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All Journal Lencana: Jurnal Inovasi Ilmu Pendidikan Jurnal Ilmu Kedokteran dan Kesehatan Indonesia
Moch Widjanarko
Universitas Muria Kudus
Arts Humanities Education Health Professions Languange, Linguistic, Communication & Media Public Health Other

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Peran Keterampilan Sosial Emosional (KSE) terhadap Kesiapan Psikologis Murid Kelas VI SD dalam Menghadapi Tes Kemampuan Akademik (TKA) Nur Hidayati; Moch Widjanarko; Indah Lestari
Jurnal Ilmu Kedokteran dan Kesehatan Indonesia Vol. 6 No. 1 (2026): Maret : Jurnal Ilmu Kedokteran dan Kesehatan Indonesia
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jikki.v6i1.9720

Abstract

The implementation of the Academic Ability Test (TKA) at the elementary school level requires not only students’ cognitive readiness but also psychological readiness to enable them to cope adaptively with evaluation-related pressure. One factor believed to play an important role in developing psychological readiness is Social Emotional Learning (SEL), which include self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. This study aims to analyze the role of Social Emotional Skills in the psychological readiness of sixth-grade elementary school students in facing the Academic Ability Test. This research employed a quantitative approach with a correlational design. Data were collected through a Likert-scale questionnaire administered to sixth-grade students at SDN 1, 2, and 3 Ngetuk, Ngetuk village, Nalumsari district, Jepara regency. Data analysis was conducted using correlation analysis and simple linear regression. The results indicate a significant positive relationship between Social Emotional Learning and students’ psychological readiness. Regression analysis further reveals that Social Emotional Skills make a substantial contribution to students’ psychological readiness in facing the Academic Ability Test, indicating that higher levels of Social Emotional Learning are associated with higher levels of psychological readiness. These findings confirm that Social Emotional Skills play a crucial role in fostering mental resilience, self-confidence, and students’ ability to manage anxiety when confronting nationally standardized academic assessments. The implications of this study suggest that elementary schools in Indonesia need to systematically integrate the development of Social Emotional Learning into instructional practices and school culture to ensure that students possess optimal psychological readiness when undergoing nationally standardized academic evaluations such as the Academic Ability Test.
Pengaruh Pelatihan Guru dan Kompetensi Digital terhadap Kualitas Pembelajaran di Sekolah Dasar Riska Anis Wulan Ningrum; Sri Utaminingsih; Moch Widjanarko
Lencana: Jurnal Inovasi Ilmu Pendidikan Vol. 3 No. 3 (2025): Juli: Jurnal Inovasi Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/lencana.v3i3.6251

Abstract

This study aims to analyze the influence of teacher training and digital competence on the quality of learning in elementary schools in Jaken District, Pati Regency. The study employed a quantitative approach using an explanatory survey design. The sample consisted of 148 elementary school teachers selected through proportional random sampling. Data were collected using a Likert-scale questionnaire and analyzed using Structural Equation Modeling (SEM) with AMOS 24. The findings indicate that teacher training significantly affects digital competence and learning quality. Digital competence also significantly influences learning quality and acts as a mediating variable in the relationship between teacher training and learning quality. These findings confirm that continuous professional development integrated with digital literacy strengthening is essential for improving learning quality in the implementation of the Merdeka Curriculum. The study contributes theoretically by integrating andragogy and TPACK frameworks and practically by providing recommendations for schools and policymakers in designing sustainable teacher training programs.
Co-Authors Indah Lestari, Indah Nur Hidayati Riska Anis Wulan Ningrum Sri Utaminingsih