Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Jurnal Iman dan Spiritualitas Journal of Innovation and Research in Primary Education
Nana Herdiana Abdurrahman
Universitas Islam Nusantara, Bandung
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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How Principals Cultivate Teacher Personal Competencies: Insights from Study Group Implementation in Elementary Schools Arief Nur Afghan; Nana Herdiana Abdurrahman
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.v5i1.2776

Abstract

Teacher personal competencies, encompassing integrity, emotional stability, and professional ethics, are fundamental to quality elementary education, yet their systematic development remains underexamined. This study analyzes how principal management through the POAC framework enhances teacher personal competencies via study groups. A qualitative case study design was employed at SDN Ciseureuh and SDN Karya Bhakti in Cianjur Regency, Indonesia. Data were collected through in-depth interviews, participatory observation, and document analysis from principals, teachers, and stakeholders selected through purposive and snowball sampling. Data analysis followed Miles et al.'s (2014) three-stage inductive process, with trustworthiness established through triangulation, member checking, and audit trails. Findings reveal that systematic principal management—encompassing evidence-based planning, strategic resource organization, motivational leadership, and continuous evaluation—effectively strengthens teacher integrity, responsibility, discipline, and professionalism through study groups. Study groups structured around collaborative inquiry and reflective practice created authentic learning environments. However, time constraints, motivational variation, and infrastructure limitations emerged as implementation challenges, while principal commitment, competent facilitation, and collegial culture served as facilitating factors. An unexpected finding showed differential impact across career stages, with early-career teachers experiencing more transformative changes than veterans. The integration of POAC management theory with professional learning community research demonstrates that teacher personal competencies are developable through intentional, well-managed collegial learning. This culturally contextualized approach offers practical guidance for principals and contributes theoretically by synthesizing management, professional development, and character education literature.
Technology-Based Mathematics Learning Management and Its Role in Enhancing Elementary Students’ Learning Motivation: A Descriptive Study Ani Nurbaini; Nana Herdiana Abdurrahman
Jurnal Iman dan Spiritualitas Vol. 6 No. 3 (2026): Jurnal Iman dan Spiritualitas
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jis.v6i3.56134

Abstract

This study aims to describe and analyze technology-based mathematics learning management and its contribution to enhancing students' motivation to learn at SDN Palasari and SDN Cibalagung. Employing a qualitative descriptive approach with a comparative case study design, the research involved teachers, principals, and students in grades IV–VI through interviews, observations, and document analysis. The results indicate that all stages of learning management—based on the POAC framework—functioned relatively effectively. Planning involved aligning objectives, content, and digital media (e.g., GeoGebra, video tutorials, interactive quizzes), resulting in structured learning activities focused on conceptual understanding and student motivation. Organizing was demonstrated through adaptive strategies tailored to school conditions, including role allocation, device rotation, BYOD (Bring Your Own Device) utilization, and offline access to materials. Implementation via flipped classroom and blended learning models successfully increased student participation, engagement, and learning autonomy. Evaluation utilized digital features for formative assessment, learning analytics, and rapid feedback, serving as a basis for reflection and instructional improvement. Follow-up actions included adaptive remediation, enrichment, and teacher-student reflection, which were shown to strengthen students' self-efficacy and intrinsic motivation. Despite challenges regarding infrastructure readiness, varying levels of digital literacy, and teacher workload, the integration of technology provided an engaging, interactive learning experience that fostered student independence. This study contributes to the development of a technology-based learning management model that is adaptive, contextual, and aligned with the “Kurikulum Merdeka” (Independent Curriculum), while also recommending enhancements to teachers' digital competence, infrastructure strengthening, and institutional support to ensure the sustainability of these practices.
Co-Authors Ani Nurbaini Arief Nur Afghan