPLEMENTASI PELATIHAN BERBASIS TEKNOLOGI DALAM PRAKTIK KERJA GURU DI SDN KOLURSARI I BANGIL Sofiyatuz Zahroh; Suyanto Suyanto; A. Faizin
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1169

Objective: This study aims to analyze the implementation of technology-based training in teachers’ professional practices at SDN Kolursari I Bangil and to understand its impact on improving teachers’ pedagogical competence and professionalism. The issue explored arises from the urgent need for digital adaptation in primary education, particularly amid limited resources and technological literacy in semi-urban schools. This research employed a qualitative approach using a case study design, allowing for an in-depth exploration of teachers’ real-life experiences in applying the outcomes of technology training. Data were collected through semi-structured interviews, participatory observations, and document analysis, involving three key participants: Nur Lailah (Grade 1 Teacher), Suhartono (Grade 5 Teacher), and Bahrul Ulum (Grade 6 Teacher). The findings revealed five main themes: (1) increased digital awareness and teacher motivation, (2) limited infrastructure and time constraints in technology implementation, (3) collaboration among teachers as a form of professional support, (4) the need for post-training mentoring, and (5) pedagogical transformation toward interactive technology-based learning. The implementation of training effectively enhanced teachers’ ability to use digital media such as Wordwall, Quizizz, and Google Forms, although its effectiveness remains constrained by technical and institutional support.

EFEKTIVITAS PKB TERINTEGRASI (PUBLIKASI ILMIAH, KARYA INOVATIF, KOMUNITAS BELAJAR) TERHADAP KINERJA GURU DI SDN BANJARKEJEN PANDAAN Wanda Sulaksono; Suyanto Suyanto; A. Faizin
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1171

Objective: This study aims to analyze the effectiveness of an integrated Continuous Professional Development (PKB) program which consists of scientific publication, instructional innovation, and professional learning communities in improving teacher performance at SDN Banjarkejen Pandaan. Using a qualitative design, the study employed observation, in-depth interviews, and documentation to explore teachers’ and school leaders’ experiences, perceptions, and professional practices. Thematic analysis was applied to identify patterns, meanings, and interrelations across PKB components within the framework of educational quality management. The findings indicate that scientific publication enhances teachers’ academic reflection by encouraging data-driven evaluation of instructional practices. Instructional innovation contributes to pedagogical adaptation, improving student engagement and classroom management effectiveness. Professional learning communities serve as collaborative spaces that support peer supervision, instructional dialogue, and collective improvement of practice. This study concludes that the effectiveness of PKB lies in the synergy among reflection, creativity, and collaboration. Practical implications highlight the need for structured mentoring in academic writing, strengthened documentation of instructional innovations, and consistent management of learning communities

STRATEGI MANAJEMEN PROGRAM LITERASI SEKOLAH DALAM UPAYA MENINGKATKAN KUALITAS PENDIDIKAN DI UPT SATUAN PENDIDIKAN SDN KALIREJO BANGIL. Khoirin Nisak; Suyanto Suyanto; A. Faizin
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1179

Objective: This study aims to analyze the management strategies of the school literacy program in improving educational quality at UPT SDN Kalirejo Bangil. The research explores how the four key management functions—planning, organizing, actuating, and controlling—are implemented to cultivate a sustainable literacy culture in a primary school setting. Employing a qualitative case study design, the study involved five key participants, including the principal and four teachers from different grade levels. Data were collected through in-depth interviews, participatory observations, and document analysis, and were examined using Miles and Huberman’s interactive model. The findings reveal four major themes: (1) literacy planning is carried out collaboratively and aligned with class needs; (2) the organizational structure supports program implementation through a clearly defined literacy team; (3) program execution includes various innovative activities such as 15-minute reading routines, reading journals, literacy boards, and book discussions; and (4) evaluation remains basic but is useful for monitoring students’ literacy progress. These findings highlight the importance of instructional leadership, teacher collaboration, and a supportive literacy environment. The study implies the need for enhancing teachers’ literacy competencies, increasing resource availability, and developing more systematic evaluation mechanisms.

IMPLEMENTASI PELATIHAN BERBASIS TEKNOLOGI DALAM PRAKTIK KERJA GURU DI SDN KOLURSARI I BANGIL Sofiyatuz Zahroh; Suyanto Suyanto; A. Faizin
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1169

Objective: This study aims to analyze the implementation of technology-based training in teachers’ professional practices at SDN Kolursari I Bangil and to understand its impact on improving teachers’ pedagogical competence and professionalism. The issue explored arises from the urgent need for digital adaptation in primary education, particularly amid limited resources and technological literacy in semi-urban schools. This research employed a qualitative approach using a case study design, allowing for an in-depth exploration of teachers’ real-life experiences in applying the outcomes of technology training. Data were collected through semi-structured interviews, participatory observations, and document analysis, involving three key participants: Nur Lailah (Grade 1 Teacher), Suhartono (Grade 5 Teacher), and Bahrul Ulum (Grade 6 Teacher). The findings revealed five main themes: (1) increased digital awareness and teacher motivation, (2) limited infrastructure and time constraints in technology implementation, (3) collaboration among teachers as a form of professional support, (4) the need for post-training mentoring, and (5) pedagogical transformation toward interactive technology-based learning. The implementation of training effectively enhanced teachers’ ability to use digital media such as Wordwall, Quizizz, and Google Forms, although its effectiveness remains constrained by technical and institutional support.

EFEKTIVITAS PKB TERINTEGRASI (PUBLIKASI ILMIAH, KARYA INOVATIF, KOMUNITAS BELAJAR) TERHADAP KINERJA GURU DI SDN BANJARKEJEN PANDAAN Wanda Sulaksono; Suyanto Suyanto; A. Faizin
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1171

Objective: This study aims to analyze the effectiveness of an integrated Continuous Professional Development (PKB) program which consists of scientific publication, instructional innovation, and professional learning communities in improving teacher performance at SDN Banjarkejen Pandaan. Using a qualitative design, the study employed observation, in-depth interviews, and documentation to explore teachers’ and school leaders’ experiences, perceptions, and professional practices. Thematic analysis was applied to identify patterns, meanings, and interrelations across PKB components within the framework of educational quality management. The findings indicate that scientific publication enhances teachers’ academic reflection by encouraging data-driven evaluation of instructional practices. Instructional innovation contributes to pedagogical adaptation, improving student engagement and classroom management effectiveness. Professional learning communities serve as collaborative spaces that support peer supervision, instructional dialogue, and collective improvement of practice. This study concludes that the effectiveness of PKB lies in the synergy among reflection, creativity, and collaboration. Practical implications highlight the need for structured mentoring in academic writing, strengthened documentation of instructional innovations, and consistent management of learning communities

STRATEGI MANAJEMEN PROGRAM LITERASI SEKOLAH DALAM UPAYA MENINGKATKAN KUALITAS PENDIDIKAN DI UPT SATUAN PENDIDIKAN SDN KALIREJO BANGIL. Khoirin Nisak; Suyanto Suyanto; A. Faizin
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1179

Objective: This study aims to analyze the management strategies of the school literacy program in improving educational quality at UPT SDN Kalirejo Bangil. The research explores how the four key management functions—planning, organizing, actuating, and controlling—are implemented to cultivate a sustainable literacy culture in a primary school setting. Employing a qualitative case study design, the study involved five key participants, including the principal and four teachers from different grade levels. Data were collected through in-depth interviews, participatory observations, and document analysis, and were examined using Miles and Huberman’s interactive model. The findings reveal four major themes: (1) literacy planning is carried out collaboratively and aligned with class needs; (2) the organizational structure supports program implementation through a clearly defined literacy team; (3) program execution includes various innovative activities such as 15-minute reading routines, reading journals, literacy boards, and book discussions; and (4) evaluation remains basic but is useful for monitoring students’ literacy progress. These findings highlight the importance of instructional leadership, teacher collaboration, and a supportive literacy environment. The study implies the need for enhancing teachers’ literacy competencies, increasing resource availability, and developing more systematic evaluation mechanisms.

School Leadership, Organizational Culture, and Teacher Performance: Evidence from a Ma’arif Educational Institution in Indonesia Khoirul Anam; Ahmad Thohirin; A. Faizin
Jurnal Dialektika: Jurnal Ilmu Sosial Vol. 24 No. 2 (2026): Jurnal Dialektika: Jurnal Ilmu sosial
Publisher : Pengurus Pusat Perkumpulan Ilmuwan Administrasi Negara Indonesia (PIANI)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Teacher performance remains a critical issue in educational management, particularly in institutions where leadership practices and organizational culture have not consistently supported teaching behaviour. This study aims to analyze the effects of principal leadership style and organizational culture on teacher performance at Ma’arif Hidayatul Ummah Educational Institution in Balongpanggang, Indonesia. The study is grounded in situational leadership, organizational culture, and teacher performance perspectives, which emphasize adaptive direction, shared values, and professional instructional responsibility. A quantitative explanatory survey design was employed, involving 111 teachers selected from a population of 154 through proportionate stratified random sampling. Data were collected using observation and structured questionnaires and analyzed through validity and reliability tests, classical assumption tests, and multiple linear regression using SPSS version 27. The results show that principal leadership style and organizational culture have positive and significant effects on teacher performance. These findings highlight the need for adaptive leadership and stronger school culture.

STRATEGI SUPERVISI AKADEMIK KEPALA SEKOLAH DALAM MENGUATKAN KINERJA GURU DI SDN KOLURSARI I BANGIL Rif'atul Khamdiyah; Miftachul Jannah; Munifah Munifah; A. Faizin
Jurnal Manajemen Pendidikan Vol. 10 No. 4 (2025): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v10i4.1167

Objective: This study aims to describe and analyze the principal’s academic supervision strategies in strengthening teacher performance at SDN Kolursari I Bangil. The research addresses the phenomenon of how instructional leadership through academic supervision contributes to improving teacher professionalism in primary education. Using a qualitative case study approach, the research explores the real implementation of supervision within the school context. Data were collected through in-depth interviews, participant observation, and document analysis, involving the school principal and six teachers selected through purposive sampling. The data analysis, conducted using Miles and Huberman’s interactive model, revealed four main themes: (1) participatory supervision planning, which engages teachers in determining supervision priorities; (2) humanistic and reflective supervision practices, emphasizing collaborative guidance through classroom observation and peer coaching; (3) appreciative feedback and continuous follow-up, which foster a culture of professional learning; and (4) strengthening teacher performance and professionalism, as reflected in improved pedagogical competence, creativity in teaching, and professional discipline. The findings enrich the theory of instructional leadership by highlighting empathy and collaborative reflection as crucial dimensions of effective academic supervision.

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