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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 253 Documents
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Variations in Mathematics Learning Management in Inclusive Education: A Multi-Site Study in Madrasah Ibtidaiyah Dina Fakhriyana; Ismanto Ismanto; Mia Ning Angreini; Wahyu Indah Fitriyati
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 aims to analyze variations in mathematics learning management practices in inclusive education across two inclusive Islamic elementary schools in Indonesia. The research was conducted at two inclusive madrasahs, namely Madrasah Ibtidaiyah Terpadu Ar-Roihan Lawang Malang and Madrasah Ibtidaiyah Muhammadiyah Program Khusus Kartasura. A qualitative multi-site study was conducted. Data were collected through observations, semi-structured interviews, and documentation involving principals, classroom teachers responsible for mathematics instruction, shadow teachers, inclusion coordinators, and parents. The data were analyzed through within-site and cross-site analysis to identify patterns and variations in mathematics learning management practices, while trustworthiness was ensured through source and technique triangulation. The findings reveal that mathematics learning management practices varied across three dimensions: planning, implementation, and evaluation. Planning practices differed in the mechanisms for developing Individualized Education Programs (IEPs), curriculum adaptation, and coordination between classroom teachers and shadow teachers. Implementation practices differed in classroom support patterns, instructional strategies, and the respective roles of classroom teachers and shadow teachers in providing individualized assistance to students with special educational needs. Evaluation practices differed in assessment procedures, reporting mechanisms, and the use of students’ individual learning progress as the basis for evaluation. Cross-site analysis indicates that these variations are influenced by school characteristics, school policies, coordination between classroom teachers and shadow teachers, and the diverse learning needs of students with special educational needs. This study contributes empirical evidence to the literature on contextualized mathematics learning management by demonstrating that its implementation is context-dependent and shaped by school characteristics, collaborative practices, and students' diverse learning needs. Keywords: inclusive education; mathematics learning management; multi-site study; special educational needs
The Effect of Teachers' Pedagogical Readiness on The Implementation of Deep Learning-Based Instruction in The Merdeka Curriculum Mohamad Johan Romadhona; Endang Sri Budi Herawati
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 investigated the effect of teachers' pedagogical readiness on the implementation of deep learning-based instruction within the Merdeka Curriculum. A quantitative correlational design with an explanatory research approach was employed involving 78 public junior high school teachers in Dander District, Bojonegoro Regency, Indonesia, selected through total sampling. Data were collected using a structured Likert-scale questionnaire and analyzed using simple linear regression. The research instrument demonstrated satisfactory validity and reliability, while the assumptions of normality, linearity, and homoscedasticity were fulfilled, indicating that the regression model was appropriate for hypothesis testing. The findings revealed that teachers' pedagogical readiness had a positive and statistically significant effect on the implementation of deep learning-based instruction (R = 0.747; R² = 0.558; p < 0.001), explaining 55.8% of the variance in instructional implementation. These findings demonstrate that pedagogical readiness plays a pivotal role in enabling teachers to translate the principles of the Merdeka Curriculum into meaningful, student-centered learning practices. This study contributes empirical evidence that teachers' pedagogical readiness is a key determinant of successful deep learning-based instruction and underscores the importance of sustained professional development, academic supervision, and continuous pedagogical support to strengthen instructional quality. Keywords: teachers' pedagogical readiness; deep learning-based instruction; Merdeka Curriculum; pedagogical competence; instructional implementation.
Implementation of Library Management to Support Student Literacy Programs at Muhammadiyah Condongcatur Elementary School Vita Ayu Wulandari; Dian Hidayati; Sukirman Sukirman
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 examines how library management supports student literacy programs in Muhammadiyah Condongcatur Elementary School. The study employed qualitative and descriptive methodologies. Data collection included observation, interviews, and documentation. Data reduction, presentation, and conclusion were the steps used in data analysis. The results showed that library management supports student literacy programs through four management functions: planning, organizing, implementing, and monitoring. In the planning stage, schools develop literacy programs that include activity planning, library materials procurement, needs analysis, and adjustments to the library and school contexts. The formation of a school literacy team, the division of tasks, and the involvement of teachers and students in literacy activities facilitate organizational effectiveness. To achieve a literacy program, students must learn to read, use comfortable and alternative reading spaces, receive assistance and rewards, and integrate the library into learning. Monitoring is carried out through direct observation, records of visits and borrowings, periodic program evaluations, and reflections on reading activities. It has been shown that improving students' reading culture and literacy skills in elementary schools can be achieved through well-planned, well-implemented, well-monitored, and well-supervised library management. Keywords: Library Management; Literacy Program, Elementary School

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