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All Journal Edunesia : jurnal Ilmiah Pendidikan The Innovation of Social Studies Journal Edu Cendikia: Jurnal Ilmiah Kependidikan Jurnal Abdimas Kartika Wijayakusuma 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.
Implementasi Supervisi Direktif Sebagai Instrumen Kompetensi Pengawas Sekolah Untuk Peningkatan Mutu Dan Kinerja Guru PAI SD Nurul Hidayah; Rika Yuliani; Ambo Sakka; Metroyadi Metroyadi
Jurnal Abdimas Kartika Wijayakusuma Vol 7 No 2 (2026): Jurnal Abdimas Kartika Wijayakusuma
Publisher : LPPM Universitas Jenderal Achmad Yani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26874/jakw.v7i2.1437

Abstract

Penelitian ini bertujuan untuk mengkaji penerapan supervisi direktif sebagai instrumen kompetensi pengawas sekolah dalam meningkatkan mutu dan kinerja guru PAI di SDN Paringin Selatan 1. Metode penelitian menggunakan pendekatan kualitatif dengan teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan dengan menggunakan model Miles dan Huberman, yang terdiri dari tiga tahapan: reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa supervisi direktif mampu memberikan arahan yang jelas dan terstruktur bagi guru, sehingga mereka dapat menyusun perencanaan pembelajaran yang lebih sistematis, berorientasi pada kebutuhan siswa, dan efektif dalam mencapai tujuan pembelajaran. Pendekatan ini juga berkontribusi pada peningkatan kompetensi profesional guru melalui bimbingan, evaluasi, dan arahan berbasis kebutuhan spesifik. Implikasi dari temuan ini menekankan perlunya pengembangan model supervisi yang lebih adaptif dan integratif, dengan menggabungkan kekuatan supervisi direktif serta kebebasan guru untuk berinovasi, sehingga peningkatan mutu dan kinerja guru dapat berkembang secara holistik dan berkelanjutan.
Manajemen Praktik Kerja Lapangan Berbasis Digital: Studi Multi Situs SMK Negeri 2 dan 5 Banjarmasin: Digital-Based Field Work Practice Management: A Multi-Site Study at SMK Negeri 2 and 5 Banjarmasin Edi Fakhrin; Aslamiah Aslamiah; Ambo Sakka
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9274

Abstract

This study aims to analyze the effectiveness of a digital-based management system for Field Work Practices (PKL)—vocational internships—as a substitute for conventional systems at SMK Negeri 2 Banjarmasin and SMK Negeri 5 Banjarmasin. The research is motivated by the demands of the Kurikulum Merdeka (Independent Curriculum), which designates PKL as a core subject with a workload of 46 lesson hours per week, and by the limitations of conventional systems in monitoring, documentation, and accountability. A qualitative approach with a multi-site study design was employed. Data collection involved in-depth interviews with 17 key informants, passive participatory observation, and document analysis. Data analysis proceeded through stages of reduction, presentation, and conclusion drawing, supplemented by cross-site analysis to identify similarities and differences in managerial practices between the two schools. Data validity was verified through source and technique triangulation. The findings indicate that: (1) financial incentives integrated into the system proved most effective in overcoming teacher resistance and altering user behavior; (2) digital mapping and real-time tracking features provided solutions to classic geographical challenges in PKL monitoring; (3) the lack of integration between the e-PKL system and the electronic report card system (e-rapor) resulted in duplicated workloads for teachers; and (4) the control function exercised by the Head of the Expertise Program via the digital dashboard created multi-layered accountability, thereby strengthening distributed leadership in quality assurance. This study underscores that the success of digital transformation depends not merely on the technical quality of the software, but primarily on the system's ability to resolve the practical, administrative, and geographical issues that have historically hindered conventional PKL implementation.
Curriculum Management in Public Primary Schools: A Multi-Site Study at SDN Tanjung Pagar 3 and SDN Kuin Utara 4 in Banjarmasin City Maulana Akbari; Ambo Sakka; Novitawati Novitawati
The Innovation of Social Studies Journal Vol 8, No 1 (2026): The Innovation of Social Studies Journal, September 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/issj.v8i1.19508

Abstract

This study analyzes curriculum development, learning environment empowerment, and monitoring and evaluation (M&E) strategies at SDN Tanjung Pagar 3 and SDN Kuin Utara 4 in Banjarmasin City. While previous studies have often examined curriculum implementation, leadership, or evaluation separately, limited attention has been given to the interaction of these dimensions within an integrated curriculum management system in primary schools. A qualitative multi-site approach was employed using interviews, participatory observations, and document analysis. Data were analyzed through cross-site comparison and validated through source triangulation, method triangulation, and member checking. The findings indicate that effective curriculum management requires: (1) curriculum development based on student needs, data utilization, school asset optimization, and professional learning communities; (2) learning environment empowerment through Contextual Teaching and Learning (CTL), integration of local wisdom through eco-schooling programs, and collaboration with external partners; and (3) systematic M&E practices supported by data-based planning, coaching-oriented clinical supervision, application of the CIPP evaluation model, and continuous quality control. The study contributes an empirical understanding of how curriculum planning, environmental resource utilization, and quality assurance can operate as an interconnected system to strengthen learning quality in public primary schools. In conclusion, adaptive and contextual curriculum management depends on participatory instructional leadership and collaborative stakeholder engagement to support sustainable educational improvement.
Co-Authors Ahmad Suriansyah Aslamiah Aslamiah Edi Fakhrin Hasnah Hasnah Helyna Riskawaty Maulana Akbari Metroyadi Metroyadi Novitawati Novitawati Nurul Hidayah Rika Yuliani Sri Meldayani Suhaimi Suhaimi Wiwik Indrasari