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All Journal Lencana: Jurnal Inovasi Ilmu Pendidikan
Amos Rombe
Sekolah Tinggi Keguruan dan Ilmu Pendidikan Abdi Wacana Wamena
Arts Humanities Education Languange, Linguistic, Communication & Media Other

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Peran Kepemimpinan Kepala Sekolah, Kemampuan Guru, dan Atmosfer Sekolah dalam Mempengaruhi Kinerja Guru SD di Distrik Mulia, Puncak Jaya Barton Wenda; Marthinus Kayame; Amos Rombe
Lencana: Jurnal Inovasi Ilmu Pendidikan Vol. 4 No. 1 (2026): Januari :Jurnal Inovasi Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/lencana.v4i1.6090

Abstract

This purposes of this study is to examine and assess, through empirical evidence, how principal leadership has an impact on teachers’ performance, considering the separate and combined effects of the relevant variables. A quantitative method was utilized, applying an explanatory research framework. The research employed a total sampling method, engaging 72 respondents, with every teacher participating as research subjects. Data gathering was carried out via observation, analysis of documents, and the distribution of questionnaires. The data was then processed with SPSS version 19 and analyzed using both simple and multiple linear regression models. T-tests were utilized for hypothesis testing to assess partial effects, while F-tests were employed to analyze simultaneous effects. The results show that principal leadership explains 17% of the variance in teaching performance. Meanwhile, educator competence contributes 5%, and school climate accounts for 10.4%. When examined jointly, the collaboration of principal leadership and educator competence shows 18.6% of the variance in teaching performance. In addition, the interaction between principal leadership and school climate contributes 20.9%. Furthermore, the combined effect of teacher competence and school climate accounts for 7.8%. Overall, principal leadership, teacher competence, and school climate collectively explain 23.5% of the variation in educator performance. 
Pengaruh Penggunaan Model Pembelajaran Kooperatif Tipe STAD terhadap Hasil Belajar pada Materi Vektor di Kelas X SMA YPPK Santo Thomas Wamena Citra Ratna Napitupulu; Amos Rombe; Depince Yoman
Lencana: Jurnal Inovasi Ilmu Pendidikan Vol. 4 No. 1 (2026): Januari :Jurnal Inovasi Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/lencana.v4i1.6258

Abstract

This paper looks at how the “Student Teams Achievement Division” (STAD) cooperative learning paradigm affects Grade X students at SMA YPPK Santo Thomas Wamena learning outcomes in vector material. A non-equivalent pre-test and post-test control group design, a quasi-experimental method, and a quantitative approach were used. A control class that received instruction using traditional methods and The participants included an experimental class taught using the model STAD. Pre-test and post-test evaluations were used to gather data, and SPSS version 21 was used for analysis, including normality, homogeneity, and hypothesis testing. The findings demonstrated that through group discussions, cooperative tasks, presentations, and peer replies, STAD fostered a more dynamic and cooperative learning environment. The learning outcome comparison showed higher improvement in the experimental class than in the control class, while statistical analysis confirmed that the data met the assumptions of normality and homogeneity. The alternative hypothesis was accepted when the hypothesis test yielded a significance value of 0.000 (< 0.05). As a result, the model of STAD greatly enhances students' learning outcomes when it comes to vector content.
Co-Authors Barton Wenda Citra Ratna Napitupulu Depince Yoman Marthinus Kayame