Pedagogia : Jurnal Pendidikan Universitas Muhammadiyah Sidoarjo en-US Pedagogia : Jurnal Pendidikan 2089-3833 <p>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a&nbsp;<a href="">Creative Commons Attribution 4.0 International License</a>&nbsp;that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</p> <p><a href="" target="_blank" rel="noopener"><img src="" alt=""></a></p> Principal Supervision Strategies in Improving Teacher Professionalism <p>Teachers in providing knowledge to students must perform professionally. One way to increase teacher professionalism is to carry out teacher supervision. School principals must have special supervision strategies to increase teacher professionalism. The aim of this research is to determine the principal's supervision strategy in increasing teacher professionalism at MTs NW Dames. This research uses a descriptive qualitative approach that focuses on teacher professionalism. The subjects of this research include school principals, teachers and education staff at MTs NW Dames. The results of this research show that there are three supervision strategies carried out by school principals, namely 1) supervision strategy using coaching activities, 2) supervision strategy using mentoring activities, and 3) supervision strategy using workshop activities.</p> <p><strong>Highlights:<br></strong></p> <ul> <li>Coaching activities: Principals engage in hands-on guidance to improve teacher performance and professionalism, providing direct feedback and support.</li> <li>Mentoring activities: Principals foster long-term growth by offering personalized guidance and advice, building trust and rapport with teachers.</li> <li>Workshop activities: Principals facilitate collaborative learning environments through workshops, promoting skill development and sharing best practices among educators.</li> </ul> <p><strong>Keywords:&nbsp;</strong> Supervision Strategy, Headmaster, Teacher Professionalism.</p> Muh. Saidil Ikhwan Syarifah Aulia Rabbani Copyright (c) 2024 Muh. Saidil Ikhwan, Syarifah Aulia Rabbani 2024-02-28 2024-02-28 13 2 167 171 10.21070/pedagogia.v13i2.1647 Exploring the Impact of Civic Education on Civic Participation Among Elementary School Students <p>Civic education is an urgency that must be considered in elementary schools, considering that current technological developments in the world have entered the era of digitalization 5.0. The purpose of writing this article is to examine further the importance of civic education for students in elementary schools. The writing method in this article uses literature study, a series of activities relating to methods of collecting library data, reading and taking notes, and processing various references that are related and relevant to the problem being studied. The existence of civic education in elementary schools equips students to become good citizens with good character, tolerance, and critical thinking. However, it is hoped that it can create moral citizens with superior character.</p> <p><strong>Highlights:</strong></p> <ul> <li>Civic education in elementary schools fosters good citizenship by instilling values of tolerance and critical thinking.</li> <li>Digitalization 5.0 underscores the urgency of integrating civic education to navigate modern societal challenges.</li> <li>The aim is to cultivate moral citizens with superior character through structured curriculum and interactive learning methods.</li> </ul> <p><strong>Keywords:&nbsp;</strong>civic education, elementary school, character</p> Kanti Rahayu Dinar Yunitasari Esty Utaminingsih Indah Purwaningsih Febria Indah Sari Copyright (c) 2024 Esty Utaminingsih 2024-02-27 2024-02-27 13 2 145 151 10.21070/pedagogia.v13i2.1658 The Role of Teachers in Face-to-Face Learning After the Covid-19 Pandemic to Overcome "Learning Loss" in Elementary Schools: A Case Study at UM Blitar Laboratory Elementary School <p>This study investigates the efficacy of teachers' roles in face-to-face learning to mitigate learning loss post the COVID-19 pandemic, focusing on grade VI at an exemplary elementary school. Employing a descriptive qualitative approach with a case study method, the research involves principals, grade VI teachers, and students. Findings reveal that the teachers' effective implementation of diverse learning media tailored to student needs, consistent application of consequences and rewards, and utilization of a YouTube channel for supplementary learning materials contributed to a significant reduction in learning loss. Notably, the school achieved outstanding literacy and numeracy abilities, ranking among the top nationally. The implications underscore the importance of innovative teaching methods and technology integration in post-pandemic educational recovery efforts.</p> <p><strong>Highlights:<br></strong></p> <ul> <li>Effective teacher roles post-COVID: Diverse teaching media, consistent application of consequences and rewards, utilization of digital platforms like YouTube for supplemental learning.</li> <li>Success factors: Adaptable teaching methods tailored to student needs, proactive use of technology, and maintaining high academic standards.</li> <li>Academic achievements: Notable literacy and numeracy abilities, top-ranking nationally, and successful performance in standardized tests like OSN at the provincial level.</li> </ul> <p><strong>Keywords: </strong>teacher role, face-to-face learning, learning loss</p> Rizki Septa Hardhita Fatchur Rahman Wulan Fatikhah Luswandari Supriyono Koes Handayanto Shirly Rizki Kusumaningrum Copyright (c) 2024 Rizki Septa Hardhita, Fatchur Rahman, Wulan Fatikhah Luswandari, Supriyono Koes Handayanto, Shirly Rizki Kusumaningrum 2024-02-27 2024-02-27 13 2 152 166 10.21070/pedagogia.v13i2.1649