The purpose of this study was to find out and reveal about the leadership of school/madrasah principals and teacher performance and to analyze whether or not there was a relationship between the democratic leadership style of the madrasah head and teacher performance, to know the relationship between the leadership style and the participation of the madrasah head and teacher performance, to find out the relationship between the autocratic leadership style of the head. madrasah and teacher performance, knowing the relationship between the leadership style of the free control madrasa head and teacher performance, and knowing the relationship between leadership style and teacher performance. The research method uses a quantitative approach and a questionnaire is used as a research instrument. Data analysis used descriptive and correlation analysis techniques. Based on the results of the study, it was revealed that the leadership style of the madrasa head consisting of autocratic, participation, democracy and free control was quite good, with the frequency level of the leadership style used being democratic, participation, free and autocratic control. This leadership has a significant impact on good teacher performance in carrying out their duties and responsibilities such as planning, implementing and assessing learning well; there is a significant positive correlation to teacher performance obtained from the democratic leadership style of the madrasa head; there is a significant positive correlation of teacher performance arising from the participatory leadership style of the madrasa principal; there is a significant positive relationship between the free control teacher's leadership style and teacher performance; and there is a significant positive relationship between the principal's leadership style and teacher performance
{"title":"The Influence of the Madrasah Principal's Leadership Style on Teacher Performance at Islamic Senior High School of Miftahul Ulum Tanggul Jember","authors":"Achmad Fauzi, K. Umam, Rusydi Baya’gub","doi":"10.29240/jsmp.v7i1.6994","DOIUrl":"https://doi.org/10.29240/jsmp.v7i1.6994","url":null,"abstract":"The purpose of this study was to find out and reveal about the leadership of school/madrasah principals and teacher performance and to analyze whether or not there was a relationship between the democratic leadership style of the madrasah head and teacher performance, to know the relationship between the leadership style and the participation of the madrasah head and teacher performance, to find out the relationship between the autocratic leadership style of the head. madrasah and teacher performance, knowing the relationship between the leadership style of the free control madrasa head and teacher performance, and knowing the relationship between leadership style and teacher performance. The research method uses a quantitative approach and a questionnaire is used as a research instrument. Data analysis used descriptive and correlation analysis techniques. Based on the results of the study, it was revealed that the leadership style of the madrasa head consisting of autocratic, participation, democracy and free control was quite good, with the frequency level of the leadership style used being democratic, participation, free and autocratic control. This leadership has a significant impact on good teacher performance in carrying out their duties and responsibilities such as planning, implementing and assessing learning well; there is a significant positive correlation to teacher performance obtained from the democratic leadership style of the madrasa head; there is a significant positive correlation of teacher performance arising from the participatory leadership style of the madrasa principal; there is a significant positive relationship between the free control teacher's leadership style and teacher performance; and there is a significant positive relationship between the principal's leadership style and teacher performance","PeriodicalId":33185,"journal":{"name":"Tadbir Jurnal Studi Manajemen Pendidikan","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87171367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Debie Kalalo, D. Katuuk, J. Lengkong, Victory N. J. Rotty
21st Century Learning is learning with a new paradigm that is oriented towards learning new literacy, namely human literacy, data and technology. More specifically, mastery of 21st century skills, namely life and career skills, innovation and learning skills, and information, media, and ICT skills. The characteristics of learning to practice these essential skills lead to an interactive, holistic, integrative, scientific, contextual, thematic, effective, collaborative, and learner-centered learning process, so that in its implementation educators can design activities by choosing learning methods/models that can accommodate all of these characteristics in a comprehensive manner. In line with PAKEM learning which originates from the concepts of student-centered learning and learning is fun, so that students have the motivation to always learn without orders and they don't have feelings of heaviness and fear. Thus, the aspect of fun is learning and motivating students to explore, actively create and experiment continuously in the learning process becomes a significant aspect in the PAKEM learning process. In learning management there are three learning steps. The three steps include: 1), planning of the PAKEM learning process. Planning of the PAKEM learning process can be done when educators design syllabus and lesson plans; 2), implementation of PAKEM learning. This implementation is the application of the lesson plan. This implementation consists of preliminary, core and closing PAKEM learning activities; and 3) PAKEM learning evaluation. The PAKEM learning evaluation/assessment stage is a follow-up in the PAKEM learning process activities. Mission/Purpose of PAKEM learning evaluation is an effort to identify and understand the level of success in the learning process. Thus, innovative learning in the 21st century creates human resources who are literate in information, data, and technology which are needed to face the competition in life and the job market in the current and future globalization era.
{"title":"Innovative 21st Century Learning Through PAKEM Learning Management","authors":"Debie Kalalo, D. Katuuk, J. Lengkong, Victory N. J. Rotty","doi":"10.29240/jsmp.v7i1.6966","DOIUrl":"https://doi.org/10.29240/jsmp.v7i1.6966","url":null,"abstract":"21st Century Learning is learning with a new paradigm that is oriented towards learning new literacy, namely human literacy, data and technology. More specifically, mastery of 21st century skills, namely life and career skills, innovation and learning skills, and information, media, and ICT skills. The characteristics of learning to practice these essential skills lead to an interactive, holistic, integrative, scientific, contextual, thematic, effective, collaborative, and learner-centered learning process, so that in its implementation educators can design activities by choosing learning methods/models that can accommodate all of these characteristics in a comprehensive manner. In line with PAKEM learning which originates from the concepts of student-centered learning and learning is fun, so that students have the motivation to always learn without orders and they don't have feelings of heaviness and fear. Thus, the aspect of fun is learning and motivating students to explore, actively create and experiment continuously in the learning process becomes a significant aspect in the PAKEM learning process. In learning management there are three learning steps. The three steps include: 1), planning of the PAKEM learning process. Planning of the PAKEM learning process can be done when educators design syllabus and lesson plans; 2), implementation of PAKEM learning. This implementation is the application of the lesson plan. This implementation consists of preliminary, core and closing PAKEM learning activities; and 3) PAKEM learning evaluation. The PAKEM learning evaluation/assessment stage is a follow-up in the PAKEM learning process activities. Mission/Purpose of PAKEM learning evaluation is an effort to identify and understand the level of success in the learning process. Thus, innovative learning in the 21st century creates human resources who are literate in information, data, and technology which are needed to face the competition in life and the job market in the current and future globalization era.","PeriodicalId":33185,"journal":{"name":"Tadbir Jurnal Studi Manajemen Pendidikan","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79268149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to analyze and describe learning management innovations at Tumpaan State Vocational School. This study uses qualitative research methods with reference to Creswell that qualitative research is research in which the form of data is in the form of words or interview results and not in the form of statistical calculations. Innovation in learning management at the Tumpaan State Vocational High School was carried out through instilling character education with a routine worship program which was carried out once a week. In carrying out innovations related to learning management at the Tumpaan State Vocational School, it focuses on management functions consisting of planning, implementation, monitoring and evaluation. While at the implementation stage the scheduling of worship once a week is carried out by rotating the picket or person in charge of worship activities, supervision is carried out by monitoring the activities of teachers and students for one period to find out how far this program has been implemented and evaluation is carried out by scheduling students to practice leading worship both sermons and prayer.
{"title":"Learning Management Innovation at Tumpaan Vocational School","authors":"R. Lolong, D. Katuuk, J. Lengkong, V. Rotty","doi":"10.29240/jsmp.v7i1.6763","DOIUrl":"https://doi.org/10.29240/jsmp.v7i1.6763","url":null,"abstract":"This study aims to analyze and describe learning management innovations at Tumpaan State Vocational School. This study uses qualitative research methods with reference to Creswell that qualitative research is research in which the form of data is in the form of words or interview results and not in the form of statistical calculations. Innovation in learning management at the Tumpaan State Vocational High School was carried out through instilling character education with a routine worship program which was carried out once a week. In carrying out innovations related to learning management at the Tumpaan State Vocational School, it focuses on management functions consisting of planning, implementation, monitoring and evaluation. While at the implementation stage the scheduling of worship once a week is carried out by rotating the picket or person in charge of worship activities, supervision is carried out by monitoring the activities of teachers and students for one period to find out how far this program has been implemented and evaluation is carried out by scheduling students to practice leading worship both sermons and prayer.","PeriodicalId":33185,"journal":{"name":"Tadbir Jurnal Studi Manajemen Pendidikan","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82487456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to describe and reveal the foundation, management and impact of implementing an integrated curriculum based on the Pyramid of Learning at the Darul Ma'arif Integrated Islamic Elementary School. This research uses a qualitative approach, the type of research is descriptive using a case study model design. The data collection techniques were obtained based on the results of observations, interviews and documentation. Checking the validity of the data using triangulation. This study found the following: (1) The foundation for implementing an integrated curriculum based on the Pyramid of learning is the foundation of religion, philosophy, psychology, social and culture, and science and technology (2) Curriculum management includes planning, implementation and evaluation starting with designing , carry out and evaluate observation activities, learning activities, stimulation activities, and habituation activities. (3) The impact of applying the Pyramid-based curriculum of learning is to make students' knowledge more meaningful, students read with understanding, students are independent in everyday life, students' emotions are stable so that they are ready to accept learning well, and make students' abilities run according to completeness stages and development.
{"title":"Development of an Integrated Curriculum Based on the Pyramid of Learning in Improving Student Learning Activities at the Darul Ma’arif Surakarta Integrated Islamic Elementary School","authors":"J. Supriyanto","doi":"10.29240/jsmp.v7i1.6875","DOIUrl":"https://doi.org/10.29240/jsmp.v7i1.6875","url":null,"abstract":"This study aims to describe and reveal the foundation, management and impact of implementing an integrated curriculum based on the Pyramid of Learning at the Darul Ma'arif Integrated Islamic Elementary School. This research uses a qualitative approach, the type of research is descriptive using a case study model design. The data collection techniques were obtained based on the results of observations, interviews and documentation. Checking the validity of the data using triangulation. This study found the following: (1) The foundation for implementing an integrated curriculum based on the Pyramid of learning is the foundation of religion, philosophy, psychology, social and culture, and science and technology (2) Curriculum management includes planning, implementation and evaluation starting with designing , carry out and evaluate observation activities, learning activities, stimulation activities, and habituation activities. (3) The impact of applying the Pyramid-based curriculum of learning is to make students' knowledge more meaningful, students read with understanding, students are independent in everyday life, students' emotions are stable so that they are ready to accept learning well, and make students' abilities run according to completeness stages and development.","PeriodicalId":33185,"journal":{"name":"Tadbir Jurnal Studi Manajemen Pendidikan","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80232663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Krety Debora Welong, D. Katuuk, J. Lengkong, V. Rotty
This study aims to analyze and describe digital learning management as an innovative learning media at the junior high school or junior high school level. This research is a qualitative research that collects data in the form of a series of descriptions of research results through interviews. Observation and documentation. This research was conducted at Manado I Public Middle School from August 2022 to September 2022. The results showed that planning at SMP Negeri I Manado. Judging from the research results, SMP Negeri I Manado had complete infrastructure according to its functions. And from the results of the documentation of digital tools that are sufficient and support digital media systems in the learning process. The results of the study show that the organization of digital media at SMP Negeri I Manado has been well implemented. The implementation of digital media as an innovative learning media for SMP Negeri I Manado is carried out first by training teachers how to use digital media in learning, then how to use internet sites, websites, videos, sound recordings, music, and Android applications to support and continue to enrich the learning process. . Supervision of digital media at SMP Negeri I Manado is carried out by the principal and teachers, staff and parents of students, to ensure that the use of digital media remains on the expected target, namely to support the learning process and improve student quality. Evaluation of digital media at SMP Negeri I Manado was carried out by analyzing the effect of using digital media in the learning process. So that the evaluation can be used for future program planning.
本研究旨在分析和描述数字学习管理作为一种创新的学习媒体在初中或初中层面。本研究是一种定性研究，通过访谈的方式，以一系列研究结果描述的形式收集数据。观察和记录。该研究于2022年8月至2022年9月在万鸦老I公立中学进行。结果表明，在Negeri I Manado的SMP规划。从研究结果来看，从功能上看，内格里万纳多SMP具有完善的基础设施。并从文献资料的结果表明，数字工具是足够的，并在学习过程中支持数字媒体系统。研究结果表明，Negeri I Manado SMP的数字媒体组织得到了很好的实施。SMP Negeri I Manado将数字媒体作为一种创新的学习媒体的实施，首先是培训教师如何在学习中使用数字媒体，然后是如何使用互联网站点、网站、视频、录音、音乐和Android应用程序来支持和不断丰富学习过程。SMP Negeri I Manado的数字媒体监督由校长、教师、员工和学生家长进行，以确保数字媒体的使用保持在预期目标上，即支持学习过程和提高学生质量。通过分析在学习过程中使用数字媒体的效果，对SMP Negeri I Manado的数字媒体进行了评估。这样的评估可以用于未来的项目规划。
{"title":"Digital Media Management as an Innovation of Media Learning in Junior High School","authors":"Krety Debora Welong, D. Katuuk, J. Lengkong, V. Rotty","doi":"10.29240/jsmp.v7i1.6776","DOIUrl":"https://doi.org/10.29240/jsmp.v7i1.6776","url":null,"abstract":"This study aims to analyze and describe digital learning management as an innovative learning media at the junior high school or junior high school level. This research is a qualitative research that collects data in the form of a series of descriptions of research results through interviews. Observation and documentation. This research was conducted at Manado I Public Middle School from August 2022 to September 2022. The results showed that planning at SMP Negeri I Manado. Judging from the research results, SMP Negeri I Manado had complete infrastructure according to its functions. And from the results of the documentation of digital tools that are sufficient and support digital media systems in the learning process. The results of the study show that the organization of digital media at SMP Negeri I Manado has been well implemented. The implementation of digital media as an innovative learning media for SMP Negeri I Manado is carried out first by training teachers how to use digital media in learning, then how to use internet sites, websites, videos, sound recordings, music, and Android applications to support and continue to enrich the learning process. . Supervision of digital media at SMP Negeri I Manado is carried out by the principal and teachers, staff and parents of students, to ensure that the use of digital media remains on the expected target, namely to support the learning process and improve student quality. Evaluation of digital media at SMP Negeri I Manado was carried out by analyzing the effect of using digital media in the learning process. So that the evaluation can be used for future program planning.","PeriodicalId":33185,"journal":{"name":"Tadbir Jurnal Studi Manajemen Pendidikan","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91393789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to find out what parents expect from Islamic-based schools in Al Falah High School, Muhammadiyah 2 High School, and Al Hikmah High School in Surabaya.This study uses a qualitative approach with a multi-site design. The subjects in this study were parents, principals, deputy principals, teachers, and students at Al Falah High School, Muhammadiyah 2 High School, and Al Hikmah High School in Surabaya, Indonesia. Selection of informants with a purposeful technique sampling and snowball sampling Data collection was carried out through in-depth interviews, participant observation, and documentation studies. Data analysis used a modified analytic analysis method. While data validity is used to reveal credibility, transferability, dependability, and confirmability. The results of this study indicated the expectation included students’ output, which refers to having a strong faith, having awareness, and obedience in practicing Muslim faith tenets and its good deed of sunnah. Moreover, the students’ outcomes are defined as practicing the Muslim faith in the real life in society, becoming imam in salat, and becoming a leader in certain Islamic events in society. This study concluded that the parents’ expectation was fulfilled that their children have a good religious character. Hence, this research is expected to develop a renewal of Vroom's theory in school management
{"title":"Parents' Expectations for Islamic Schools: Multi-Site Study in Al Falah High School, Muhammadiyah 2 High School, and Al Hikmah High School in Surabaya","authors":"N. Halima, S. Suprapti","doi":"10.29240/jsmp.v7i1.6723","DOIUrl":"https://doi.org/10.29240/jsmp.v7i1.6723","url":null,"abstract":"This study aims to find out what parents expect from Islamic-based schools in Al Falah High School, Muhammadiyah 2 High School, and Al Hikmah High School in Surabaya.This study uses a qualitative approach with a multi-site design. The subjects in this study were parents, principals, deputy principals, teachers, and students at Al Falah High School, Muhammadiyah 2 High School, and Al Hikmah High School in Surabaya, Indonesia. Selection of informants with a purposeful technique sampling and snowball sampling Data collection was carried out through in-depth interviews, participant observation, and documentation studies. Data analysis used a modified analytic analysis method. While data validity is used to reveal credibility, transferability, dependability, and confirmability. The results of this study indicated the expectation included students’ output, which refers to having a strong faith, having awareness, and obedience in practicing Muslim faith tenets and its good deed of sunnah. Moreover, the students’ outcomes are defined as practicing the Muslim faith in the real life in society, becoming imam in salat, and becoming a leader in certain Islamic events in society. This study concluded that the parents’ expectation was fulfilled that their children have a good religious character. Hence, this research is expected to develop a renewal of Vroom's theory in school management","PeriodicalId":33185,"journal":{"name":"Tadbir Jurnal Studi Manajemen Pendidikan","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86314784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to reveal the commitment of school organizational management in the perspective of organizational management culture and the Big Five personality through trust. This variable needs to be analyzed in order to see the impact of how much influence the school organization has in the cultural perspective of educational management with the personality of the Big Five. This research method is quantitative with a path analysis strategy. The population of all teachers and a sample of 227 teachers. Data was obtained using a questionnaire and circulated using the Google form. The results of the study (1) the relationship between organizational culture and personality and vice versa is positive and very strong, (2) the influence of organizational culture on trust is weak, positive and significant, (3) the influence of personality on trust. Trust is positive, very strong, and significant, (4) the effect of organizational culture on organizational commitment is positive, very strong and significant, (5) the effect of personality on organizational commitment is very weak and not significant, (6) the effect of trust on organizational commitment is positive, very weak, (7) the effect of organizational culture on organizational commitment through low trust, and (8) the influence of personality on organizational commitment through low trust.
{"title":"School Commitment with Collaboration from a Cultural and Personality Perspective","authors":"Hotmaulina Sihotang, L. Purba, Renatha Ernawati","doi":"10.29240/jsmp.v7i1.6623","DOIUrl":"https://doi.org/10.29240/jsmp.v7i1.6623","url":null,"abstract":"This study aims to reveal the commitment of school organizational management in the perspective of organizational management culture and the Big Five personality through trust. This variable needs to be analyzed in order to see the impact of how much influence the school organization has in the cultural perspective of educational management with the personality of the Big Five. This research method is quantitative with a path analysis strategy. The population of all teachers and a sample of 227 teachers. Data was obtained using a questionnaire and circulated using the Google form. The results of the study (1) the relationship between organizational culture and personality and vice versa is positive and very strong, (2) the influence of organizational culture on trust is weak, positive and significant, (3) the influence of personality on trust. Trust is positive, very strong, and significant, (4) the effect of organizational culture on organizational commitment is positive, very strong and significant, (5) the effect of personality on organizational commitment is very weak and not significant, (6) the effect of trust on organizational commitment is positive, very weak, (7) the effect of organizational culture on organizational commitment through low trust, and (8) the influence of personality on organizational commitment through low trust.","PeriodicalId":33185,"journal":{"name":"Tadbir Jurnal Studi Manajemen Pendidikan","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78726279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to obtain scientific information about the achievement and effectiveness of curriculum management in tertiary institutions. The research method used is evaluative research. Data collection uses techniques with field observations by looking directly at and observing sources directly with observation sheets in obtaining data. Data was also obtained by interview. Some of the sources were interviewed to ensure the correctness of the data during observation. Then the data is also obtained with instruments that are shared to view secondary data, and finally, to collect supporting document data. Methods of data analysis using descriptive quantitative and qualitative methods. The results obtained from the evaluation results obtained the value of each aspect, namely: 1) functionalization of learning curriculum management in tertiary institutions, namely 75.46 and is in the good category, 2) management of curriculum management is worth 100 and is in the very good category, 3) management students score 80 and in the good category. This has a positive impact on the development of educational management in the future.
{"title":"Evaluation of the Effectiveness of Learning Management in University","authors":"M. Limbong","doi":"10.29240/jsmp.v7i1.6631","DOIUrl":"https://doi.org/10.29240/jsmp.v7i1.6631","url":null,"abstract":"This study aims to obtain scientific information about the achievement and effectiveness of curriculum management in tertiary institutions. The research method used is evaluative research. Data collection uses techniques with field observations by looking directly at and observing sources directly with observation sheets in obtaining data. Data was also obtained by interview. Some of the sources were interviewed to ensure the correctness of the data during observation. Then the data is also obtained with instruments that are shared to view secondary data, and finally, to collect supporting document data. Methods of data analysis using descriptive quantitative and qualitative methods. The results obtained from the evaluation results obtained the value of each aspect, namely: 1) functionalization of learning curriculum management in tertiary institutions, namely 75.46 and is in the good category, 2) management of curriculum management is worth 100 and is in the very good category, 3) management students score 80 and in the good category. This has a positive impact on the development of educational management in the future.","PeriodicalId":33185,"journal":{"name":"Tadbir Jurnal Studi Manajemen Pendidikan","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72984797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
School quality is inseparable from the role of teachers, supported by teacher well-being, competence, and commitment. For this reason, this research’s design is quantitative research, using ex-post-facto with a population of 456 teachers and 112 research samples. Instrument validation was performed through expert judgment and tested using the Rasch Model. Data were then collected through questionnaires distributed using a google form, and data analysis testing consisted of (1) instrument data analysis using the Rasch Model by testing person reliability, item reliability, and instrument bias testing; (2) the analysis of data results through prerequisite tests and hypothesis testing, utilizing multiple linear regression with SPSS. The results showcased that (1) there was a simultaneous positive and significant effect between teacher well-being, teacher competence, teacher commitment, and school quality of 0.000 <0.05. (2) There was a positive and significant effect of teacher well-being on school quality of 0.009 <0.05. (3) There was a positive and significant effect of teacher competence on school quality of 0.014 <0.05. (4) There was a positive and significant effect of teacher commitment on school quality of 0.000 <0.05. In addition, this study's findings imply that teacher competence and well-being had the most influence on school quality compared to teacher commitment. Second, 42.4% of school quality was influenced by the teacher's well-being, competence, and commitment. Based on these findings, increasing teacher commitment through strategic programs expected to improve schools' quality is necessary.
{"title":"The Effect Of Teacher Well-Being, Teacher Competency, And Teacher Commitment To Improving School Quality","authors":"D. Hidayati, A. Kurniawan, Ibnu Asakir","doi":"10.29240/jsmp.v7i1.5595","DOIUrl":"https://doi.org/10.29240/jsmp.v7i1.5595","url":null,"abstract":"School quality is inseparable from the role of teachers, supported by teacher well-being, competence, and commitment. For this reason, this research’s design is quantitative research, using ex-post-facto with a population of 456 teachers and 112 research samples. Instrument validation was performed through expert judgment and tested using the Rasch Model. Data were then collected through questionnaires distributed using a google form, and data analysis testing consisted of (1) instrument data analysis using the Rasch Model by testing person reliability, item reliability, and instrument bias testing; (2) the analysis of data results through prerequisite tests and hypothesis testing, utilizing multiple linear regression with SPSS. The results showcased that (1) there was a simultaneous positive and significant effect between teacher well-being, teacher competence, teacher commitment, and school quality of 0.000 <0.05. (2) There was a positive and significant effect of teacher well-being on school quality of 0.009 <0.05. (3) There was a positive and significant effect of teacher competence on school quality of 0.014 <0.05. (4) There was a positive and significant effect of teacher commitment on school quality of 0.000 <0.05. In addition, this study's findings imply that teacher competence and well-being had the most influence on school quality compared to teacher commitment. Second, 42.4% of school quality was influenced by the teacher's well-being, competence, and commitment. Based on these findings, increasing teacher commitment through strategic programs expected to improve schools' quality is necessary.","PeriodicalId":33185,"journal":{"name":"Tadbir Jurnal Studi Manajemen Pendidikan","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81878402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Wahid, S. Asiah, M. Huda, Arkam Lahiya, Najamuddin Petta Solong
This study aims to analyze the effect of teacher professional competence on student learning achievement at MAN 3 Tangerang and to determine to what extent teacher professional competence influences student learning achievement. In this study, the researchers applied a quantitative approach with a survey method and employed simple linear regression in answering the hypothesis. Data were collected using a questionnaire, in which samples were selected using a simple random sampling technique, resulting in 170 students. The questionnaire applied a Likert scale with four alternative answers. Based on the results of data processing and calculation using SPSS v. 22, statistical testing indicated that Ho was rejected and Ha was accepted, meaning that teacher professional competence significantly influences student learning achievement. It was derived from the results of the t-test presenting a t-count of 6.682 which is > t-table (i.e., 1.974) with a significance value of 0.000 (< 0.05 or 5%). Furthermore, the results in ANOVA also supported the acceptance of Ha, in which the obtained value of significance was 0.000 (< 0.05). Therefore, this study revealed that teacher professional competence influences student learning achievement. Moreover, the results of the coefficient of determination showed that the variable of teacher professional competence can explain the variable of student learning achievement by 20%. Meanwhile, the remaining 80% is explained by other variables not examined in this study.
本研究旨在分析man3 Tangerang教师专业能力对学生学习成就的影响，确定教师专业能力对学生学习成就的影响程度。在本研究中，研究人员采用了定量方法和调查方法，并采用简单的线性回归来回答假设。采用问卷调查的方式收集数据，采用简单随机抽样的方法选取样本，共170名学生。问卷采用李克特量表，有四个备选答案。使用SPSS v. 22进行数据处理和计算的结果显示，统计检验表明Ho被拒绝，Ha被接受，说明教师的专业能力显著影响学生的学习成绩。它来源于t检验的结果，t计数为6.682，> t表(即1.974)，显著性值为0.000(< 0.05或5%)。此外，方差分析的结果也支持Ha的接受，其中获得的显著性值为0.000(< 0.05)。因此，本研究揭示了教师专业能力对学生学习成绩的影响。此外，决定系数的结果显示，教师专业能力变量对学生学习成绩变量的解释率为20%。同时，剩下的80%是由本研究未检查的其他变量解释的。
{"title":"The Effect of Teacher Professional Competence on Student Learning Achievement at MAN 3 Tangerang","authors":"A. Wahid, S. Asiah, M. Huda, Arkam Lahiya, Najamuddin Petta Solong","doi":"10.29240/jsmp.v7i1.5652","DOIUrl":"https://doi.org/10.29240/jsmp.v7i1.5652","url":null,"abstract":"This study aims to analyze the effect of teacher professional competence on student learning achievement at MAN 3 Tangerang and to determine to what extent teacher professional competence influences student learning achievement. In this study, the researchers applied a quantitative approach with a survey method and employed simple linear regression in answering the hypothesis. Data were collected using a questionnaire, in which samples were selected using a simple random sampling technique, resulting in 170 students. The questionnaire applied a Likert scale with four alternative answers. Based on the results of data processing and calculation using SPSS v. 22, statistical testing indicated that Ho was rejected and Ha was accepted, meaning that teacher professional competence significantly influences student learning achievement. It was derived from the results of the t-test presenting a t-count of 6.682 which is > t-table (i.e., 1.974) with a significance value of 0.000 (< 0.05 or 5%). Furthermore, the results in ANOVA also supported the acceptance of Ha, in which the obtained value of significance was 0.000 (< 0.05). Therefore, this study revealed that teacher professional competence influences student learning achievement. Moreover, the results of the coefficient of determination showed that the variable of teacher professional competence can explain the variable of student learning achievement by 20%. Meanwhile, the remaining 80% is explained by other variables not examined in this study.","PeriodicalId":33185,"journal":{"name":"Tadbir Jurnal Studi Manajemen Pendidikan","volume":"85 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76706973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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