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All Journal Jurnal Iman dan Spiritualitas Global Education Journal At Turots: Jurnal Pendidikan Islam
Ida Tejawiani
Universitas Islam Nusantara, Bandung
Religion Humanities Education Social Sciences Other

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Strategi Guru Mengatasi Perilaku Disruptif Siswa dalam Mendukung Pembelajaran Efektif Rika Nopiyanti; Nunung Nur'aeni; Suharyanto H. Soro; Ida Tejawiani
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1879

Abstract

Student disruptive behavior is one of the problems faced by many elementary school teachers in managing classes, especially for lower grade students who are in the transition period from play to formal learning so that they do not yet have fully mature self-control. This study aims to describe and analyze teacher strategies in dealing with student disruptive behavior to support effective learning. This study uses a case study approach. Data were collected through participant observation, semi-structured interviews, and documentation studies. Data analysis was carried out using the interactive model of Miles and Huberman which includes data reduction, data presentation, and drawing conclusions, with data validity guaranteed through triangulation of sources, techniques, and time. The results of the study indicate that (1) The most dominant disruptive behavior is talking outside the learning context, followed by behavior that disturbs friends, walking around without permission, and not paying attention to teacher explanations; (2) Supporting factors for the implementation of teacher strategies include pedagogical competence, teaching experience, school environmental support, and parental support, while inhibiting factors include less varied teaching methods, limited facilities and equipment, lack of parental attention, peer influence, and teacher emotional exhaustion. This study concludes that appropriate and correct teacher strategies can overcome disruptive behavior and make a positive contribution to effective learning.
Manajemen Pembelajaran Diferensiasi dalam Meningkatkan Motivasi Belajar Siswa Kukuh Jaya Barokah; Yanti Apriyanti; Suharyanto H. Soro; Ida Tejawiani
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1881

Abstract

Differentiated learning has not been implemented optimally so that it affects the increase in learning motivation. This study aims to explore differentiated learning in increasing student learning motivation. This study uses a case study approach. Samples or respondents were selected purposively involving school principals and curriculum teachers. Data collection methods used observation, interviews, and documentation studies. The results of the study indicate that (1) Differentiated learning planning has been structured according to school needs; (2) The organization of differentiated learning is carried out by following established norms and procedures, namely the division of tasks and responsibilities; (3) The implementation of differentiated learning is carried out consistently and procedurally according to the plan. Control/Evaluation of differentiated learning starts from the assessment stage to follow-up. The conclusion of this study is that properly managed differentiated learning can increase student learning motivation.
Penggunaan Model Visual Interaktif dalam Meningkatkan Literasi Numerasi Siswa (Studi Kasus Siswa Kelas 1 Sekolah Dasar Negeri Sirnabaya II) Novia Sundariani; Yani Suryani; Suharyanto H. Soro; Ida Tejawiani
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1882

Abstract

This research is motivated by the low numeracy skills of students aged 6–7 years. This study aims to describe the use of Interactive Visual Models in improving student numeracy. Researchers used a qualitative research paradigm with a case study approach. Data collection methods used observation, interviews, and documentation studies. The research sample consisted of 20 first-grade students (10 boys, 10 girls). The research instruments included numeracy tests (addition and subtraction operations 1–20 and image patterns), observations of teacher and student activities, and documentation. Qualitative data analysis was analyzed through a flow model (reduction, data presentation, conclusion drawing). The results showed an increase in average scores, student activity, interest, and involvement during learning also increased.
Penerapan Program Ekstrakurikuler TdBA (Tatanen di Bale Atikan) dalam Membentuk Karakter Peserta Didik Deti Yulianti; Divia Avivah; Suharyanto H. Soro; Ida Tejawiani
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1921

Abstract

The Tatanen Program at Bale Atikan (TdBA) is an environment-based character education program developed to foster positive values ​​in students through agricultural activities at school. However, in its implementation, students are still found to have not consistently demonstrated a responsible attitude towards the tasks given and have not been optimal in working together during the activities. This study aims to find and analyze the implementation of the Tatanen Extracurricular program at Bale Atikan (TdBA) in improving student character. The approach used is a case study approach. Data collection methods were obtained through non-participatory observation, in-depth interviews, and documentation, then analyzed using the Miles, Huberman, and Saldana model through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that (1) The TdBA Program can improve responsible character through accustoming students to carrying out duty schedules, caring for plants, maintaining environmental cleanliness, and completing tasks without having to be constantly reminded; (2) The character of mutual cooperation develops through farming activities carried out in groups so that students are accustomed to working together, sharing tasks, helping each other, and appreciating the contribution of each group member. The conclusion of this study is that the Tatanen program at Bale Atikan has proven to be an effective environment-based character education strategy in improving students' responsible and cooperative character.
Supervisi Klinis Kepala Sekolah dalam Meningkatkan Kompetensi Pedagogik Guru Sekolah Dasar Nina Nuraeni; Rifki Firdaus; Suharyanto H. Soro; Ida Tejawiani
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1922

Abstract

Teacher pedagogical competence is one of the factors that determine the quality of learning in schools. However, the implementation of clinical supervision as an effort to improve this competence has not been fully optimal. This study aims to describe and analyze the clinical supervision of school principals in improving teacher pedagogical competence. The researcher used an approach. Data were collected through observation, interviews, and documentation. The data analysis technique used the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results showed that clinical supervision was implemented systematically and referred to teacher needs and academic supervision provisions. The implementation of supervision provided constructive feedback, encouraged teacher reflection, and improved the ability to plan, implement, and evaluate learning. This study concluded that clinical supervision was implemented collaboratively, continuously, and based on teacher needs, contributing to improving teacher pedagogical competence and the quality of learning in schools.
Model Kepemimpinan Situasional Kepala Sekolah dalam Meningkatkan Kinerja Guru (Studi Kasus di SDN 1 Tegalmunjul dan SDN 1 Munjuljaya) Rina Nurhayati Setiani; Susanti Nurlestari; Suharyanto H. Soro; Ida Tejawiani
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1924

Abstract

Principal leadership is an important factor in improving teacher performance as an effort to achieve quality education. However, the reality in the field shows that principals often encounter teachers with varying levels of competence, experience, and motivation. Not all teachers require the same leadership treatment. This study aims to describe the application of the principal's situational leadership model in improving teacher performance. The researcher used a case study approach. Research respondents included principals, teachers, and education staff. Data collection methods through observation, interviews, and documentation, then analyzed using the Miles and Huberman model including data reduction, data presentation, and drawing conclusions. Data validity was tested through triangulation of sources and techniques. The results of the study indicate that (1) Principals apply a situational leadership model through four leadership styles, namely directing, coaching, supporting, and delegating, which are adjusted to the level of readiness, competence, and motivation of teachers; (2) The application of situational leadership appears to be able to improve work discipline, professional competence, motivation, responsibility, and the quality of learning carried out by teachers. The study can be concluded that the principal's situational leadership model can improve teacher performance if applied flexibly according to the level of maturity and needs of each teacher.
Model Pembelajaran Kooperatif Tipe Scramble dalam Meningkatkan Motivasi Belajar Siswa Iis Aisyah; Cucun Nurazizah; Suharyanto H. Soro; Ida Tejawiani
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1925

Abstract

Learning motivation is one of the important factors that determine the success of the learning process at the elementary school level. Low student learning motivation is one of the gaps in optimizing the achievement of learning objectives. One alternative learning model that is considered capable of increasing learning motivation is the Scramble type cooperative learning model which emphasizes group activities through the arrangement of randomized answers so as to encourage active student involvement. This study aims to describe the Scramble type cooperative learning model in increasing student learning motivation. The study used a case study approach. Data collection methods through observation, in-depth interviews, and documentation studies, then analyzed using the interactive model of Miles, Huberman, and Saldaña through data reduction, data presentation, and drawing conclusions. The results of the study indicate that (1) The implementation of the Scramble type cooperative learning model is able to create an active, collaborative, and enjoyable learning atmosphere so that it motivates student learning; (2) Increased motivation is shown through increased student participation in discussions, courage to express opinions, cooperation between students, and enthusiasm in participating in learning. The conclusion of this study is that the Scramble type cooperative learning model can increase student learning motivation.
Penggunaan Media Sosial dalam Meningkatkan Kinsentrasi Belajar Siswa (Studi Kasus Siswa SDN Tegalwaru dan SDN Warung Jeruk 1) Yun Sri Wahyuni; Neng Evi Nurfaidah; Suharyanto H. Soro; Ida Tejawiani
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1926

Abstract

Social media as an instrument is used in communicating, obtaining information, and accessing entertainment. However, uncontrolled use has the potential to reduce students' concentration in learning during the learning process. This study aims to describe the use of social media in improving students' concentration in learning. Researchers used a case study approach. Data collection methods were carried out through observation, interviews, and documentation with respondents who were principals, teachers, students, and parents of students. The results of the study showed that (1) In general, students use social media every day with varying durations, ranging from 1 to more than 4 hours; (2) The most widely used platforms are TikTok, YouTube, WhatsApp, and Instagram; (3) Increasing the frequency of social media use causes students to be more distracted while studying, have difficulty maintaining focus for a long time, pay less attention to teacher explanations, and experience decreased concentration when doing assignments and participating in class; (4) The habit of accessing social media during study time and before bedtime affects students' readiness to participate in learning activities at school. This study concluded that the use of social media can reduce students' concentration in learning in elementary schools. The higher the intensity of social media use, the greater the potential for disrupting students' concentration in learning.
Entrepreneurial Learning Management in Improving the Quality of Graduates Erwin Sunandar Lubis; Ida Tejawiani
At Turots: Jurnal Pendidikan Islam Vol. 7 No. 1 Juni (2025): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v7i1.1533

Abstract

The challenges posed by globalization and the high unemployment rate in Indonesia, particularly in West Java, necessitate that vocational high school (SMK) graduates are not only prepared to enter the workforce but also equipped with an entrepreneurial mindset. Consequently, the effective management of entrepreneurship learning is imperative to enhance the quality of graduates. This research is anchored in George R. Terry's management theory, which encompasses the functions of planning, organizing, actuating, and controlling, alongside educational quality theories that emphasize the necessity of competitive, creative, and independent educational outcomes. This study employs a qualitative approach utilizing a case study design at SMK Negeri 1 Cibadak Sukabumi. Data collection techniques included participatory observation, in-depth interviews, and document analysis. The data were analyzed through data reduction, data display, and interactive conclusion drawing. The findings indicate that entrepreneurial learning management at SMK Negeri 1 Cibadak involves: strategic planning of an entrepreneurship-based vision, mission, and programs; organizing through a work structure conducive to innovation; implementing project-based learning and practical business applications; and conducting continuous evaluations of student competencies. Identified obstacles include resource limitations and resistance to change, which are progressively mitigated through teacher competency training and the reinforcement of an entrepreneurial culture. When effectively planned, organized, implemented, and evaluated, entrepreneurship learning management significantly improves the quality of SMK graduates, rendering them both job-ready and entrepreneurial. Strategies focusing on strengthening human resource competencies and fostering collaborations with the business and industrial sectors are critical to successful implementation.
Principal Leadership for Child-Friendly Schools in the Digital Era: A Comparative Case Study Nia Kaniati; Ida Tejawiani
Jurnal Iman dan Spiritualitas Vol. 5 No. 4 (2025): Jurnal Iman dan Spiritualitas
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jis.v5i4.58594

Abstract

The digital transformation in education has brought significant changes to students' learning environments, including the emergence of various new risks such as cyberbullying, exposure to negative content, and misuse of digital technology. These conditions require educational units to develop school environments that are not only physically and socially safe, but also safe in the digital space through the implementation of the Child-Friendly School (SRA) concept. The success of SRA implementation is greatly influenced by the effectiveness of the principal's management in managing various programs related to the protection and fulfillment of children's rights in the school environment. This study aims to analyze the effectiveness of principal management in realizing SRA in the digital era in elementary schools in Purwakarta Regency. The study used a qualitative approach with descriptive methods. Data collection was carried out through in-depth interviews, observations, and documentation studies with principals, teachers, students, and other related parties. Data analysis was carried out using the Miles and Huberman interactive analysis model, which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that the implementation of the SRA program at SD Negeri 1 Pondokbungur and SD Negeri 2 Sindangkasih has been carried out through the application of management functions including planning, organizing, implementing, and monitoring as stated in the POAC concept proposed by George R. Terry. During the planning stage, schools develop various programs, including anti-bullying activities, digital literacy, and fostering a positive school culture. The organizational stage involves the formation of a SRA team involving the principal, teachers, and other school members. Program implementation is realized through various character-building activities, child protection outreach, and the wise use of digital technology. Program oversight is carried out through regular monitoring and evaluation by the principal and the SRA team. Program implementation still faces several obstacles, including limited understanding of the comprehensive SRA concept among some teachers, limited supporting infrastructure, and suboptimal parental involvement in supporting school programs. Efforts to overcome these obstacles include increasing program outreach, strengthening coordination among school members, and developing a collaborative culture to create a safe and child-friendly educational environment in the digital era.
Co-Authors Afrida Jaya Asmara Cucun Nurazizah Deti Yulianti Devi Octavianty Divia Avivah Emmalia Emmalia Eneng Nurjanah Erma Purwa Rahayu Erwin Sunandar Lubis Frebi Setia Pringga Herdiana Sastranegara Iis Aisyah Inda Eliana Novia Isti Ayu Oktrianty Kukuh Jaya Barokah Lilis Lise Suhartati Lora Widjayanti Moch Muschlih R Neng Evi Nurfaidah Nia Kaniati Nina Nuraeni Novia Sundariani Nunung Nur'aeni Reza Refhana Faisal Rifki Firdaus Rika Nopiyanti Rina Nurhayati Setiani Riska Riska Selvy Indah Kartikasari Siti Misliah Suci Susanti Suharyanto H. Soro Susanti Nurlestari Tri Sumartini Ujang Abdul Fatah Wiwi Kurnia Yani Suryani Yanti Apriyanti Yun Sri Wahyuni