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Journal of Science and Education (JSE)
Published by CV. Media Digital Publikasi Indonesia
ISSN : -     EISSN : 27455351     DOI : -
Core Subject : Science, Education, Engineering,
Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics
Journal of Science and Education (JSE) aims to facilitate and promote the inquiry into and dissemination of research results on primary education, secondary education, higher education, teacher education, special education, adult education, non-formal education, and any new development and advancement in the field of education. The scope of our journal includes: Language and literature education Social science education Sports and health education Economics and business education Math and natural science education Vocational and engineering education
Arjuna Subject : Umum - Umum
Articles 193 Documents
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Academic Supervision Management: Enhancing Teach-er Professional Competence in Elementary Schools Deni Rahman; Wasliman, Eva Dianawati
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (2026): Special Collection for Universitas Islam Nusantara
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.2.671

Abstract

The professional competence of teachers is a primary determinant of educational quality. Effective academic supervision, managed by the school principal, is a key mechanism for enhancing this competence. However, a significant gap often exists between the policy mandate for supervision and its practical implementation. This study aims to provide a comprehensive analysis of the management of academic supervision in improving teacher professional competence within elementary schools. This research employed a qualitative methodology with a comparative case study design at two Indonesian elementary schools, SDN Buniwangi and SDN Cimaja. Data were collected through in-depth interviews with principals and teachers, non-participant observation of supervisory processes, and a systematic review of institutional documents. Data credibility was ensured through triangulation, with the analysis following the interactive model of Miles and Huberman. The findings reveal that a systematic management approach yielded superior outcomes. At SDN Buniwangi, supervision was managed through a structured cycle: data-driven, participatory planning; clear organization of roles and resources; consistent implementation using standardized tools; and a multi-source, dialogic evaluation process. This contrasted with the more informal, less structured approach at SDN Cimaja. Consequently, SDN Buniwangi demonstrated more significant and measurable improvements in teacher competence. The effective management of academic supervision is a powerful strategy for enhancing teacher professional competence. This study concludes that a systematic, cyclical, and collaborative management model is essential for transforming supervision from an administrative formality into a dynamic process of professional learning.
Managing ICT Media to Enhance the Learning Quality of Pancasila Education Dinar Dariah; Hanafiah, Hanafiah
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (2026): Special Collection for Universitas Islam Nusantara
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.2.672

Abstract

The integration of Information and Communication Technology (ICT) presents a significant opportunity to enhance the quality of Pancasila Education, yet its effective implementation is hindered by managerial challenges. This study addresses the gap between the potential of ICT and its practical application by analyzing how ICT media can be systematically managed to improve learning outcomes in elementary school Pancasila Education. This research employed a qualitative methodology with a comparative, multiple-case study design at two distinct elementary schools, SDN Sukamukti in Cianjur and SDN Salammulya in Purwakarta. Data were collected through in-depth interviews with principals and teachers, non-participant observation of classroom instruction, and analysis of institutional documents. Data were analyzed using the interactive model of Miles & Huberman. The findings reveal that a systematic management process, framed by the POAC (Planning, Organizing, Actuating, Controlling) cycle, is critical for success. The planning and organization phases were crucial for aligning ICT integration with curricular goals and available resources. The implementation phase demonstrated that ICT transformed Pancasila learning from passive memorization to active engagement through interactive media. The evaluation phase provided a mechanism for continuous improvement, addressing constraints such as teacher competency and resource limitations. The effective management of ICT media is a powerful determinant in improving the learning quality of Pancasila Education. This study concludes that a structured, cyclical management approach is essential for overcoming implementation barriers and harnessing the full pedagogical potential of technology.
The SUPDIASI Strategy: Enhancing Teacher Pedagogical Competence Through Technical Guidance Eka Prasetiawati; Deti Rostini
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (2026): Special Collection for Universitas Islam Nusantara
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.2.673

Abstract

The pedagogical competence of teachers is a critical determinant of educational quality, yet many educators, particularly at the elementary level, face challenges in designing and implementing effective instruction. This study was prompted by the need for an effective, job-embedded professional development model. This research analyzes the effectiveness of a Technical Guidance (Bimtek) strategy based on the Supervision, Discussion, and Action (SUPDIASI) model in enhancing teacher pedagogical competence. This study employed a qualitative action research methodology conducted at two elementary schools in Cianjur, Indonesia: SDN Sindangsari and SDN Tegalsari. The research was structured around the Plan-Do-Check-Act (PDCA) cycle. Data were collected through a triangulation of methods, including in-depth interviews with teachers and principals, participant observation of the complete SUPDIASI cycle, and analysis of institutional documents such as lesson plans and reflective journals. The findings demonstrate that the SUPDIASI model, managed through a PDCA framework, was highly effective. The initial Plan and diagnostic Supervision revealed specific teacher needs. The collaborative Discussion phase fostered reflective practice and problem-solving. The Action phase led to observable improvements in teachers' use of varied instructional strategies and classroom management. The final Check and Act stages institutionalized a culture of continuous improvement. The Bimtek strategy based on the SUPDIASI model is an effective and replicable framework for enhancing the pedagogical competence of elementary school teachers. By integrating supervision with collaborative reflection and concrete action, this model successfully bridges the gap between theory and practice, fostering a sustainable culture of professional learning.
Management of Indonesian Listening Comprehension Skills Based on The Storytelling Method Deka Syahbari; Deti Rostini
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (2026): Special Collection for Universitas Islam Nusantara
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.2.674

Abstract

This research aims to describe and analyze the management of Indonesian Language listening comprehension skills in lower-grade students through the application of the storytelling method at SDN Tegal Alur 04 Pagi (Morning) and SDN Jembatan Besi 02 Petang (Afternoon), West Jakarta. The study was conducted using a qualitative approach with a case study design, involving teachers, students, and the school principal as subjects. Data was collected through observation, interviews, and document analysis. The findings indicate that both schools have implemented the functions of learning management—covering planning, implementation, direction, and evaluation—but with different styles of application. SDN Tegal Alur 04 Pagi tends to be more systematic and organized, while SDN Jembatan Besi 02 Petang is more flexible, adjusting to the learning situation in the afternoon. The storytelling method proved to have a positive impact on improving students' listening skills, although the strategy of implementation differed according to the conditions of each school.  
Management of Differentiated Instruction in Improving Mathematics Learning Outcomes for Fifth Grade in Elementary School Nurhayati, Nurhayati; Surtiati, Teti Ratnawulan
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (2026): Special Collection for Universitas Islam Nusantara
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.2.675

Abstract

Mathematics learning in elementary schools often faces challenges due to differences in students' readiness, interests, and learning styles. To address these issues, the systematic implementation of differentiated instruction management is necessary. This study aims to describe the implementation of differentiated instruction management in improving the mathematics learning outcomes of fifth-grade elementary school students, based on George R. Terry's management theory, which includes the functions of planning, organizing, actuating, and controlling. The research uses a qualitative approach with a case study design conducted at SDN Sukamanah and SDN Samudralaksana, Cianjur Regency, with data collected through observation, in-depth interviews, and document analysis, and then analyzed using the Miles and Huberman model through data reduction, data display, and conclusion drawing. The results show that in the planning stage, teachers design learning strategies that consider student diversity; in the organizing stage, teachers prepare media, resources, and methods to support the differentiation of content, process, and product; in the actuating stage, teachers implement collaborative and responsive learning that addresses individual needs; while in the controlling stage, formative and summative evaluations, teacher reflection, and follow-up improvements are carried out. Thus, this study concludes that the application of differentiated instruction management based on Terry's theory can increase student engagement, accommodate learning differences, and positively impact the mathematics learning outcomes of fifth-grade elementary school students.
Academic Supervision Based on Coaching Clinic to Improve Teachers Pedagogic Competence Susilowaty, Susilowaty; Rosa, Ade Tutty Rokhayati
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (2026): Special Collection for Universitas Islam Nusantara
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.2.676

Abstract

This study aims to analyze the implementation of academic supervision based on a coaching clinic approach in improving elementary school teachers’ pedagogical competence. A qualitative case study design was employed at SD Negeri Kalideres 04 Petang (Afternoon Public Elementary School) and SDS Muslimat Kalideres (Muslimat Kalideres Private Elementary School) in West Jakarta. Participants included principals, teachers, and school supervisors selected through purposive sampling. Data were collected through in-depth interviews, participatory observations, and document analysis, and analyzed using Miles, Huberman, and Saldana’s interactive model. The findings reveal that applying the POAC management functions (Planning, Organizing, Actuating, Controlling) within academic supervision enhanced teachers’ reflection, strengthened lesson planning, and encouraged more innovative and contextual teaching practices. Academic supervision was no longer perceived as one-sided control but as a collaborative and professional mentoring process. This study is expected to provide practical contributions to developing a participatory supervision culture and enrich educational management literature on sustainable teacher development, thereby improving the overall quality of elementary education in the future.
Strategic Management of Learning Facilities and Infrastructure in Developing Fashion Expertise Competency at SMK Negeri 6 Garut Regency Winna Islamiyathi; Sauri, R. Supyan
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (2026): Special Collection for Universitas Islam Nusantara
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.2.677

Abstract

This research addresses critical challenges in managing facilities and infrastructure within Vocational High School (SMK) Fashion Expertise programs, such as limited budgets, poor maintenance, and a disconnect from current fashion industry technology. Effective strategic management is crucial for SMKs to produce competent, work-ready graduates. This study aimed to describe the strategic management of learning facilities implemented to enhance fashion competency at SMKN 6 Garut Regency. A qualitative case study design utilized data from observation, interviews, and documentation. The findings indicate that the school effectively implemented strategic management principles, encompassing environmental analysis, strategy formulation, implementation (including the Teaching Factory model), and rigorous evaluation. This systematic approach ensured that the school’s facilities were complete, well-maintained, and integrated into practical learning programs. The successful implementation significantly improved student competency and industry alignment. The study recommends continuous staff training and strengthening collaboration with industry partners to keep facilities updated with the rapid advancements in fashion technology.
Management of IT-Based Innovative Learning Training in Enhancing Teachers’ Pedagogical Competence Yutarsih, Yutarsih; Ahmad Sukandar
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (2026): Special Collection for Universitas Islam Nusantara
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.2.678

Abstract

This study provides an in-depth evaluation of the management of innovative IT-based learning training designed to enhance the pedagogical competence of teachers at the primary school level. Motivated by the critical academic concern regarding the persistent gap between the demands of modern digital pedagogy and the conventional teaching methods still widely used, this research critically examines how a systematically designed training program can serve as a concrete solution. Adopting a descriptive qualitative approach with a double case study design focusing on SDN Kutawaringin and SDN Cibalandongan, comprehensive data was collected through triangulation (in-depth interviews, participatory observation, and detailed documentation analysis). The findings consistently show that the training management at both schools was highly effective and well-organized, validated through systematic planning, meticulous organization, efficient implementation, and rigorous control. This success surpasses the mere adherence to G.R. Terry's management theory and aligns with professional mandates such as Law Number 14 of 2005 concerning Teachers and Lecturers. The improvement in teachers' pedagogical competence is evidenced by a real and measurable behavioral change, where teachers proactively integrate information technology (IT) into the entire teaching and learning process (e.g., using Google Classroom, Canva, and interactive quizzes). Therefore, this study concludes that structured, comprehensive, and data-driven training management is the main key to success in improving teachers' professional competence and effectively fostering a more innovative and sustainable learning culture within the school environment. The study offers an empirically tested model for replication by other educational institutions.
Headmaster Academic Supervision Management in Improving the Professional Competence of Primary School Teachers in Cianjur Sarah, Sarah; Helmawati, Helmawati
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (2026): Special Collection for Universitas Islam Nusantara
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.2.679

Abstract

The quality of elementary education is largely determined by teachers’ professional competence; however, many elementary school teachers still face challenges in mastering subject matter, managing classrooms, and utilizing instructional technology. One strategic effort to address these issues is through the principals’ management of academic supervision that is well-planned, systematic, and sustainable. This study aims to analyze the management of academic supervision by principals in improving teachers’ professional competence at SDN Cikareo and SDN Margasari, Cidaun District, Cianjur Regency. The research employed a qualitative approach with a case study design. Data were collected through observations, in-depth interviews, and document analysis, then analyzed using data reduction, data display, and verification with triangulation. The findings revealed that at SDN Cikareo, academic supervision was scheduled and implemented according to the program, but the follow-up stage after observation remained largely administrative. In contrast, at SDN Margasari, academic supervision was more flexible but less structured and poorly documented. The main obstacles encountered included limited time, low teacher motivation, and a school culture that had not fully supported supervision. Solutions undertaken by principals included careful planning, dialogic supervision with reflective feedback, and fostering a positive school culture. The study concludes that principals’ academic supervision management plays a strategic role in enhancing teachers’ professional competence, particularly in subject mastery, pedagogical skills, and classroom management, which ultimately contributes positively to the quality of learning in elementary schools.
Reading Literacy Quality Management to Improve MTs Students’ Competence: Yakpi Wasilatul Huda and Yamisa Soreang–Bandung Widianingsih, A.D. Rima; Wasliman, Eva Dianawati
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (2026): Special Collection for Universitas Islam Nusantara
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.2.680

Abstract

Education in Indonesia emphasises academic development and the formation of students' spiritual character, but the low level of interest in reading among Madrasah Tsanawiyah (MTs) students remains a challenge in improving their competence. This study aims to analyse the implementation of reading literacy quality management in an effort to improve student competency at MTs Yakpi Wasilatul Huda and MTs Yamisa Soreang, Bandung Regency, covering aspects of planning, implementation, evaluation, follow-up, obstacles, and solutions. This study uses a qualitative approach with a case study method, while data is collected through observation, interviews, and documentation studies to obtain a comprehensive picture of the literacy programmes in both madrasahs. The results showed that the planning of the literacy programme was quite thorough, the implementation demonstrated a commitment to developing a culture of literacy, the evaluation focused on student competency achievement as a measure of success, and follow-up was carried out through presentations of students' reading results. The main obstacles found were the limited availability of reading materials that suited the students' needs and the lack of family support, while the solutions were the provision of adequate reading books, the allocation of special reading time, and the provision of opportunities for students to present their reading results. Active participation by teachers and students has been observed, but more systematic and sustainable strategies are needed. The conclusion of this study emphasises that the successful improvement of students' literacy competencies requires targeted quality management through the provision of reading materials, teacher training, and intensive collaboration between schools, parents, and the community, so that literacy programmes not only improve academic abilities but also support the character building of students

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