Publication Search

This study aims to analyze the supervision materials implemented at State Elementary School 080658. The primary focus is on the effectiveness of the supervision content in improving teaching quality and teacher professionalism. A qualitative descriptive method was employed, with data collected through observation, interviews, and document analysis. The results show that the supervision materials cover lesson planning, instructional delivery, student assessment, and teacher professional development. Supervision conducted systematically and continuously was found to enhance teachers' pedagogical competence and performance. However, several challenges were identified, such as limited time, lack of training for supervisors, and some teachers’ resistance to supervision. This study recommends improving supervisor capacity through training, developing more contextual supervision materials, and applying a more collaborative supervisory approach to enhance the effectiveness of supervision at State Elementary School 080658.

This study aims to analyze the policy of the mentoring program implemented at SDN Lulut 2 and its impact on teachers' performance and motivation. Using the CIPP evaluation model (Context, Input, Process, Product), this research assesses the effectiveness of the policy through both quantitative and qualitative data collection. Data were gathered through surveys of teachers and interviews with the school principal and education observers. The results show that the mentoring program has a positive influence on improving teachers' performance, especially in teaching and classroom management, and enhances teachers' motivation for continuous professional development. Additionally, the input and process factors of the mentoring program were found to significantly affect the outcomes. This policy is considered effective in supporting the professional development of teachers at SDN Lulut 2.

Reading intelligence greatly affects students. The overall responsibility for developing an interest in reading in primary school children should rest with teachers at school, parents at home and students. One of the obstacles is the low interest of primary school students in reading. Because lack of interest in reading can hinder children's growth, development, and learning, it can lead to poor performance in the future. The reason for students' low interest in reading is their own reluctance to read. Teachers also do not require students to read books in class. To increase students' interest in reading in primary grades, it is necessary to maintain their interest in reading and provide them with exposure to reading materials so that they can become accustomed to reading. Having a reading habit from childhood will help develop a strong interest in reading in the future. The purpose of this study is to discuss various innovative teaching methods that can be used to increase children's interest in reading in primary schools. It is important that teachers encourage students' interest in reading in school. Research is conducted by developing research questions and searching for journal references suitable for data analysis. Google Chendikia or Google Scholar is used to search the Internet for a collection of journals. Data is studied, examined and compared with other data. This study uses a quantitative descriptive approach. The analysis found that this could potentially increase students' interest in reading in primary schools.