Electronic Theses and Dissertation

Mutu pembelajaran di Sekolah Dasar masih menghadapi berbagai tantangan terkait manajemen pembelajaran, seperti keterbatasan sarana prasarana, variasi metode mengajar yang terbatas, serta kurang optimalnya perencanaan, pelaksanaan, dan evaluasi pembelajaran. Penelitian ini bertujuan untuk menganalisis manajemen pembelajaran dalam meningkatkan mutu pembelajaran di tiga sekolah, yakni SD Negeri 2, 7, dan 8 Salang. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data berupa observasi, wawancara semi-terstruktur, dan dokumentasi terkait perencanaan dan praktik pembelajaran. Subjek penelitian terdiri atas kepala sekolah dan guru yang dipilih secara purposive berdasarkan pengalaman mereka dalam manajemen pembelajaran. Analisis data dilakukan melalui reduksi, penyajian, dan penarikan kesimpulan yang diuji keabsahannya dengan triangulasi sumber, triangulasi teknik, dan member check. Hasil penelitian menunjukkan bahwa perencanaan pembelajaran di ketiga sekolah memiliki karakteristik yang berbeda. Di SD Negeri 2 Salang, perencanaan bersifat kolaboratif dan fleksibel dengan pemantauan kepala sekolah yang lebih informal. Di SD Negeri 7 Salang, perencanaan lebih sistematis dan terstruktur dengan kebijakan khusus terkait RPP dan nilai karakter. Sementara di SD Negeri 8 Salang, perencanaan menekankan fleksibilitas dan penyesuaian dengan kebutuhan siswa. Pelaksanaan pembelajaran menunjukkan variasi dalam pengelolaan kelas. Di SD Negeri 2 Salang, metode yang digunakan beragam, sementara di SD Negeri 7 Salang pengelolaan kelas lebih disiplin, dan di SD Negeri 8 Salang, pembelajaran berbasis kesepakatan bersama dan penggunaan media teknologi. Evaluasi dilakukan secara terstruktur di ketiga sekolah. Di SD Negeri 2 Salang, supervisi lebih berfokus pada komunikasi langsung antara guru dan kepala sekolah, sementara di SD Negeri 7 Salang supervisi melibatkan observasi mendalam dan diskusi pribadi. Di SD Negeri 8 Salang, supervisi melibatkan masukan dari orang tua dan supervisi formal yang memberikan penilaian holistik. Faktor pendukung meliputi kepemimpinan partisipatif, profesionalisme guru, dan lingkungan sekolah yang kondusif, sementara faktor penghambatnya adalah keterbatasan sarana, minimnya pelatihan, dan beban administratif. Novelty penelitian ini terletak pada analisis komparatif manajemen pembelajaran di tiga sekolah dengan pendekatan holistik yang menilai aspek akademik, interaksi guru-siswa dan supervisi.
Kata kunci: Manajemen pembelajaran, mutu pembelajaran, sekolah dasar

The quality of instruction in state elementary schools (SDN) in Salang Subdistrict, Simeulue Regency, continues to face various challenges related to learning management. These challenges include limited facilities and infrastructure, minimal variation in teaching methods, and the suboptimal implementation of consistent planning, execution, and evaluation of learning. This study aims to analyze the effectiveness of learning management systems in improving instructional quality at three elementary schools in Salang: SDN 2, SDN 7, and SDN 8. The study employed a descriptive qualitative research design. Data were collected through observation, semi-structured interviews, and documentation related to instructional planning and classroom practices. The research participants were school principals and teachers, selected purposively based on their experience and involvement in learning management. Data analysis was conducted through data reduction, data display, and conclusion drawing, while data credibility was ensured through source triangulation, technique triangulation, and member checking. The findings indicate that learning planning at SDN 2 was collaborative and flexible; SDN 7 implemented a more systematic, structured approach; whereas SDN 8 emphasized flexibility tailored to students‟ needs and characteristics. Instructional implementation across the three schools employed diverse methods, including lecturing, discussion, group work, and Project-Based Learning, supported by instructional media ranging from simple tools to technology, as well as regular supervision. Evaluation was conducted through written and oral tests, assignments, observation, questioning, and discussion, followed by principals‟ feedback and teacher participation in professional development activities as follow-up actions. Supporting factors included participatory leadership, teacher professionalism, Teacher Working Group (KKG) forums, and a conducive school environment. In contrast, inhibiting factors encompassed limited facilities, insufficient training opportunities, limited parental support, and administrative workload. The novelty of this study lies in its comparative analysis of learning management across three schools, using a holistic approach that examines academic aspects, teacher–student interaction, supervision, teacher reflection, and parental involvement, thereby providing a comprehensive depiction of strategies to improve instructional quality in remote areas. Keywords: Learning management, instructional quality, elementary school