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The Influence of Instructional Leadership and Teacher Digital Literacy on the Quality of In-Depth Learning in Public Elementary Schools Novia Indriyani; Widya Kusumaningsih; Ngurah Ayu Nyoman M
Jurnal Pendidikan Terapan Vol 4, No 1 March (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i1.874

Purpose: The purpose of this study is to: determine the magnitude of the influence of instructional leadership and teachers' digital literacy together on the quality of in-depth learning. Methods: The research approach used is quantitative. This type of research uses correlation research. The population of this study was 244 teachers and the research sample was 152 teachers. Data collection was carried out using a questionnaire. The data analysis techniques used in this study were descriptive data analysis, prerequisite tests including normality tests, multicollinearity tests, heteroscedasticity tests, linearity tests and hypothesis tests including simple and multiple linear regression. Findings: The results of the study showed that: (1) the correlation of instructional leadership on the quality of in-depth learning was 0.824. The influence of instructional leadership had a significant effect on the variable of the quality of in-depth learning by 78.0%. (2) The correlation of teachers' digital literacy on the quality of in-depth learning was 0.960. The influence of teacher digital literacy has a significant effect on the variable of in-depth learning quality by 92.1%. (3) Then the correlation coefficient value r is 0.963. The result of the coefficient of determination of the influence of variables X1 and X2 on Y is 92.7%. Research implications: This study suggests that optimizing principals’ instructional leadership and enhancing teachers’ digital literacy can improve the quality of in-depth learning. Originality: This research uniquely examines the combined role of instructional leadership and teachers’ digital literacy in influencing in-depth learning quality at the elementary school level, a topic rarely explored.

Implementation of an Anti-Bullying Program in a Child-Friendly Elementary School: A Case Study at SD Negeri 2 Dempel Moh Nurkhasan; Widya Kusumaningsih; Joko Sulianto
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1274

Bullying in schools remains a serious problem that can negatively affect students’ psychological well-being, learning motivation, and social development. Therefore, effective school management is required to implement preventive programs that create a safe and supportive learning environment. This study aims to analyze the management of the anti-bullying program within the Child-Friendly School program at SD Negeri 2 Dempel, Karangrayung, Grobogan, focusing on four management functions: planning, organizing, actuating, and controlling. This research employs a qualitative, descriptive approach. The research subjects include the principal, teachers, the school committee, and the Child-Friendly School team. Data were collected through observation, interviews, and documentation. The data analysis process involved data reduction, data display, and conclusion drawing to obtain a comprehensive understanding of the program implementation. The results show that the anti-bullying program management at SD Negeri 2 Dempel has been implemented effectively. In the planning stage, the school conducts needs identification through observation, questionnaires, interviews, and analysis of student discipline data. The organizing stage involves establishing a clear organizational structure, allocating school resources, and assigning tasks based on staff competencies. In the actuating stage, the principal provides guidance and motivation to ensure program implementation through activities such as integrating anti-bullying values into learning, developing child-friendly habits, supervising vulnerable areas, providing counseling services, collaborating with parents, and conducting anti-bullying campaigns. In the controlling stage, supervision is carried out through routine evaluations, principal monitoring, and follow-up improvements. Overall, the program contributes to creating a safe, inclusive, and child-friendly school environment.

Implementation of Deep Learning Policy at Muhammadiyah Purin Elementary School, Kendal Regency Noor Lilis Oktafia; Widya Kusumaningsih; Ngurah Ayu Nyoman M
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1243

Purpose: Muhammadiyah Purin Elementary School has demonstrated a strong commitment to implementing deep learning as part of its educational transformation agenda. This study aims to analyze the implementation of the deep learning policy at Muhammadiyah Purin Elementary School using the policy implementation framework of communication, resources, disposition, and bureaucratic structure. Methods: This study employed a qualitative approach. Data were collected through interviews, observations, and document analysis, and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. Findings: The findings indicate that the implementation of the deep learning policy has generally been effective. Communication regarding the policy has been disseminated through formal and informal channels, although teachers still require more technical guidance for classroom implementation. Adequate infrastructure and professional development programs are available, yet their utilization remains constrained by variations in teachers’ pedagogical and digital competencies. School leaders and teachers demonstrate strong commitment and positive attitudes toward learning transformation, despite challenges related to administrative workloads and differing levels of motivation. Furthermore, a clear organizational structure, collaborative coordination, and reflective academic supervision have supported policy implementation. However, continuous mentoring, technology optimization, and the strengthening of a collaborative learning culture remain necessary to sustain improvement. Research Implications: The study highlights that effective deep learning implementation can contribute to school quality improvement through strengthened teacher capacity, supportive leadership, optimized learning resources, and active parental involvement. Originality: This study contributes to the literature by examining the implementation of Deep Learning policies at the elementary school level. It provides empirical evidence on how communication, resources, dispositions, and bureaucratic structures influence Deep Learning implementation in the elementary school context, an area that remains underexplored in existing studies.

From Classroom to Catwalk: How Teaching Factory Management Cultivates Student Entrepreneurship and Career Readiness Rukmosari Handayani; Widya Kusumaningsih; Ngurah Ayu Nyoman M
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.v10i4.14737

This study aims to describe the implementation of Teaching Factory (TEFA) in increasing entrepreneurial interest and work readiness of students in the fashion design expertise program. This research is motivated by the gap between the competencies of Vocational High School graduates and the needs of the Business World and Industry, especially in the creative fashion industry sector. The novelty of this research lies in the study of TEFA implementation through a qualitative case study approach that integrates the theories of Experiential Learning, Constructivism, and Work-Based Learning in the simultaneous development of entrepreneurial competencies and student work readiness. This study uses a qualitative method with a case study design. The research subjects consisted of school principals, vocational teachers, students, and industry partners. Data were collected through in-depth interviews, participant observation, and documentation, then analyzed using the Miles and Huberman interactive model with data validation through triangulation. The results of the study indicate that TEFA implementation is carried out through an industry-standard production process, from planning and product manufacturing to marketing. This program contributes to improving students' technical skills, work ethic, self-confidence, work readiness, and entrepreneurial interest. Supporting factors include school support, teacher competence, industry partnerships, and learning facilities, while the main barriers are limited learning time and differences in industry work standards.

PENGARUH KEPEMIMPINAN KEPALA SEKOLAH, DISIPLIN, DAN MOTIVASI TERHADAP KOMPETENSI GURU SEKOLAH DASAR Ubaidillah Ubaidillah; Nurkolis; Widya Kusumaningsih
Jurnal Manajemen Pendidikan (JMP) Vol. 15 No. 1 (2026): APRIL 2026
Publisher : Magister Manajemen Pendidikan, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jmp.v15i1.497

Penelitian ini bertujuan menganalisis (1) pengaruh kepemimpinan kepala sekolah, (2) disiplin kerja, (3) motivasi kerja guru secara parsial maupun simultan terhadap kompetensi guru, dan (4) pengaruh kepemimpinan kepala sekolah, disiplin kerja, dan motivasi kerja secara simultan terhadap kompetensi guru Sekolah Dasar Negeri Kecamatan Pakis Aji, Kabupaten Jepara. Kompetensi guru dipandang sebagai elemen kunci yang memerlukan dukungan kepemimpinan yang efektif serta kondisi internal guru yang disiplin dan termotivasi. Metode penelitian yang digunakan adalah pendekatan kuantitatif dengan jenis penelitian korelasi. Populasi penelitian berjumlah 230 guru, dengan sampel sebanyak 139 orang yang ditentukan melalui tabel Krejcie menggunakan teknik proportional random sampling. Pengumpulan data dilakukan melalui kuesioner, sedangkan teknik analisis data yang digunakan meliputi analisis statistik regresi linier sederhana dan regresi linier berganda. Hasil uji hipotesis menunjukkan bahwa: (1) terdapat pengaruh signifikan kepemimpinan kepala sekolah terhadap kompetensi guru dengan kontribusi sebesar 18,2%; (2) terdapat pengaruh signifikan disiplin kerja terhadap kompetensi guru sebesar 36,1%; (3) terdapat pengaruh signifikan motivasi kerja terhadap kompetensi guru sebesar 45,2%; dan (4) secara simultan, ketiga variabel tersebut berpengaruh terhadap kompetensi guru sebesar 48,2%. Penguatan kepemimpinan, disiplin, dan motivasi secara kolektif akan meningkatkan kompetensi guru secara optimal. Disarankan bagi kepala sekolah untuk meningkatkan intensitas pembinaan serta bagi guru untuk memperkuat motivasi internal dan kepatuhan terhadap regulasi demi kualitas pembelajaran yang lebih baik.

PENGARUH KEPEMIMPINAN KEPALA SEKOLAH DAN PELIBATAN WARGA SEKOLAH TERHADAP IMPLEMENTASI KURIKULUM MERDEKA Mu’arifin Mu’arifin; Nurkolis; Widya Kusumaningsih
Jurnal Manajemen Pendidikan (JMP) Vol. 15 No. 1 (2026): APRIL 2026
Publisher : Magister Manajemen Pendidikan, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jmp.v15i1.499

Kurikulum Merdeka diimplementasikan melalui siklus manajemen yang sistematis guna mendorong kemandirian berpikir siswa serta pencapaian profil pelajar Pancasila yang kompeten. Penelitian ini mempunyai tujuan mengetahui pengaruh kepemimpinan kepala sekolah terhadap implementasi kurikulum Merdeka, pengaruh pelibatan warga sekolah terhadap implementasi kurikulum merdeka, pengaruh kepemimpinan kepala sekolah dan pelibatan warga sekolah terhadap implementasi kurikulum merdeka di SD Negeri Kecamatan Batealit Kabupaten Jepara. Populasi penelitian ini meliputi guru SD Negeri di Kecamatan Batealit Kabupaten Jepara, yang berjumlah 260 orang dengan jumlah sampelnya 149 orang setelah dicocokan dengan tabel Krecjie. Teknik sampling menggunakan proporsional random sampling dengan pendekatan yang digunakan secara kuantitatif dan jenis penelitian kausal komparatif. Metode pengumpulan data menggunakan kuesioner atau angket yang dianalisis dengan analisis regresi linier sederhana dan regresi berganda. Hasil uji hipotesis menunjukkan terdapat pengaruh kepemimpinan kepala sekolah terhadap implementasi kurikulum merdeka sebesar 43,8%, sedangkan pengaruh pelibatan warga sekolah terhadap implementasi kurikulum merdeka sebesar 42,1%. Adapun pengaruh kepemimpinan kepala sekolah dan pelibatan warga sekolah secara bersama-sama terhadap implementasi kurikulum merdeka di SD Negeri Kecamatan Batealit Kabupaten Jepara, sebesar 13,6%. Hasil penelitian menunjukkan kemampuan kepala sekolah dalam memimpin dan membimbing warga sekolah dapat mendorong kolaborasi antar warga sekolah dengan masyarakat sehingga mendukung implementasi kurikulum merdeka dapat berjalan dengan baik di sekolah.

Understanding Teacher Performance: The Roles of Professional Competence, Work Motivation, and Academic Supervision in Indonesia Vocational Schools Matheus Rahwantyo Nugroho; Widya Kusumaningsih; Harjito Harjito; Gregg O. Siat
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.3908

Background. Teacher performance is essential for improving educational quality, particularly in vocational schools expected to prepare graduates who meet industry demands. Although previous studies have examined professional competence, work motivation, and academic supervision, limited evidence explains their combined contribution to teacher performance in Indonesian private vocational schools. Purpose. This study examined the effects of professional competence, work motivation, and academic supervision on teacher performance among teachers in Private Vocational High Schools in Sub Rayon 4, Semarang City. Method. A quantitative survey was conducted involving a population of 205 teachers, from which 135 respondents were selected using proportionate sampling based on the Slovin formula. Data were collected through validated questionnaires and analyzed using descriptive statistics and multiple linear regression. Results. Professional competence, work motivation, and academic supervision each positively influenced teacher performance, while their combined effects provided a stronger explanation of teacher performance than any single factor alone. The findings indicate that teacher performance is enhanced through the interaction between individual professional capacity and continuous organizational support, particularly academic supervision that facilitates professional learning and instructional improvement. Conclusion. This study contributes to educational management by demonstrating that teacher performance in private vocational schools is shaped by both individual and organizational factors. The findings imply that policymakers and school leaders should integrate continuous professional development, motivational support, and structured academic supervision to strengthen instructional quality and improve vocational education outcomes.

From Instructional Leadership to Professional Learning Communities: Strengthening Literacy and Numeracy in Indonesian Elementary Schools Ngatemiyati; Widya Kusumaningsih; Harto Nuroso
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.v3i1.690

This study examines how instructional leadership contributes to professional learning communities (PLCs) in strengthening literacy and numeracy practices in an Indonesian elementary school. A qualitative case study was conducted at SD Negeri Ngempon 02 Bergas, Semarang Regency, involving 11 educational personnel. Data were collected through in-depth interviews, passive participatory observations, and document analysis and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that instructional leadership established shared literacy and numeracy priorities, facilitated teacher collaboration, encouraged instructional innovation, and provided developmental supervision and constructive feedback. These practices fostered PLCs characterized by professional dialogue, knowledge sharing, collective problem solving, peer support, and reflective practice. Collaborative professional learning was translated into student-centered literacy and numeracy instruction through reading habituation, contextual numeracy activities, problem-based learning, and concrete instructional media. The study concludes that instructional leadership strengthens literacy and numeracy by fostering PLCs that enhance teachers’ collective professional capacity and support continuous instructional improvement.

Strengthening Students’ Character through School-Family Partnership: Evidence from the Seven Habits of Great Indonesia Children Program. Aming Fitayah; Widya Kusumaningsih; Harto Nuroso
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.v3i1.691

: This study examines the role of school–family partnership in strengthening students’ character through the Seven Habits of Great Indonesian Children Program (7KAIH) at SDN Ungaran 01, Indonesia. A qualitative case study design was employed, involving the principal, teachers, students, school committee members, and parents selected through purposive sampling. Data were collected through interviews, observations, and documentation and analyzed using the interactive model of data condensation, data display, and conclusion drawing. The findings revealed four key dimensions of school–family partnership: parental engagement, school–family communication and coordination, continuity of character habituation between school and home, and collaborative monitoring for sustaining character development. The partnership strengthened students’ discipline, religiosity, responsibility, independence, cooperation, and social awareness by extending school-based habituation into family routines. However, differences in family routines and digital device use challenged consistent habituation. The study concludes that sustainable character development requires reciprocal communication, shared responsibility, and continuous collaboration between schools and families.

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

: 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.

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