The Influence of Data-Based Planning, Learning Communities, and Academic Supervision on Learning Quality in Public High School Students in Pemalang Regency

Abstract

This study aimed to determine the effect of data-based planning, learning communities, and academic supervision on the quality of learning in public senior high schools within Pemalang Regency. This research goal was accomplished through the use of a quantitative research approach. The population of this study comprised all 184 teachers from three public senior high schools in Pemalang Regency, with a sample of 126 participants selected through a proportional random sampling technique. A questionnaire comprising statements to gauge indices of learning quality, data-based planning, learning communities, and academic supervision served as the primary data source. Using SPSS software, the data analysis included descriptive analysis, requirement testing, and hypothesis testing. This involved using simple linear regression and multiple regression methods. The results showed that there was a favorable and significant impact of data-based planning on the quality of learning, with a contribution of 84.2%. With an 83.3% contribution, teacher involvement in the learning community also improved the quality of learning. Academic supervision also had a favorable impact on learning quality, with a contribution of 80.2%. Together, data-based planning, academic supervision, and teacher involvement in the learning community had a favorable impact on the standard of teacher education, with a contribution of 90.2%. To enhance the quality of learning within educational institutions, teachers need to create learning plans based on data, collaborate and share good practices through learning communities, and the principal must provide in-depth mentoring to teachers in academic supervision activities.