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This study aims to describe the implementation of supervision management as an effort to improve the quality of education at SMAN 1 Panyabungan. Supervision is one of the functions of education management that plays an important role in improving the quality of the learning process, teacher competence, and the effectiveness of school management. This study uses a qualitative approach with a descriptive method. Data was obtained through observation, interviews, and documentation involving school principals, teachers, and education staff. The results of the study show that supervision management at SMAN 1 Panyabungan is carried out through the stages of planning, implementation, evaluation, and follow-up in a structured manner. The planning stage is carried out by preparing a supervision program according to the needs of the school, implementation is carried out through monitoring and teacher coaching activities, evaluation is carried out by assessing the results of supervision, while the follow-up is in the form of continuous improvement and development. Supervision activities have been proven to have a positive impact on improving teacher professionalism, learning quality, and achieving educational goals in schools. These findings confirm that effective supervision management can be one of the important strategies in improving the quality of education in a sustainable manner, while strengthening the role of school principals as quality improvement-oriented educational leaders.

This study aims to analyze the strategic management evaluation of the Sundanese Language Subject Teacher Forum (MGMP) in improving teacher performance at public senior high schools in Tasikmalaya City. The study focuses on leadership management, member participation, institutional support, and program relevance to teachers’ professional development needs. This research employed a qualitative descriptive approach. Data were collected through observations, in-depth interviews, and documentation involving MGMP administrators, member teachers, school principals, and supervisors. Data analysis used the Miles and Huberman interactive model, including data reduction, data presentation, and conclusion drawing. The findings revealed that the MGMP management has generally functioned effectively as a professional learning community. Participatory leadership patterns encouraged collaboration among teachers in designing learning tools and solving classroom problems. However, several challenges were identified, including inconsistent program evaluation, limited technological integration, unequal member participation, and insufficient funding support. The study also found that MGMP programs significantly contributed to improving teachers’ pedagogical competence, especially in lesson planning and instructional implementation. Nevertheless, assessment and evaluation competencies still require further strengthening. This study concludes that strategic management, sustainable evaluation, and institutional support are essential in optimizing MGMP functions to improve teacher performance and the quality of Sundanese language learning.

Early Childhood Education (PAUD) or Kindergarten (TK) is an important level of education in building the foundations for children's overall development, covering aspects of religious and moral values, physical-motor skills, cognitive skills, language, social-emotional skills, and the arts. The development of PAUD/TK currently shows a positive trend, as seen in the increasing public awareness, number of institutions, and participation of children aged 4–6 years. However, challenges still arise, such as limited facilities and infrastructure, variations in educator competence, differences in access to services between regions, and the need for stimulation at home. Competition among early childhood education institutions is quite fierce, driving innovation in learning quality, teacher competence, facilities, and flagship programs. In this context, marketing management plays a strategic role in building the institution's image, conveying information about educational services, identifying community needs, and increasing the institution's competitiveness in an ethical and sustainable manner. TK Muslimat NU Pakembaran, as a religious-based PAUD institution, plays an important role in developing children's development and instilling Islamic values. Although the marketing strategy is still simple and predominantly based on a familial approach and word-of-mouth promotion, these efforts are effective in building community trust and loyalty. In the future, strengthening a more systematic marketing management can increase competitiveness, expand the reach of information, and support the sustainability of the institution in providing quality, religious, and character-building early childhood education services.

The rapid advancement of technology has brought significant changes to the field of education, requiring adjustments in the roles and competencies of educators to improve the quality of human resources. The teaching profession is no longer limited to delivering knowledge but also demands the ability to adapt to technological developments, utilize digital tools, and create innovative and relevant learning experiences. This study aims to examine the challenges faced by the education profession in improving the quality of human resources and to identify strategies that can be implemented to address these challenges. This research employs a literature review method by analyzing ten relevant scientific articles using a descriptive qualitative approach. The findings reveal several major challenges, including limited teacher competence and professionalism, constraints in the use of technology, weaknesses in human resource management in education, and the lack of optimal training and professional development programs. In addition, disparities in access and readiness for digital transformation also hinder the improvement of educational quality. The results suggest that improving the quality of human resources through education requires a comprehensive approach, including strengthening teacher competencies, providing continuous professional development, improving educational management, and ensuring adaptive policy support. Therefore, the education profession is expected to play a crucial role as a driving force in producing competent, high-quality human resources who are well prepared to face future challenges.

This study examines the effectiveness of problem-solving skills in enhancing decision-making processes among teachers at State Junior High Schools in Jambi Province. The research was motivated by the increasing demands placed on educators to make timely, accurate, and contextually appropriate decisions in academic, administrative, and student-related matters. A quantitative approach was employed using a survey method, involving teachers from several public junior high schools across the province. Data were collected through validated questionnaires measuring levels of problem-solving competence and decision-making quality. The results indicate a significant positive relationship between problem-solving skills and decision-making effectiveness. Teachers with higher levels of analytical thinking, alternative evaluation, and solution implementation were found to make decisions more systematically, responsively, and with greater accuracy. Moreover, the findings reveal that problem-solving skills contribute not only to improving daily pedagogical decisions but also to enhancing school governance and conflict resolution. This research highlights the importance of continuous professional development programs aimed at strengthening teachers’ cognitive and strategic abilities. The study concludes that integrating structured problem-solving training into teacher development initiatives can substantially improve decision-making quality in junior high schools, ultimately supporting better educational outcomes in Jambi Province.

School leadership plays a strategic role in improving educational quality through effective management, the creation of a positive school culture, and the achievement of learning outcomes, while women’s participation in educational leadership continues to face structural and cultural challenges related to gender stereotypes. This study aims to analyze the leadership styles of female principals at SMK Negeri 1 Penawar Tama and SMK Negeri 1 Banjar Margo, identify supporting and inhibiting factors, and examine the strategies implemented to improve school quality. The research employed a descriptive qualitative approach, with principals, teachers, and students as research subjects. Data were collected through in-depth interviews, passive participatory observation, and documentation, and were analyzed using interactive qualitative analysis techniques involving data condensation, data display, and conclusion drawing, with validity ensured through triangulation and member checks. The results indicate that female principals apply a combination of democratic-participatory, transformational, visionary, humanistic-communicative, and professional exemplary leadership styles. These leadership practices are reflected in inclusive decision-making, open communication, moral exemplarity, and strategic programs oriented toward student competence and institutional development. Supporting factors include strong personal commitment, high discipline, a conducive school climate, and stakeholder support, while inhibiting factors consist of limited infrastructure, policy changes, internal differences of opinion, and gender-based social pressures. The study concludes that, despite existing obstacles, female principals are able to implement adaptive and participatory leadership strategies that foster a positive work climate, enhance school community involvement, and contribute significantly to improving the quality and sustainability of vocational education.

This study examines the effectiveness of problem-solving skills in enhancing decision-making processes among teachers at State Junior High Schools in Jambi Province. The research was motivated by the increasing demands placed on educators to make timely, accurate, and contextually appropriate decisions in academic, administrative, and student-related matters. A quantitative approach was employed using a survey method, involving teachers from several public junior high schools across the province. Data were collected through validated questionnaires measuring levels of problem-solving competence and decision-making quality. The results indicate a significant positive relationship between problem-solving skills and decision-making effectiveness. Teachers with higher levels of analytical thinking, alternative evaluation, and solution implementation were found to make decisions more systematically, responsively, and with greater accuracy. Moreover, the findings reveal that problem-solving skills contribute not only to improving daily pedagogical decisions but also to enhancing school governance and conflict resolution. This research highlights the importance of continuous professional development programs aimed at strengthening teachers’ cognitive and strategic abilities. The study concludes that integrating structured problem-solving training into teacher development initiatives can substantially improve decision-making quality in junior high schools, ultimately supporting better educational outcomes in Jambi Province.

The professional competence of Islamic Education (PAI) teachers plays a decisive role in determining the quality of learning at the elementary school level. In practice, many teachers still encounter challenges in mastering subject content, developing systematic teaching materials, applying innovative learning strategies, and integrating educational technology into classroom activities. These conditions indicate the need for structured professional development efforts through collaborative forums. This study aims to analyze the role of the Islamic Education Teachers Working Group (KKG PAI) in maximizing the professional competence of PAI teachers in public elementary schools in Panti District, Pasaman Regency, and to identify the supporting and inhibiting factors influencing its implementation. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observation, and documentation involving the KKG supervisor, the head of KKG PAI, and member teachers. Data analysis was conducted using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that KKG PAI functions as a strategic platform for collaborative lesson planning, subject-matter enrichment, peer reflection, and technology-based instructional training. Supporting factors include strong teacher commitment and collaborative culture, while limitations in facilities and technological disparities remain challenges. Strengthening the sustainability and management of KKG programs is essential to enhance teachers’ professional competence and improve the overall quality of Islamic education learning.

Teacher competency development is an important aspect in improving the quality of learning. The program of Kemahiran Mengajar Aplikasi Lapangan (KEMAL) is designed to provide hands-on teaching experience for students of Universitas Muslim Maros at MAS Darussalam Maros, South Sulawesi. The aim of this activity is to improve pedagogical competence, creativity in learning methods, and classroom management of students through participatory interactions with supervising teachers, principals, and students. The methods used include field observation, preparation of action plans, teaching practice, intensive mentoring, evaluation, and reflection. The results of this community service show an increase in students’ competence in compiling teaching materials, managing classes, and implementing creative learning strategies that are adaptive to students’ character. The active involvement of the school community encourages the creation of a participatory and conducive learning atmosphere. The implications of this activity show that the integration of field practice with a collaborative and reflective approach is effective in shaping the professionalism of prospective teachers and improving the quality of learning in partner schools. The novelty of this program lies in its sustainable and contextual participatory mentoring model.

In the academic world, proper and efficient reference management is essential to ensure the quality and credibility of scientific writing. However, many lecturers and education practitioners, particularly early childhood education teachers, still encounter difficulties in managing references according to established academic standards such as APA and MLA citation styles. This challenge often hinders the process of academic writing and decreases the quality of scholarly outputs. To address this issue, a structured training program was conducted focusing on the use of Mendeley, a digital reference management tool designed to simplify citation and bibliography management automatically. The objective of this training was to enhance participants’ technical competence, digital literacy, and their ability to integrate Mendeley into the process of preparing scientific papers. The training activities were carried out using a series of steps, including needs assessment of participants, collaborative planning, hybrid training implementation (both online and offline), and continuous assistance through follow-up forums. Throughout the program, participants were guided step-by-step on how to install, use, and integrate Mendeley into word processing applications for academic writing. The results of the evaluation showed a significant increase in participants' knowledge and practical skills, with an N-Gain score of 0.70, which falls into the high effectiveness category. The training not only improved the quality of reference management in scientific papers but also promoted greater professionalism and academic accountability. Moreover, it supported the broader goal of integrating technology into educational development. Overall, this initiative is expected to encourage more systematic, efficient, and digitally literate practices in academic writing among educators, ultimately contributing to improved educational quality in higher education settings.

This study aims to explore daily activities that can improve ecological moral awareness among students of the Primary School Teacher Education Study Program (PGSD). Using a descriptive qualitative approach, the study focuses on students' daily behaviors such as waste management, energy conservation, and participation in environmental programs. The results show that consistent small habits can shape strong ecological awareness and impact students' character and pedagogical competence. The development of ecological moral awareness is not only essential for students’ personal identity formation but also forms the foundation for instilling character education in elementary school students.

Principal management plays a crucial role in the development of teachers, significantly influencing their professional competence and performance in carrying out educational responsibilities. This study aims to describe and analyze (1) principal management strategies in teacher development, (2) obstacles encountered during the implementation of these strategies, and (3) solutions to overcome the identified obstacles. The research was conducted at SMA Muhammadiyah 8 Palembang using a qualitative descriptive method. Data collection techniques included interviews with school leaders and teachers, direct observations of school activities, and document analysis related to teacher development programs. Data were analyzed using an interactive model consisting of data collection, data reduction, data presentation, and conclusion drawing. The findings show that principal management in teacher development involves structured planning, implementation of professional training, performance evaluation, mentoring programs, and the establishment of collaborative work teams aligned with the school's vision and mission. However, several obstacles were identified in the implementation process, such as limited human and financial resources, differences in teacher readiness and motivation, resistance to new policies or changes, and difficulties in maintaining consistent monitoring and supervision. To address these challenges, school leaders have adopted various strategies, including intensifying teacher training and mentoring, promoting teamwork among staff, utilizing digital technology to support learning and supervision, and building partnerships with external education stakeholders. Additionally, regular evaluations and feedback mechanisms are conducted to ensure that teacher development programs remain responsive to current needs. This research emphasizes the importance of effective leadership and adaptive strategies in fostering continuous professional growth for teachers within the school environment.

This study aims to examine the implementation of quality management at SMA Swasta Muhammadiyah 4 Babalan and its impact on improving the competence of students. The research method used is a qualitative method with data collection techniques in the form of observation, interviews, and documentation. Data analysis techniques used include data condensation, data presentation, and conclusion drawing and verification. The results showed three main findings. 1) In quality management planning, SMA Swasta Muhammadiyah 4 Babalan conducts customer identification by emphasizing the importance of leaders who understand the needs of internal and external customers for the success of educational programs. 2) The implementation of quality management focuses on customers through periodic meetings with teachers, staff, and parents to evaluate the program and hear feedback related to customer satisfaction. 3) The principal's total involvement in communication and cooperation with stakeholders, including teachers, staff and parents, has been proven to improve the quality of education and learners' competencies. Overall, the implementation of quality management at SMA Swasta Muhammadiyah 4 Babalan has succeeded in creating an educational atmosphere that supports the optimal development of learners' competencies.

The role of school principals holds crucial significance in enhancing educational quality of education, especially through strengthening and empowering the professionalism of educators. This article discusses the diverse aspects of principal leadership and its effect on teacher performance within the school setting. The principal not only functions as an administrative manager, but also acts as an educator, innovator, as well as a motivator who can guide teachers in realizing educational goals. In their capacity as leaders, school principals have the responsibility to create a positive work culture, provide professional support, and formulate policies and strategies to improve teacher competence. Various efforts to develop teacher professionalism, such as training, certification programs, and advanced studies, are key for improving the quality of teaching in schools. The article also identifies the role of school principals in managing changes and challenges in the world of education, as well as the importance of support from various parties to create an environment that supports teacher development. The results of the study indicate that effective leadership of school principals is able to improve teacher performance, which is further a determinant factor in the success of the education system as a whole.

This community service activity aims to improve the English alphabet pronunciation skills among students at MIS Miftahul Huda II in Palangka Raya City through the use of flashcard media. Students from the Elementary School Teacher Education (PGMI) program are actively involved in the planning, implementation, and evaluation of this program. The method used is a participatory approach, where PGMI students provide interactive learning using specially designed flashcards to help students recognize and correctly pronounce the alphabet. The results of this activity show a significant improvement in students' pronunciation skills and their enthusiasm for participating in the learning process. Additionally, the involvement of PGMI students in this program provides valuable practical experience in teaching and classroom management. Therefore, this activity is beneficial not only for the students but also for the professional competence development of PGMI students.

The quality of student learning is not yet optimal, this is in accordance with empirical data that the decline in achievements achieved by students in the academic and non-academic fields and the lack of professional teaching graduates means that planning management for developing teacher pedagogical competence is needed. The research was conducted using a descriptive analysis method with a qualitative design. The data analysis technique used is an interactive analysis technique, through data reduction, data presentation, drawing conclusions, and triangulation. The results of the research inform that (1) Planning for the development of pedagogical competence at SDN 2 Cieurih, SDN 3 Cieurih and SDN 1 Jalatrang was made based on the results of identifying needs and vision, mission and goals that had been determined, in its implementation the planning for developing teacher pedagogical competence was carried out in the form of meetings Work. (2) Implementation of pedagogical competency development at SDN 2 Cieurih, SDN 3 Cieurih and SDN 1 Jalatrang by participating in teaching, learning and administrative meetings, scientific forum programs held by local agencies in the form of education and training, making lesson plans, KKG, seminars or workshops . (3) evaluation Planning for the development of pedagogical competence focuses more on evaluating teacher performance through supervision activities with classroom action assessments. Apart from that, the principal also holds monthly work evaluations, one of which discusses the activities that have been carried out by teachers after participating in scientific forum activities outside the school. The monthly meeting is a control over the implementation of activities that will be carried out as well as an evaluation of activities that have been carried out previously. (4) Follow-up to the development of teacher pedagogical competence is to give awards to teachers who have met standards, provide coaching by holding meetings between school principals and teachers through face-to-face meetings and implementing the MGMP (Subject Teachers' Conference) program. ) (5) Supporting factors, namely teaching staff with a bachelor's degree, available funds, and complete infrastructure. Meanwhile, the inhibiting factor is that a handful of teachers who are approaching retirement have difficulty or are less interested in activities to develop the competence of teaching staff, in addition to having problems with timing at the same time as teaching schedules.

This research aims to look at the phenomenon of school principal management in improving teachers' pedagogical and professional competence. Principal management includes planning, implementation, supporting and inhibiting factors and evaluation carried out by the principal. This research uses a qualitative phenomenology approach which was carried out at State Vocational High Schools in Jambi Province. Data collection techniques include interviews, observation and documentation. The research was carried out at SMK Negeri 4 Sarolangun, SMK Negeri 4 Jambi City and SMK Negeri 4 Tanjung Jabung Timur. Research subjects included school principals, deputy principals, heads of skills programs, teachers and school staff. Research results: (1) principal planning in the form of teacher needs analysis, in house training, teacher internship program, bringing in guest teachers, upskilling and reskilling programs, (2) implementation includes: learning planning, application of learning methods, classroom management, professional development , collaboration with colleagues, curriculum understanding, use of educational technology, teacher skills development, educational research and measurement and evaluation. (3) The supporting factors are: leadership commitment, teacher empowerment, providing space for teachers to develop initiatives. Meanwhile, the inhibiting factors are budget limitations, resistance to change, unavailability of human resources, teachers' insufficient ICT capabilities and lack of support from related parties. (4) Evaluations carried out by school principals include teacher performance assessments, evaluation discussions with teachers, training and professional development. Based on the research findings, it was concluded that management was carried out directly by the school principal in improving the competency of State Vocational School teachers in Jambi Province. Recommendations were submitted to the Indonesian Ministry of Education and Culture, the Jambi Provincial Education Office and the Industrial and Business World to develop teacher competencies in accordance with industry needs.

Based on the research findings, the pedagogical competence of teachers at MTs Al Azhar Guluk Manjung Bluto Sub-district Sumenep is relatively good. This is evident through pre-teaching planning, understanding students' characteristics and psychology, mastering teaching materials, utilizing Information and Communication Technology (ICT), and updating teaching materials. Teachers also participate in various specialized training related to teacher competence development, adapt their educational backgrounds to their subjects, present tutorials with student-friendly teaching methods, consult literature related to specific subjects, review test questions before administering them to students, and apply teaching methods suitable for each subject, such as lectures, question-and-answer sessions, and discussions. Regular meetings are held at the beginning of the semester, and evaluations are conducted every three to six months. The implementation of Pedagogical Competence of Teachers at MTs Al Azhar Guluk Manjung Bluto Sub-district Sumenep is at a relatively good level but requires refinement. Challenges faced in implementing pedagogical competence include limited facilities, resources, and limited operational education budget. The solutions to overcome these challenges include utilizing available facilities.