Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal Journal of Innovation and Research in Primary Education Indonesian Journal of Islamic Educational Review
Nur Baity Wahidatun
Universitas Persatuan Guru Republik Indonesia Semarang
Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Implementation of Principal Academic Supervision as a Strategy for Improving Teacher Performance in Elementary Schools Setyawan Ning Hutama; Dwi Ismawati; Nur Baity Wahidatun; Soedjono Soedjono
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.v5i2.3427

Abstract

Academic supervision is widely recognized as a strategic mechanism for improving instructional quality in primary schools; however, studies that emphasize a humanistic and collaborative supervision model within the implementation of the Merdeka Curriculum remain limited. This study aims to examine the implementation of academic supervision by the principal and its contribution to improving teachers’ professional competence and learning quality at SD Pedurungan Kidul 05. Using a qualitative descriptive design, the study explored supervision practices as they naturally occurred in the school context. Data were collected through in-depth interviews, classroom observations, and document analysis involving the principal, classroom teachers, and educational staff. Data analysis followed the interactive model of Miles and Huberman, while credibility was ensured through triangulation of sources and methods. The findings reveal that academic supervision was implemented systematically through pre-observation, classroom observation, and post-observation stages, applying a humanistic and collaborative approach. This supervision model positioned teachers as professional partners, encouraging reflective teaching and continuous improvement. As a result, teachers showed notable improvements in lesson planning, differentiated instructional strategies, classroom management, and formative assessment practices aligned with the Merdeka Curriculum. These changes contributed to more student-centered learning and increased student engagement. This study offers empirical evidence that humanistic academic supervision strengthens instructional practices and supports sustainable learning quality improvement in primary education.
Transformational Leadership of School Principals in Strengthening Students’ Disciplinary Character Nur Baity Wahidatun; Widya Kusumaningsih; Harjito
Indonesian Journal of Islamic Educational Review Vol. 3 No. 1 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/ijier.v3i1.699

Abstract

: This study examines the transformational leadership of the principal in strengthening students’ disciplinary character at SD Juara Kota Semarang, including the strategies and factors affecting its implementation. A descriptive qualitative approach was employed, with data collected through in-depth interviews, passive participatory observation, and document analysis involving the principal, vice principal, teachers, students, and parents. Data were analyzed through reduction, display, and conclusion drawing, with credibility established through source and method triangulation. The findings indicate that transformational leadership was manifested through idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. These dimensions were implemented through six strategies: role modeling, habituation, reinforcement of school regulations, motivation and rewards, supervision and guidance, and parental collaboration. Implementation was supported by leadership capacity, teacher commitment, and school culture, while differences in family and community engagement, student conditions, and the learning environment posed challenges. The study concludes that disciplinary character develops through exemplary leadership, habituation, value internalization, and the formation of a shared school culture.
Co-Authors Dwi Ismawati Harjito Setyawan Ning Hutama Soedjono Soedjono Widya Kusumaningsih