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PERAN GURU DALAM MENGINPLEMENTASIKAN TEORI KONTRUKTIVISME UNTUK MEMBENTUK KARAKTER RELIGIUS ANAK USIA DINI DI RA AL KAUTSAR Rusita, Rusita; Rohmani, Abd. Hadi
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i1.9841

ABSTRACT To ensure that religious values are well internalized in early childhood, the learning process needs to be designed in a balanced manner between knowledge mastery and meaningful learning experiences for children. This study examines the role of teachers in implementing a constructivist approach in the learning process as an effort to foster the development of religious character in early childhood at RA Al Kautsar. The study employed a qualitative approach conducted through field research. Teachers and students were involved as research informants, while data were collected through observation, in-depth interviews, and documentation. The data were analyzed qualitatively through several stages, including data reduction, data presentation, and conclusion drawing. The findings reveal that teachers play a significant role in implementing constructivist learning by creating a religious learning environment, demonstrating exemplary behavior, and developing communication that reflects religious values. The learning process is carried out through activities involving direct experiences, simple reflections, and habituation of religious practices in children’s daily routines. This approach encourages active student participation in learning, enabling them to develop a more contextual understanding of religious values. Furthermore, the findings indicate that the implementation of constructivist learning contributes to increased understanding of religious values among children, the emergence of a tendency to practice religious behavior, and the development of more consistent religious habits. Overall, the results suggest that the constructivist approach has the potential to serve as an effective alternative learning strategy to support the formation of religious character in early childhood through participatory, contextual, and meaningful learning activities. ABSTRAK Agar nilai religius dapat tertanam dengan baik pada anak usia dini, proses pembelajaran perlu dirancang secara seimbang antara penguasaan materi dan pemberian pengalaman belajar yang bermakna bagi anak. Kajian ini berfokus pada bagaimana guru berperan dalam mengimplementasikan pendekatan konstruktivisme dalam proses pembelajaran sebagai upaya pembentukan karakter religius anak usia dini di RA Al Kautsar. Studi ini menerapkan pendekatan kualitatif yang dilaksanakan dalam bentuk penelitian lapangan. Guru dan peserta didik dilibatkan sebagai informan dalam penelitian ini, sedangkan data penelitian dikumpulkan melalui observasi, wawancara mendalam, dan studi dokumentasi. Proses analisis data dilakukan secara kualitatif dengan tahapan yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil kajian ini mengungkapkan bahwa guru berkontribusi besar dalam pelaksanaan pembelajaran konstruktivistik dengan cara membangun lingkungan belajar religius, menampilkan keteladanan perilaku, dan mengembangkan komunikasi yang mencerminkan nilai-nilai keagamaan. Proses pembelajaran dilaksanakan melalui kegiatan yang melibatkan pengalaman langsung, refleksi sederhana, serta pembiasaan aktivitas religius dalam kegiatan harian anak. Pendekatan ini mendorong partisipasi aktif peserta didik dalam pembelajaran sehingga pemahaman terhadap nilai-nilai agama dapat berkembang secara lebih kontekstual. Temuan penelitian ini menunjukkan bahwa penerapan pembelajaran konstruktivistik berkontribusi terhadap meningkatnya pemahaman anak mengenai nilai-nilai agama, munculnya kecenderungan untuk mempraktikkan perilaku religius, serta terbentuknya kebiasaan religius yang lebih konsisten. Temuan penelitian ini menunjukkan bahwa pendekatan konstruktivisme berpotensi menjadi strategi pembelajaran alternatif yang efektif dalam mendukung pembentukan karakter religius anak usia dini melalui kegiatan belajar yang partisipatif, kontekstual, dan bermakna.

PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN KETERAMPILAN KOMUNIKASI LISAN SISWA PADA MATA PELAJARAN PENDIDIKAN PANCASILA DI KELAS 6 Rahman, Latip
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i1.9858

ABSTRACT Communication skills are regarded as one of the key competencies that need to be developed in 21st-century learning. Mastery of communication skills constitutes an important competency that needs to be strengthened in the learning process in the 21st century. The reality of learning in elementary schools shows that not all students demonstrate active participation, particularly in expressing ideas, engaging in group discussions, and delivering presentations in front of the class. In this study, efforts to improve students’ oral communication skills in Pancasila Education learning were carried out through the implementation of the Problem Based Learning (PBL) model. The research was conducted with sixth-grade students at SD Negeri Cengal IV using the Classroom Action Research (CAR) method with a qualitative approach. The study was implemented through two iterative cycles following the Kemmis and Taggart model, which includes the stages of planning, action implementation, observation, and reflection. Research data were collected through observation techniques focusing on students’ involvement in discussion and presentation activities during the learning process. The research findings indicate a gradual improvement in students’ oral communication skills in each learning cycle. In the first cycle, students’ communication skills reached 79% in discussion activities and 75% in presentation activities. In the second cycle, these percentages increased to 91.6% in discussions and 87.5% in presentations. The development of students’ oral communication skills in Pancasila Education learning is supported by the implementation of the Problem Based Learning model, which is able to increase students’ participation in discussion and presentation activities. ABSTRAK Penguasaan keterampilan komunikasi merupakan bagian dari kompetensi penting yang perlu diperkuat dalam proses pembelajaran pada abad ke-21. Realitas pembelajaran di sekolah dasar menunjukkan bahwa tidak semua siswa menunjukkan keterlibatan aktif, khususnya dalam mengemukakan gagasan, mengikuti diskusi kelompok, serta melakukan presentasi di depan kelas. Peningkatan keterampilan komunikasi lisan siswa pada pembelajaran Pendidikan Pancasila dalam penelitian ini diupayakan melalui penerapan model pembelajaran Problem Based Learning (PBL). Pelaksanaan penelitian pada siswa kelas VI di SD Negeri Cengal IV dilakukan melalui metode Penelitian Tindakan Kelas (PTK) yang menggunakan pendekatan kualitatif. Pelaksanaan penelitian dilakukan melalui dua siklus yang berulang dengan mengikuti model Kemmis dan Taggart, yang mencakup tahapan perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Data penelitian diperoleh melalui teknik observasi dengan fokus pengamatan pada keterlibatan siswa dalam kegiatan diskusi dan presentasi selama pembelajaran berlangsung. Temuan penelitian mengindikasikan adanya peningkatan bertahap pada keterampilan komunikasi lisan siswa di setiap siklus pembelajaran. Sebesar 79% keterampilan komunikasi siswa pada kegiatan diskusi dan 75% pada kegiatan presentasi diperoleh sebagai hasil penelitian pada siklus I. Pada siklus II, persentase tersebut mengalami peningkatan menjadi 91,6% pada diskusi dan 87,5% pada presentasi. Pengembangan keterampilan komunikasi lisan siswa dalam pembelajaran Pendidikan Pancasila didukung oleh penerapan model Problem Based Learning yang mampu meningkatkan partisipasi siswa dalam kegiatan diskusi dan presentasi.

MENINGKATKAN KEMAMPUAN MENULIS KARANGAN DESKRIPSI MELALUI MEDIA AMPLOP MISTERI PADA MURID KELAS IV SEKOLAH DASAR Reyhani, Delia Putri; Husain, Rusmin; Pulukadang, Wiwy Triyanty; Monoarfa, Fidyawati; Katili, Sukri
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i1.9871

ABSTRACT Language learning in elementary schools is closely related to the development of writing skills, one of which is the ability to compose descriptive essays. Field observations indicate that there are still students who are not yet able to develop and express their ideas optimally in written form. A similar condition was also found among fourth-grade students at SDN 1 Batudaa, Gorontalo Regency, where the students’ ability to write descriptive essays has not yet developed optimally. Efforts to improve students’ ability to write descriptive essays therefore became the main focus of this study, which was carried out through the implementation of the Mystery Envelope learning media in the classroom. This study employed a Classroom Action Research (CAR) approach conducted through two cycles of action. Each cycle consisted of the stages of planning, action implementation, observation, and reflection, which aimed to improve the learning process. The research subjects consisted of 20 fourth-grade students. To obtain the research data, the researcher used several data collection techniques, namely observation, interviews, tests, and documentation. The students’ ability to write descriptive essays showed gradual improvement along with the implementation of actions in each research cycle. In Cycle I, the number of students who achieved mastery increased from 4 students (20%) at the first meeting to 10 students (50%) at the second meeting. In Cycle II, the number of students achieving mastery increased from 14 students (70%) at the first meeting to 17 students (85%) at the second meeting. The implementation of the Mystery Envelope media in learning demonstrated positive results, namely an improvement in the ability of fourth-grade students at SDN 1 Batudaa, Gorontalo Regency, to write descriptive essays. ABSTRAK Pembelajaran bahasa di sekolah dasar tidak terlepas dari pengembangan kemampuan menulis, salah satunya melalui keterampilan menyusun karangan deskriptif. Fakta di lapangan menunjukkan bahwa masih terdapat siswa yang belum mampu mengembangkan serta menyampaikan gagasan mereka secara optimal dalam bentuk tulisan. Pada siswa kelas IV SDN 1 Batudaa Kabupaten Gorontalo juga ditemukan kondisi yang serupa, yaitu kemampuan menulis karangan deskripsi yang masih belum berkembang secara optimal. Upaya peningkatan kemampuan siswa dalam menulis karangan deskripsi menjadi fokus utama dalam penelitian ini, yang dilaksanakan melalui penerapan media Amplop Misteri dalam pembelajaran. Pendekatan yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan melalui dua siklus tindakan. Setiap siklus meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi yang bertujuan untuk memperbaiki proses pembelajaran. Subjek penelitian berjumlah 20 siswa kelas IV. Untuk memperoleh data penelitian, peneliti menggunakan beberapa teknik pengumpulan data, yaitu observasi, wawancara, tes, serta dokumentasi. Kemampuan siswa dalam menulis karangan deskripsi menunjukkan perkembangan yang semakin baik seiring dengan pelaksanaan tindakan pada setiap siklus penelitian. Pelaksanaan Siklus I menunjukkan adanya peningkatan jumlah siswa yang mencapai ketuntasan, dari 4 siswa (20%) pada pertemuan pertama menjadi 10 siswa (50%) pada pertemuan kedua. Pelaksanaan Siklus II memperlihatkan peningkatan jumlah siswa yang mencapai ketuntasan, yaitu dari 14 siswa (70%) pada pertemuan pertama menjadi 17 siswa (85%) pada pertemuan kedua. Penerapan media Amplop Misteri dalam pembelajaran menunjukkan hasil yang positif, yaitu meningkatnya kemampuan siswa kelas IV SDN 1 Batudaa Kabupaten Gorontalo dalam menulis karangan deskripsi.

PERAN GURU DALAM MENINGKATKAN KEMAMPUAN LITERASI SISWA DI SD Herawati, Nita; Eddy, Syaiful; Indrawati, Sri Wahyu
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.9530

The literacy ability of elementary school students in Palembang remains relatively low, requiring a strategic role of teachers in improving literacy learning quality. This study aims to describe the role of teachers at SD Negeri 181 Palembang in enhancing students’ literacy skills, the learning strategies applied, and the challenges faced. This research employed a descriptive qualitative method using observation, interviews, and documentation techniques. Data were analyzed through reduction, presentation, and conclusion drawing. The results show that teachers act as facilitators, motivators, and literacy role models in the classroom. Strategies used include reading aloud, small group discussions, writing summaries, and the 10–15 minute reading habit before lessons. Despite limited facilities, teachers’ creativity in integrating literacy into various subjects has successfully improved students’ reading interest, fluency, and self-confidence. In conclusion, the success of literacy improvement is strongly influenced by teachers’ consistency and school environmental support. This research reinforces Vygotsky’s and Rosenblatt’s theories on the teacher’s role in the social literacy process and recommends training and school–community collaboration to strengthen a sustainable literacy culture. ABSTRAK Kemampuan literasi siswa sekolah dasar di Palembang masih tergolong rendah, sehingga diperlukan peran strategis guru dalam meningkatkan kualitas pembelajaran literasi. Penelitian ini bertujuan mendeskripsikan peran guru SD Negeri 181 Palembang dalam meningkatkan kemampuan literasi siswa, strategi pembelajaran yang digunakan, serta tantangan yang dihadapi. Penelitian ini menggunakan metode kualitatif deskriptif dengan teknik observasi, wawancara, dan dokumentasi. Analisis data dilakukan melalui reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru berperan sebagai fasilitator, motivator, dan teladan literasi di kelas. Strategi yang digunakan meliputi membaca nyaring, diskusi kelompok kecil, menulis ringkasan, serta pembiasaan membaca 10–15 menit sebelum pelajaran. Meskipun sarana terbatas, kreativitas guru dalam mengintegrasikan literasi ke berbagai mata pelajaran mampu meningkatkan minat baca, kelancaran membaca, dan kepercayaan diri siswa. Kesimpulannya, keberhasilan peningkatan literasi sangat dipengaruhi oleh konsistensi guru dan dukungan lingkungan sekolah. Penelitian ini memperkuat teori Vygotsky dan Rosenblatt tentang peran guru dalam proses literasi sosial, serta merekomendasikan pelatihan dan kolaborasi sekolah–komunitas untuk memperkuat budaya literasi berkelanjutan.

PENGARUH SUPERVISI AKADEMIK DAN MANAJEMEN KELAS TERHADAP EFEKTIVITAS PEMBELAJARAN DI SD Puspita, Lydia; Widayatsih, Tri; Mahasir , Mahasir
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.9537

The effectiveness of learning in public elementary schools in Kalidoni District, Palembang, still shows significant variation between schools, as reflected in the uneven academic achievements of students, even though access to basic education has been quantitatively achieved. This problem is triggered by academic supervision practices that tend to be administrative and lack reflection, as well as suboptimal classroom management in creating a conducive learning environment, such as monotonous room arrangements and a lack of interactive teaching aids, thereby hampering teacher performance and holistic student achievement. This study aims to analyze the partial and simultaneous effects of academic supervision and classroom management on learning effectiveness. Using a quantitative approach, a sample of 86 teachers was taken from a population of 515 teachers from 28 public elementary schools via cluster random sampling; data were collected through Likert scale questionnaires, observations, and documentation, then analyzed using multiple linear regression. The results show that academic supervision has a significant positive effect of 46.3%, classroom management 38.7%, and simultaneously both contribute 61.5% to the increase in learning effectiveness. The conclusion states that increasing learning effectiveness requires a continuous academic supervision system and adaptive student-oriented classroom management practices to optimally support the quality of basic education ABSTRAK Efektivitas pembelajaran di SD Negeri se-Kecamatan Kalidoni, Palembang, masih menunjukkan variasi signifikan antar sekolah, sebagaimana tercermin dari capaian akademik siswa yang tidak merata, meskipun akses pendidikan dasar telah tercapai secara kuantitatif. Masalah ini dipicu oleh praktik supervisi akademik yang cenderung administratif dan kurang reflektif, serta manajemen kelas yang belum optimal dalam menciptakan lingkungan belajar kondusif, seperti penataan ruang yang monoton dan kurangnya alat peraga interaktif, sehingga menghambat kinerja guru dan pencapaian holistik siswa. Penelitian ini bertujuan menganalisis pengaruh parsial dan simultan supervisi akademik serta manajemen kelas terhadap efektivitas pembelajaran. Menggunakan pendekatan kuantitatif, populasi 515 guru dari 28 SD Negeri diambil sampel 86 guru via cluster random sampling; data dikumpul melalui angket skala Likert, observasi, dan dokumentasi, lalu dianalisis dengan regresi linier berganda. Hasil menunjukkan supervisi akademik berpengaruh positif signifikan sebesar 46,3%, manajemen kelas 38,7%, dan secara simultan keduanya menyumbang 61,5% terhadap peningkatan efektivitas pembelajaran. Kesimpulan menyatakan bahwa peningkatan efektivitas pembelajaran memerlukan sistem supervisi akademik berkelanjutan dan praktik manajemen kelas adaptif yang berorientasi siswa untuk mendukung mutu pendidikan dasar secara optimal.

PERAN STRATEGI SUPERVISI AKADEMIK DAN KEPEMIMPINAN KEPALA SEKOLAH DALAM MENINGKATKAN PROFESIONALISME GURU SD Natalia, Lulah; Widayatsih, Tri; Mahasir, Mahasir
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.9545

This study examines the role of academic supervision strategies and principal leadership in improving teacher professionalism at SD Negeri 167 Palembang, where challenges include misalignment in lesson planning, limited innovation in teaching methods, and low participation in professional development due to administrative burdens and insufficient humanistic supervision. The study aims to describe academic supervision strategies, leadership styles, supporting and inhibiting factors, and teachers’ perceptions of these roles. A qualitative approach was employed using in-depth interviews, participant observation (pre-observation, classroom observation, and post-observation), and document analysis such as lesson plans and supervision reports. Data validity was ensured through source triangulation involving the principal, vice principal for curriculum, and 18 teachers. The findings reveal that the principal implements clinical supervision based on coaching and mentoring through three stages: pre-observation (socialization), observation (focusing on teacher–student interaction and digital media use), and post-observation (reflective feedback and internal workshops). This is supported by a democratic, participatory, empathetic, and instructional leadership style. Supporting factors include teacher commitment, collaborative culture, and adequate facilities, while inhibiting factors involve administrative workload, time constraints, discomfort during supervision, and inconsistent follow-up. Teachers perceive this humanistic approach positively as it enhances pedagogical competence, motivation, and performance. In conclusion, responsive academic supervision and leadership function as a systemic approach to fostering sustainable teacher professionalism and a progressive school culture. ABSTRAK Penelitian ini mengkaji peran strategi supervisi akademik dan kepemimpinan kepala sekolah dalam meningkatkan profesionalisme guru di SD Negeri 167 Palembang. Permasalahan yang dihadapi meliputi ketidaksesuaian perencanaan pembelajaran, minimnya inovasi metode mengajar, serta rendahnya partisipasi guru dalam pengembangan profesional akibat beban administrasi dan kurangnya supervisi yang humanis. Penelitian ini bertujuan untuk mendeskripsikan strategi supervisi akademik, gaya kepemimpinan kepala sekolah, faktor pendukung dan penghambat, serta persepsi guru terhadap peran tersebut. Penelitian menggunakan pendekatan kualitatif dengan teknik pengumpulan data melalui wawancara mendalam, observasi partisipan (pra-observasi, observasi kelas, dan pasca-observasi), serta analisis dokumen seperti RPP dan laporan supervisi. Keabsahan data dijamin melalui triangulasi sumber yang melibatkan kepala sekolah, wakil kurikulum, dan 18 guru. Hasil penelitian menunjukkan bahwa kepala sekolah menerapkan supervisi klinis berbasis coaching dan mentoring melalui tiga tahapan, yaitu pra-observasi, observasi, dan pasca-observasi. Strategi ini didukung oleh gaya kepemimpinan demokratis, partisipatif, empatik, dan berorientasi instruksional. Faktor pendukung meliputi komitmen guru, budaya kolaborasi, dan fasilitas yang memadai, sedangkan faktor penghambat mencakup beban administrasi, keterbatasan waktu, serta tindak lanjut yang belum konsisten. Kesimpulannya, supervisi akademik dan kepemimpinan yang responsif menjadi pendekatan sistemik dalam meningkatkan profesionalisme guru secara berkelanjutan.

PEMANFAATAN APLIKASI RUANG GTK SEBAGAI SARANA SUPERVISI AKADEMIK DALAM MENGEMBANGKAN KOMPETENSI PROFESIONAL GURU Rahayu, Tri; Widayatsih, Tri; Mahasir, Mahasir
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.9555

This study aims to analyze the utilization of the Ruang GTK application as an academic supervision instrument in enhancing teachers’ professional competence. A qualitative descriptive design was employed, involving one principal, one vice principal, and ten teachers selected through purposive sampling. Data were collected through observations, in-depth interviews, and documentation, and analyzed using an interactive data analysis model. The findings reveal that the use of Ruang GTK transforms academic supervision from a conventional, administrative practice into a structured, data-driven, and continuous system. In the planning stage, supervision is conducted based on the analysis of the Education Report to identify priority areas for teacher improvement. During implementation, the integration of direct classroom observation and digital documentation enables systematic monitoring, performance assessment, and feedback delivery. The evaluation process, supported by the platform, promotes measurable follow-up actions and reflective practices. The results indicate that the most significant improvements occur in pedagogical and professional competencies, particularly in differentiated instruction design, integration of digital learning tools, and reflective teaching practices. Beyond enhancing efficiency and accountability, the platform also fosters a more collaborative, reflective, and adaptive work culture aligned with digital transformation. This study highlights that digital-based academic supervision serves not merely as an administrative tool but as a strategic mechanism to promote continuous professional development. The findings imply the need for sustained digital literacy enhancement and integrated technology-based supervision systems to improve the quality of primary education. ABSTRAK Penelitian ini bertujuan untuk menganalisis pemanfaatan Aplikasi Ruang GTK sebagai instrumen supervisi akademik dalam mengembangkan kompetensi profesional guru. Studi ini menggunakan pendekatan kualitatif dengan desain deskriptif, melibatkan 1 kepala sekolah, 1 wakil kepala sekolah, dan 10 guru yang dipilih melalui teknik purposive sampling. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, serta dianalisis menggunakan model analisis interaktif. Hasil penelitian menunjukkan bahwa pemanfaatan Ruang GTK mentransformasi praktik supervisi akademik dari pola konvensional menjadi sistem yang lebih terstruktur, berbasis data, dan berkelanjutan. Pada tahap perencanaan, supervisi dilakukan melalui analisis Rapor Pendidikan untuk menentukan prioritas peningkatan kinerja guru. Pada tahap pelaksanaan, integrasi antara observasi langsung dan dokumentasi digital memungkinkan monitoring, penilaian kinerja, serta pemberian umpan balik secara lebih sistematis dan transparan. Evaluasi berbasis aplikasi mendorong refleksi mandiri dan tindak lanjut yang terukur. Temuan utama menunjukkan bahwa peningkatan kompetensi guru paling signifikan terjadi pada aspek pedagogik dan profesional, khususnya dalam perancangan pembelajaran berbasis diferensiasi, pemanfaatan teknologi pembelajaran, serta kemampuan refleksi praktik mengajar. Selain meningkatkan efisiensi dan akuntabilitas supervisi, penggunaan Ruang GTK juga berkontribusi terhadap terbentuknya budaya kerja yang lebih kolaboratif, reflektif, dan adaptif terhadap transformasi digital. Penelitian ini menegaskan bahwa supervisi akademik berbasis platform digital tidak hanya berfungsi sebagai alat administratif, tetapi sebagai mekanisme strategis dalam mendorong continuous professional development. Implikasi penelitian ini menekankan pentingnya penguatan literasi digital guru dan integrasi sistem supervisi berbasis teknologi secara berkelanjutan guna meningkatkan mutu pembelajaran di sekolah dasar.

STRATEGI KEPALA SEKOLAH DALAM MENINGKATKAN PROFESIONALISME GURU Adriyani, Riana; Ahmad, Syarwani; Nurlina, Nurlina
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.9563

This study aims to describe and analyze the principal’s strategies in improving teacher professionalism, focusing on pedagogical and professional competencies at SMP Negeri 4 Rambutan. The study employs a descriptive qualitative approach with a total of 11 informants, consisting of 1 principal, 2 vice principals, and 8 teachers selected purposively. Data collection techniques include in-depth interviews, observations, and documentation, while data analysis uses the interactive model of Miles and Huberman, which consists of data reduction, data display, and conclusion drawing. The findings indicate that the principal’s strategies are implemented through integrated stages of planning, implementation, and supervision. The improvement in teacher professionalism is primarily reflected in pedagogical competence (classroom management and the use of innovative teaching methods) and professional competence (mastery of subject matter). One innovative strategy applied is the implementation of in-house training based on teacher learning communities to overcome budget constraints. Evaluation is conducted through academic supervision, routine meetings, and continuous teacher performance appraisal (PKG). Overall, the principal has successfully established a collaborative, adaptive, and quality-oriented school culture aimed at improving the teaching and learning process. ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis strategi kepala sekolah dalam meningkatkan profesionalisme guru yang mencakup aspek kompetensi pedagogik dan profesional di SMP Negeri 4 Rambutan. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan jumlah informan sebanyak 1 kepala sekolah, 2 wakil kepala sekolah, dan 8 guru yang dipilih secara purposive. Teknik pengumpulan data dilakukan melalui wawancara mendalam, observasi, dan dokumentasi, sedangkan analisis data menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa strategi kepala sekolah dilaksanakan melalui tahapan perencanaan, pelaksanaan, dan pengawasan yang terintegrasi. Peningkatan profesionalisme guru terlihat terutama pada aspek kompetensi pedagogik (pengelolaan kelas dan penggunaan metode pembelajaran inovatif) serta kompetensi profesional (penguasaan materi ajar). Salah satu strategi inovatif yang diterapkan adalah pelaksanaan in-house training berbasis komunitas belajar guru untuk mengatasi keterbatasan anggaran. Evaluasi dilakukan melalui supervisi akademik, rapat rutin, serta penilaian kinerja guru (PKG) secara berkelanjutan. Secara keseluruhan, kepala sekolah berhasil menciptakan budaya sekolah yang kolaboratif, adaptif, dan berorientasi pada peningkatan mutu pembelajaran.

STRATEGI KEPEMIMPINAN KEPALA SEKOLAH DALAM MENINGKATKAN MUTU PENDIDIKAN Lindiya Eka Pertiwi; Tri Widayatsih; Mahasir Mahasir
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.9564

This study aims to analyze the principal’s leadership strategies in improving the quality of education at SMA PGRI 2 Palembang, focusing on planning, implementation, challenges, and evaluation aspects. This research employed a qualitative approach with a descriptive design. Data were collected through interviews, observations, and documentation involving key informants, including the principal, vice principal, and teachers. The findings reveal that leadership strategies were implemented through short-term and long-term program planning, enhancing teacher competence through training and academic supervision, and applying participatory and transparent school management. The implementation of these strategies contributed to improvements in teacher performance, instructional effectiveness, and school governance quality. However, several challenges were identified, including limited infrastructure, budget constraints, and uneven teacher adaptation to educational technology. Overall, the findings indicate that most leadership strategies were effectively implemented in supporting educational quality improvement. This study concludes that innovative, participatory, and collaborative leadership plays a significant role in enhancing educational quality. The implication of this study highlights the importance of strengthening leadership capacity and providing sustainable institutional support to ensure continuous improvement in education quality. ABSTRAK Penelitian ini bertujuan untuk menganalisis strategi kepemimpinan kepala sekolah dalam meningkatkan mutu pendidikan di SMA PGRI 2 Palembang, meliputi aspek perencanaan, pelaksanaan, kendala, dan evaluasi. Penelitian menggunakan pendekatan kualitatif dengan jenis deskriptif. Data dikumpulkan melalui wawancara, observasi, dan studi dokumentasi dengan informan utama kepala sekolah, wakil kepala sekolah, dan guru. Hasil penelitian menunjukkan bahwa strategi kepemimpinan dilaksanakan melalui penyusunan program kerja jangka pendek dan jangka panjang, peningkatan kompetensi guru melalui pelatihan dan supervisi, serta penerapan manajemen sekolah yang partisipatif dan transparan. Implementasi strategi tersebut berdampak pada peningkatan kinerja guru, efektivitas pembelajaran, serta kualitas tata kelola sekolah. Meskipun demikian, masih terdapat kendala berupa keterbatasan sarana prasarana, keterbatasan anggaran, dan adaptasi teknologi pembelajaran yang belum merata di kalangan guru. Secara keseluruhan, temuan menunjukkan bahwa sebagian besar strategi kepemimpinan berjalan efektif dalam mendukung peningkatan mutu pendidikan. Kesimpulan penelitian ini menegaskan bahwa kepemimpinan kepala sekolah yang inovatif, partisipatif, dan kolaboratif memiliki peran penting dalam meningkatkan kualitas pendidikan. Implikasinya, diperlukan penguatan kapasitas kepemimpinan dan dukungan sistem sekolah yang berkelanjutan.

INTEGRASI CULTURALLY RESPONSIVE TEACHING PADA MODEL PROBLEM-BASED LEARNING: DAMPAKNYA TERHADAP KETERLIBATAN SISWA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM Wati, Marina; Bahri, Saiful; Nur, Robiyah
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.9896

This study aims to examine the impact of integrating the Culturally Responsive Teaching (CRT) approach into the Problem-Based Learning (PBL) model on student engagement in Islamic Education (PAI). The primary issue addressed is the low level of student engagement caused by the dominance of conventional methods and a lack of relevance between the material and the students' cultural backgrounds. Utilizing a Quasi-Experimental design with a Posttest-Only Control Group Design, this research involved 69 tenth-grade students at SMKN 8 Bandar Lampung, divided into a control group (36 students) and an experimental group (33 students). Data on student engagement were collected using a questionnaire instrument (15 items, Cronbach's Alpha α = 0,782) and analyzed using an independent sample t-test. The results of the analysis showed a t-value of t = -4,925 with a significance of 0,000 (p < 0,05), and a Mean Difference of 6.414. These findings confirm a significant difference, where the class implementing the PBL-CRT integration demonstrated higher engagement levels compared to the control group. The synergy between problem-solving in PBL and the cultural aspects of CRT is proven to create a more interactive, contextual, and meaningful learning experience. The novelty of this research lies in the integrative application of these two models within the context of Islamic Education at the vocational school (SMK) level. Practically, this study provides a guide for teachers in designing innovative learning strategies capable of enhancing both student engagement and religious understanding in the contemporary era.

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Abstract

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Muhamad Suhardi

Contact Email jurnalp4i@gmail.com

Phone +6285239967417

Journal Mail Official jurnalp4i@gmail.com

Editorial Address Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB Email: jurnalp4i@gmail.com

Location Unknown, Unknown INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Muhamad Suhardi

Contact Email
jurnalp4i@gmail.com

Phone
+6285239967417

Journal Mail Official
jurnalp4i@gmail.com

Editorial Address
Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB Email: jurnalp4i@gmail.com

Location
Unknown,

Unknown

INDONESIA