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All Journal Journal of Innovation and Research in Primary Education
Ratna Kusuma Ningrum
Universitas PGRI Semarang
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Effect of Principals’ Instructional Leadership and Teacher Learning Communities on Learning Quality in Elementary Schools Ratna Kusuma Ningrum; Widya Kusumaningsih; Joko Sulianto
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.v5i1.3043

Abstract

Learning quality in primary schools is shaped by multiple institutional factors, yet the combined influence of principals' instructional leadership and teacher learning communities remains empirically underexplored, particularly in Indonesian elementary school contexts. This study employed a quantitative correlational survey design involving 92 teachers selected through proportional random sampling from public elementary schools in Gubug District, Grobogan Regency, Central Java, Indonesia. Data were collected using three validated questionnaires measuring instructional leadership, learning community activities, and learning quality, and were analysed through multiple linear regression. Results indicate that instructional leadership significantly predicts learning quality (β = 0.512, R² = 0.279, p < 0.001), as does learning community activities (β = 0.467, R² = 0.247, p < 0.001). Crucially, their simultaneous effect accounts for 46.8% of the variance in learning quality (F(2,89) = 41.93, p < 0.001), substantially exceeding either variable's independent contribution. These findings demonstrate that instructional leadership and professional learning communities operate synergistically rather than additively, positioning principal-led direction as a structural precondition for productive teacher collaboration. Schools seeking to improve instructional quality should therefore develop both components in an integrated and sustained manner.
Principal's Role in Academic Supervision: Fostering Discipline and Independence in Primary Education Ratna Kusuma Ningrum; Nurul Mutmainah; Retno Susilowati; Soejono Soejono
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3243

Abstract

Academic supervision is crucial for improving instructional quality and embedding character values like discipline, responsibility, and independence in elementary education. However, inconsistencies in student learning behaviors persist despite existing programs, highlighting gaps in supervision processes at local public schools. This qualitative descriptive study was conducted at State Elementary School 4 Kuwaran, involving the principal and teachers as participants. Data were collected via in-depth interviews, classroom observations, and document analysis. Analysis employed data reduction, display, and conclusion drawing, with triangulation for validity. Findings indicate systematic planning aligned supervision with character goals, collaborative implementation fostered reflective feedback, and follow-up through coaching enhanced teacher practices. Students showed improved discipline, cooperation, and independence. Supporting factors included leadership and commitment; inhibitors were time constraints and teacher readiness. These results align with instructional leadership theory, emphasizing reflective supervision for sustainable character integration. The study bridges knowledge gaps by detailing the supervision cycle, offering practical insights for Indonesian elementary schools while suggesting broader applications despite single-site limitations.
Microsites as Low-Cost Learning Management Systems: A Policy Analysis of Device Management in Indonesian Elementary Education Apremedian Apremedian; Fatimah Fatimah; Moh Nurkhasan; Ratna Kusuma Ningrum; Nurkolis Nurkolis
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3384

Abstract

The rapid digitization of education demands accessible tools for managing learning devices in elementary schools. This study examines the implementation, effectiveness, and influence of teacher and student digital competence on microsite utilization as a low-cost solution for centralized learning device management at SD Negeri 4 Kuwaron. A qualitative single-case study design was employed. Data were collected through semi-structured interviews with seven teachers, the principal, and five students, supplemented by 12 hours of non-participant classroom observations and systematic documentation analysis of the school’s s.id microsite. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña with triangulation for trustworthiness. Microsites functioned primarily as centralized administrative repositories (66% static documents), delivering notable time savings and ease of access for teachers and enabling principal monitoring. Pedagogical features (interactive Quizizz embeds) were used in only 25% of observed lessons and exclusively by teachers with higher digital competence. Student access limitations led to deliberate low-bandwidth content adaptations. An unexpected finding was the emergence of access-log monitoring for informal home learning oversight. The findings strongly support Rogers’ Diffusion of Innovations theory (relative advantage and compatibility) and the TPACK framework, while highlighting a staged adoption process in low-resource settings. Microsites serve as effective, scalable proxies for formal Learning Management Systems, offering practical implications for Merdeka Curriculum implementation despite infrastructure constraints.
Co-Authors Apremedian Apremedian Fatimah Fatimah Joko Sulianto . . Moh Nurkhasan Nurkolis Nurul Mutmainah Retno Susilowati Soejono Soejono Widya Kusumaningsih