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Jurnal Administrasi dan Manajemen Pendidikan
Published by Universitas Negeri Malang
ISSN : -     EISSN : 26158574     DOI : -
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education
JAMP : Jurnal Administrasi dan Manajemen Pendidikan [e-ISSN 2615-8574] was first published in 2018 by the Department of Educational Administration Faculty of Education State University of Malang. Published four times a year, March, June, September, and December. We accept research articles within the scope of the study of educational administration and educational management.
Arjuna Subject : -
Articles 434 Documents
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Manajemen Sarana dan Prasarana Pendidikan dalam Menunjang Mutu Pembelajaran di MAN 2 Kota Semarang Anna Amalia Silfi; Fahrurrozi Fahrurrozi
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 8, No 4 (2025): Volume 8 No 4 Desember 2025
Publisher : Universitas Negeri Malang

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Abstract: This article examines issues arising from the social fact that the availability of adequate educational facilities is not always accompanied by optimal management, particularly in terms of utilization, maintenance, and data-based management. In the context of modern education and demands for improved learning quality, facility and infrastructure management is a strategic factor because it directly affects the comfort, effectiveness, and quality of the teaching and learning process. This study uses a qualitative approach with a case study type. Data collection techniques were carried out through observation, in-depth interviews with the head of the madrasah, the deputy head of facilities and infrastructure, teachers, and students, as well as documentation. Data analysis was carried out through the stages of data reduction, data presentation, and conclusion drawing. The results of the study show that the management of facilities and infrastructure at MAN 2 Semarang City has been running quite well in terms of planning and procurement, and is supported by the availability of relatively complete facilities. However, it was found that the utilization of facilities was not yet evenly distributed, maintenance was still corrective in nature and not yet fully scheduled, and inventory data was not yet optimally utilized as a basis for managerial decision-making. The conclusion of this study emphasizes the need for strengthening facilities and infrastructure management to be more planned, preventive, and data-driven. Therefore, it is recommended that madrasahs develop a periodic maintenance system, optimize the digitization of facilities and infrastructure management, and improve human resource competencies to support the sustainability of learning quality. Keywords: facility and infrastructure management, learning quality, digitization of facility and infrastructure management Abstrak: Artikel ini mengkaji isu yang berangkat dari fakta sosial bahwa ketersediaan fasilitas pendidikan yang memadai belum selalu diikuti dengan pengelolaan yang optimal, khususnya pada aspek pemanfaatan, pemeliharaan, dan pengelolaan berbasis data. Dalam konteks pendidikan modern dan tuntutan peningkatan mutu pembelajaran, manajemen sarana dan prasarana menjadi faktor strategis karena berpengaruh langsung terhadap kenyamanan, efektivitas, dan kualitas proses belajar mengajar. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Teknik pengumpulan data dilakukan melalui observasi, wawancara mendalam dengan kepala madrasah, wakil kepala bidang sarana dan prasarana, guru, serta peserta didik, dan dokumentasi. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pengelolaan sarana dan prasarana di MAN 2 Kota Semarang telah berjalan cukup baik pada aspek perencanaan dan pengadaan, serta didukung oleh ketersediaan fasilitas yang relatif lengkap. Namun demikian, ditemukan bahwa pemanfaatan fasilitas belum merata, pemeliharaan masih cenderung bersifat korektif dan belum terjadwal secara menyeluruh, serta data
Peran Pengawas Sekolah dalam Pengembangan dan Evaluasi Supervisi Pengajaran untuk Peningkatan Mutu Pembelajaran Tri Ananda Setiyani; Nur Adzkia Kamilah; Siti Raisyah; Sulistiyana Sulistiyana; Metroyadi Metroyadi
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 8, No 3 (2025): Volume 8 No 3 September 2025
Publisher : Universitas Negeri Malang

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Abstract: The role of school supervisors is a key component in ensuring educational quality through the implementation of effective instructional supervision. This article aims to describe, both theoretically and empirically, the role of school supervisors in the development and evaluation of instructional supervision, including the supporting and inhibiting factors they encounter. This study employs a descriptive qualitative approach, with the primary informant being a school supervisor at the elementary level overseeing approximately 20 schools. Data were collected through in-depth interviews, observations, and document analysis. The findings indicate that school supervisors act as mentors, motivators, and evaluators who drive supervision programs based on the needs of teachers and the schools under their guidance. The supervision program is developed through needs analysis, planning, implementation, evaluation, and follow-up, applying collaborative and reflective principles. Supervision evaluation is carried out continuously to assess the effectiveness of teacher coaching and its impact on the quality of learning. Key supporting factors include policy support and collaboration with school principals, while the main obstacles involve limited time and the large number of supervised schools. This article highlights that school supervisors play a strategic role as change agents in enhancing teacher professionalism in the era of the Merdeka Curriculum. Keywords: school supervisor; instructional supervision; supervision evaluation; learning quality Abstrak: Peran pengawas sekolah menjadi komponen kunci dalam menjamin mutu pendidikan melalui pelaksanaan supervisi pengajaran yang efektif. Artikel ini bertujuan mendeskripsikan secara teoritis dan empiris peran pengawas sekolah dalam pengembangan serta evaluasi supervisi pengajaran, termasuk faktor pendukung dan penghambat yang dihadapi. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan narasumber utama seorang pengawas sekolah di tingkat sekolah dasar dengan total kurang lebih 20 sekolah binaan. Data dikumpulkan melalui wawancara mendalam, observasi, dan telaah dokumen. Hasil penelitian menunjukkan bahwa pengawas sekolah berperan sebagai pembimbing, motivator, dan evaluator yang menggerakkan program supervisi berbasis kebutuhan guru dan sekolah binaan. Program supervisi dikembangkan melalui analisis kebutuhan, perencanaan, pelaksanaan, evaluasi, dan tindak lanjut dengan prinsip kolaboratif dan reflektif. Evaluasi supervisi dilakukan secara berkelanjutan untuk menilai efektivitas pembinaan guru dan dampaknya terhadap mutu pembelajaran. Faktor pendukung utama berasal dari dukungan kebijakan dan kolaborasi dengan kepala sekolah, sementara hambatan utama adalah keterbatasan waktu dan banyaknya sekolah binaan. Artikel ini menegaskan bahwa pengawas sekolah memiliki peran strategis sebagai agen perubahan (change agent) dalam meningkatkan profesionalisme guru di era Kurikulum Merdeka. Kata kunci: pengawas sekolah; supervisi pengajaran; evaluasi supervisi; mutu pembelajaran
Pengaruh Kepemimpinan Transformasional Kepala Sekolah Terhadap Kompetensi Pedagogik Guru SMP Endang Sri Darmayanti; Bunyamin Bunyamin; M Prayito
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 9, No 2 (2026): Volume 9 No 2 Juni 2026
Publisher : Universitas Negeri Malang

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Abstract: This study aims to analyze the influence of the principal’s transformational leadership on the pedagogical competencies of junior high school teachers. Teachers’ pedagogical competencies are a key factor in improving the quality of learning and education. One factor believed to influence the improvement of teachers’ pedagogical competencies is the principal’s transformational leadership. Transformational leadership emphasizes the principal’s ability to provide motivation, intellectual stimulation, individual attention, and foster a collaborative school culture to support teachers’ professional development. This study employs a quantitative approach with an ex post facto design. The study was conducted at junior high schools in Jepon Subdistrict, Blora Regency, involving 101 teachers as the research sample, selected using proportionate stratified random sampling from a total population of 136 teachers. Data collection utilized a questionnaire that had been tested for validity and reliability. Data were analyzed using descriptive statistics, normality tests, linearity tests, and simple regression analysis with the aid of SPSS software. The results of the study indicate that the principal’s transformational leadership has a positive and significant effect on teachers’ pedagogical competence, with a regression coefficient of 0.650 and a significance level of 0.000 (p < 0.05). A correlation coefficient of 0.603 indicates a fairly strong relationship between the two variables, while a coefficient of determination of 0.363 indicates that the principal’s transformational leadership contributes 36.3% to teachers’ pedagogical competence. These findings suggest that inspirational, supportive, and professional development-oriented leadership can foster continuous improvement in teachers’ pedagogical competence. Therefore, strengthening the principal’s transformational leadership is a key strategy for enhancing the quality of learning and education in schools. It is hoped that the results of this study will serve as a basis for schools to develop leadership models capable of effectively enhancing teacher professionalism and the quality of learning. Keywords: Transformational Leadership, Principal, Teacher Performance Abstrak: Penelitian ini bertujuan untuk menganalisis pengaruh kepemimpinan transformasional kepala sekolah terhadap kompetensi pedagogik guru SMP. Kompetensi pedagogik guru merupakan salah satu faktor penting dalam meningkatkan kualitas pembelajaran dan mutu pendidikan. Salah satu faktor yang diduga berpengaruh terhadap peningkatan kompetensi pedagogik guru adalah kepemimpinan transformasional kepala sekolah. Kepemimpinan transformasional menekankan pada kemampuan kepala sekolah dalam memberikan motivasi, stimulasi intelektual, perhatian individual, dan membangun budaya sekolah yang kolaboratif untuk mendukung pengembangan profesional guru. Penelitian ini menggunakan pendekatan kuantitatif dengan desain ex post facto. Penelitian dilaksanakan pada SMP di Kecamatan Jepon Kabupaten Blora dengan melibatkan 101 guru sebagai sampel penelitian yang dipilih menggunakan teknik proportionate stratified random sampling dari total populasi sebanyak 136 guru. Teknik pengumpulan data menggunakan angket yang telah diuji validitas dan reliabilitasnya. Data dianalisis menggunakan statistik deskriptif, uji normalitas, uji linearitas, dan analisis regresi sederhana dengan bantuan program SPSS. Hasil penelitian menunjukkan bahwa kepemimpinan transformasional kepala sekolah berpengaruh positif dan signifikan terhadap kompetensi pedagogik guru dengan nilai koefisien regresi sebesar 0.650 dan nilai signifikansi sebesar 0.000 (p < 0.05). Nilai koefisien korelasi sebesar 0.603 menunjukkan hubungan yang cukup kuat antara kedua variabel, sedangkan nilai koefisien determinasi sebesar 0.363 menunjukkan bahwa kepemimpinan transformasional kepala sekolah memberikan kontribusi sebesar 36,3% terhadap kompetensi pedagogik guru. Temuan ini menunjukkan bahwa kepemimpinan yang inspiratif, suportif, dan berorientasi pada pengembangan profesional mampu mendorong peningkatan kompetensi pedagogik guru secara berkelanjutan. Oleh karena itu, penguatan kepemimpinan transformasional kepala sekolah menjadi salah satu strategi penting dalam meningkatkan kualitas pembelajaran dan mutu pendidikan di sekolah. Hasil penelitian ini diharapkan dapat menjadi bahan pertimbangan bagi sekolah dalam mengembangkan pola kepemimpinan yang mampu meningkatkan profesionalisme guru dan mutu pembelajaran secara efektif. Kata kunci: Kepemimpinan Transformasional, Kepala Sekolah, Kinerja Guru
Pengaruh Supervisi Akademik dan Motivasi Kerja Guru terhadap Kualitas Pembelajaran Imamuddin Sa&#039;id; Rasiman Rasiman; Soedjono Soedjono
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 9, No 1 (2026): Volume 9 No 1 Maret 2026
Publisher : Universitas Negeri Malang

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Abstract: This study aimed to analyze the effect of academic supervision and teachers’ work motivation on the quality of learning in Sekolah Dasar Penggerak in Rembang Regency. The study employed a quantitative approach with a survey design. The population consisted of 107 teachers from six Sekolah Dasar Penggerak, selected using a total sampling technique. Data were collected through a closed-ended questionnaire using a five-point Likert scale and analyzed using simple linear regression and multiple linear regression after meeting the prerequisite assumption tests. The results indicated that academic supervision had a positive and significant effect on learning quality (β = 0.412; t = 6.149; p < 0.05). Teachers’ work motivation also had a positive and significant effect on learning quality (β = 0.563; t = 7.602; p < 0.05). Simultaneously, academic supervision and teachers’ work motivation significantly influenced learning quality (F = 141.328; p < 0.05) with an Adjusted R² value of 0.726, indicating that both variables contributed 72.6% to the variance in learning quality. These findings confirm that improving learning quality requires the integration of effective principal academic supervision and strengthened teachers’ work motivation to support learning transformation in Sekolah Dasar Penggerak Keywords: academic supervision, teachers’ work motivation, learning quality Abstrak: Penelitian ini bertujuan untuk menganalisis pengaruh supervisi akademik dan motivasi kerja guru terhadap kualitas pembelajaran di Sekolah Dasar Penggerak Kabupaten Rembang. Penelitian ini menggunakan pendekatan kuantitatif dengan desain survei. Populasi penelitian berjumlah 107 guru dari enam Sekolah Dasar Penggerak dengan teknik total sampling. Data dikumpulkan melalui angket tertutup skala Likert lima tingkat dan dianalisis menggunakan regresi linear sederhana serta regresi linear berganda setelah memenuhi uji prasyarat analisis. Hasil penelitian menunjukkan bahwa supervisi akademik berpengaruh positif dan signifikan terhadap kualitas pembelajaran (β = 0,412; t = 6,149; p < 0,05). Motivasi kerja guru juga berpengaruh positif dan signifikan terhadap kualitas pembelajaran (β = 0,563; t = 7,602; p < 0,05). Secara simultan, supervisi akademik dan motivasi kerja guru berpengaruh signifikan terhadap kualitas pembelajaran (F = 141,328; p < 0,05) dengan nilai Adjusted R² sebesar 0,726, yang menunjukkan bahwa kedua variabel memberikan kontribusi sebesar 72,6% terhadap variasi kualitas pembelajaran. Temuan ini menegaskan bahwa peningkatan mutu pembelajaran memerlukan integrasi antara efektivitas supervisi kepala sekolah dan penguatan motivasi kerja guru dalam mendukung transformasi pembelajaran di Sekolah Dasar Penggerak. Kata kunci: supervisi akademik, motivasi kerja guru, kualitas pembelajaran

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