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All Journal Jurnal Pendidikan, Sains dan Teknologi Jurnal Ilmu Manajemen Dan Pendidikan
Enceria Damanik
Departemen Administrasi Pendidikan, Fakultas Ilmu Pendidikan, Universitas Negeri Padang
Humanities Automotive Engineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences

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Analisis Uraian Tugas Tenaga Administrasi Sekolah Urusan Kurikulum Di Slta Se-Kecamatan Pariaman Timur Susilawati .; Rusdinal .; Irsyad .; Enceria Damanik
Jurnal Ilmu Manajemen dan Pendidikan | E-ISSN : 3062-7788 Vol. 3 No. 2 (2026): Juli - September
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62379/jimp.v3i2.2301

Abstract

This study was motivated by variations in how School Administrative Staff (TAS) handle curriculum-related tasks across secondary schools (SLTA) in the East Pariaman District. Not all schools have administrative staff dedicated specifically to curriculum administration; consequently, these tasks are carried out through the appointment of existing administrative staff or the formation of working groups based on school needs. This study aims to analyze the job descriptions, implementation bases, challenges, and supporting factors regarding the performance of curriculum-related tasks by School Administrative Staff. This study employs a qualitative approach using a descriptive method. Research informants included the Deputy Principal for Curriculum Affairs and School Administrative Staff from MAN Kota Pariaman, SMKN 1 Pariaman, and SMAN 5 Pariaman. Data were collected through observation, interviews, and documentation, and subsequently analyzed using data reduction, data presentation, and conclusion drawing. Data validity was verified through source, technique, and time triangulation. The results indicate that the execution of curriculum-related tasks by School Administrative Staff varies across schools depending on their specific conditions and needs. SMAN 5 Pariaman has dedicated administrative staff for curriculum affairs, whereas at MAN Kota Pariaman and SMKN 1 Pariaman, these tasks are performed by appointed administrative staff or through a Curriculum Working Group (Pokja). Task execution is guided by formal job descriptions, official decrees on task allocation, curriculum work programs, and leadership directives. Challenges faced include limited administrative personnel, heavy workloads, changes in curriculum policy, and the demands of digital-based administration. Supporting factors include coordination, clear task allocation, human resource competence, and training in curriculum administration.
Tingkat Literasi Informasi Guru Sekolah Menengah Kejuruan Negeri (SMKN) Se-Kabupaten Lebong Julia Salsabila; Nurhizrah Gistituati; Hanif Alkadri; Enceria Damanik
Jurnal Pendidikan, Sains Dan Teknologi Vol. 5 No. 3 (2026): Juli-September
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpst.v5i3.5084

Abstract

Information literacy is an essential competency that teachers must possess to respond to rapid technological developments, the implementation of the Merdeka Curriculum, and the demands of 21st-century learning. However, the information literacy level of teachers, particularly those working in public vocational high schools (SMKN) in Lebong Regency, has not been empirically identified, making it necessary to provide an evidence-based description as a basis for teacher professional development. This study aimed to describe the information literacy level of teachers at public vocational high schools in Lebong Regency based on four indicators: identifying information needs, accessing information, evaluating information, and using information. This study employed a descriptive quantitative approach. The population consisted of 133 teachers from four public vocational high schools in Lebong Regency. The sample was determined using the Slovin formula with a 5% margin of error and distributed through proportional random sampling, resulting in 103 respondents. Data were collected using a 40-item Likert-scale questionnaire. The instrument met the validity requirements based on the Pearson Product Moment test and demonstrated high reliability with a Cronbach's Alpha coefficient of 0.974. Data were analyzed using descriptive statistics, including mean scores and the Respondent Achievement Level (TCR). The findings revealed that the overall information literacy level of teachers was in the moderate category, with a mean score of 3.87 and a TCR of 77.35%. The highest achievement was found in the information use indicator (80.36%), categorized as high, while the lowest achievement was in information access (74.26%), categorized as moderate. These findings indicate that although teachers have been able to utilize information effectively in teaching, their competencies in identifying information needs, accessing information, and evaluating information still require improvement through continuous professional development programs.
Co-Authors Hanif Alkadri Irsyad . Julia Salsabila Nurhizrah Gistituati Rusdinal . Susilawati .