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INDONESIA
Jurnal Manajemen & Supervisi Pendidikan
Published by Universitas Negeri Malang
ISSN : 25803417     EISSN : 25414429]     DOI : -
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education
Jurnal Manajemen dan Supervisi Pendidikan [p-ISSN 2580-3417 | e-ISSN 2541-4429] was first published in 2016 by the Department of Educational Administration Faculty of Education State University of Malang. Published three times a year, March, July, and November. We accept research articles within the scope of the study of educational management, educational leadership and educational supervision.
Arjuna Subject : -
Articles 241 Documents
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Manajemen Perpustakaan Dalam Meningkatkan Literasi Membaca Siswa Di Era Digital Anggi Anggraini; Inom Nasution
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 7, No 3 (2023): Vol. 7 No. 3 Juli 2023
Publisher : Universitas Negeri Malang

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Abstract

Dalam era digital yang terus berkembang, manajemen perpustakaan memainkan peran penting dalam meningkatkan literasi membaca siswa. Penelitian ini bertujuan untuk mengeksplorasi pengelolaan perpustakaan dapat berkontribusi terhadap literasi membaca siswa dalam konteks penilaian kompetensi minimum serta faktor pendukung dan penghambatnya. Penelitian ini menggunakan penelitian kualitatif dengan metode pendekatan etnografi untuk memahami lebih dalam apa yang ada dibalik sebuah fenomena dan belum banyak diketahui. Manajemen perpustakaan harus memastikan bahwa koleksi buku dan bahan bacaan yang tersedia sesuai dengan minat dan kebutuhan siswa. Hasil dari penelitian ini melihat peran perpustakaan sekolah dalam mendukung kegiatan pembelajaran minat baca siswa sudah mendukung dalam pengembangan literasi dan kreativitas siswa, kemudian kualitas layanan perpustakaan juga menyediakan ruangan khusus buku-buku dan ruangan baca sehingga memberikan kenyamanan bagi siswa dalam membaca. Dan tantangan dalam pengelolaan perpustakaan sekolah di era digital yaitu siswa lebih memilih buku elektronik dibandingkan buku cetak, sehingga pengelolaan perpustakaan memerlukan strategi yang inovatif agar tetap menjadi sumber belajar yang minati siswa.
Effect of Academic Supervision and Teachers’ Work Motivation on Learning Quality: A Quantitative Study in Public Elementary Schools Ahmad Agus Alim; Rasiman Rasiman; Soedjono Soedjono
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 10, No 2 (2026): Vol. 10 No. 2 Maret 2026
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um025v10i22026148

Abstract

Abstract: This study aims to examine the influence of academic supervision and teachers’ work motivation on the quality of learning in public elementary schools. The research employed a quantitative approach with an ex post facto design. Data were collected through structured questionnaires distributed to teachers and were analyzed using multiple linear regression to determine both partial and simultaneous effects among variables. The findings indicate that academic supervision has a positive and significant effect on learning quality, contributing 48.2% to its variance. Teachers’ work motivation demonstrates a stronger positive and significant effect, with a contribution of 62.3%. Simultaneously, academic supervision and work motivation account for 69.8% of the variance in learning quality, indicating a substantial combined influence. These results suggest that learning quality is shaped by the interaction between external factors, such as systematic and constructive academic supervision conducted by school principals, and internal factors, particularly teachers’ professional motivation. Strengthening collaborative supervision practices alongside fostering teachers’ intrinsic and extrinsic motivation can therefore enhance instructional effectiveness. The study underscores the importance of integrated strategies in improving primary education quality through leadership support and sustained teacher motivation Keywords: academic supervision; teachers’ work motivation; learning quality
Analisis Faktor Yang Mempengaruhi Kompetensi Profesional Guru Sekolah Dasar Iis Indah Kurniasih; Suriswo Suriswo; Hanung Sudibyo
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 10, No 1 (2025): Vol. 10 No. 1 November 2025
Publisher : Universitas Negeri Malang

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Abstract

This study provides comprehensive explanations and information about the factors that influence the professional competence of elementary school teachers. The method used was a Systematic Literature Review (SLR) of five empirical articles published between 2020 and 2026. The five articles were selected because they met the inclusion and exclusion criteria used in the article requirements. The analysis process included article selection, data extraction, and thematic coding. Thematic coding was carried out using open coding, axial coding, and selective coding. The synthesis results showed that the professional competence of elementary school teachers is influenced by five main factors, namely principal leadership, continuous professional development, a collaborative and reflective school culture, academic supervision, and the implementation of curriculum and learning policies. These findings emphasize that efforts to improve teachers' professional competence must be carried out holistically and require the support of a sustainable school ecosystem to improve the quality of learning.
Women's Transformational Leadership and Teacher Loyalty at SDIT Cita Mulia Ajibarang Rahmadini Mulya Aisah; Muh Hanif
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 10, No 1 (2025): Vol. 10 No. 1 November 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um025v10i12025p52

Abstract

Abstract: This study examines how transformational leadership practiced by female leaders can enhance teacher performance and loyalty at the Integrated Islamic Elementary School (SDIT) Cita Mulia Ajibarang. This issue is important to explore because the increasing presence of women in strategic positions within Islamic educational institutions is not always accompanied by a comprehensive understanding of the effectiveness of their leadership styles. Teacher performance and loyalty in many schools are often hindered by weak communication, limited appreciation, and the lack of teacher involvement in decision-making. Therefore, a leadership style that is participatory, inspirational, and grounded in Islamic values is needed to create a harmonious work culture. Using a qualitative case study approach, data were collected through interviews, observations, and documentation. The study revealed three major findings: (1) the moral and spiritual exemplary behavior of female leaders fosters a collaborative culture and strengthens teacher trust; (2) empowerment through consultation and active participation enhances professional commitment; and (3) the integration of Islamic values such as amanah (trustworthiness), musyawarah (consultation), and rahmah (compassion) serves as an ethical foundation that nurtures teachers’ emotional loyalty toward the institution. Transformational leadership practiced by women not only improves the quality of teacher performance but also cultivates a humanistic and sustainable Islamic organizational culture. These findings contribute theoretically by expanding transformational leadership theory within the context of Islamic education and offer practical recommendations for madrasahs to adopt leadership models rooted in spirituality, exemplary conduct, and empowerment. Keywords: transformational leadership, women, teacher performance
A Phenomenological Study of Teachers' Perceptions on Multiple Leadership Styles Among Secondary School Principals Safwandi Safwandi; Aan Komariah; Asep Suryana; Eka Prihatin
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 10, No 1 (2025): Vol. 10 No. 1 November 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um025v10i12025p1

Abstract

Abstract: This study explores teachers' perceptions of secondary school principal leadership practices in Indonesia, examining how transformational, instructional, distributive, and servant leadership dimensions integrate in daily practice. The research identifies specific leadership behaviors perceived as most significant by teachers and analyzes their impact on teacher well-being, motivation, and professional commitment in Indonesian secondary education contexts. The study employed a descriptive phenomenological design with a qualitative approach. Data were collected through in-depth semi-structured interviews with one experienced secondary school teacher using purposive sampling. Analysis utilized Braun and Clarke's six-phase thematic analysis approach, with ATLAS.ti version 23 software facilitates systematic coding and pattern visualization. Four major themes emerged: (1) Personal Care and Attention, reflecting servant leadership through regular evaluation and crisis support; (2) Authority Delegation and Trust, demonstrating distributive leadership with structured guidance; (3) Teacher Professional Development, through weekly dissemination programs and classroom observation; and (4) Transformational Leadership, involving meaningful vision formulation, participation and multichannel communication. However, bidirectional collaborative learning between principals and teachers showed limitations. This study provides the first empirical evidence of multi-dimensional leadership integration in Indonesian secondary school contexts, advancing knowledge by demonstrating how Western leadership theories adapt within non-Western cultural frameworks. It introduces teachers' voices as a primary data source, offering insider perspectives often neglected in leadership studies and revealing authentic distributive leadership implementation challenges within hierarchical cultures. Findings inform principal training program development and educational policy formulation regarding competency standards and performance evaluation systems in Indonesian secondary education. Keywords: educational leadership, transformational leadership, instructional leadership, distributive leadership, servant leadership
Implementation Of Facilities And Infrastructure Management At Sdn 100720 Sihopuk Baru Village Hasriyati Harahap; Muhammad Fadhli
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 7, No 1 (2022): Vol. 7 No. 1 November 2022
Publisher : Universitas Negeri Malang

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Abstract

This study aims to describe the implementation of facilities and infrastructure management at SDN 100720 Sihopuk Baru Village. With a qualitative approach and field study method, data were collected through interviews, observations, and document studies. The results of the study indicate that the management of facilities and infrastructure in schools still faces various obstacles, such as limited classrooms, library facilities, UKS, and learning media. The management process from planning to deletion is not optimal. This study recommends improving overall facility management and support from schools and policy makers to create a more conducive learning environment.
Principals’ Transformational Leadership and Its Role in Shaping Teachers’ Differentiated Instruction and Student Achievement: A Systematic Literature Review Dede Wiwif Furqoni; Diding Nurdin; Nurdin Nurdin
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 10, No 2 (2026): Vol. 10 No. 2 Maret 2026
Publisher : Universitas Negeri Malang

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Abstract

Abstract: This study aimed to examine how principals’ transformational leadership is positioned in the recent literature as a factor shaping teachers’ differentiated instruction and student achievement. Using a Systematic Literature Review (SLR) supported by bibliometric mapping, the study analyzed 27 Scopus-indexed publications published between 2021 and 2026. The dataset was retrieved through a structured search strategy using the keywords transformational leadership, principal or school leader, and differentiated learning or adaptive teaching, and was analyzed descriptively through Scopus indicators and VOSviewer keyword co-occurrence mapping. The findings show that differentiated instruction occupies the most central position in the literature, functioning as the conceptual link between leadership, teaching practice, learner diversity, and academic outcomes. The bibliometric results also reveal that the field remains concentrated in a limited number of authors, institutions, and countries, with Australia and the United States dominating publication output. Substantively, the reviewed studies indicate that principals’ transformational leadership influences student achievement mainly through indirect pathways, especially by improving teacher motivation, professional capacity, collaboration, and readiness to implement differentiated instruction. However, the relationship is not linear, as its effectiveness depends on contextual conditions such as teacher beliefs, assessment literacy, class composition, institutional support, and national policy environments. This study concludes that transformational leadership should be understood as a catalytic mechanism that strengthens teachers’ ability to deliver differentiated instruction in heterogeneous classrooms. It is therefore suggested that future research adopt more integrative and comparative designs, while policymakers and school leaders should prioritize professional development, formative assessment support, and collaborative cultures that enable differentiated instruction to be implemented more consistently and effectively. Keywords: differentiated instruction; school principals; student achievement; transformational leadership.
The Impact of Implementing the Seven Good Habits Movement for Great Indonesian Children on Character Building in Students A. Istiawati; Beni Habibi
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 10, No 1 (2025): Vol. 10 No. 1 November 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um025v10i12025p104

Abstract

Abstract: Character education has become a national priority due to increasing social challenges and digital distractions that affect students’ discipline and sense of responsibility. Efforts to foster character have essentially been implemented through various initiatives such as morning routines, religious activities, mentoring, and counseling. However, the effectiveness of these programs has not yet yielded consistent and uniform results across all schools. Additionally, the “Seven Habits of Great Indonesian Children” program has been widely implemented; however, the findings obtained have been analyzed separately and have not yet been explained in an integrated manner. This study aims to identify and compare implementation strategies for the “Seven Habits of Great Indonesian Children” program, analyze the program’s impact, and evaluate the influencing factors. This study employs a Systematic Literature Review using an integrative review approach to analyze five articles from 2025 related to implementation strategies, character impacts, as well as supporting and inhibiting factors of the “Seven Habits of Great Indonesian Children” program. An integrative review was chosen because it can systematically and structurally synthesize various empirical research findings from different contexts and designs. Through thematic synthesis, it was found that the implementation of the seven habits is carried out through various approaches such as morning routines, pesantren culture, reflective journaling, and supercamp activities. This program consistently improves students’ discipline, responsibility, independence, and self-awareness. Success is greatly influenced by parental involvement, teachers’ role modeling, and school culture, while the main obstacles include inconsistency at home, excessive use of electronic devices, and peer influence. Further research could expand the implementation of the Seven Habits of Great Indonesian Children in other educational contexts. Strong collaboration between schools and parents can also be strengthened to maximize outcomes. Schools should also foster exemplary culture and character to provide direct learning experiences for students. Keywords: Seven habits of great Indonesian children, character education, discipline, habit formation, integrative review, systematic literature review
Integration of Digital Literacy in Curriculum Management to Optimize Learning Quality in Elementary Schools Yuni Tri Widya Ningrum; Dian Hidayati; Suyatno Suyatno
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 10, No 1 (2025): Vol. 10 No. 1 November 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um025v10i12025p62

Abstract

Abstract: Adaptive and innovative curriculum management plays a central role in optimizing learning quality in the digital era. This study aims to describe the implementation of digital literacy integration within curriculum management in Elementary Schools, as well as to identify its challenges. Using a descriptive qualitative approach, this case study was conducted at SD Muhammadiyah Condongcatur. Informants were selected through purposive sampling, consisting of the vice head of curriculum, digital literacy coordinator, and class teachers. Data was collected through in-depth interviews, participatory observation, and document analysis, then thematically analyzed. The research findings show that digital literacy integration is implemented comprehensively across every aspect of curriculum management: planning, organizing, implementation, and evaluation. This proactive implementation positively correlates with an increase in learning quality, characterized by students who are more literate in information, media, and technology, as well as more interactive learning. Nevertheless, the main challenges found are the need for continuous technology adaptation for teachers and infrastructure constraints. This study concludes that an adaptive curriculum management strategy for digital literacy is proven to be effective, but requires holistic support from human resources and facilities. Keywords: integration; digital literacy; curriculum management; learning quality
Analysis of the Role of Job Satisfaction in Improving the Performance of Educators at SMK Maarif NU 2 Karanglewas Rahmadini Mulya Aisah; Astuti Astuti; Prisilia Mutiara Sari; Eli Indriastuti
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 10, No 1 (2025): Vol. 10 No. 1 November 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um025v10i12025p14

Abstract

Abstract: This study aims to analyze in depth the role of job satisfaction in improving the performance of educators at SMK Maarif NU 2 Karanglewas. The urgency of this research is based on the fact that the quality of education is highly influenced by teachers’ professionalism, which is inseparable from their psychological condition and satisfaction in carrying out their duties. Job satisfaction is one of the key factors that can affect teachers’ enthusiasm, responsibility, and the quality of educational services provided to students. Therefore, this research seeks to explain how the level of teachers’ job satisfaction contributes to their performance in conducting the teaching and learning process. This study employs a quantitative approach with an ex post facto correlational design to determine the direction and magnitude of the contribution of job satisfaction toward improving teacher performance. The research population consisted of 60 teachers, all of whom were selected using a saturated sampling technique. The research instrument was a Likert-scale questionnaire (1–5) that had passed both construct validity and reliability testing, ensuring accurate data collection. The results revealed that job satisfaction has a positive and significant effect on teacher performance, contributing 38%, while the remaining 62% is influenced by other factors such as work environment, workload, facility availability, and managerial support. Based on these findings, it can be concluded that the higher the level of job satisfaction experienced by teachers, the better their performance in the learning process. Therefore, schools need to pay attention to aspects such as welfare, career development, and a conducive work climate to maintain and improve teachers’ job satisfaction sustainably. Keywords: Job satisfaction, Teacher performance, Vocational high school, Educator productivity

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