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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang PESHUM
Aprilia Putri Nirmalasari
Universitas Negeri Semarang
Humanities Education Social Sciences

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Peran Kepemimpinan Transformasional Kepala Sekolah terhadap Kinerja Guru pada Pembentukan Budaya Sekolah yang Positif M.Arsyada Sabiily; Nadhifa Ginayu Hairina Ma'ruf; Pranisma Salsa Imeldania; Aprilia Putri Nirmalasari; Fathur Rokhman; Nina Oktarina; Gunawan Tjokro
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 5 No. 4: Juni 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v5i4.17111

Abstract

Abstrak: Penelitian ini bertujuan untuk menganalisis hubungan antara kepemimpinan transformasional kepala sekolah, budaya sekolah yang positif, dan kinerja guru dalam konteks peningkatan mutu pendidikan. Penelitian menggunakan metode Systematic Literature Review (SLR) dengan mengkaji 10 artikel jurnal nasional yang relevan dan dipublikasikan pada rentang tahun 2021–2024. Proses seleksi literatur dilakukan berdasarkan pedoman PRISMA melalui tahapan identifikasi, screening, eligibility, dan inclusion. Hasil kajian menunjukkan bahwa kepemimpinan transformasional kepala sekolah memiliki pengaruh positif terhadap kinerja guru melalui dimensi idealized influence, inspirational motivation, intellectual stimulation, dan individualized consideration. Selain itu, budaya sekolah yang positif berperan penting dalam menciptakan lingkungan kerja yang kondusif serta meningkatkan motivasi, disiplin, dan profesionalisme guru. Temuan penelitian juga mengindikasikan bahwa budaya sekolah berfungsi sebagai variabel mediasi yang memperkuat hubungan antara kepemimpinan transformasional dan kinerja guru. Integrasi antara kepemimpinan transformasional dan budaya sekolah yang kondusif menjadi kunci dalam menciptakan lingkungan pendidikan yang adaptif, inovatif, dan berkelanjutan.
EFEKTIVITAS PELATIHAN GURU TERHADAP PENINGKATAN KOMPETENSI MENGAJAR: STUDI LITERATUR Aprilia Putri Nirmalasari; Barokah Isdaryanti; Joko Sutarto
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14206

Abstract

This study aims to analyze the effectiveness of teacher training on improving teaching competency through a Systematic Literature Review (SLR) approach. Teacher training is an important strategy in educational human resource management to improve professionalism and the quality of learning. The development of educational technology and changes in the learning system require teachers to continuously improve their competency through various relevant and sustainable training programs. The research method used is a Systematic Literature Review by reviewing articles from national journals indexed by SINTA for the period 2021–2026. The data collection process was carried out through the Google Scholar, Garuda Kemdikbud, and SINTA databases using keywords related to teacher training and teaching competency. The selected articles were adjusted to the inclusion criteria and analyzed descriptively to obtain findings relevant to the research objectives. The results showed that teacher training has a positive influence on improving teachers' pedagogical and professional competencies. Training conducted through workshops, In-House Training (IHT), blended learning, and digital platforms such as the Merdeka Mengajar Platform has been proven to improve teachers' abilities in the use of learning technology, classroom management, the application of innovative learning methods, and curriculum understanding. Furthermore, training effectiveness is influenced by the quality of the training materials, implementation methods, instructor competence, participant motivation, and post-training follow-up. Based on the results of this study, it can be concluded that teacher training is an effective strategy for improving teaching competence and teacher professionalism. Therefore, training programs must be implemented systematically, sustainably, and tailored to teacher needs to optimally support improvements in educational quality.
Co-Authors Barokah Isdaryanti Fathur Rokhman Gunawan Tjokro Joko Sutarto M.Arsyada Sabiily Nadhifa Ginayu Hairina Ma'ruf Nina Oktarina Pranisma Salsa Imeldania