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All Journal Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Journal of Innovation and Research in Primary Education
Finda Pramesti
Universitas PGRI Semarang
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Influence of Academic Supervision and Positive School Culture on Learning Quality in Indonesian Elementary Schools Finda Pramesti; Nurkolis Nurkolis; Ngurah Ayu Nyoman
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.v5i1.2879

Abstract

Learning quality in primary schools refers to the effectiveness of instructional processes in facilitating meaningful, student-centered learning that supports students' cognitive, affective, and psychomotor development. It is shaped not only by teachers' individual competence but also by systemic factors within the school environment. Despite growing recognition of academic supervision and school culture as key drivers of instructional quality, their combined influence at the elementary level remains underexplored. This study employed a quantitative ex post facto design to examine the partial and simultaneous effects of academic supervision (X₁) and positive school culture (X₂) on learning quality (Y) in 60 public elementary schools in Purwodadi District, Grobogan Regency. A sample of 220 teachers was selected through proportional random sampling. Data were collected using validated Likert-scale questionnaires (Cronbach's α ≥ 0.962) and analyzed using multiple linear regression with SPSS version 30. Results indicate that academic supervision (β = 0.485, p < 0.001) and positive school culture (β = 0.479, p < 0.001) each exert positive and significant partial effects on learning quality. Simultaneously, both variables explain 55.1% of the variance in learning quality (R² = 0.551, F = 71.911, p < 0.001), with near-equal effective contributions of 27.7% and 27.4%, respectively. These findings suggest that sustainable improvement in elementary school learning quality requires the simultaneous strengthening of instructional supervision and the cultivation of a positive school culture as co-equal institutional factors supporting effective teaching and learning processes.
Pengaruh Iklim Keamanan Sekolah dan Budaya Positif terhadap Kualitas Pembelajaran di Sekolah Dasar Finda Pramesti; Nurkolis Nurkolis; Ngurah Ayu Nyoman
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 2 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (2)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i2.4064

Abstract

Kualitas pembelajaran merupakan indikator penting dalam menilai efektivitas pendidikan, khususnya pada jenjang sekolah dasar sebagai tahap awal pembentukan pengetahuan dan karakter peserta didik. Dalam penelitian ini, kualitas pembelajaran dimaknai sebagai efektivitas proses pembelajaran yang mampu menciptakan kegiatan belajar yang bermakna dan berpusat pada peserta didik. Penelitian ini bertujuan untuk menganalisis pengaruh iklim keamanan sekolah dan budaya positif terhadap kualitas pembelajaran di Sekolah Dasar Negeri Kecamatan Purwodadi Kabupaten Grobogan. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Populasi penelitian berjumlah 487 guru, dengan sampel 220 responden yang ditentukan melalui proportional random sampling. Data dikumpulkan menggunakan kuesioner skala Likert lima tingkat yang mencakup indikator iklim keamanan sekolah (keamanan fisik dan psikologis, hubungan sosial, serta pengawasan), budaya positif (nilai kebersamaan, disiplin positif, hubungan guru-siswa, dan penghargaan terhadap keberagaman), serta kualitas pembelajaran (keterlibatan siswa, strategi pembelajaran, asesmen, dan kebermaknaan pembelajaran). Analisis data menggunakan regresi linier berganda dengan bantuan SPSS versi 30. Hasil penelitian menunjukkan bahwa iklim keamanan sekolah (β = 0,481; p < 0,001) dan budaya positif (β = 0,479; p < 0,001) berpengaruh positif dan signifikan terhadap kualitas pembelajaran. Secara simultan, kedua variabel menjelaskan 55,1% variasi kualitas pembelajaran (R² = 0,551; F = 71,911; p < 0,001). Penelitian selanjutnya disarankan mengkaji faktor lain serta menggunakan pendekatan longitudinal dan metode campuran untuk memperoleh hasil yang lebih komprehensif.
Co-Authors Ngurah Ayu Nyoman Murniati Nurkolis