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All Journal Dinasti International Journal of Education Management and Social Science Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS)
Maman Suherman
Universitas Islam Nusantara, Bandung, Indonesia
Decision Sciences, Operations Research & Management Education Social Sciences

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The Role of Principals' Leadership in Improving the Professional Competence of Teachers in Sekolah Luar Biasa (SLB) Rina Aulina; Maman Suherman; Agus Ruswandi
Dinasti International Journal of Education Management and Social Science Vol. 7 No. 2 (2025): Dinasti International Journal of Education Management And Social Science (Decem
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v7i2.5679

Abstract

This study explores the role of principals’ leadership in enhancing the professional competence of teachers in special education (Sekolah Luar Biasa/SLB) in Indonesia. Teacher competence in special education is a critical factor in ensuring the quality of learning for students with disabilities. At the same time, school principals hold a central position in creating supportive environments for teachers' professional growth. Despite the theoretical consensus regarding the importance of instructional and transformational leadership, a significant gap remains in understanding how these leadership practices are operationalized in resource-constrained special education contexts. To address this issue, the research employed a qualitative multiple-case study design at SLB A YPKR Cicalengka, Bandung Regency, and SLB BC Al Barkah, Garut Regency. Data were collected through in-depth interviews, participant observation, and document analysis, and subsequently analyzed using Miles and Huberman’s interactive model with source and methodological triangulation to ensure data validity. The findings reveal that effective leadership in SLB is not confined to a single model but rather a dynamic integration of participative, instructional, transformational, and distributed approaches. Principals demonstrated adaptability by combining planning, organizing, implementation, and evaluation functions with collaborative and reflective practices. Limited financial and infrastructural resources were addressed through creative strategies, internal capacity building, and partnerships with external stakeholders. Importantly, principals’ leadership fostered teacher motivation, ownership, and commitment, resulting in sustainable professional development. In conclusion, the study emphasizes that visionary and adaptive school leadership is essential for enhancing teacher competence in special education. The implications extend to leadership preparation programs and educational policy, underscoring the need for context-sensitive, holistic leadership models to improve the quality of education for children with special needs.
Pembelajaran Berbasis Proyek dalam Pendidikan Jasmani: Studi Kasus pada Kreativitas dan Keterlibatan Siswa Sekolah Menengah Ilham Aziz Sultoni; Maman Suherman
Jurnal Manajemen Pendidikan dan Ilmu Sosial Vol. 7 No. 4 (2026): Jurnal Manajemen Pendidikan dan Ilmu Sosial (Juni- Juli 2026)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v7i4.8514

Abstract

Penelitian ini bertujuan menganalisis implementasi Project-Based Learning (PBL) dalam pembelajaran Pendidikan Jasmani, Olahraga, dan Kesehatan (PJOK) di SMAN 1 Cihaurbeuti dan SMAN 6 Kota Tasikmalaya dengan fokus pada perubahan interaksi pedagogis, kreativitas, motivasi, dan kolaborasi siswa. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus ganda. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan analisis dokumen, kemudian dianalisis menggunakan analisis tematik. Hasil penelitian menunjukkan bahwa implementasi PBL menggeser pembelajaran PJOK dari pola berbasis instruksi menuju pembelajaran yang lebih partisipatif, reflektif, dan kontekstual. Siswa tidak hanya terlibat dalam aktivitas fisik, tetapi juga dalam proses perencanaan proyek, pemecahan masalah, diskusi kelompok, dan evaluasi pembelajaran. Kreativitas siswa berkembang melalui adaptasi proyek terhadap kondisi sekolah dan pengalaman sosial mereka. Motivasi belajar meningkat karena siswa merasa memiliki keterhubungan dan kepemilikan terhadap proyek yang dikerjakan. Penelitian juga menemukan bahwa kolaborasi siswa tidak terbentuk secara otomatis dan masih dipengaruhi oleh dinamika kelompok serta kapasitas pedagogis guru. Selain itu, kesiapan guru, evaluasi autentik, dan dukungan fasilitas sekolah menjadi faktor penting dalam keberhasilan implementasi PBL. Penelitian ini menegaskan bahwa PBL berpotensi mendukung transformasi pembelajaran PJOK yang lebih dialogis dan berorientasi pada kompetensi abad ke-21.
Co-Authors Agus Ruswandi Ilham Aziz Sultoni Rina Aulina