JMSP (Jurnal Manajemen dan Supervisi Pendidikan)

Curriculum Management in Lifeskill Development as a Reinforcement of Character Education in Public Elementary Schools in Aceh Tamiang Regency

Afriandi Afriandi — 2026-03-30

This study aims to analyze the management of character education strengthening curriculum in developing life skills in Public Elementary Schools in Aceh Tamiang Regency. This study is a field research with a qualitative approach. Research informants are based on the strategic role of research subjects in curriculum management in schools. This research was conducted at Public Elementary Schools in Aceh Tamiang Regency. Data collection techniques were carried out through observation, interviews, and documentation review. Data analysis used the stages of reduction, presentation, verification, and drawing conclusions, with validity tests through data and source triangulation, member checks, and observation diligence. The results of the study indicate that: (1) The management of character education strengthening curriculum in Public Elementary School 1 Karang Baru and Public Elementary School Kampung Dalam was implemented with different approaches but both were relevant and had a positive impact on the development of students' life skills. Public Elementary School 1 Karang Baru implemented a systematic approach through formal policies and the integration of character values in the RPP, as well as teacher innovation through Character Roll Calls, Friday Sharing, and Inspiration Classes. Kampung Dalam State Elementary School emphasizes a contextual approach based on local values such as deliberation, politeness, and mutual cooperation through the Village Stories, Inspirational Fridays, and Mutual Cooperation Week programs; (2) The success of the program is determined by the role of the principal and teachers. The principal supports innovation for character building. Teachers,as role models, successfully internalize character and develop students' life skills. The involvement of parents, committees, and the community strengthens the consistency of values and fosters a positive school culture. (3) Character education needs to be contextually adapted to local potential. Reflective, participatory, and contextual curriculum management has proven effective in developing students with character, resilience, adaptability, and competitiveness.

Effect of Academic Supervision and Teachers’ Work Motivation on Learning Quality: A Quantitative Study in Public Elementary Schools

Ahmad Alim — 2026-03-30

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

Principals’ Transformational Leadership and Its Role in Shaping Teachers’ Differentiated Instruction and Student Achievement: A Systematic Literature Review

Dede Furqoni — 2026-03-30

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 Scopusindexed 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.

Role of School Principal in Utilizing Student The LKPD to Improve Quality of Learning

Herlina Sumanti — 2026-03-30

This study aims to plan, organized, implement, supervise, and evaluate the use of student the LKPD called LKPD by the school principal to improve the quality of learning at SMP Negeri 1 Samarinda. This research combines descriptive and qualitative methods, the descriptive method provides a comprehensive overview of the principal's management phenomena regarding the use of student the student worksheets (LKPD) without any manipulation or intervention, and qualitative methods approach through a case study using data collection techniques such as interviews, observations, and document analysis. The results of the study indicate the school principal carry out educational management functions systematically through planning, organizing, implementing and monitoring the use of the LKPD. The implementation of these management functions has helped to promote a higher quality of learning that is more active, contextual and learner-centre. The school principal management of the use of the the LKPD published by the Department of Education and Culture has been carried out in accordance with the POAC management functions (Planning, Organizing, Actuating, Controlling) and the school principal role as EMASLIM refers to concept of the school principal role as an educator, manager, administrator, supervisor, leader, innovator, and motivator—and has made a tangible contribution to improving the quality of the learning process. This study contributes to the field of educational management by demonstrating that the management of teaching materials by the school principal forms part of instructional leadership practices that influence the quality of learning

Role of Innovation and Entrepreneurship Education in Enhancing Graduate Employability in Vocational Higher Education: A Systematic Literature Review

Xiong Yijin — 2026-03-30

This study aims to examine the role of innovation and entrepreneurship education in enhancing graduate employability in vocational higher education through a Systematic Literature Review (SLR) and bibliometric analysis. In the context of rapid technological change and increasing labor market demands, vocational higher education institutions are expected to produce graduates who are not only technically competent but also innovative, entrepreneurial, and adaptable. This study analyzed 41 Scopusindexed publications published between 2021 and 2026, with data processed using VOSviewer to identify research trends, keyword relationships, thematic clusters, and the knowledge structure of the field. The findings reveal that employability is the dominant and central theme, strongly associated with innovation, entrepreneurship education, digital skills, soft skills, and work-based learning. The keyword cooccurrence analysis indicates a shift from a traditional skills-based orientation toward a more integrated and multidimensional understanding of employability, emphasizing not only technical competencies but also creativity, communication, collaboration, adaptability, and lifelong learning capacity. In addition, the distribution of authors, institutions, and countries demonstrates that this topic has attracted global scholarly attention, particularly in developing and transitional economies, although the field remains fragmented and continuously evolving. The study concludes that enhancing graduate employability requires a holistic ecosystem that integrates curriculum innovation, entrepreneurial learning, digital capability development, and strong collaboration between educational institutions and industry. It is recommended that future research develop integrative frameworks and explore context-specific strategies to strengthen the alignment between vocational education and labor market needs.

The Influence Of Transformational Leadership, Psychological Well-Being, And Work Stress On The Work Ethic Of Elementary School Teachers

Lia Maulia — 2026-03-30

This study aims to analyze the effects of transformational leadership, psychological well-being, and job stress on the work ethic of elementary school teachers. Teachers’ work ethic plays a crucial role in improving the quality of basic education, particularly in semi-rural areas characterized by limited resources and complex work dynamics. This research employed a quantitative approach using a path analysis design. The research population consisted of all elementary school teachers in Bungur District, Tapin Regency, with a total sample of 101 teachers selected through a total sampling technique. Data were collected using standardized Likert-scale questionnaires that had been tested for validity and reliability. Descriptive and inferential analyses were conducted to examine both direct and indirect relationships among variables. The results indicate that transformational leadership, psychological well-being, and job stress simultaneously have a significant effect on teachers’ work ethic. Partially, psychological well-being was found to be the most dominant factor in enhancing teachers’ work ethic, while job stress had a significant negative effect. Furthermore, transformational leadership not only exerts a direct influence on teachers’ work ethic but also indirectly strengthens it through the improvement of teachers’ psychological well-being. In conclusion, the findings emphasize that strengthening teachers’ work ethic is more effectively achieved through a humanistic leadership approach that prioritizes psychological well-being, rather than relying solely on strategies aimed at reducing work-related stress

The Role of Transformational Leadership in Enhancing Teacher and Student Motivation

Mohammad Maarif — 2026-03-30

This study aims to analyze the role of transformational leadership in enhancing teacher and student motivation in educational institutions. The study employs a literature review approach by examining 20 relevant scholarly journal articles published between 2016 and 2024. Transformational leadership is understood as a leadership style oriented toward positive change by emphasizing vision, inspiration, emotional support, and intellectual stimulation for its followers. In the context of education, transformational leaders, such as school principals or institutional heads, have the ability to create an inspiring educational vision, build strong interpersonal relationships with teachers and students, and encourage innovation in both teaching and school management. The analysis results indicate that transformational leadership has a significant impact on improving teacher motivation. Teachers become more enthusiastic in teaching, more open to change, and more committed to developing their professional skills. Furthermore, students also show increased learning motivation, active engagement in class, and greater self-confidence. Leadership that fosters a positive and supportive school climate strengthens interpersonal relationships within the educational environment, enhances collaboration among teachers, and builds a collaborative culture that supports the creation of innovative learning. Transformational leadership also plays an important role in the development of adaptive curricula, the creation of a conducive work environment, and the enhancement of teacher job satisfaction. Overall, the findings show that this leadership style can be an effective strategy in creating educational institutions that are not only productive but also adaptive to ongoing global challenges. Therefore, educational leaders are encouraged to adopt the principles of transformational leadership in order to strengthen the intrinsic motivation of both teachers and students in achieving optimal educational goals

The Influence of Transparency and Trust on Parental Participation in MTS Negeri Cakung District, East Jakarta

Zamarotul Azkiyah — 2026-03-30

This study examines the influence of transparency and trust on parental participation in MTS Negeri Kecamatan Cakung, Jakarta Timur. Using a quantitative correlational design, data were collected from 120 parents selected through proportionate stratified random sampling. The primary data collection tool was a structured questionnaire measuring transparency, trust, and parental participation. Descriptive analysis revealed that trust scored higher (M = 4.37, SD = 0.46) than transparency (M = 4.23, SD = 0.54) and parental participation (M = 3.89, SD = 0.61). Correlation analysis showed significant positive relationships among transparency, trust, and parental participation, with trust emerging as a stronger predictor. Regression analysis confirmed that transparency (β=0.32, β=0.32, p < 0.01) and trust (β=0.41, β=0.41, p < 0.001) significantly influence parental participation, collectively explaining 42% of the variance (R2=0.42, R2=0.42). Furthermore, trust was found to moderate the impact of transparency on parental participation. These findings highlight the need for schools to adopt integrated strategies that promote transparent communication and build trust with parents. The study provides practical implications for school leaders, policymakers, and educators to enhance parental engagement, ultimately contributing to better educational outcomes. Future research is encouraged to explore the influence of cultural, socioeconomic, and policy-related factors on schoolcommunity partnerships.

Principal Managerial Competence in Improving the Performance of Educators in School

Hamidah Hamidah — 2026-03-30

his research aimed to investigate the role and impact of the principal's managerial competence in improving the performance of teaching staff at SMPN 3 Bandar Dua. The research method used is a qualitative approach with a case study approach. Data was collected through in-depth interviews with school principals, teachers, and direct observation in the school environment. The results of the data analysis show that the principal's managerial competence has a crucial role in creating an effective and supportive learning environment. Human resource management, curriculum development, learning monitoring, and effective communication emerged as important aspects of these competencies. The findings of this study provide valuable insights into how school principals can become agents of change in improving teacher performance through the development of appropriate and measurable managerial competencies.

Efforts to Realize The Profile of Pancasila Students based on the Local Culture of the Tengger Tribe in SD di Atas Awan Jarak Ijo, Malang Regency

Selly Anggraita — 2026-03-30

Efforts to realize Pancasila Student Profiles based on the local culture of the Tengger tribe are a process of realizing students with character based on the values and culture that develop in a tribe. This study aimed to explain the phenomena that occur at SD di Atas Awan Jarak Ijo to realize the Pancasila Student Profile based on the local culture of the Tengger tribe. This study uses a qualitative approach with a type of research design through case studies. Data collection techniques were carried out through interviews, observations, and documentary studies with snowball sampling. The research showed that SD di Atas Awan Jarak Ijo Malang Regency embodies the Pancasila Student Profile based on the local cultural values of the Tengger tribe by adopting the local culture of the Tengger tribe, namely Kasada, and Karo. The school adopted Kasada and Karo’s activities with a permit/dispensation strategy and went home early. Efforts to realize the Pancasila Student Profile are supported by internal driving factors, namely domicile teachers, culturally strong school members, and student awareness, and there are also external driving factors, namely support from parents, society, and technological developments. However, there are also internal inhibiting factors, namely students playing on mobile phones, and facilities, while external inhibiting factors, namely globalization, community environment, and per capita income