TEACHER PERFORMANCE MANAGEMENT THROUGH PDCA-BASED TEACHING MODULE UTILIZATION TO ENHANCE LEARNING QUALITY IN SENIOR HIGH SCHOOLS: A CASE STUDY AT SMAN 1 NAGRAK AND SMAN 1 CIBADAK, SUKABUMI
DOI:
https://doi.org/10.30868/im.v9i01.9414Keywords:
teacher performance management, teaching module, PDCA, learning quality, secondary schoolsAbstract
Teacher performance management is a key driver of improving instructional quality, particularly in secondary schools that must continually adapt to curriculum changes and administrative demands. The teaching module functions as a primary instrument for planning, implementation, evaluation, and reflection within the teaching–learning process. This study examines the implementation of teaching modules as part of teacher performance management at SMA Negeri 1 Nagrak and SMA Negeri 1 Cibadak, as well as the factors that facilitate or hinder their use. The theoretical framework draws on Armstrong’s (2020) performance management theory, Deming’s PDCA cycle of continuous improvement, and educational management approaches that emphasize the strategic role of teachers.
This research employs a qualitative case study design using interviews, classroom observations, document analysis, and questionnaires, analyzed through descriptive thematic techniques. The findings indicate that although teachers acknowledge the importance of teaching modules, their implementation in practice remains suboptimal. School monitoring, academic supervision, and teachers’ individual commitment strengthen module utilization, whereas curriculum revisions, limited preparation time, and administrative-driven module development pose significant challenges. Simplifying module formats and providing continuous support from the school have proven effective in improving implementation quality.
In conclusion, the effectiveness of teacher performance management through teaching modules depends not solely on policy instruments but also on strong collaboration among teachers, school leaders, and the broader school environment. When implemented adaptively and consistently, teaching modules hold substantial potential to enhance teacher professionalism and improve instructional quality.
References
Ahyar, L., A. Luki, and D. Rachmawati. 2019. “Teacher Performance Management Cycle Based on Employee’s Target.” International Journal of Management Studies 7 (2): 145–158. https://www.researchgate.net/publication/340905494_TEACHER_PERFORMANCE_MANAGEMENT_CYCLE_BASED_ON_EMPLOYEE%27S_TARGET
Anggrayni, M., A. I. Asmaryadi, and W. O. Susilawati. 2025. “Development of Deep Learning-based Instructional Module for Enhancing Critical Thinking in Pancasila Learning.” Jurnal Kependidikan. https://e-journal3.undikma.ac.id/index.php/jurnalkependidikan/article/view/16794
Anggrayni, M., et al. 2025. “Deep Learning Approach in Improving Critical Thinking.” Jurnal Penelitian Pendidikan IPA (JPPIPA) 11 (2): 334–345. https://jppipa.unram.ac.id/index.php/jppipa/article/download/11708/8209
Armstrong, M. 2020. Armstrong’s Handbook of Performance Management: An Evidence-Based Guide to Delivering High Performance. London: Kogan Page.
Egbeji, E. 2023. “Assessment of Teacher Performance Management in Secondary Education System, Cross River State.” Education, Sustainability & Society 6 (1): 12–22. https://journals.indexcopernicus.com/api/file/viewByFileId/1919093
Fauzi, A., and B. Prasetyo. 2025. “Implementation of Deep Learning Curriculum in STEM Education.” International Journal of Education and Curriculum Studies (IJECS) 7 (1): 34–46. https://journal.lembagakita.org/index.php/ijecs/article/download/4615/3167/15992
Handayani, S., A. Nurcahyono, and M. Sari. 2023. “Academic Supervision as a Determinant of Teachers’ Professional Competence in Implementing Learning Tools.” International Journal of Instructional Development 6 (2): 45–57. https://ijid.net/index.php/ijid/article/view/32045
Hasanah, U., and R. Prastiwi. 2025. “Implementation of Deep Learning Approach in Indonesian Education.” International Journal of Educational Technology and Science (IJETS) 3 (1): 10–22. https://international.aspirasi.or.id/index.php/IJETS/article/view/358
Herlina, D., and P. Sasmita. 2025. “The Implementation of Fun-Based Learning as a Deep Curriculum in Junior High School.” European Journal of Education and Social Science and Technology (EJESET) 10 (1): 55–67. https://ejeset.saintispub.com/ejeset/article/download/709/225
Hidayat, R. 2020. “The Role of Educational Leadership in Optimizing Teacher Performance.” Journal of Arts and Education 18 (2): 45–59. https://archives.palarch.nl/index.php/jae/article/view/4457/4371
Hidayat, R. 2021. “Improving Teacher Professionalism through Performance Management in Educational Institutions.” International Journal of Innovation, Creativity and Change 15 (4): 310–324. https://www.ijicc.net/images/Vol_15/Iss_4/15431_Hidayat_2021_E1_R.pdf
Hidayat, R. 2022. “Strengthening Teachers’ Competence in the Era of Curriculum Change.” Al-Ishlah: Jurnal Pendidikan 14 (2): 1257–1268. https://journal.staihubbulwathan.id/index.php/alishlah/article/view/3094
Hidayat, R. 2023. “Educational Governance and Teacher Performance Management: A Case Study in Indonesian Schools.” CosmoGov: Jurnal Ilmu Pemerintahan 9 (1): 77–91. https://jurnal.unpad.ac.id/cosmogov/article/view/45776
Hidayat, R., and T. Wulandari. 2023. “Teachers’ Adaptation to Deep Learning-Based Curriculum Changes.” Jurnal Sosial Humaniora (JSH) 14 (3): 221–233. https://ojs.unida.ac.id/JSH/article/view/4033
Layek, D. 2024. “Motivation, Work Experience, and Teacher Performance.” Personality and Individual Differences 211: 112345. https://www.sciencedirect.com/science/article/pii/S0001691824000945
Mutua, F., and J. Mwangi. 2020. “Performance Management Practices and Teacher Performance in the Public Sector.” The Strategic Journal of Business & Change Management 7 (3): 577–590. https://strategicjournals.com/index.php/journal/article/download/2497/2372
Özgenel, M., E. Yağan, and F. Baydar. 2024. “Teacher Performance and Professional Development as Predictors of School Effectiveness.” Athens Journal of Education 11 (1): 23–38. https://www.athensjournals.gr/education/2024-5206-AJE-Ozgenel-07.pdf
Putra, R., and Y. Nugraha. 2025. “Strategies and Development of the Deep Learning Approach in Vocational High Schools.” Journal of Deep Learning (JDL) 1 (1): 1–15. https://journals2.ums.ac.id/index.php/jdl/article/download/10855/3441
Rahmawati, N., and A. Lestari. 2025. “Analysis of the Readiness for Implementing Deep Learning Curriculum in Madrasah from the Perspective of Educators.” Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah 12 (2): 221–234. https://www.researchgate.net/publication/391343031_Analysis_of_the_Readiness_for_Implementing_Deep_Learning_Curriculum_in_Madrasah_from_the_Perspective_of_Educators
Riani, A., and I. Sujarwati. 2025. “The Preparedness of English Teachers to Implement Deep Learning Curricula in Middle School.” Educasia 2 (1): 1–12. https://educasia.or.id/index.php/educasia/article/download/359/141
Santyasa, I. W. 2025. “Integrating Deep Learning and Artificial Intelligence in the Indonesian Education System.” Bulletin of Education and Innovation (BEI) 7 (1): 77–90. https://journal.iistr.org/index.php/BEI/article/view/949
Sari, D., and B. Nugroho. 2021. “The Burden of Administrative Tasks on Teachers’ Pedagogical Performance.” Journal of Education Research and Evaluation 5 (3): 198–210. https://ejournal.undiksha.ac.id/index.php/JERE/article/view/34572
Sariakin, S., et al. 2025. “Fostering a Productive Educational Environment: The Roles of Principal’s Leadership, School Management Practices, Teacher Motivation, and Teacher Performance.” Frontiers in Education 10: 1499064. https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1499064/full
Solihin. 2021. “Implementation of Teacher Performance Management to Improve Teaching Quality.” Cendikia: Jurnal Pendidikan dan Pembelajaran 15 (1): 45–56. https://iocscience.org/ejournal/index.php/Cendikia/article/download/4855/3442
Suryana, T., and A. Maulana. 2025. “Transformasi Pembelajaran Bahasa Indonesia melalui Pendekatan Deep Learning.” Indonesian Journal of Natural and Islamic Studies 5 (1): 89–102. https://journal.uinsgd.ac.id/index.php/ijni/article/view/46155/14647
Susanti, D., and H. Purnama. 2025. “Implementation of Deep Learning in School Curriculum.” Paedagogia: Jurnal Pendidikan 28 (1): 101–115. https://jurnal.uns.ac.id/paedagogia/article/download/103377/pdf
Van Waeyenberg, T., A. Decramer, and M. Audenaert. 2022. “Performance Management and Teacher Well-Being: Exploring the Relationship between Perceived Strength of the Performance Management Process and Teacher Burnout.” The International Journal of Human Resource Management 33 (5): 997–1024. https://www.tandfonline.com/doi/full/10.1080/09585192.2020.1754881
Wibowo, F. C., H. Nasbey, D. R. Darman, and I. Hamidah. 2025. “Dissemination of Interactive Digital Physics Modules (IDMP) to Improve Teachers’ Scientific Inquiry Literacy (SIL).” Journal of Education and Applied Science Exploration (JOEASE) 4 (1): 50–63. https://joease.id/index.php/joease/article/download/111/60
Wulandari, N. 2022. “Challenges in Implementing Curriculum Changes: Teachers’ Perspectives on Module Design.” Indonesian Journal of Educational Research 12 (1): 55–68. https://journal.unj.ac.id/unj/index.php/ijer/article/view/28194
Yuliana, L., and R. Pratama. 2021. “Teacher Performance Management in the Context of School-Based Quality Improvement.” Temali: Jurnal Pembangunan Sosial 4 (2): 142–156. https://journal.unpas.ac.id/index.php/temali/article/view/18449
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 Ilman Shafhan Jamil, Hidayat Hidayat
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
