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All Journal Jurnal Manajemen Pendidikan EDUJAVARE: International Journal of Educational Research
Sanasintani Sanasintani
Institut Agama Kristen Negeri Palangka Raya, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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STRATEGI MANAJEMEN GURU DALAM MENINGKATKAN KEDISIPLINAN PESERTA DIDIK DI SMA KRISTEN PALANGKARAYA Reonald Mikhel Nicolaus; Sanasintani Sanasintani; Lukas Lukas
Jurnal Manajemen Pendidikan Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i4.3678

Abstract

This study aims to describe the planning, implementation, and evaluation of teachers’ management strategies in improving student discipline at SMA Kristen Palangka Raya, in response to recurring problems such as tardiness, uniform violations, low participation in learning, and inappropriate gadget use. Methods: This study used a qualitative case study approach. Data were collected through interviews, observation, and documentation involving the principal, teachers, and students selected through purposive sampling, then analyzed through data reduction, data display, and conclusion drawing/verification. Results: The findings show that (1) strategy planning was carried out collaboratively and systematically through discipline-coaching programs integrated with Christian values, the joint formulation of school rules involving the principal, teachers, the school committee, and students, and initial guidance provided since the school orientation period; (2) strategy implementation was carried out through teachers’ exemplary behavior and consistency in enforcing rules, student supervision strengthened by cooperation with parents, and the provision of educative reward and punishment without physical violence; and (3) strategy evaluation was conducted periodically every semester through monitoring and observation, together with success assessment based on students’ self-awareness, the main obstacles being low self-awareness among some students and limited parental support.
The Influence of a Teacher's Classical Teaching Style on Student Learning Engagement in Grade V Elementary School Classes Efsa Lestari; Sanasintani Sanasintani; Agus Sutrisno Muljono
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.2226

Abstract

Active learning is one of the important aspects in learning Christian Religious Education (PAK). Students are not only expected to listen to the teacher's explanation, but also to be involved in learning activities, such as doing assignments, asking questions, expressing opinions, and seeking information. In this case, the classical teaching style places the teacher as the center of material delivery so that student involvement needs attention. This study aims to determine the influence of teachers' classical teaching style on student learning activity in PAK learning in grade V of SDN 4 Palangka and measure the magnitude of this influence. This study uses a quantitative approach with a non-experimental design. Respondents of the research were students in grade V of SDN 4 Palangka. Data were collected through a Likert scale questionnaire and documentation. Furthermore, data were analyzed using descriptive statistics, residual normality test, simple linear regression, t-test, and determination coefficient with the help of IBM SPSS Statistics 27. The results showed that the teacher's classical teaching style obtained an average score of 3.88 per item, while the student's learning activity obtained an average score of 3.86 per item. Both variables are included in the high category. The results of the t-test showed a calculated t-value of 5.871 with a significance value of less than 0.001. These results show that the teacher's classical teaching style has a positive and significant statistical influence on student learning activity. Meanwhile, the determination coefficient value (R Square) of 0.552 shows that the regression model is able to explain 55.2% of the variation in student learning activity scores. The remaining 44.8% cannot be explained by this research model. Thus, there is a positive and significant predictive relationship between teachers' classical teaching styles and students' learning activity in PAK learning in grade V of SDN 4 Palangka.
Co-Authors Agus Sutrisno Muljono Efsa Lestari Lukas Lukas Reonald Mikhel Nicolaus