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All Journal AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
ngurah ayu nyoman murniati
universitas persatuan guru republik indonesia semarang
Education Social Sciences Other

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COMPARATIVE INFLUENCE OF PEDAGOGICAL COMPETENCE AND WORK MOTIVATION ON TEACHER PROFESSIONALISM: EVIDENCE FROM EAST UNGARAN DISTRICT Zulianti Lisa Kurniawati; AY Soegeng Ysh; ngurah ayu nyoman murniati
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6636

Abstract

This study investigates the extent to which pedagogical competence and work motivation individually influence teacher professionalism in public elementary schools in East Ungaran District, Indonesia. Using a quantitative causal design, data were collected from 125 teachers selected through proportional random sampling and analyzed using correlation and linear regression techniques. The findings show that both pedagogical competence (β = 0.721, R² = 0.724) and work motivation (β = 0.785, R² = 0.743) have positive and significant partial effects on teacher professionalism. Notably, work motivation demonstrates a stronger influence, indicating that intrinsic and extrinsic motivational factors contribute more substantially to professional behavior than technical pedagogical skills alone. This study provides empirical evidence that strengthening internal drive and work climate may yield greater improvements in teacher professionalism than focusing solely on competency-based training. The results offer practical implications for policymakers and school leaders in designing targeted professional development strategies.
IMPROVING LEARNING QUALITY THROUGH THE SYNERGY OF ACADEMIC SUPERVISION, SCHOOL CULTURE, AND TEACHER MOTIVATION yulianto hery purnomo; ngurah ayu nyoman murniati; muhammad prayito
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6656

Abstract

This study examines the influence of principal academic supervision, school culture, and teacher work motivation on learning quality in public elementary schools in Sedan District, Rembang Regency. Using a quantitative ex post facto design, data were collected from 132 teachers selected through proportional random sampling. Multiple correlation, ANOVA, and multiple regression analyses were employed. The findings reveal that the three independent variables collectively have a very strong and significant effect on learning quality (R = 0.895; R² = 0.800; p < 0.001). Principal academic supervision contributes the most substantially (69.8%), followed by teacher work motivation (68.1%) and school culture (53.1%). These results indicate that learning quality can be significantly improved through an integrated synergy that strengthens instructional supervision, fosters a collaborative school culture, and enhances teachers’ intrinsic motivation. The study highlights the importance of comprehensive managerial interventions in optimizing learning quality and offers empirical evidence for the multidimensional model of supervision–culture–motivation in primary education.
THE PRINCIPAL'S STRATEGY IN IMPROVING POSITIVE CULTURE FOR THE EFFECTIVENESS OF SDN KALIREJO 02 dyah ayu permatasari; AY Soegeng Ysh; ngurah ayu nyoman murniati
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6657

Abstract

This study examines the principal’s strategic planning in cultivating a Positive Culture to enhance the overall effectiveness of SDN Kalirejo 02. Employing a qualitative case study design, data were gathered through observations, in-depth interviews, and document analysis involving principals, teachers, students, parents, and staff. The findings show that strategic planning is implemented through three interconnected phases: Strategy Formulation, Strategy Implementation, and Strategy Evaluation. Strategy Formulation emphasizes context diagnosis, identification of core cultural values, and the development of SMART goals focusing on discipline improvement, teacher attendance, and student learning motivation. Strategy Implementation includes teacher capacity development, restructuring the learning environment, and strengthening positive routines. The principal plays a central role as a role model and motivator in mobilizing stakeholders. Evaluation is conducted adaptively using quick-win monitoring, periodic climate surveys, and PDCA-based feedback loops. The study concludes that the strategic planning implemented at SDN Kalirejo 02 effectively integrates Positive Culture principles, leading to measurable behavioral improvements and enhanced academic and non-academic performance.
PRINCIPAL'S MANAGERIAL STRATEGY: OPTIMIZING THE ROLE OF THE LEARNING COMMUNITY IN IMPROVING THE QUALITY OF LEARNING AT SDN 1 KALIPANG Sugiharti Sugiharti; ngurah ayu nyoman murniati; muhamad Prayito
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6680

Abstract

SDN 1 Kalipang has actively implemented Learning Communities, resulting in improved performance on the educational report card over the last three years. This study aims to describe and analyze the principal’s strategic and operational roles in managing Learning Communities to improve learning quality at SDN 1 Kalipang. Using a qualitative case study design, data were collected through in-depth interviews with principals and teachers, observations of Learning Community activities, and documentation analysis. The findings indicate that the principal demonstrates comprehensive leadership. Strategically, the principal positions Learning Communities as a priority program aligned with the school’s vision. Operationally, the principal facilitates collaborative routines, ensures resource allocation, and creates a supportive culture for teachers. The study concludes that the principal’s managerial strategy—both strategic and operational—significantly enhances the effectiveness of Learning Communities as a collaborative mechanism for improving learning quality.
INCLUSIVE EDUCATION PRACTICES IN INDONESIAN ELEMENTARY SCHOOLS: PLANNING, IMPLEMENTATION, AND EVALUATION matius kurniawan; ngurah ayu nyoman murniati; muhamad Prayito
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6722

Abstract

This study examines the implementation of inclusive education at SDN Susukan 04, East Ungaran District, using a qualitative case study design. Data were collected through in-depth interviews, classroom observations, and document analysis, and validated through methodological and source triangulation. The findings show that planning was conducted through goal formulation, needs identification, and the development of adaptive programs integrated into the RKS/RKAS. Implementation involved curriculum modification, service accommodation, and the deployment of special education teachers to support 29 students with special needs across 13 classes. Evaluation was carried out systematically to measure goal attainment and identify barriers. The school demonstrated progress in fostering social acceptance, self-confidence, and empathy among students, consistent with the principles of inclusion and Social Role Valorization (SRV). However, challenges persist in teacher competency, parental involvement, and the adequacy of adaptive learning media. Strengthening professional development and building a comprehensive support system are essential for advancing transformative inclusion.
QUALITY TRANSFORMATION STRATEGY THROUGH THE INTEGRATION OF LEARNER VISION AND INSTRUCTIONAL LEADERSHIP IN ELEMENTARY SCHOOLS Zumrotun Zumrotun; Ngurah Ayu Nyoman Murniati; Supandi
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7690

Abstract

The shift in the global education paradigm demands holistic learning quality beyond quantitative achievement. Despite having ICT-literate educators, SD Negeri 1 Godong faces the challenge of numeracy stagnation (70.83%) and character fluctuations. This research is a qualitative case study aimed at analyzing the development of vision, culture, and learning leadership in improving educational quality. Data were collected through interviews, observations, and Education Report Card documents, then analyzed using the interactive model of Miles et al. The results show that the vision of the "Center for Literacy and Technology" has been institutionalized, but teachers' use of ICT is still visual-passive and therefore has not optimally boosted numeracy. The principal's leadership has been proven to be supportive of teacher self-efficacy, but requires strengthening of cognitive activation-based clinical supervision. It is concluded that sustainable quality requires the synergy of digital innovation, character strengthening, and logical reasoning simultaneously by instructional leadership.
CONSTRUCTION OF ELEMENTARY SCHOOL SAFETY CLIMATE: THE ROLE OF IDEALIZED INFLUENCE AND INSPIRATIONAL MOTIVATION OF THE PRINCIPAL fathimah; Ngurah Ayu Nyoman Murniati; Supandi
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7691

Abstract

The escalation of child violence and post-disaster infrastructure damage in elementary schools demands a resilient leadership model. This study aims to analyze the implementation of the principal's Idealized Influence and Inspirational Motivation strategies in building trust and resilience within the school community. Using a qualitative case study method at SDN 2 Ketangirejo, data was collected through interviews, observations, and analysis of the 2023-2024 Education Report Card. The findings indicate that the leadership's moral example and inspirational vision successfully created a "psychological shield" that compensated for physical vulnerability, as evidenced by an increase in the security index from 68.02 to 75.99. However, administrative vulnerabilities were identified in the instructional leadership aspect. As a solution, a "Resilient-Systemic-Instructional" (RSI) model was formulated that integrates collective leadership, data-driven operational standardization, and strengthened academic supervision to ensure the sustainability of a comprehensive school safety climate.
Beyond the Classroom: Strategic Principal Leadership in Planning Character-Based Co-Curricular Programs Ananda Vian Saleh Presiden; Senowarsito Senowarsito; Ngurah Ayu Nyoman Murniati
JURNAL AL-TANZIM Vol 10, No 4 (2026): IN PRESS
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i4.14740

Abstract

This study aims to analyze principal leadership in planning co-curricular programs to strengthen character education. This research used a qualitative approach with a case study design. Data were collected through semi-structured interviews, participant observation, and document analysis involving principals, vice principals, teachers, program coordinators, and relevant stakeholders. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña, with data validity strengthened through triangulation and member checking. The results revealed five key practices of principal leadership in co-curricular program planning: comprehensive needs analysis, alignment of character education goals with the school's vision and mission, stakeholder engagement through collaborative planning, integration of academic learning with character development, and strategies for overcoming challenges through resource optimization and coordination. This study concluded that effective principal leadership in the planning stage is a strategic factor in the sustainability of character education through co-curricular programs. The research findings provide practical implications for strengthening the role of principals in designing contextual, collaborative, and sustainable co-curricular programs.
Beyond Teacher Burnout: Implementing Circle Time as an Adaptive Strategy for Social-Emotional Growth and Collaborative School Culture Catur Rochman; Ngurah Ayu Nyoman Murniati; Muhammad Prayito
JURNAL AL-TANZIM Vol 10, No 3 (2026)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i3.13638

Abstract

Teachers' social and emotional competence (SEC) is a crucial factor in improving the quality of education. However, it still faces challenges such as stress, limited collaboration, and a lack of reflective practice. This study aims to analyse the implementation of Circle Time as a managerial strategy to strengthen teachers' SEC and its implications for organisational culture in madrasas. This study used a qualitative case study design. Data were collected through in-depth interviews, participant observation, and document analysis. Data analysis was conducted using an interactive model, which included collection, reduction, presentation, and conclusion drawing. The results showed that Circle Time was implemented through planning, implementation, and evaluation stages. Needs-based participatory planning increased the program's relevance, while reflective practice during the implementation stage enhanced teachers' self-awareness, emotional regulation, empathy, and professional interaction. Evaluation through observation and self- and peer assessments supported continuous improvement. This study contributes by offering Circle Time as an adaptive strategy to strengthen teachers' SEC and build a collaborative school culture. This study implies that Circle Time can be widely applied to develop teachers' social and emotional competence, encourage reflective practice, and build a collaborative school culture. 
TYPOLOGY OF SOCIO-EMOTIONAL COMPETENCIES OF ELEMENTARY SCHOOL TEACHERS: ANALYSIS OF CHARACTERISTICS AND RESILIENCE IN LEARNING haryanto; ngurah ayu nyoman murniati; Supandi
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.7744

Abstract

The background of this research is the disconnect between the high psychological well-being of teachers and the decline in the quality of student learning in literacy and numeracy aspects in rural elementary schools. This qualitative case study research aims to dissect the typology of social-emotional competencies (SECs) of teachers at SDN Rajek, Grobogan Regency, to understand the disparity in cognitive achievement. Data were collected through observation, in-depth interviews, and a review of the 2024-2025 Education Report Card documents. The results revealed that the majority of teachers fall into the "Reflective-Stagnant" profile, where personal emotional maturity has not yet transformed into effective instructional resilience. The findings indicate that teacher empathy tends to be passive towards students' sociogeographical barriers. This study recommends a behavioral intervention matrix to shift teacher typology towards the "Resilient-Accelerative" profile through the integration of diagnostic SECs to restore the quality of learning in rural areas.
Co-Authors Ananda Vian Saleh Presiden AY Soegeng Ysh Catur Rochman dyah ayu permatasari fathimah Fitria haryanto Juan Lestari Paiki matius kurniawan muhamad Prayito muhammad prayito Muji Astuti Novia Indriani nurul mutmainah Retno Susilowati Senowarsito Senowarsito siti munawaroh Sugiharti Sugiharti Supandi Tri Prasetyo Handayani yulianto hery purnomo Zulianti Lisa Kurniawati Zumrotun Zumrotun