JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan)
JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) is managed and published by Graduate Program Universitas PGRI Palembang. This journal is published 2 times in a year with E-ISSN 2614-8021 and P-ISSN 2548-7094. This journal focuses on Management, Leadership, Administration, Supervision, and Science of Education. This journal has been accredited by Indonesian Ministry of Education and Culture, Research and Technology and indexed in SINTA categorized in SINTA 3. The accreditation period is valid until Vol.10 issue 1 (2025). Currently, this Journal is in the reaccreditation period. This journal has been also registered in Crossref system with Digital Object Identifier 10.31851/jmksp
Graduate Program Magister Manajemen Pendidikan
JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) by http://www.univpgri-palembang.ac.id/e_jurnal/index.php/JMKSP is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Differentiated Learning Innovation in Accommodating Students' Learning Needs at Daarul Aitam Middle School Palembang
This study aimed to analyze innovations in differentiated instruction for accommodating students' learning needs in Social Studies at SMP Daarul Aitam Palembang. A qualitative case study approach was employed involving one Social Studies teacher and 64 eighth-grade students selected through purposive sampling because they had implemented differentiated instruction under the Merdeka Curriculum. Data were collected through classroom observations, semi-structured interviews, and documentation and analyzed using the Miles, Huberman, and Saldaña interactive model. The findings indicate that diagnostic assessment serves as the foundation for designing differentiated content, processes, products, and learning environments according to students' readiness, interests, and learning profiles. The implementation of differentiated instruction increased students' participation, engagement, confidence, and learning motivation while creating a more inclusive and student-centered classroom environment. This study contributes to educational management and instructional innovation by demonstrating that diagnostic assessment is not merely an assessment tool but also a strategic basis for designing adaptive learning within the implementation of the Merdeka Curriculum.
Copyright (c) 2026 Depi Elpiyanti, Reva Valianti, Heri Setianto https://creativecommons.org/licenses/by-sa/4.0
Implementation of Procurement and Utilization Policies for School Facilities and Infrastructure Based on Students’ Needs at TKN 1 Plus Banyuasin III
This study aimed to analyze the implementation of procurement and utilization policies for school facilities and infrastructure based on students' needs at TKN 1 Plus Banyuasin III. A qualitative descriptive approach was employed involving the principal, teachers, and school committee members selected through purposive sampling because of their direct involvement in school facilities management. Data were collected through interviews, observations, and documentation and analyzed using the Miles, Huberman, and Saldaña interactive model. The findings indicate that the implementation of school facilities and infrastructure policies has generally been carried out systematically through participatory planning, procurement, utilization, maintenance, and periodic evaluation. Educational facilities have supported active learning and students' cognitive, social, and motor development. Nevertheless, limited budgets, inadequate facilities, and insufficient human resource competencies remain significant barriers. This study contributes to educational management by emphasizing that effective school facilities management depends not only on resource availability but also on participatory decision-making, leadership commitment, and needs-based policy implementation in early childhood education institutions.
Copyright (c) 2026 Ican Setiawan, Nila Kesumawati, Alhadi Yan Putra https://creativecommons.org/licenses/by-sa/4.0
Principal Leadership in Strengthening Administrative Services for Dapodik Reporting: A Qualitative Study at Sdn 24 Talang Kelapa
This study aims to analyze the principal’s strategies in improving the administrative services of Data Pokok Pendidikan (Dapodik) reporting at SDN 24 Talang Kelapa, identify the obstacles encountered, and describe the solutions implemented to overcome these obstacles. This study employed a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. The research informants consisted of the principal, school operator, administrative staff, and teachers involved in Dapodik management. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing. The results of the study indicate that the principal’s strategies in improving Dapodik reporting administrative services were implemented through work program planning, strengthening coordination, providing guidance to administrative staff, supervising data reporting, and conducting periodic evaluations of data quality The participants consisted of one principal, one school operator, two administrative staff members, and four teachers selected through purposive sampling. The principal also implemented the utilization of information technology and clear task distribution to enhance the effectiveness of administrative services. This study concludes that the success of Dapodik reporting administrative services is strongly influenced by the principal’s ability to implement adaptive, collaborative, and governance-based leadership strategies. Appropriate strategies can improve data accuracy, administrative service effectiveness, and support the creation of a more organized and accountable educational governance system.
Copyright (c) 2026 Sri Hartati, Yasir Arafah, Yessi Fitriani https://creativecommons.org/licenses/by-sa/4.0
Transformational Leadership and Teacher Performance as Determining Factors of ICT-Based School Quality
This study aims to examine the effects of transformational leadership and teacher performance on ICT-based school quality, with curriculum implementation serving as a mediating variable, in junior high schools in the Empat Petulai Dangku District. The study was motivated by the predominance of administrative leadership practices, inconsistent teacher performance, and the suboptimal implementation of ICT-based curricula, which have hindered efforts to improve school quality. A quantitative survey design was employed using proportional random sampling to select the research participants. Data were analysed using multiple linear regression and path analysis to examine both direct and indirect relationships among the variables. The findings indicate that transformational leadership and teacher performance significantly and positively influence curriculum implementation as well as ICT-based school quality. Furthermore, curriculum implementation was found to mediate the relationship between transformational leadership, teacher performance, and ICT-based school quality, indicating that effective curriculum implementation strengthens the contribution of leadership and teacher performance to school improvement. These findings suggest that visionary school leadership, professional teacher performance, and effective ICT integration are essential components for enhancing school quality in the digital era. The study provides empirical evidence supporting the integration of transformational leadership, teacher performance, and curriculum implementation as key strategies for improving ICT-based school quality.
Copyright (c) 2026 Wilia Ardayanti, Reva Maria Valianti, Alhadi Yan Putra https://creativecommons.org/licenses/by-sa/4.0
Transformational Leadership by The School Principal in The Implementation of Deep Learning at Sdn 10 Air Kumbang, Banyuasin
This study aims to analyze the transformational management of school principals in implementing deep learning at SDN 10 Air Kumbang Banyuasin. A descriptive qualitative approach was employed involving the principal, teachers, and school stakeholders selected through purposive sampling. Data were collected through in-depth interviews, observations, and documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that transformational management is implemented through participatory planning, teacher empowerment, coaching-based academic supervision, collaborative decision-making, and the development of an innovative school culture. These practices have strengthened teachers’ readiness to implement deep learning and improved instructional quality. Nevertheless, several challenges remain, including limited teacher understanding of deep learning concepts, uneven readiness for educational change, and inadequate learning facilities. This study contributes to educational management by integrating transformational leadership with POAC management functions as a strategic framework for implementing deep learning in primary schools.
Copyright (c) 2026 Intan Rosyita Al Fauziyah, Nurlina, Wahid Ibrahim Banul Ngindom https://creativecommons.org/licenses/by-sa/4.0
Analysis of Student Development in Improving Learning Effectiveness Based on The Merdeka Curriculum At Sd Negeri 18 Tungkal Ilir
This study aims to analyze the implementation of the Merdeka Curriculum in improving student development and learning effectiveness at SD Negeri 18 Tungkal Ilir. A descriptive qualitative approach was employed involving the principal, teachers, students, and parents as research participants. Data were collected through participatory observation, semi-structured interviews, documentation, and learning outcome records, and analyzed using the interactive model of Miles and Huberman. The findings reveal that the implementation of the Merdeka Curriculum has enhanced students’ cognitive, affective, and psychomotor development by promoting active, student-centered, and differentiated learning. Students demonstrated higher learning motivation, improved critical thinking, stronger collaboration, and greater learning independence. However, several challenges remain, including limited educational facilities, variations in students’ learning readiness, and teachers’ adaptation to differentiated instruction. Continuous collaboration among teachers, parents, and school management has become an important strategy for overcoming these challenges. This study contributes to educational management by providing empirical evidence on the implementation of the Merdeka Curriculum in supporting holistic student development and improving learning effectiveness in elementary schools.
Copyright (c) 2026 Amirudin Ria Munanda, Dessy Wardiah, Edi Harapan https://creativecommons.org/licenses/by-sa/4.0
Analysis of School Financial Management on The Management of School Operational Assistance Funds In Elementary Schools In Talang Kelapa District, Banyuasin Regency
This study aimed to analyze school financial management in the implementation of School Operational Assistance (BOS) fund management and its influence on the timeliness of Accountability Report (SPJ) submission in elementary schools in Talang Kelapa District, Banyuasin Regency. A qualitative case study approach was employed involving school principals, BOS treasurers, school operators, and the district BOS verification team as research informants. Data were collected through observation, interviews, and documentation and analyzed using data reduction, data display, and conclusion drawing. The findings indicate that BOS fund management has generally been implemented in accordance with government regulations through RKAS planning, financial administration, reporting, and supervision. Nevertheless, several challenges remain, including limited human resource competencies, dual-role assignments, frequent regulatory changes, unstable digital systems, and incomplete supporting documents. Schools with effective administrative systems, strong coordination, and active principal supervision demonstrated better reporting performance and timely SPJ submission. This study contributes to educational management by emphasizing that strengthening human resource capacity, improving digital financial systems, and enhancing internal coordination are essential strategies for improving transparency, accountability, and efficiency in BOS fund management.
Copyright (c) 2026 Akhmad Deny Arianto, Nurlina, Sri Wahyu Indrawati https://creativecommons.org/licenses/by-sa/4.0
Implementation of Bos Fund Management To Maximize Learning Quality At Sdn 23 Talang Kelapa Banyuasin
This study aims to analyze the implementation of School Operational Assistance (BOS) Fund management in improving learning quality at SDN 23 Talang Kelapa Banyuasin. A descriptive qualitative approach was employed involving four informants, namely the principal, BOS treasurer, teacher, and school committee representative. Data were collected through observation, semi-structured interviews, and documentation and analyzed using the interactive model of Miles and Huberman. The findings reveal that BOS Fund management has been implemented systematically through participatory planning, transparent implementation, accountable financial reporting, and collaborative supervision. Supporting factors include strong principal leadership, stakeholder collaboration, and compliance with technical guidelines, while limited budgets, administrative workload, and delays in fund disbursement remain major challenges. Although BOS Funds have improved learning facilities and classroom quality, greater investment in technology-based learning and teacher professional development is still required. This study contributes to educational management by providing empirical evidence that transparent and participatory financial management enhances learning quality and school governance at the elementary education level.
Copyright (c) 2026 Edi Yanto, Tri Widyatsih, Djunaidi https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Speech Learning Using the Problem Based Learning Model and the Project Based Learning Model Assisted by the Teleprompter Application Based on the Implementation of CRT and Learning Styles of MTS Students
This study was conducted due to the low speaking ability of students, reflected in their lack of confidence, difficulty expressing ideas orally, and the limited use of effective learning models and media. The study aimed to analyze and compare the effectiveness of Problem Based Learning (PBL) and Project Based Learning (PjBL) supported by the Teleprompter application, considering the implementation of Culturally Responsive Teaching (CRT) and learning styles. Using a mixed-methods approach with a sequential explanatory design and a quasi-experimental method, data were collected through tests, observations, interviews, and documentation. The results showed that both models effectively improved students’ speaking skills. The PBL model increased the average score from 57.14 to 94.52 (N-Gain = 0.87, high category), while the PjBL model improved scores from 50.26 to 86.96 (N-Gain = 0.74, high category). Independent t-test results indicated a significant difference between the two models, with PBL being more effective than PjBL. These findings suggest that the integration of CRT, learning styles, and the Teleprompter application contributes positively to improving students’ speaking abilities.
Copyright (c) 2026 Devita Herawati, Rahayu Pristiwati https://creativecommons.org/licenses/by-sa/4.0
Development of a Digital Assessment Model for Evaluating Early Childhood Emotional Readiness for Elementary School Entry
This study aimed to develop a Digital Assessment Model for evaluating early childhood emotional readiness before primary school entry. The model was designed to assess five dimensions of emotional readiness, namely self-awareness, self-regulation, self-control, self-confidence, and self-esteem, while providing teachers with a systematic, efficient, and technology-supported assessment tool. This study employed a Research and Development (R&D) approach using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The developed model can be applied in early childhood education institutions, kindergarten settings, school readiness assessment programs, educational technology development, and child development monitoring. It can support teachers, school administrators, educational researchers, and policymakers in conducting systematic and efficient emotional readiness assessments before children transition to primary school. A practical technological solution that enhances assessment efficiency, improves documentation quality, and supports educational decision-making in early childhood education.
Copyright (c) 2026 Asjadul Khoiriyah, Nenny Mahyuddin https://creativecommons.org/licenses/by-sa/4.0
The Influence of School Infrastructure and Principal Managerial Ability on The Performance of Public Elementary School Teachers in Sembawa District
The purpose of this study was to determine and analyze the influence of school infrastructure and principal managerial skills together on the performance of public elementary school teachers in Sembawa District. This study was conducted comprehensively at public elementary schools in Sembawa District with a total of 25 schools. The research method used in this study is a quantitative descriptive method. The population of this study consisted of all public elementary school teachers in Sembawa District, totaling 271 teachers. Based on the results of calculations using the Slovin formula, the sample obtained was 162 public elementary school teachers in Sembawa District. Data collection techniques used questionnaires, observation and documentation. Data analysis techniques used normality tests, linearity tests, multicollinearity tests, simple correlation analysis, multiple correlation analysis, simple regression analysis, t-tests and F-tests. The results of this study are that there is a significant influence of school infrastructure and principal managerial skills on the performance of public elementary school teachers in Sembawa District with an influence contribution of 29.6%.
Copyright (c) 2026 Doni Oktareza, Bukman Lian, Dessy Wardiah https://creativecommons.org/licenses/by-sa/4.0
The Influence of Leadership Style and Work Discipline on the Performance of PNS Teachers in Public Junior High Schools in Banyuasin I District
This study aims to analyze the influence of principal leadership style and work discipline on the performance of civil servant (PNS) teachers at public junior high schools in Banyuasin I District. This study employed a quantitative approach using an ex post facto survey design involving all 83 civil servant teachers through a saturated sampling technique. Data were collected using questionnaires and documentation and analyzed using descriptive statistics, simple linear regression, multiple linear regression, t-tests, F-tests, and the coefficient of determination with IBM SPSS Statistics Version 26. The findings indicate that principal leadership style has a positive and significant effect on teacher performance, while work discipline also positively and significantly influences teacher performance. Simultaneously, both variables significantly contribute to improving teacher performance. The coefficient of determination shows that teacher performance is influenced by leadership style and work discipline, whereas the remaining variance is explained by other organizational factors. This study contributes to educational management by providing empirical evidence that strengthening instructional leadership and fostering work discipline are strategic approaches to improving teacher performance in public junior high schools.
Copyright (c) 2026 Amirudin, Syaiful Eddy, Reva Maria https://creativecommons.org/licenses/by-sa/4.0
Utilization of Professional Allowances in Developing Teacher Professionalism at State Elementary School 9 Sembawa
This study aimed to explore how teachers utilize the Teacher Professional Allowance (TPG) to enhance their professional competencies at SD Negeri 9 Sembawa. A qualitative descriptive approach was employed involving the principal and certified teachers receiving the Teacher Professional Allowance as research informants selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation and analyzed using the Miles, Huberman, and Saldaña interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that the Teacher Professional Allowance contributes significantly to strengthening teachers' pedagogical, professional, social, and personal competencies through participation in professional development activities, acquisition of learning resources, improvement of digital literacy, and instructional innovation. Nevertheless, the effectiveness of TPG utilization is influenced by leadership support, organizational culture, access to professional training, and teachers' individual motivation. This study contributes to educational management by demonstrating that professional allowances function not merely as financial incentives but also as strategic instruments for sustainable teacher professional development when supported by effective school management.
Copyright (c) 2026 M. Awaludin, Edi Harapan, Andi Rahman https://creativecommons.org/licenses/by-sa/4.0
The Effect of the Use of Technology-Based Learning Media and Teacher Self-Efficacy on Elementary School Teachers' Performance in Tanjung Lago District
Although previous studies have reported positive relationships between technology use, teacher self-efficacy, and teacher performance, limited evidence has explored their combined contribution from an educational management perspective, particularly in rural elementary schools. This study examines the influence of technology-based learning media and teacher self-efficacy on the performance of elementary school teachers in Tanjung Lago District, Indonesia. Using a quantitative explanatory survey, data were collected from 82 teachers selected through proportional random sampling and analyzed using multiple linear regression in IBM SPSS Statistics 26. The results show that both technology-based learning media and teacher self-efficacy significantly and positively influence teacher performance. The regression model explains 74.0% of the variance in teacher performance (R² = 0.740), with technology-based learning media identified as the stronger predictor. These findings highlight the complementary role of digital resources and teachers’ psychological capacity in enhancing performance and suggest that educational leaders should strengthen ICT infrastructure, professional development, and self-efficacy support to improve instructional quality.
Copyright (c) 2026 Mujiyanto, Syaiful Eddy, Muhammad Juliansyah Putra https://creativecommons.org/licenses/by-sa/4.0
The Effect of Distributed Leadership and Perceived Organizational Support on Work Engagement: The Mediating Role of Psychological Capital in a Private SPK School in Tangerang Selatan
Research on teacher work engagement identifies leadership and organizational support as job resources, but prior findings remain unclear about whether these resources act directly or by strengthening personal resources. This study integrates the Job Demands-Resources model and Conservation of Resources theory to examine psychological capital as a mechanism linking distributed leadership and perceived organizational support to teacher work engagement. A cross-sectional survey involved 129 teachers from kindergarten to senior high school in a private SPK school in Tangerang Selatan, Indonesia. Data were collected through a five-point Likert questionnaire and analyzed using PLS-SEM in SmartPLS 4. The measurement model showed acceptable reliability, convergent validity, and discriminant validity. Psychological capital was the strongest predictor of work engagement. Distributed leadership affected work engagement only through full mediation by psychological capital, whereas perceived organizational support had both direct and indirect effects. Schools should combine fair organizational support, coordinated distributed leadership, and psychological capital development.
Copyright (c) 2026 Yulian Candra, Stephanie Riady https://creativecommons.org/licenses/by-sa/4.0
Principal Management in Men Improving the Quality of Learning at SMA Negeri 1 Tanjung Raja
This study aims to analyze and describe the principal's managerial skills in improving the quality of learning at SMA Negeri 1 Tanjung Raja. The study uses a qualitative approach with descriptive methods. Data collection techniques were carried out through observation, interviews, and documentation, with informants consisting of the principal, vice principal, teachers, and students. The focus of the study covers four managerial functions of the principal, namely planning, organizing, implementing, and supervising. The results of the study indicate that the principal has carried out managerial functions effectively. In the planning aspect, the learning program is arranged systematically and based on school needs. In the organizing aspect, the division of tasks and coordination runs well so as to support the smooth learning process. In the implementation aspect, the principal is able to motivate and motivate teachers through academic supervision activities, training, and professional development. The study involved nine purposively selected informants consisting of one principal, three vice principals, three teachers, and two students. Data were analyzed using the interactive model of Miles, Huberman, and Saldana involving data condensation, data display, and conclusion drawing. Meanwhile, in the supervision aspect, the principal consistently conducts evaluations and follow-ups for continuous improvement. The findings of this study indicate that the principal's managerial skills play a significant role in improving the quality of learning, which is characterized by increased teacher performance, the effectiveness of the learning process, and student achievement. Therefore, strengthening the principal's managerial competence is an important factor in efforts to continuously improve the quality of education.
Copyright (c) 2026 Eka Eryani, Nur Ahyani, Suherman https://creativecommons.org/licenses/by-sa/4.0
School–Parent Collaboration Management in Supporting Learning Effectiveness in the Digital Era at SDN 2 Pancawarna
This study aimed to describe the management of school–parent collaboration in supporting learning effectiveness in the digital era at SDN 2 Pancawarna, identify the supporting and inhibiting factors, and analyze its impact on students’ learning effectiveness. The study employed a qualitative approach using a descriptive method. Data were collected through observations, interviews, and documentation involving the principal, teachers, parents, and students as research informants. Data were analyzed through data reduction, data display, and conclusion drawing. The findings revealed that school–parent collaboration was implemented through the management functions of planning, implementation, and supervision. Collaboration activities were carried out through parenting programs, regular communication, and the utilization of digital media, particularly WhatsApp, as a communication platform between teachers and parents. Supporting factors included parental trust, commitment, active involvement, and concern for children's education. Meanwhile, inhibiting factors consisted of differences in understanding, limited parental time, low digital literacy among some parents, and unequal access to technology. The implementation of collaboration had a positive impact on learning effectiveness, as reflected in improved student discipline, learning participation, responsibility, and continuity between school-based and home-based learning. The study concludes that strengthening systematic and sustainable school–parent collaboration management is essential for enhancing learning effectiveness in the digital era.
Copyright (c) 2026 Karlina, Nila Kesumawati, Dessy Wardiah https://creativecommons.org/licenses/by-sa/4.0
Transformational Principal Leadership in Enhancing Teacher Performance at SMP Negeri 1 Tanjung Raja
This study aims to examine the role of school principal leadership in improving teacher performance at SMP Negeri 1 Tanjung Raja. Using a descriptive qualitative approach, data were collected through in-depth interviews, observation, and documentation, with informants selected via purposive sampling and validated through method triangulation. The findings reveal that the principal consistently applies a democratic-transformational leadership style through three integrated strategies: open two-way communication, reflection-based post-supervision coaching, and dual motivation that combines public recognition with professional meaning reinforcement. This combination of strategies significantly enhanced teachers' commitment and instructional innovation. These findings serve as a practical reference for school principals and policymakers in designing teacher quality improvement programs, particularly in the context of implementing the Kurikulum Merdeka (Independent Curriculum).
Copyright (c) 2026 Yunie Aria Wati, Yasir Arafat, Reva Maria Valianti https://creativecommons.org/licenses/by-sa/4.0
The Impact of School Financial Management on Educational Quality: A Qualitative Study at SDN 13 Banyuasin III
This study aimed to examine the impact of school financial management on educational quality at SDN 13 Banyuasin III. A descriptive qualitative approach was employed involving seven purposively selected informants consisting of one principal, one treasurer, two teachers, one school committee member, and two students. Data were collected through observations, semi-structured interviews, and document analysis. Data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. Data credibility was ensured through source and technique triangulation. The findings indicate that effective school financial management, particularly through BOS fund planning, implementation, monitoring, and stakeholder participation, contributed to improving learning facilities, teacher professionalism, learning quality, and public trust. Nevertheless, challenges such as limited BOS funds, delayed fund disbursement, and administrative constraints remained significant obstacles. The study concludes that transparent and accountable financial management is a strategic factor in improving educational quality.
Copyright (c) 2026 Syaphani, Nur Ahyani, Alhadi Yan Putra https://creativecommons.org/licenses/by-sa/4.0
Principal Strategies for Implementing Merdeka Belajar through a Deep Learning Approach at SD Negeri 35 Talang Kelapa
This study aimed to describe the principal's strategies in implementing Merdeka Belajar through a deep learning approach at SD Negeri 35 Talang Kelapa. A descriptive qualitative approach was employed involving one principal, one school supervisor, six teachers, and six students selected through purposive sampling. Data were collected through observations, semi-structured interviews, and document analysis. Data were analyzed using the Miles and Huberman interactive model consisting of data reduction, data display, and conclusion drawing. Data credibility was ensured through source and technique triangulation. The findings revealed that the principal implemented several strategies, including strengthening teacher competence, conducting academic supervision, optimizing school facilities, and fostering a collaborative school culture. The study also identified challenges related to teachers’ understanding of deep learning, limited facilities, and adaptation to educational reforms. These challenges were addressed through continuous mentoring, internal training, and collaborative professional development. This study contributes to educational leadership literature by providing an empirical description of principal strategies for implementing deep learning within the Merdeka Belajar policy in elementary schools.
Copyright (c) 2026 Silvia Wulansari, Reva Maria Valianti, Muhammad Juliansyah Putra https://creativecommons.org/licenses/by-sa/4.0
Coaching-Based Academic Supervision Strategy by The Principal in Improving Teacher Competence to Design Deep Learning at SD IT Robbani Ogan Ilir
The purpose of this study is to describe the coaching-based academic supervision strategy employed by the principal in an effort to enhance teacher competence in designing deep learning at SD IT Robbani, Ogan Ilir. This research utilizes a qualitative approach with a case study design. The instruments and data collection techniques include in-depth interviews, observation, and documentation study. Data analysis was conducted using the Interactive Model by Miles, Huberman, and Saldaña. Informants were selected using purposive sampling. Supervision planning began with data-driven needs identification to build psychological safety for educators. The implementation of coaching adopted the TIRTA framework, which stimulated teachers' intrinsic motivation and self-reflection. Evaluation results demonstrate a significant improvement in teachers' ability to develop instructional designs, although reaching the highest cognitive level (C6) remains a challenge due to student heterogeneity. This research is applicable and practically beneficial in the fields of educational management, instructional leadership, and continuous professional development for principals and teachers. The novelty of this study lies in its specific examination of the synergy between coaching intervention by the principal and the improvement of teachers' competence in designing deep learning documentation, by shifting the paradigm from instructive evaluation to collaborative mentoring within a school environment that integrates Islamic values.
Copyright (c) 2026 Fitrianti, Yasir Arafat, Mulyadi https://creativecommons.org/licenses/by-sa/4.0
Leadership Management of Community Learning Center (Pkbm) Institutions In Enhancing Tutor Performance At Pkbm Bina Muda, Muara Telang District
This study aims to analyze the leadership management practices of the Community Learning Center (PKBM) in enhancing the performance of equivalency education tutors at PKBM Bina Muda, Muara Telang District. This study employed a descriptive qualitative approach involving six informants consisting of the Head of PKBM, one supervisor, two tutors, and two learners. Data were collected through observation, in-depth interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing. The findings indicate that leadership management is implemented through systematic planning, task organization, effective communication, continuous supervision, and regular learning evaluation. These leadership practices improve tutors’ discipline, professional responsibility, work motivation, and instructional performance. Supporting factors include effective communication, collaboration, tutor commitment, and managerial support, whereas limited facilities, tutors’ multiple responsibilities, and diverse learner characteristics remain major challenges. This study contributes to educational management by providing a contextual model of leadership management for strengthening tutor performance in non-formal education institutions.
Copyright (c) 2026 Indra Putra Jaya, Mahasir, Nuril Furkan https://creativecommons.org/licenses/by-sa/4.0
The Principal's Leadership Role in Improving School Administrative Effectiveness: A Qualitative Study at SDN 23 Talang Kelapa
This study aims to describe the role of the principal in improving the effectiveness of administrative administration at SDN 23 Talang Kelapa. The focus of the study includes the principal's role in planning, implementing, organizing, supervising, and evaluating administrative administration programs, as well as identifying obstacles and solutions in the implementation of school administration. This study uses a descriptive qualitative approach implemented at SDN 23 Talang Kelapa, Banyuasin Regency. The participants consisted of one principal, two teachers, two administrative staff members, and one school committee representative selected through purposive sampling. Data analysis uses the Miles and Huberman model through data reduction, data presentation, and conclusion drawing, while data validity is tested using source and method triangulation techniques. The results of the study indicate that the principal has an important role in improving the effectiveness of administrative administration through the preparation of work programs, division of administrative tasks, supervision of administrative services, and periodic evaluation of the implementation of school administration. Unlike previous studies that primarily focused on managerial leadership and teacher performance, this study specifically examines the principal's integrated role in planning, organizing, implementing, supervising, and evaluating school administration to improve administrative effectiveness at the elementary school level. This research is beneficial in the fields of educational management, school administration, and educational leadership, particularly as a reference for principals, administrative staff, and elementary education managers in improving the quality of school administrative services. The novelty of this research lies in its comprehensive study of the principal's role in improving administrative effectiveness through integrated planning, implementation, organization, supervision, and evaluation at the elementary school level.
Copyright (c) 2026 Bety Kurniasari, Alhadi Yan Putra, Mahasir https://creativecommons.org/licenses/by-sa/4.0
Human Capital Education Management and Supply Chain Recovery Strategies in State-Owned Construction Companies: PT Waskita Karya Economic Equilibrium Approach
PT Waskita Karya (Persero) Tbk (WSKT) faces significant challenges in procurement management, leading to project delays and cost overruns. This study aims to analyze the causes of low vendor participation through the perspective of supply-demand curves and proposes strategic solutions to restore market equilibrium. The methodology employed is a case study with a qualitative descriptive analysis, supported by microeconomic modeling. The results indicate that supply inelasticity, driven by payment risks, causes a leftward shift in the supply curve, creating a deadweight loss. This article recommends five integrative strategies: the establishment of a Vendor Support Center (WISE), Debt-to-Asset Shareholding negotiations, dynamic pricing mechanisms, the use of Memorandums of Understanding (MoU) during the tender phase, and early completion incentives. Moving beyond traditional operational perspectives, the study offers original contributions through the quantification of deadweight loss caused by vendor payment risks and the introduction of the WISE framework to restore supply elasticity. Key innovations include a unique "Debt-to-Asset Shareholding" model that converts liabilities into strategic asset equity, and the adaptation of dynamic pricing to mitigate international material price volatility. By utilizing a sequential supply curve recovery model, this research provides a new methodology for synchronizing legal commitments and performance-based incentives to achieve high-output market equilibrium.
Copyright (c) 2026 Buyung W Prinatama https://creativecommons.org/licenses/by-sa/4.0
Educational Management Strategy for Literary Reading Materials through the Novel Nadira by Leila S. Chudori for Eleventh Grade Students
The problem of literature learning in Grade XI senior high schools is related to students’ low interest in reading and the difficulty of understanding novels with complex language and narrative structures. This study examines the simplification of the novel Nadira by Leila S. Chudori as an alternative literary reading material using Seymour Chatman’s narrative structuralism theory. The results indicate that simplification can be carried out by simplifying the language and textual structure without eliminating the theme, plot, characters, conflicts, and aesthetic values. Consequently, the resulting teaching material is easier to understand and more suitable for Grade XI students.
Copyright (c) 2026 Rahmita, Muhamad Burhanuddin https://creativecommons.org/licenses/by-sa/4.0
Students’ Perspectives on the Effectiveness of Problem-Based Learning in Enhancing Explanatory Text Comprehension and Production
This study explores elementary students’ perceptions of the implementation of Problem-Based Learning (PBL) in explanatory text instruction. The research was conducted at SD Negeri 234 Palembang and involved 24 sixth-grade students selected through purposive sampling. A descriptive qualitative approach was employed to gain an in-depth understanding of students’ learning experiences. Data were collected through classroom observations, semi-structured interviews, and questionnaires. The data were analyzed using the interactive model of Miles and Huberman, which includes data condensation, data display, and conclusion drawing. To ensure the credibility and trustworthiness of the findings, methodological triangulation was applied. The findings demonstrate that students generally perceived the PBL approach positively. They reported that learning became more engaging, meaningful, and interactive compared with traditional teacher-centered instruction. The implementation of PBL encouraged active participation in discussions, increased students’ confidence in expressing ideas, and strengthened collaboration among peers during problem-solving activities. Furthermore, the use of real-world problems helped students better understand explanatory text structures and identify cause-and-effect relationships within texts. The learning process also stimulated critical thinking and supported deeper comprehension of instructional content. Overall, the study concludes that PBL is an effective pedagogical approach for explanatory text learning at the elementary school level, fostering student engagement, collaborative learning, and improved conceptual understanding.
Copyright (c) 2026 Febrianti, Neta Dian Lestari, Januardi https://creativecommons.org/licenses/by-sa/4.0
Improving Vocational High School Students' Learning Motivation Through Digital-Based Interactive Learning Models
This study aimed to improve the learning motivation of vocational high school (SMK) students through the implementation of a digital-based interactive learning model. The research was motivated by the low level of student participation, passive classroom behavior, and the tendency of students to use smartphones for non-academic purposes during lessons. This Classroom Action Research (CAR) was conducted in two cycles involving 30 tenth-grade vocational high school students. Data were collected through observation, questionnaires, and documentation and analyzed using quantitative and descriptive qualitative techniques. The results indicated a significant improvement in students’ learning motivation. The percentage of students categorized as having high learning motivation increased from 60% in Cycle I to 83.3% in Cycle II, exceeding the success indicator of 75%. Students also demonstrated greater participation, confidence, enthusiasm, and engagement during learning activities. The findings suggest that digital-based interactive learning effectively transforms smartphone use into productive learning tools and creates a more active, student-centered, and enjoyable learning environment. This study contributes practical evidence regarding the effectiveness of digital interactive learning in enhancing motivation among vocational high school students.
Copyright (c) 2026 Fery Sumatoyo, Januardi, Riswan Aradea https://creativecommons.org/licenses/by-sa/4.0
Integration of Local Wisdom in Contextual, Innovative, and Technology-Based Physics Learning
This study aims to identify the diversity of local wisdom containing physics concepts, analyze the determinants of successful integration into physics learning, examine its impact on students’ learning outcomes, and formulate an adaptive learning model. This research employed a systematic literature review using the PRISMA approach. Articles were collected from Scopus, Google Scholar, DOAJ, and the Indonesian Publication Index (IPI). A total of 1,156 articles published between 2015 and 2025 were identified, and 79 articles met the inclusion criteria for thematic analysis. The findings revealed six dominant forms of local wisdom integrated into physics learning, namely gasing, rice pounding mortars, outrigger boats, bamboo bridges, angklung, and egrang. Five key determinants of successful integration were identified: educator capacity (β=0.305), learning resources (β=0.278), school policy support (β=0.254), digital technology access (β=0.231), and community participation (β=0.189). The study also formulated the Integrated Ethnoscientific Physics Learning Model (MoPEFET), consisting of local science identification, contextual and innovative learning design, technology-based enrichment, and continuous evaluation. The results indicate that integrating local wisdom positively contributes to students’ conceptual understanding, scientific literacy, learning motivation, and appreciation of cultural heritage. The model offers practical guidance for implementing culturally responsive and technology-supported physics learning.
Copyright (c) 2026 Yeni Kusmira, Syaiful Eddy, Lukman Hakim https://creativecommons.org/licenses/by-sa/4.0
Integration of Responsibility and Empathy Character Values in Learning Activities in Elementary Schools
This study aims to examine the integration of responsibility and empathy character values in elementary school learning. The research focuses on identifying instructional strategies, classroom practices, and learning approaches that support effective character education, as well as understanding how these values are internalized by students through daily learning experiences. A qualitative approach with a multi-site case study design was employed. Data were collected through in-depth interviews, classroom observations, and document analysis involving principals, teachers, students, and parents selected through purposive sampling. Data analysis followed the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing and verification. The findings indicate that responsibility is developed through structured assignments, classroom routines, and accountability practices, while empathy is fostered through collaborative learning, social interaction, and peer engagement. Teacher role modeling and student-centered learning approaches play significant roles in strengthening the implementation of both character values. School programs and supportive learning environments further enhance the character formation process. However, challenges remain, including limited instructional time, diverse student backgrounds, and inconsistencies in lesson planning and implementation. This study contributes a contextual and integrative framework for embedding responsibility and empathy simultaneously in classroom learning. The findings provide practical implications for educators, school leaders, and policymakers in designing sustainable character education programs that support students’ holistic development and social-emotional competencies.
Copyright (c) 2026 Ayu Wahyuni https://creativecommons.org/licenses/by-sa/4.0
The Effect of Transformational Leadership and Work Motivation on Teacher Performance in Junior High Schools Sungai Lilin District
This research was conducted uTo find out whether there is an influence of transformational leadership and work motivation on teacher performance. The research method used is descriptive quantitative through a survey. Data were collected by distributing a “Likert Scale” Questionnaire to 82 teachers at SMP Negeri 1 Sungai Lilin, SMP Negeri 5 Sungai Lilin, SMPS Islam Ar – Riyadl and SMP Al Azhar As-Syarif. The research findings show that 1) Transformational leadership is able to influence teacher performance positively and significantly, as indicated by tcount > ttable (4.292 > 1.668) and Sig. < α (0.000 < 0.05). 2) Work motivation is able to influence teacher performance positively and significantly, as indicated by tcount > ttable (4.883 > 1.668) and Sig. < α (0.000 < 0.05). 3) Transformational leadership and work motivation together are able to influence teacher performance positively and significantly, as shown by Fcount > Ftable (19.528 > 3.11) and Sig. < α (0.000 < 0.05). With these results it can be concluded that transformational leadership and work motivation greatly influence teacher performance. This shows that the creation of a conducive work environment, increases professional commitment, and encourages teachers to carry out educational tasks effectively and with quality in teaching so that student achievement, character and positive attitudes of students increase. It is hoped that school principals can understand and apply transformational leadership consistently and sustainably, so that they can continue to motivate teachers in achieving common goals.
Copyright (c) 2026 Cance Melsing, Syarwani Ahmad, Sri Wahyu Indrawati https://creativecommons.org/licenses/by-sa/4.0