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All Journal Jurnal Iman dan Spiritualitas Global Education Journal At Turots: Jurnal Pendidikan Islam
Suharyanto H. Soro
Universitas Islam Nusantara, Bandung
Religion Humanities Education Social Sciences Other

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Implementation of Career Development Prograams For Cchildren With Special Needs Premeilani Premeilani; Suharyanto H. Soro
At Turots: Jurnal Pendidikan Islam Vol. 7 No. 1 Juni (2025): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v7i1.1534

Abstract

Career development represents a critical paradigm in conceptualizing the future trajectories of children with special needs. Consequently, these individuals require targeted, equitable, and specialized educational services to actualize their latent potential. Career development programs serve as a concrete pedagogical manifestation designed to equip students with pragmatic abilities, vocational competencies, and psychosocial readiness. This research aims to describe, analyze, and discover the specific models of career development program implementation for children with special needs at SLB BC YPLAB Cibaduyut and SLB BC YPLAB Banjaran. Anchored in a qualitative constructivist paradigm utilizing a case study approach, the research involved vocational educators, Special Job Exchange (Bursa Kerja Khusus/BKK) coordinators, and students with hearing impairments as primary respondents. Data were systematically gathered through participant observation, in-depth interviews, and documentation matrices. The findings reveal that the career program is actualized through four main dimensions: (1) The provision of structured services encompassing orientation, vocational information, and strategic placement; (2) The deployment of adaptive pedagogical methods including direct demonstration, step-by-step instruction, project-based assignments, and continuous training; (3) The management of complex cognitive and communicative barriers through individualized mentoring; and (4) The facilitation of real-world exposure through internships and parental collaboration. Ultimately, the successful implementation of career programs for children with special needs necessitates a holistic synthesis of environmental conditioning, familial support systems, specialized learning experiences, and adaptive coping mechanisms for vocational tasks
Management of the pjok pkg program dissemination to improve teachers' pedagogical competence Ferry Wibowo; Suharyanto H. Soro
At Turots: Jurnal Pendidikan Islam Vol. 7 No. 1 Juni (2025): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v7i1.1535

Abstract

Physical Education, Sport, and Health (PJOK) plays a fundamental role in realizing the comprehensive development of students, encompassing physical, mental, social, and emotional domains. To enhance the quality of PJOK education, the PJOK Teacher Professional Development Program (PKG) was initiated as a strategic intervention to strengthen teacher competence, with a primary focus on pedagogical skills. This research comprehensively analyzes the dissemination management of the PJOK PKG Program and evaluates its impact on improving the pedagogical competence of PJOK teachers within the Bandung Regency and the Regional Branch Office of Education (KCD) Region VII West Java. Utilizing a qualitative case study approach, data were collected through in-depth interviews, direct participant observation, and rigorous document analysis involving PJOK teachers, school supervisors, and educational bureaucrats. The findings reveal that the dissemination management operates through four distinct phases: (1) highly structured and data-driven planning, (2) collaborative organization emphasizing distributed leadership, (3) participatory implementation utilizing blended learning and localized teacher working groups (KKG), and (4) continuous monitoring that directly translates into measurable pedagogical enhancements. The program significantly improved teachers' conceptual understanding of student-centered learning, their capacity to design innovative lessons, and their utilization of authentic assessments. Ultimately, effective dissemination management of the PKG PJOK serves as a vital catalyst for sustainable professional development, directly elevating the quality of physical education.
Quality Management of School Principal Academic Supervision in Improving Elementary School Teacher Performance Iman Ramadan; Suharyanto H. Soro
Jurnal Iman dan Spiritualitas Vol. 5 No. 4 (2025): Jurnal Iman dan Spiritualitas
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jis.v5i4.58593

Abstract

This research is based on the urgent role of the principal as a learning leader who has a strategic responsibility in improving teacher professionalism through planned and continuous academic supervision. This study aims to analyze the quality management of academic supervision implemented by the principal in an effort to improve teacher performance at SDN Rancabango and SDN Rancaekek 06, Bandung Regency. In practice, academic supervision is often understood only as an assessment activity, so its function as a coaching and development tool has not been optimally utilized to encourage teacher performance improvement. The research used a qualitative approach with a case study design. Data were obtained through in-depth interviews, field observations, and document reviews involving the principal, teachers, and relevant stakeholders. Data analysis was conducted descriptively with an inductive approach that emphasized four main aspects of supervision management: planning, implementation, evaluation, and follow-up. The findings indicate that supervision planning has been designed through program development, goal formulation, and the use of relevant instruments. Supervision implementation includes learning observations, providing feedback, and professional development, although its implementation is not yet fully optimal. Evaluation is able to identify teacher strengths and weaknesses, but is not supported by systematic and continuous follow-up. Key obstacles include time constraints, inadequate supervisory competency of principals, and a lack of supporting facilities. Improvements are being made through capacity building of principals, refinement of supervision programs, and strengthening collaboration. Overall, academic supervision quality management plays a crucial role in improving teacher performance, but requires consistency and reinforcement in the follow-up phase to significantly impact learning quality.
Joyful English Learning Management for Enhancing Elementary Students’ Writing Skills: A Comparative Case Study of Two Indonesian Primary Schools Ani Nuraeni; Suharyanto H. Soro
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.v6i3.55242

Abstract

This study provides a comprehensive analysis of how managing English language instruction grounded in the Joyful Learning approach enhances elementary students’ writing skills. Joyful Learning, conceptualized as a pedagogical model promoting enjoyable, creative, and emotionally supportive learning, is examined within Fayol’s managerial framework consisting of planning, organizing, actuating, and controlling. Employing a qualitative case study design, the research collected data through non-participatory classroom observations, in-depth interviews, and document analysis involving English teachers, school principals, and fifth-grade students from SDN Ciwalen and SDN Cipanas 3. Findings reveal that when Joyful Learning is implemented through systematic managerial processes, it yields significant improvements in learner engagement, intrinsic motivation, affective readiness, and technical writing proficiency. Digital media, game-based activities, and contextual writing tasks effectively reduced language anxiety while strengthening spelling accuracy, sentence organization, and creative expression. Key challenges identified include limited digital infrastructure, heterogeneous student abilities, and the inherent complexity of English orthography. Practical recommendations emphasize the need for enhanced teacher training in creative instructional design, increased availability of interactive learning tools, and sustained instructional supervision rooted in reflective dialogue. Contribution: This study advances the theoretical discourse on educational management by proposing an integrative model that bridges classical managerial principles with contemporary humanistic pedagogy, offering both a conceptual framework and an actionable strategy for elementary schools seeking to cultivate effective, joyful, and sustainable writing instruction.
Co-Authors Afrida Jaya Asmara Ani Nuraeni Cucun Nurazizah Deti Yulianti Devi Octavianty Divia Avivah Elis Nursari Emmalia Emmalia Eneng Nurjanah Erma Purwa Rahayu Ferry Wibowo Frebi Setia Pringga Hendra Purwanto Herdiana Sastranegara Ida Tejawiani Iis Aisyah Iman Ramadan Inda Eliana Novia Isti Ayu Oktrianty Kukuh Jaya Barokah Lilis Lise Suhartati Lora Widjayanti Moch Muschlih R Nana Herdiana Abdul Rahman Neng Evi Nurfaidah Nina Nuraeni Novia Sundariani Nunung Nur'aeni Premeilani Premeilani Reza Refhana Faisal Rifki Firdaus Rika Nopiyanti Rina Nurhayati Setiani Riska Riska Selvy Indah Kartikasari Siti Misliah Suci Susanti Susanti Nurlestari Tri Sumartini Ujang Abdul Fatah Wita Puspita Sari Wiwi Kurnia Yani Suryani Yanti Apriyanti Yun Sri Wahyuni