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All Journal Edunesia : jurnal Ilmiah Pendidikan Edukasiana: Jurnal Inovasi Pendidikan Jurnal Pendidikan Terapan
Ambo Sakka
Universitas Lambung Mangkurat
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pendekatan Supervisi Kepala Sekolah yang Efektif Dalam Meningkatkan Profesionalisme Guru Di UPTD SDN 3 Asam Asam Wiwik Indrasari; Sri Meldayani; Ambo Sakka; Metroyadi Metroyadi
Edukasiana: Jurnal Inovasi Pendidikan Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v5i2.3785

Abstract

Supervisi akademik kepala sekolah merupakan salah satu strategi penting dalam meningkatkan profesionalisme guru dan kualitas pembelajaran di sekolah dasar. Namun dalam praktiknya, kegiatan supervisi di banyak sekolah masih berfokus pada aspek administratif sehingga belum sepenuhnya memberikan dampak terhadap pengembangan profesional guru. Penelitian ini bertujuan untuk menganalisis pendekatan supervisi kepala sekolah yang efektif dalam meningkatkan profesionalisme guru di UPTD SDN 3 Asam Asam. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Subjek penelitian terdiri dari kepala sekolah dan 18 guru yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui wawancara mendalam, observasi pembelajaran di kelas, dan studi dokumentasi. Analisis data dilakukan dengan menggunakan model analisis interaktif yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Untuk menjamin keabsahan data digunakan teknik triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa supervisi akademik di UPTD SDN 3 Asam Asam dilaksanakan secara sistematis melalui tahapan perencanaan, pelaksanaan observasi kelas, evaluasi, dan tindak lanjut. Pendekatan supervisi yang digunakan meliputi supervisi klinis, supervisi kolaboratif, supervisi individual, serta supervisi pengembangan profesional. Pendekatan tersebut memberikan kesempatan kepada guru untuk melakukan refleksi terhadap praktik pembelajaran, memperoleh umpan balik yang konstruktif, serta meningkatkan kompetensi pedagogik secara berkelanjutan. Penelitian ini menyimpulkan bahwa supervisi akademik yang dilaksanakan secara kolaboratif, reflektif, dan berkelanjutan dapat meningkatkan profesionalisme guru serta kualitas pembelajaran di sekolah dasar.
Planning Model for Early Childhood Education (Pendidikan Anak Usia Dini/PAUD) and Non-Formal Education Based on National Standards Through Regional Needs Analysis in Tanah Bumbu Regency, South Kalimantan Ambo Sakka; Ahmad Suriansyah; Hasnah Hasnah
Jurnal Pendidikan Terapan Vol 4, No 2 May (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i2.937

Abstract

Purpose: This study mapped PAUD compliance with the eight National Education Standards (SNP) in Tanah Bumbu Regency and developed an evidence-based planning framework for improving institutional quality toward National Standard School status. Methods: A quantitative descriptive-analytical survey was conducted across 325 PAUD units in 12 sub-districts. Stratified purposive sampling yielded 36 nominated schools subjected to four data streams: (1) an 80-item SNP self-assessment instrument (score range 80–400); (2) Academic Ability Tests (TKA) across audio, visual, and kinesthetic domains; (3) direct Facilities and Infrastructure (SAPRAS) observation; and (4) BAN-PDM accreditation records. Weighted aggregation based on Rasch Model logit person measures (Winsteps) produced a psychometrically calibrated institutional ranking. Findings: Average SNP compliance was approximately 65.5%. The three lowest-performing standards were Facilities and Infrastructure (50%), Educator and Education Personnel (55%), and Graduate Competency (60%). Cluster analysis yielded three institutional categories: Ready, Developing, and Needs Intervention. A three-phase planning framework (2026–2030) projects overall compliance reaching 83–85% under consistent implementation. Research Implications: The gap-based framework offers a replicable model for district-level PAUD planning. Key limitations include potential social desirability bias in self-assessment data, a sampling procedure biased toward higher-performing units, and the absence of longitudinal follow-up. Originality: The study integrates multi-source triangulation with Rasch-based institutional ranking to generate a cluster-differentiated, phased planning framework advancing beyond prior district-level SNP compliance surveys by translating gap profiles directly into measurable, standards-linked KPIs.
The Mediating Role of Work Discipline in the Relationship between Teacher Competence, Motivation, and Performance Helyna Riskawaty; Ambo Sakka; Suhaimi Suhaimi
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 2 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i2.1730

Abstract

This research investigates the mediating role of work discipline in the relationship among teacher competence, work motivation, and teacher performance at state junior high schools in Pulau Laut Utara District, Kotabaru Regency. A quantitative research design employing SEM-PLS analysis was adopted, with data gathered from 102 teachers drawn via proportional random sampling from a total population of 134. Findings reveal that teacher competence exerts a positive and significant impact on both work discipline and teacher performance, whereas work discipline substantially enhances performance and serves as a mediator for the effect of competence. Work motivation similarly produces a positive influence on discipline; however, its direct contribution to performance is negative, though it still yields a positive outcome on performance when channeled through discipline. The structural model demonstrates remarkably high explanatory capacity, with R² values reaching 0.913 for work discipline and 0.927 for teacher performance. These outcomes underscore that elevating teacher performance demands not merely the reinforcement of professional competence, but equally the cultivation of disciplined workplace conduct and the strategic management of motivation via supportive oversight mechanisms. This study yields actionable recommendations for educational administrators and policymakers in regional settings committed to sustainable advancement of educational quality.
Co-Authors Ahmad Suriansyah Hasnah Hasnah Helyna Riskawaty Metroyadi Metroyadi Sri Meldayani Suhaimi Suhaimi Wiwik Indrasari