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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Innovation and Research in Primary Education
Eva Dianawati Wasliman
Universitas Islam Nusantara, Bandung
Education Languange, Linguistic, Communication & Media Mathematics Other

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IMPLEMENTASI LEARNING LEADERSHIP KEPALA SEKOLAH BERBASIS COACHING UNTUK PENGEMBANGAN KINERJA GURU SEKOLAH DASAR STUDY KUALITATIF DESKRIPTIF PADA SDN PAMEUNGPEUK 3 Nur Endah Sariningsih; Sri Handayani; Eva Dianawati Wasliman
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 In Process
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.10689

Abstract

This study aims to analyze the implementation of the principal's learning leadership based on coaching in improving teacher performance at SDN Pameungpeuk 03, Bandung Regency. The focus of the research includes three main dimensions: defining the school mission, managing the instructional program, and promoting a positive school learning climate. Using a descriptive qualitative approach with a case study method, data were collected through in-depth interviews, participant observation, and documentation studies involving the principal and teachers. Data validity was ensured through source and technique triangulation. The results showed that the principal successfully transformed into a learning leader through the implementation of the GROW (Goal, Reality, Options, Will) coaching model. The dimension of defining the mission was carried out participatively, ensuring that the school's vision was internalized as a shared value. In instructional management, the supervision paradigm shifted from inspection to reality-based reflective assistance. A positive learning climate was created through an appreciation culture and professional learning communities that increased teacher self-efficacy. The innovation offered is the systemic integration of Hallinger’s framework and Knight’s coaching techniques to overcome digital competence gaps and infrastructure limitations. This study concludes that coaching-based learning leadership is an effective catalyst for sustainable teacher performance development in primary schools.
Systematic Management of Morality Development in Strengthening Elementary School Character Education Wawan Wawan; Eva Dianawati Wasliman
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2778

Abstract

Character education constitutes a fundamental mandate in contemporary education systems, yet systematic management approaches remain insufficiently examined. This study investigates morality development management in strengthening character education at elementary schools facing resource constraints. Employing qualitative case study design, this research examined SDN Tegalmerak and SDN Pagermaneuh in Tanggeung District through interviews with principals, teachers, students, and parents (n=52), participatory observations, and documentation analysis. Data were analyzed using Miles, Huberman, and Saldaña's interactive model, applying George R. Terry's management framework. Findings reveal systematic implementation across four management functions: (1) collaborative planning integrating character values into curriculum and activities; (2) clear organizational structures with specialized coordination teams; (3) diverse implementation strategies including religious habituation, teacher role modeling, and extracurricular engagement; and (4) multi-layered monitoring through classroom observations and stakeholder feedback. Measurable improvements included increased attendance (87% to 94%), reduced disciplinary incidents (43% decrease), and spontaneous moral behavior demonstration by 78% of students. However, students with strong parental involvement showed 67% greater behavioral improvements, underscoring ecological factors' critical role. Results validate classical management theory's applicability to character education while revealing that effectiveness depends substantially on home-school value consistency rather than school efforts alone. Findings suggest character education requires coordinated multi-stakeholder approaches addressing resource constraints through adaptive strategies.
Quality Management of Principal Academic Supervision for Enhancing Teacher Pedagogical Competence: A Comparative Case Study of Two Indonesian Elementary Schools Muthi Fadhilah; Eva Dianawati Wasliman
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2779

Abstract

Teacher pedagogical competence remains critical for educational quality, yet many teachers struggle with planning, implementing, and evaluating instruction effectively. Academic supervision represents a vital quality management mechanism, though limited research examines how principals systematically integrate quality management principles into supervision practices. This study investigated quality management approaches to principal academic supervision in enhancing teacher pedagogical competence through comparative analysis of two elementary schools. A qualitative multiple case study design was employed at SDN 164 Karangpawulang and SDN 033 Asmi Bandung. Data were collected through semi-structured interviews with 12 participants (principals, vice principals, teachers), classroom observations, and document analysis. Thematic analysis following Braun and Clarke's framework was conducted to identify patterns across planning, implementation, evaluation, and follow-up stages. Both schools successfully implemented systematic supervision cycles aligned with quality management principles, though employing distinct approaches. SDN 164 emphasized standardized instruments from the Merdeka Mengajar Platform and Employee Performance Target integration, while SDN 033 excelled in collaborative supervision incorporating lesson study principles and reflective practices. Teachers demonstrated significant improvements in pedagogical competencies, translating into enhanced student engagement and learning outcomes. Effective supervision quality management requires balancing standardization with contextualization, evaluation with professional growth. The study advances theoretical integration of instructional leadership, quality management, and collaborative learning frameworks while offering actionable strategies for practitioners.
Co-Authors Muthi Fadhilah Nur Endah Sariningsih Sri Handayani Wawan Wawan