Garuda - Garba Rujukan Digital

Peningkatan Kompetensi Guru Produktif SMK: Pengembangan Video Interaktif dengan Aplikasi Capcut Liah Siti Syarifah; Widia Murni Wijaya; Yayah Rahyasih; Fenty Setiawati; Rulli Nasrullah
Jurnal Surya Masyarakat Vol 7, No 2 (2025): Mei 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jsm.7.2.2025.263-276

This community service activity aims to improve the knowledge and skills of Productive Teachers in Vocational High Schools in creating varied digital learning resources, especially interactive learning videos. Seminars, training, and mentoring activities were carried out on November 16-30, 2024 at Tunas Unggul School. Through a series of stages including planning, implementing seminars, workshops and mentoring and evaluation, the results showed a significant increase in teachers' understanding and skills regarding interactive learning videos. Teachers are able to integrate technology into learning effectively, in order to support the implementation of the Merdeka Curriculum. This is based on the results of the pre-test and post-test, namely the average score at the time of the pre-test was 70.40 and at the time of the post-test it increased by 89.60. This means that there has been a change and increase in participants' understanding of interactive learning videos. Furthermore, the N Gain Score of 0.67 is in the moderate category with a percentage of 66.67% which shows that community service activities in the form of seminars, training and mentoring have been quite effective. Furthermore, the results of the satisfaction questionnaire also showed that 92% of participants stated that the activities were carried out very well. Therefore, the sustainability of this program needs to be pursued through additional mentoring and training. This activity emphasizes the importance of a needs-based approach, ongoing support, and effective collaboration to help teachers improve the skills they need in the learning process that leads to improving the quality of education.

Peningkatan Kompetensi Guru Produktif SMK: Pengembangan Video Interaktif dengan Aplikasi Capcut Liah Siti Syarifah; Widia Murni Wijaya; Yayah Rahyasih; Fenty Setiawati; Rulli Nasrullah
Jurnal Surya Masyarakat Vol 7, No 2 (2025): Mei 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jsm.7.2.2025.263-276

This community service activity aims to improve the knowledge and skills of Productive Teachers in Vocational High Schools in creating varied digital learning resources, especially interactive learning videos. Seminars, training, and mentoring activities were carried out on November 16-30, 2024 at Tunas Unggul School. Through a series of stages including planning, implementing seminars, workshops and mentoring and evaluation, the results showed a significant increase in teachers' understanding and skills regarding interactive learning videos. Teachers are able to integrate technology into learning effectively, in order to support the implementation of the Merdeka Curriculum. This is based on the results of the pre-test and post-test, namely the average score at the time of the pre-test was 70.40 and at the time of the post-test it increased by 89.60. This means that there has been a change and increase in participants' understanding of interactive learning videos. Furthermore, the N Gain Score of 0.67 is in the moderate category with a percentage of 66.67% which shows that community service activities in the form of seminars, training and mentoring have been quite effective. Furthermore, the results of the satisfaction questionnaire also showed that 92% of participants stated that the activities were carried out very well. Therefore, the sustainability of this program needs to be pursued through additional mentoring and training. This activity emphasizes the importance of a needs-based approach, ongoing support, and effective collaboration to help teachers improve the skills they need in the learning process that leads to improving the quality of education.

Promoting a School Companion Competency Model to Address New Education Policies and the Challenges of the Digital Era Yayah Rahyasih; Johar Permana; Liah Siti Syarifah
Pedagogi: Jurnal Ilmu Pendidikan Vol 26 No 1 (2026): Pedagogi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pedagogi.v26i1.2936

This study aims to conceptualize and describe a new school companion competency model designed to guide educational practitioners in Indonesia, following a recent policy reform that abolished the official role of school supervisors. This reform coincides with the accelerating digital transformation of education, demanding new professional capacities that emphasize collaboration, adaptability, and digital fluency. To address this gap, the study employed a mixed-methods design over a nine-month period, combining in-depth semi-structured interviews and focus group discussions with purposively selected participants who had direct experience in supervisory role transitions. The findings identified the Instructional Coaching Competencies (ICC) framework as the most relevant model for current educational needs. The ICC model represents an adaptive, integrative, and holistic approach consisting of three interrelated dimensions: Digital Instructional Leadership, Digital Ethics and Communication, and Transformational Coaching. Collectively, these dimensions redefine supervision as an act of facilitation and reflective partnership rather than bureaucratic inspection. The results hold substantial relevance beyond Indonesia, particularly for countries with decentralized education systems undergoing similar policy transitions. The model also provides practical guidance for school principals in strengthening leadership and professional competence in the digital era. With strong confidence, this study recommends the broader application of the ICC framework and encourages future research using a quasi-experimental approach to validate its reliability and impact on teaching performance and instructional quality.

Reconceptualizing Educational Human Resources Development: A Systematic Literature Review of Concepts, Practices, and Leadership Roles Liah Siti Syarifah; Asep Suryana; Aip Syaepul Uyun; Johar Permana
Jurnal At-Tadbir : Media Hukum dan Pendidikan Vol. 36 No. 1 (2026): Dinamika Keilmuan Islam: Pengembangan Hukum Keluarga, Pendidikan, Karakter, da
Publisher : Institut KH Ahmad Sanusi (INKHAS) Sukabumi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52030/4y0fzg45

This article examines the mapping and reconceptualization of Human Resource Development (HRD) within educational institutions through a Systematic Literature Review (SLR) combined with bibliometric analysis. The study is grounded in the need to contextualize HRD in the education sector, as most HRD literature remains dominated by corporate perspectives. The research focuses on the concepts, components, practices, and leadership roles involved in educational human resource development. The SLR process followed the PRISMA protocol, including identification, screening, eligibility assessment, and inclusion, with data drawn from Scopus, Crossref, and Google Scholar. Thematic analysis was applied to synthesize conceptual findings, while bibliometric analysis using VOSviewer mapped the intellectual structure and dominant clusters within the HRD discourse. The results indicate that HRD in educational settings is strategic and long-term in orientation, encompassing human capital planning, talent development, performance management, reward systems, HR digitalization through HRIS, and organizational development. Bibliometric findings also highlight the central role of human capital and leadership as key drivers of HRD effectiveness. The main conclusion emphasizes the need to reconceptualize HRD not merely as an effort to enhance individual competencies but as an institutional transformation tool that strengthens organizational capacity and fosters a sustainable learning culture. Thus, HRD emerges as an essential institutional strategy for ensuring the long-term quality and sustainability of educational institutions.

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