From Administrative to Reflective: Transforming Learning Management for Improving the Quality of Primary Schools in the Archipelago

Abstract

​Objective: This study aimed to analyze the transformation of learning management in elementary schools in the archipelago from an administrative orientation to a reflective paradigm. The focus of the research is directed at the identification of ongoing learning management practices, the reflective awareness of teachers and principals, and the supporting and inhibiting factors in the change process. Methods: The research approach used was qualitative descriptive involving 18 participants consisting of teachers and principals from three elementary schools in Salang District, Simeulue Regency. Data were collected through in-depth interviews, participatory observations, and documentation studies, and then analyzed using Miles and Huberman's interactive model, which included data reduction, data presentation, and conclusion drawing by triangulation, member check, and peer debriefing techniques. Results: The results show that the implementation of learning management is still predominantly administrative but has shown early signs of reflective awareness. Collaboration in the preparation of lesson plans, teachers' enthusiasm to apply varied methods, and the implementation of dialogue-based supervision show a shift towards a reflective culture. Novelty: This study offers a conceptual model of the transformation of reflective learning management based on the archipelago context, which shows that resource limitations can actually be a trigger for the growth of innovation and professional reflection through local collaboration and reflective supervision.​