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All Journal JURNAL IQRA´ Jurnal Ilmu Multidisplin
Ghufron Abdullah
Universitas Persatuan Guru Republik Indonesia Semarang, Indonesia
Agriculture, Biological Sciences & Forestry Computer Science & IT Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Public Health Social Sciences

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The Influence of School Supervisors’ Role, Teachers’ Work Commitment, and School Culture on Learning Quality: A Quantitative Study in Elementary Schools of Sluke District Rembang Siti Khanifah; Ngasbun Egar; Ghufron Abdullah
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 2 (2025): 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.v10i2.6418

Abstract

The quality of learning is a key indicator of the success of education at the elementary school level. This study aims to analyze the influence of school supervisors' roles, teachers' work commitment, and school culture on the quality of learning, both partially and simultaneously. This research employed a quantitative approach with an ex post facto design. The population consisted of elementary school teachers in Sluke District, Rembang Regency, with a sample of 115 respondents selected through proportional random sampling. Data were collected using a Likert scale questionnaire that had been tested for validity and reliability. The data were analyzed using simple and multiple linear regression techniques. The results showed that: (1) the role of school supervisors had a significant influence on the quality of learning, contributing 78%; (2) teachers' work commitment had a significant effect on the quality of learning with a contribution of 73.2%; (3) school culture had a significant influence on learning quality with the highest contribution of 89%; and (4) simultaneously, the three independent variables significantly influenced the quality of learning with a combined contribution of 92%. These findings emphasize that improving the quality of learning requires an integrated and collaborative approach that unites effective supervisory practices, strong teacher commitment, and a positive school culture. The study contributes to educational management theory by providing empirical evidence on the combined impact of these three factors, while also offering practical implications for policy formulation and school leadership strategies to sustainably enhance learning outcomes in elementary education.
Strategi Pembinaan Karakter Peserta Didik di MTS N 1 Kudus Jawa Tengah Siti Chasanah; Nurkolis; Ghufron Abdullah
Jurnal Ilmu Multidisiplin Vol. 4 No. 6 (2026): Jurnal Ilmu Multidisplin (Februari - Maret 2026)
Publisher : Green Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jim.v4i6.1622

Abstract

Pendidikan karakter tidak dimulai di madrasah tetapi harus ditanamkan dalam kehidupan sehari-hari anak sejak dini salah satunya karakter kemandiriaan. Tujuan dari penelitian yaitu untuk mengetahui perencanaan, pelaksanaan dan evaluasi strategi pembinaan karakter peserta didik. Pendekatan penelitian yang digunakan adalah kualitatif. Jenis penelitian ini merupakan studi kasus. Desain penelitian kualitatif melalui 1) orientasi, 2) eksplorasi fokus, 3) analisis data. Teknik pengumpulan data yaitu wawancara, observasi dan dokumentasi. Penelitian ini menggunakan triangulasi sumber dan metode. Analisis data dengan tiga langkah: reduksi data, menyajikan data, dan menarik simpulan. Hasil penelitian menunjukkan bahwa: 1) Perencanaan dilakukan dengan identifikasi kebutuhan, penetapan program dan sosialisasi program. Kepala madrasah membentuk tim penanggungjawab, membentuk program Taqwa Character Building. mengintegrasikan dalam pembelajaran, merencanakan pembiasaan senyum, sapa, salam, sopan santun, dan juga adanya program TCB camp. 2) Pelaksanaan dilakukan dengan melaksanakan pengarahan serta realisasi pembinaan karakter peserta didik berupa pelaksanaan program Taqwa Character Building, mengintegrasikan dalam pembelajaran, pembiasaan senyum, sapa, salam, sopan santun, dan pelaksanaan program TCB camp. 3) Evaluasi dilakukan dengan kegiatan evaluasi dan kegiatan tindak lanjut berupa melakukan rapat evaluasi dan mengoreksi suatu kendala atau permasalahan yang dihadapi.
Co-Authors Ngasbun Egar Nurkolis Siti Chasanah Siti Khanifah