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All Journal Paedagogi: Jurnal Kajian Ilmu Pendidikan (e-journal)
Sinaga , Osberth
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Education Other

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Otoritas Nilai Guru pada Sekolah Menengah di Era Digital Pasaribu, Ida Mariani; Sinaga , Osberth; Lubis , Wildansyah
Paedagogi: Jurnal Kajian Ilmu Pendidikan (e-journal) Vol. 11 No. 2 (2025): DECEMBER 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paedagogi.v11i2.69571

Abstract

This research aims to analyse the transformation of teachers’ values of authority in the digital era, characterised by shifts in social interaction patterns and the spread of media culture. As technology and digital communities help students construct their own value horizons, teachers are no longer the sole sources of moral legitimacy. This study investigates how the Dialogic Value Authority Model can strengthen teachers’ moral legitimacy by focusing on five key dimensions: relationality, dialogic legitimacy, sustainability of moral dialogue, digital ethics, and the design of hybrid learning spaces. The findings indicate that teachers who internalise these five dimensions are able to restore students’ moral trust through equitable relationships and reflective communication. Practically, the study recommends reforming teacher training policies toward digital moral literacy and establishing digital ethics policies in schools. Theoretically, it integrates the concept of reflective authority into the philosophy of educational management, positioning teachers as moral facilitators and value managers. In this age of computers and the internet, the proposed model offers a new approach to managing education that is moral, inclusive, and contextually responsive.
Analisis Pengendalian Manajemen Kelas oleh Kepala Sekolah Terhadap Kompetensi Paedagogik Guru SD Negeri No 060874 Medan Lubis, Parlaungan; Sinaga , Osberth; Lubis, Wildansyah
Paedagogi: Jurnal Kajian Ilmu Pendidikan (e-journal) Vol. 11 No. 2 (2025): DECEMBER 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paedagogi.v11i2.69975

Abstract

Classroom management control is one of the principal’s key functions in ensuring that the teaching and learning process runs effectively and meets educational standards. In practice, however, supervision is often carried out in an unsystematic manner, which affects the optimal development of teachers’ pedagogical competence. This study aims to analyze the forms of classroom management control implemented by the school principal and its impact on teachers’ pedagogical competence at SD Negeri 060874 Medan. A qualitative research approach with a case study design was employed. Data were collected through classroom observations, in-depth interviews with the principal and teachers, and document analysis of supervision records. The findings reveal that the principal’s classroom management control includes lesson observations, inspection of teaching documents, and provision of feedback. Nevertheless, such control tends to be administrative in nature and lacks strong instructional guidance, which limits its effectiveness in enhancing teachers’ ability to design learning activities, implement active strategies, and conduct authentic assessments. The study concludes that the effectiveness of classroom management control depends heavily on the consistency of supervision, the quality of feedback, and the follow-up of professional development activities. The implications highlight the need for principals to strengthen instructional supervision through coaching and reflective practices to foster the optimal growth of teachers’ pedagogical competence.
Co-Authors Ida Mariani Pasaribu, Ida Mariani Lubis , Wildansyah Lubis, Parlaungan Wildansyah lubis, Wildansyah