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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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INSTRUCTIONAL LEADERSHIP OF THE PRINCIPAL IN THE TRANSFORMATION OF VISION AND MANAGEMENT OF ACHIEVEMENT-BASED LEARNING: A CASE STUDY OF SDN 1 BUGEL Retno Susilowati; 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.v15i2.7745

Abstract

This research is motivated by the challenge of school visions, which are often trapped in administrative slogans without a real internalization of the work culture. This study aims to analyze the role of instructional leadership, vision transformation, and achievement-based learning management at SDN 1 Bugel. Using a qualitative case study method, data was collected through interviews, observations, and document review. The results indicate that the principal successfully transformed into an instructional leader through dialogic clinical supervision and ongoing mentoring. The school vision was systemically internalized through assertive communication strategies and strategic budget support. An evaluation of learning management demonstrated a positive transition toward an outcomes-based model and the utilization of educational report card data, despite ongoing administrative constraints. In conclusion, the success of the achievement ecosystem is determined by "lived leadership" and adaptive governance synergy.
ANALYSIS OF DETERMINANTS OF LITERACY AND NUMERACY ACHIEVEMENTS OF ELEMENTARY SCHOOL STUDENTS: A CASE STUDY BASED ON EDUCATION REPORTS AT SDN 2 MANGGARMAS nurul mutmainah; 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.v15i2.7763

Abstract

This research was driven by the low cognitive reasoning abilities of elementary school students, despite administrative scores showing a positive trend. The objective of the study was to analyze the determinants of literacy and numeracy achievement at SDN 2 Manggarmas through Education Report Card data. The research method used a descriptive qualitative case study with data triangulation techniques involving the 2024–2025 Education Report Card document, interviews, and observations. The results showed a 23.62-point increase in numeracy scores (reaching 84.98) and the successful elimination of 0% of students below the standard. However, a significant Cognitive Gap was found between the ability to know (89.13) and reason (74.60), as well as disparities in the geometry domain (77.93). The conclusion suggests that the quantitative increase is influenced by adaptive instructional leadership, but further pedagogical transformation is needed to improve the depth of students' reasoning (L3).
DATA-BASED EDUCATION FINANCING MANAGEMENT: A STRATEGY TO IMPROVE PRIORITY INDICATOR ACHIEVEMENT IN ELEMENTARY SCHOOLS siti munawaroh; 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.v15i2.7765

Abstract

The low literacy and numeracy scores on the Education Report Card (Report Card) have prompted the urgency of precise financial governance. This study aims to analyze data-driven financing management strategies to improve priority indicators at SDN 5 Godong. Using a qualitative case study method, data was collected from eight informants (the Principal, Treasurer, Teachers, School Committee, and parents) through interviews, observations, and document review. Data validity was ensured through triangulation of sources and techniques. The results indicate that integrating the ARKAS (School Budget Alignment) with the Education Report Card (Report Card) increased the efficiency of instructional allocation by 15%. The findings identified the "Triple-Check Data Alignment" model as key to success, but it was hampered by the high digital administrative burden on teachers. The establishment of an internal "Data Literacy Cluster" for longitudinal analysis and diversification of funding sources is recommended to ensure the sustainability of the school quality improvement program.
DATA-DRIVEN PERFORMANCE EVALUATION AS THE FOURTH PILLAR OF EDUCATIONAL HUMAN RESOURCE MANAGEMENT AT SD NEGERI KARANGREJO 01, SEMARANG Juan Lestari Paiki; Tri Prasetyo Handayani; Fitria; Muji Astuti; Novia Indriani; Ngurah Ayu Nyoman Murniati
SOSIOEDUKASI Vol 15 No 3 (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.v15i3.8933

Abstract

Educational human resource management requires an integrated data-driven evaluation system to continuously enhance teacher capacity. This study aims to analyze the implementation of Data-Driven Performance Evaluation as the Fourth Pillar of Educational Human Resource Management at SD Negeri 01 Karangrejo, Semarang, focusing on its sensory, integrative, and motor functions, alongside its enabling and hindering factors. Employing a qualitative case study design, data were collected through non-participant observation, documentation, and semi-structured interviews with four informants (the principal and three teachers), and analyzed using thematic analysis. The findings reveal that while the sensory function is robustly institutionalized through digital platforms (e-Kinerja and Rumah Pendidikan) and the integrative function is enriched by organic, informal teacher reflections, the system suffers from "follow-up paralysis" due to a weak motor function that fails to link evaluation data to personalized professional development. Supportive principal leadership serves as the primary enabler, whereas heavy administrative burdens act as the main hindrance. Theoretically, this underscores the functional interdependence within the Five Pillars framework, while practically implying the urgent need for structured follow-up mechanisms and platform simplification to shift from mere administrative compliance to authentic professional growth.
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