Article Per Year (5 Year)
p-Index From 2021 - 2026
0.702
P-Index
This Author published in this journals
All Journal Jurnal Manajemen Pendidikan Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Pahlawan Pahlawan
Universitas PGRI Palembang, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
EFEKTIFITAS PEMBERIAN TUNJANGAN PROFESI GURU (TPG) TERHADAP PROFESIONALISME GURU DI SEKOLAH DASAR NEGERI 171 PALEMBANG Annisya Febriana; Syarwani Ahmad; Pahlawan Pahlawan
Jurnal Manajemen Pendidikan Vol. 11 No. 2 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i2.1585

Abstract

Teachers’ pedagogical abilities in delivering instruction have not yet reached an optimal level, and professionalism remains a key element in improving educational quality. The Teacher Professional Allowance (TPG) functions as an essential support mechanism for fostering teachers’ ongoing professional growth. This study seeks to examine the effectiveness of the Teacher Professional Allowance in strengthening teacher professionalism at SD Negeri 171 Palembang, focusing on the stages of planning, implementation, evaluation, and follow-up. The research employed a descriptive qualitative method, incorporating observations, interviews, and document analysis. Data were analyzed through processes of reduction, organization, and conclusion drawing. The results demonstrate that the Teacher Professional Allowance contributes positively to teachers’ performance as professional educators. The allowance enhances teachers’ motivation to prepare well-developed learning materials and utilize engaging, interactive teaching approaches, which in turn contribute to improved learning achievements. Overall, the study concludes that teacher professionalism is closely influenced by their attitudes and conduct in fulfilling their responsibilities. The findings are consistent with Glickman’s theory, which posits that professional educators exhibit strong competencies and high motivation, enabling effective learning processes and the attainment of quality educational outcomes.
PENGARUH ALAT PERMAINAN EDUKATIF (APE) DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR SISWA DI SD NEGERI SE- KECAMATAN SIRAH PULAU PADANG Rensi Apriyanti; Syarwani Ahmad; Pahlawan Pahlawan
Jurnal Manajemen Pendidikan Vol. 11 No. 2 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i2.1586

Abstract

This investigation is grounded in the need for creative and engaging instructional media to enhance learning quality at the primary school level. A quantitative method with a descriptive–correlational design was employed. The research population consisted of all teachers working in public elementary schools within the district, and the sample was selected using a cluster random sampling technique centered on Cluster 6. This cluster includes six schools with a total of 69 participating teachers. Data were collected through a questionnaire using a five-point Likert scale, designed to assess three variables: educational play tools (X₁), teachers’ learning motivation (X₂), and students’ learning outcomes (Y). Each variable comprised 30 items. The data were analyzed using Pearson Product–Moment correlation and multiple regression, processed with SPSS version 26. The findings indicate that (1) educational play tools contribute positively and significantly to students’ learning outcomes (r = 0.564; sig. 0.000 < 0.05, suggesting a moderate-to-strong correlation), (2) teachers’ learning motivation shows a positive but statistically insignificant relationship with students’ learning outcomes (r = 0.208; sig. 0.086 > 0.05, indicating a weak and non-significant effect), and (3) both variables jointly exert a positive and significant influence on students’ learning outcomes (R = 0.601; sig. 0.000 < 0.05, reflecting a strong combined effect).
PENGARUH KOMUNIKASI INTERPERSONAL GURU DAN LINGKUNGAN SEKOLAH TERHADAP HASIL BELAJAR SISWA SD NEGERI DI KELURAHAN BUKIT SANGKAL KECAMATAN KALIDONI PALEMBANG Mardaleni Mardaleni; Syarwani Ahmad; Pahlawan Pahlawan
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.2689

Abstract

Primary education plays a strategic role in developing students’ cognitive abilities, attitudes, and skills. Students’ learning outcomes, as an indicator of educational success, are influenced by various internal and external factors. Two external factors considered to have a significant influence are teachers’ interpersonal communication and the school environment. This study aims to examine and analyze the effect of teachers’ interpersonal communication and the school environment, both partially and simultaneously, on students’ learning outcomes at public elementary schools in Bukit Sangkal Subdistrict, Kalidoni District, Palembang. This study employed a quantitative approach with a correlational research design. The population consisted of all teachers of grades IV, V, and VI at public elementary schools in Bukit Sangkal Subdistrict, totaling 58 teachers, who were all included as research samples. Data on teachers’ interpersonal communication and the school environment were collected through questionnaires, while students’ learning outcomes were obtained from report card scores for the even semester of the 2024/2025 academic year. Data analysis techniques included prerequisite tests, Pearson correlation analysis, simple linear regression, and multiple linear regression. The results of the study indicate that teachers’ interpersonal communication has a significant effect on students’ learning outcomes. The school environment also has a significant effect on students’ learning outcomes.
The Effect of Teacher Professional Development and School Management on Teacher Performance in Senior High Schools Wiwik Utami; Alhadi Yan Putra; Pahlawan Pahlawan
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 1 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i1.1330

Abstract

Teacher performance is a key determinant of instructional quality and school effectiveness. However, previous studies have often examined teacher professionalism and school management separately, resulting in limited empirical evidence on their combined effects, particularly in the context of senior high schools at the district level. This study aims to examine the influence of teacher professional development and school management on teacher performance, both partially and simultaneously. A quantitative explanatory design with multiple linear regression analysis was employed. The population consisted of 80 teachers, all of whom were included as the sample using total sampling. Data were collected through Likert-scale questionnaires that met validity and reliability requirements and analyzed using SPSS. The results indicate that teacher professional development (β = 0.549; p < 0.001) and school management (β = 0.386; p < 0.001) have positive and significant effects on teacher performance. Simultaneously, both variables explain 72.7% of the variance in teacher performance (R² = 0.727; p < 0.001). These findings highlight the importance of synergy between individual professional capacity and effective school management.
Co-Authors Alhadi Yan Putra Annisya Febriana Mardaleni Mardaleni Rensi Apriyanti Syarwani Ahmad Wiwik Utami