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All Journal Jurnal Manajemen Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar
Widyati, Endah
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PENGARUH SUPERVISI AKADEMIK KEPALA SEKOLAH DAN KOMPETENSI PEDAGOGIK GURU TERHADAP KINERJA GURU SEKOLAH MENENGAH PERTAMA (SMP) Widyati, Endah; Budiman, Hendri; Elfisa, Yesi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.41145

Abstract

This study aims to analyze the effect of principals’ academic supervision and teachers’ pedagogical competence on junior high school teacher performance. A quantitative approach with an ex post facto design was employed because academic supervision and pedagogical competence had occurred naturally in the school context without any intervention from the researcher. The population comprised junior high school teachers, and the sample consisted of 72 teachers. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability. Data analysis used multiple linear regression preceded by assumption tests (normality, multicollinearity, and heteroscedasticity). The results showed that academic supervision had a positive and significant effect on teacher performance (Sig. = 0.001; B = 0.312), and pedagogical competence also had a positive and significant effect on teacher performance (Sig. = 0.000; B = 0.478). Simultaneously, academic supervision and pedagogical competence had a significant effect on teacher performance (Sig. = 0.000) with a coefficient of determination of R² = 0.532, indicating that both variables explained 53.2% of the variance in teacher performance. These findings highlight the importance of systematic, follow-up-oriented academic supervision and continuous development of teachers’ pedagogical competence to improve junior high school teacher performance. Keywords: Academic Supervision, Pedagogical Competence, Teacher Performance, Junior High School, Ex Post Facto.
STRATEGI KEPEMIMPINAN ADAPTIF DALAM MENGEMBANGKAN LINGKUNGAN BELAJAR YANG INKLUSIF DAN BERBASIS TEKNOLOGI Pratiwi, Iif; Widyati, Endah; Saukani, Saukani
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.v11i1.1788

Abstract

This study aims to analyze adaptive leadership strategies in developing an inclusive, technology-based learning environment. The method employed is a literature review (library research) by examining relevant and up-to-date journal articles, academic books, conference proceedings, and policy reports on adaptive leadership, inclusive education, and the integration of learning technologies. The data were analyzed using content analysis/thematic analysis through the stages of source selection, key information extraction, grouping of findings, and thematic synthesis. The review identifies six main themes: (1) mapping technical and adaptive challenges as a basis for intervention, (2) strengthening a collaborative culture across roles, (3) continuous professional development for meaningful technology integration, (4) establishing accessibility standards and implementing Universal Design for Learning (UDL), (5) leveraging learning data for equitable interventions, and (6) strengthening leaders’ digital literacy and change governance. The findings emphasize that adaptive leadership functions as an integrative mechanism between the agendas of digitalization and inclusion, ensuring that technology serves to enhance access, participation, and the quality of learning. This study recommends establishing “inclusive digital” collaboration structures, standardizing minimum accessibility requirements based on UDL, and implementing data-driven evaluation to support equitable learning outcomes.
Co-Authors ., Saukani Elfisa, Yesi Hendri Budiman Pratiwi, Iif