Article Per Year (5 Year)
p-Index From 2021 - 2026
0.778
P-Index
This Author published in this journals
All Journal JURNAL IQRA´ Jurnal Pustaka Indonesia Lembaran Ilmu Kependidikan At Turots: Jurnal Pendidikan Islam
Nurkolis
Universitas PGRI Semarang, Indonesia
Education Languange, Linguistic, Communication & Media Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
The Influence of Teachers' Professional Competence on the Quality of Learning at State Vocational Schools Pupuk Setiyono; Nurkolis; Ngurah Ayu Nyoman Murniati
Lembaran Ilmu Kependidikan Vol. 54 No. 1 (2025): Curriculum and Learning, Technology and Innovation in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v54i1.22716

Abstract

The problem in this study is the low quality of education in Indonesia, reflected in the HCI and HDI rankings. In SMK Negeri Blora Regency, the main challenge lies in the managerial competence of principals and professional competence of teachers in improving the quality of learning. This research is based on the concept of human resource quality in education, principals‘ managerial competence (Permendiknas No. 13 Year 2007), and teachers’ professional competence (SNP Article 28 Paragraph 3 point c). The purpose of this study is to analyse the effect of both competencies on learning quality in Blora district state vocational schools.  This research uses quantitative research approach and ex post facto research type. The number of research samples was 196 teachers using proportional random sampling. Data were collected using a questionnaire with a linkert scale. The analysis of this research includes descriptive analysis, requirements test, and hypothesis testing including simple linear regression analysis.  The results showed that the principal's managerial competence (153.98) and teachers' professional competence (142.3) were in the very good category, while the quality of learning (143.15) was quite good. From the hypothesis testing, it was found that there is a positive influence of the principal's managerial competence on learning quality expressed by the equation Y = 94.108 + 0.319X1, a correlation of 0.325 and a contribution of 42.1%. There is a positive influence of teacher professional competence on learning quality expressed by the equation Y = 94.108 + 0.319X2 with a contribution of 23.8%.  
School Transformation Through Learning-Driven Principal ‎Leadership: A Case Study in SD Negeri 1 Karangmulyo Kendal ‎Regency Zayyinul Firdaus; Nurkolis; Ngasbun Egar
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 2 (2026): May-August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i2.2569

Abstract

School transformation has become a strategic priority for improving educational quality; however, limited research has examined how transformation unfolds within Indonesian elementary schools led by Guru Penggerak principals. This study explored the process of school transformation at SD Negeri 1 Karangmulyo, Kendal Regency, using the Awareness–Exploration–Implementation–Sustainability (AEIS) framework as an analytical lens to examine how organisational change was experienced and interpreted by school stakeholders. A qualitative single-case study design was employed. Data were collected through semi-structured interviews with the principal, teachers, school committee members, parents, and students, complemented by observations and analysis of school documents. Interview interpretations were verified through member checking with participants, while triangulation across interviews, observations, and documentary evidence was used to strengthen the credibility and confirmability of the findings. Data were analysed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that participants described school transformation as an interconnected process in which shared awareness, collaborative exploration, implementation of agreed practices, and the institutionalisation of routine reflection supported organisational learning. Across all four stages, collaborative reflection and evidence-informed decision-making consistently connected planning, implementation, and evaluation. Rather than confirming the AEIS framework as originally conceptualised, the findings suggest that these collaborative mechanisms refine understanding of how transformation develops within the context of an Indonesian elementary school. The study proposes that collaborative reflection and evidence-informed leadership may support organisational learning in comparable school contexts, while recognising that the transferability of these propositions requires further investigation through longitudinal and multi-case research.
Pengaruh Motivasi Kerja, Budaya Sekolah, dan Literasi Sekolah terhadap Kompetensi Profesional Kepala Sekolah Dasar Di Kecamatan Bodeh, Kabupaten Pemalang Fajar Rahmadani; Nurkolis; Widya Kusumaningsih
At Turots: Jurnal Pendidikan Islam Vol. 7 No. 2 Desember (2025): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v7i2.1264

Abstract

This study aims to analyze the influence of work motivation (X1), school culture (X2), and school literacy (X3) on the professional competence of elementary school principals (Y) in Bodeh District, Pemalang Regency. A quantitative causal approach was adopted using a questionnaire as the primary data collection instrument. The results show that work motivation, school culture, and school literacy each significantly influence principals’ professional competence, with respective contributions of 48.5%, 5.91%, and 42.0%. Simultaneously, the three variables explain 75.5% of the variance in principals’ professional competence. These findings indicate that strengthening work motivation, school culture, and school literacy is essential for enhancing the professional competence of school principals. The study provides practical implications for educational stakeholders, suggesting that principal development programs should focus on motivating school leaders, fostering collaborative school culture, and promoting literacy-based initiatives to support effective and innovative school leadership. Bodeh District, Pemalang Regency was chosen as the research location because it has a representative number of elementary schools and a diverse range of teacher and principal characteristics, allowing for a comprehensive analysis of work motivation, school culture, school literacy, and principals’ professional competence. In addition, the educational conditions in Bodeh District indicate a need for improving school leadership quality, making this study relevant for providing empirical insights useful for local education policy development.
Principal Leadership Strategies to Improve Student Achievement: A Case Study of MI Darul Ulum Semarang Fetty Hermawati; Nurkolis; Ngasbun Egar
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 1 (2026): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v11i1.7588

Abstract

This study aims to analyze the principal’s management strategies in improving student achievement at MI Darul Ulum, Ngaliyan District, Semarang City. Student achievement is an important indicator of the success of educational institutions in achieving educational goals. In this context, the school principal plays a strategic role in formulating policies, managing school resources, and creating a conducive learning environment for students. This study employed a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation involving the principal, teachers, the school committee, parents, and students as research informants. Data analysis was conducted using an interactive model consisting of data condensation, data display, and conclusion drawing. The validity of the data was ensured through source triangulation, technique triangulation, and time triangulation. The results show that the principal’s management strategies in improving student achievement are implemented through three main stages: strategy formulation, strategy implementation, and strategy control. In the formulation stage, the principal conducts a school needs analysis and formulates programs to improve student achievement through participatory planning involving various stakeholders. In the implementation stage, the school carries out academic and non-academic programs such as additional tutoring, remedial learning, enrichment activities, and extracurricular programs to develop students’ potential. In the control stage, the principal conducts monitoring, evaluation, and follow-up actions to ensure the effectiveness of educational programs. The findings indicate that systematic, collaborative, and sustainable management strategies implemented by the principal can improve both academic and non-academic student achievement. These findings are expected to provide insights for educational institutions in developing effective school management strategies to enhance student achievement.  
Co-Authors Fajar Rahmadani Fetty Hermawati Ngasbun Egar Ngurah Ayu Nyoman Murniati Pupuk Setiyono Widya Kusumaningsih Zayyinul Firdaus