The Effect of Principal’s Academic Supervision on Strengthening 21^st-Century Literacy Culture in Junior High School PE Learning

Abstract

This study aims to determine the effect of planning, implementation, and evaluation of school principals' academic supervision on strengthening 21st-century literacy culture in junior high school (SMP) PE learning in Bantul and Gunung Kidul, Yogyakarta. This research is a type of correlational research with a quantitative approach to determine the relationship between two or more variables. Data collection techniques through questionnaires. The sample of this research is PE junior high school teachers totaling 54 respondents who were taken using the purposive sampling technique. The instruments in this study have been tested for validity and reliability, and have been consulted by experts. The data analysis technique uses regression analysis that has been tested for classical assumptions. Based on the results of the partial test, the significant value of the X1 variable is 0.000 < 0.05, X2 is 0.939 > 0.05 and X3 is 0.626 > 0.05. This means that partially the X1 variable has a significant effect on Y, while the X2 and X3 variables have no effect. Results (F Test) ANOVA obtained a significant value of 0.000 <0.05. This shows that the variables of planning, implementation, and evaluation of the principal's academic supervision simultaneously affect the strengthening of 21st-century literacy culture in PE learning at junior high schools in Bantul and Gunung Kidul. In addition, the R square value of 0.774 means that 77.2% of the strengthening of the 21st-century literacy culture of SMP PE is influenced by the planning, implementation, and evaluation of the principal's academic supervision.