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Instructional leadership, school-based management, and the quality of project-based IPAS learning in elementary schools

Diniyah: Jurnal Pendidikan Dasar (2026) · pp. 121–136

DOI
10.31332/dy.v7i1.14431
ISSN
2746-4113
Published
2026-05-26
Publisher
Institut Agama Islam Negeri Kendari
License
creativecommons.org/licenses/by-nc-sa/4.0

Abstract

Project-based IPAS learning in elementary schools requires instructional guidance and school-level management support to ensure meaningful implementation of Kurikulum Merdeka. This study analyzed the influence of principals’ instructional leadership and school-based management optimization on the quality of project-based IPAS learning. A quantitative explanatory survey was conducted with 120 upper-grade elementary school teachers from 15 public elementary schools in Wonosobo Regency, Indonesia. Data were collected using structured Likert-scale questionnaires and analyzed through path analysis. The findings showed that principals’ instructional leadership had a significant positive effect on project-based IPAS learning quality (β = 0.47, p

Collaboration network of the authors

2 authors · 1 co-authorship link

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  • Yogyakarta State University
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Metadata source: Crossref API (cadangan, berdasarkan ISSN) https://api.crossref.org/journals/2746-4113/works, first harvested 29 Okt 2026, last seen 29 Okt 2026.
Metadata as oai_dc, converted from Crossref 
<oai_dc:dc xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/"><dc:title>Instructional leadership, school-based management, and the quality of project-based IPAS learning in elementary schools</dc:title><dc:creator>Budiyono, Oyong</dc:creator><dc:creator>Hastuti, Woro Sri</dc:creator><dc:description>&lt;jats:p&gt;Project-based IPAS learning in elementary schools requires instructional guidance and school-level management support to ensure meaningful implementation of Kurikulum Merdeka. This study analyzed the influence of principals’ instructional leadership and school-based management optimization on the quality of project-based IPAS learning. A quantitative explanatory survey was conducted with 120 upper-grade elementary school teachers from 15 public elementary schools in Wonosobo Regency, Indonesia. Data were collected using structured Likert-scale questionnaires and analyzed through path analysis. The findings showed that principals’ instructional leadership had a significant positive effect on project-based IPAS learning quality (β = 0.47, p &amp;lt; 0.01). School-based management optimization also had a significant positive effect (β = 0.38, p &amp;lt; 0.01). Simultaneously, both variables explained 61.3% of the variance in learning quality. These findings indicate that project-based IPAS learning is strengthened when pedagogical leadership is aligned with participatory school governance, resource management, and accountability. The study highlights the importance of integrating instructional supervision and school-based management to improve curriculum implementation in elementary education.
 
Keywords: elementary school; instructional leadership; IPAS learning; Kurikulum Merdeka; project-based learning; school-based management&lt;/jats:p&gt;</dc:description><dc:publisher>Institut Agama Islam Negeri Kendari</dc:publisher><dc:date>2026-05-26</dc:date><dc:type>info:eu-repo/semantics/article</dc:type><dc:format>application/pdf</dc:format><dc:identifier>https://doi.org/10.31332/dy.v7i1.14431</dc:identifier><dc:identifier>10.31332/dy.v7i1.14431</dc:identifier><dc:source>Diniyah: Jurnal Pendidikan Dasar; (2026); 121-136</dc:source><dc:source>2746-4113</dc:source><dc:relation>https://ejournal.iainkendari.ac.id/index.php/diniyah/article/download/14431/4052</dc:relation><dc:rights>http://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights></oai_dc:dc>