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All Journal Al-Jabar : Jurnal Pendidikan Matematika HISTOGRAM: Jurnal Pendidikan Matematika Jurnal Ilmiah Peuradeun Desimal: Jurnal Matematika Edukasi Islami: Jurnal Pendidikan Islam Perspektif Ilmu Pendidikan Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Basicedu Journal of Humanities and Social Studies JTP - Jurnal Teknologi Pendidikan Jurnal EDUCATIO: Jurnal Pendidikan Indonesia SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) SABILARRASYAD Jurnal Dirosah Islamiyah Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Ideguru: Jurnal Karya Ilmiah Guru Journal La Edusci Fitrah: Journal of Islamic Education Mimbar Kampus Tafkir: Interdisciplinary Journal of Islamic Education Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities Jurnal Basicedu Dharmawangsa: International Journal of the Social Sciences, Education and Humanitis Electronic Journal of Education, Social Economics and Technology Euclid JME (Journal of Mathematics Education) Jurnal Penelitian Pendidikan Indonesia FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Relevan : Jurnal Pendidikan Matematika
Ananda, Rusydi
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Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Veterinary Other

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Pengembangan Bahan Ajar Evaluasi Pembelajaran Berbasis Transdisipliner Ananda, Rusydi; Rafida, Tien
Fitrah: Journal of Islamic Education Vol. 4 No. 1 (2023): Juni (2023)
Publisher : Sekolah Tinggi Agam Islam Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/fitrah.v4i1.370

Abstract

Learning success is one of the factors determined by teaching materials, but teaching materials compiled by lecturers are often not in accordance with university policies. In this regard, this study aims to produce learning evaluation teaching materials based on transdisciplinary. The focus of the study is on three things, namely feasibility, practicality, and effectiveness of transdisciplinary based learning evaluation courses. The research method uses research and development with reference to the theory of the Gall, Gall and Borg model which recommends the model developed by Dick, Carey and Carey. The results showed: (1) the transdisciplinary based learning evaluation course was developed starting from needs analysis, design, trial and revision. The developed learning is equipped with lecturer manuals, student manuals, and teaching books, (2) transdisciplinary based evaluation learning has been validated for its feasibility by learning design experts and material experts, with the results showing the learning product is feasible to use, (3) transdisciplinary based evaluation learning developed, has a practicality level with a score of 3.28 in the practical category, (4) transdisciplinary based evaluation learning is proven to be effective in improving student learning outcomes, with an N-Gain Score of 0.38 in the medium effectiveness category.
The Influence of Ethical Leadership, Teacher Capacity Building, and School Culture on the Performance of Madrasah Tsanawiyah Teachers Ananda, Rusydi; Sukoco, Sugeng; Khairuddin
JTP - Jurnal Teknologi Pendidikan Vol. 26 No. 2 (2024): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

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Abstract

This research is based on problems related to teacher performance seen from the perspective of the influence of ethical leadership, teacher capacity building, and school culture. The research objective is to describe: and school culture on teacher performance. (1) ethical leadership has a significant effect on school culture, (2) teacher capacity building has a significant effect on school culture (3) ethical leadership has a significant effect on teacher performance, (4) teacher capacity building leadership has a significant effect on teacher performance, ( 5) school culture has a significant effect on teacher performance, (6) ethical leadership has a significant effect on teacher performance through school culture (7) teacher capacity building has a significant effect on teacher performance through school culture and (8) the simultaneous influence of ethical leadership, teacher capacity building on teacher performance. The research method used is quantitative research using an expostfacto approach. The research population was 757 madrasah tsanawiyah teachers in Batubara Regency with a selected sample of 238 spread across 53 madrasas. The data collection instrument is a questionnaire designed with a Likert scale. The research hypothesis was tested using path analyst data analysis techniques. The research results show: (1) ethical leadership has a significant effect on school culture by 45.00%, (2) teacher capacity building has a significant effect on school culture by 66.90%, (3) ethical leadership has a significant effect on teacher performance of 33.00%, (4) teacher capacity building has a significant effect on teacher performance of 59.80%, (5) school culture has a significant effect on teacher performance of 37.50%, (6) ethical leadership has a significant effect on teacher performance through school culture was 61.40%, (7) teacher capacity building had a significant effect on teacher performance through school culture by 65.60%, and (8) ethical leadership, teacher capacity building, school culture simultaneously had an effect on performance Teacher. The findings of this research have the implication that efforts to improve teacher school culture can be done by increasing teacher capacity building among Madrasah Tsanawiyah teachers.
The Role of Organizational Culture, Leadership Behavior, and Job Satisfaction in Enhancing Teacher Productivity in Early Childhood Education Management Budimayansah, Bambang Lestrika; Ananda, Rusydi; Khadijah, Khadijah
Journal La Edusci Vol. 6 No. 5 (2025): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v6i5.2739

Abstract

This study aims to analyze the influence of organizational culture, leadership behavior, and job satisfaction on the work productivity of kindergarten teachers in Binjai City. Using a quantitative research approach, data were collected through questionnaires distributed to 120 teachers across several early childhood education institutions. The data were analyzed using descriptive statistics, reliability tests, and multiple regression analysis. The results revealed that all three independent variables significantly affect teacher productivity, both partially and simultaneously. The coefficient of determination (R²) value of 0.726 indicates that 72.6% of productivity variation is explained by these factors, while job satisfaction emerged as the most dominant variable. The findings suggest that a strong organizational culture promotes discipline and cooperation, effective leadership encourages motivation and commitment, and job satisfaction enhances enthusiasm and performance. Overall, the synergy among these three aspects creates a conducive and productive educational environment for early childhood teachers. This study emphasizes the importance of strengthening organizational culture, applying transformational leadership, and improving job satisfaction to optimize teacher productivity in early education institutions.
Lecturers’ Perceptions of Artificial Intelligence Use in Higher Education: A Comparative Study of Indonesia and Malaysia OK, Azizah Hanum; Arsyad, Junaidi; Budianti, Yusnaili; Ananda, Rusydi; Shukor, Syahirah Abdul; Ramli, Mohd Anuar
Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran Vol 12 No 3 (2025): TARBIYAH WA TA’LIM November 2025
Publisher : UIN Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/twt.v12i3.12041

Abstract

Abstrak Integrasi kecerdasan buatan (AI) semakin memengaruhi praktik pembelajaran di pendidikan tinggi, baik dalam efektivitas pedagogis maupun dinamika interaksi akademik. Penelitian ini menganalisis bagaimana dosen di Indonesia dan Malaysia memaknai serta mempraktikkan penggunaan AI, sekaligus mengidentifikasi faktor yang membentuk persamaan dan perbedaannya. Pendekatan kualitatif dengan desain comparative case study digunakan, melibatkan 30 dosen melalui survei naratif dan wawancara semi-terstruktur. Data dianalisis menggunakan Interpretative Phenomenological Analysis (IPA) dan analisis tematik. Hasil penelitian menunjukkan bahwa AI dipandang sebagai alat yang meningkatkan efisiensi kerja akademik dan mendukung pengembangan materi pembelajaran. Namun, muncul kekhawatiran mengenai ketergantungan mahasiswa, penurunan kemampuan berpikir kritis, serta akurasi keluaran AI. Perbedaan antarnegara terlihat pada kedalaman integrasi: dosen Malaysia cenderung lebih intensif memanfaatkan AI dalam aktivitas pembelajaran, sedangkan dosen Indonesia lebih berhati-hati dan menekankan verifikasi manual. Faktor kebijakan institusional, literasi digital, dan budaya akademik turut membentuk variasi tersebut. Temuan ini menegaskan pentingnya kebijakan penggunaan AI yang jelas serta penguatan literasi etis bagi dosen dan mahasiswa. Kata kunci: analisis fenomenologi interpretatif (IPA), dosen, kecerdasan buatan, pendidikan tinggi Abstract The integration of artificial intelligence (AI) is increasingly influencing learning practices in higher education, both in pedagogical effectiveness and in the dynamics of academic interaction. This study analyzes how lecturers in Indonesia and Malaysia interpret and practice the use of AI while identifying factors that form similarities and differences. A qualitative approach with a comparative case study design was used, involving 30 lecturers through narrative surveys and semi-structured interviews. The data were analyzed using Interpretative Phenomenological Analysis (IPA) and thematic analysis. The results show that AI is considered a tool that improves the efficiency of academic work and supports the development of learning materials. However, there are concerns about student dependency, decreased critical thinking skills, and the accuracy of AI output. Differences between countries can be seen in the depth of integration: Malaysian lecturers tend to use AI more intensively in learning activities, while Indonesian lecturers are more cautious and emphasize manual verification. Institutional policy factors, digital literacy, and academic culture also influence these variations. The findings emphasize the value of developing clear AI policies and strengthening ethical literacy for faculty and students. Keywords: artificial intelligence, higher education, Interpretative Phenomenological Analysis (IPA)
The Influence of Principal Leadership, Teacher Training, Organizational Culture, and Academic Supervision on the Performance of High School Teachers Nurojiyah, Siti; Ananda, Rusydi; Hadijaya, Yusuf
Journal La Edusci Vol. 6 No. 6 (2025): Journal La Edusci
Publisher : Newinera Publisher

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Abstract

This study investigates the influence of principal leadership, teacher training, organizational culture, and academic supervision on teacher performance in senior high schools in Labuhanbatu Selatan Regency. Using a quantitative approach with path analysis, data were collected from 152 teachers through questionnaires and analyzed to determine both direct and indirect relationships among the variables. The results indicate that principal leadership, teacher training, organizational culture, and academic supervision each have significant positive effects on teacher performance, both individually and collectively. Academic supervision also plays a mediating role, reinforcing the influence of leadership, training, and organizational culture on teacher performance. These findings highlight the importance of strong educational leadership, continuous professional development, and a positive school culture as key factors in enhancing teacher performance and educational quality. The study emphasizes that an integrated strategy combining effective leadership, collaborative culture, professional training, and consistent academic supervision can significantly improve the overall quality of education in senior high schools.
Teachers’ Personality Competence in Strengthening Character Education at Muhammadiyah Elementary Schools Anas, Maulidah Hasnah; Ananda, Rusydi; Sitorus, Ahmad Syukri
Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci
Publisher : Newinera Publisher

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Abstract

This study analyzes teachers’ understanding, practices, supporting and inhibiting factors, and the influence of teachers’ personality competence on character education at SD Swasta Muhammadiyah 02 Medan and SDS Muhammadiyah 11 Medan, using a multi-site qualitative approach. Data were collected through interviews, observations, and documentation, and analyzed through data condensation, data presentation, and conclusion drawing. The findings reveal that teachers’ understanding of personality competence is generally good, reflected in their discipline, responsibility, honesty, politeness, and noble character consistently applied in the learning process. Character values are integrated through exemplary speech and actions, including responsibility, discipline, empathy, and cooperation, reinforced by school culture and regular religious activities. Supporting factors include teacher training, regular religious gatherings, and peer support, while obstacles involve limited funding, heavy workloads, suboptimal teacher-parent communication, and diverse student backgrounds. Nevertheless, teachers demonstrate high dedication as role models. Overall, teachers’ personality competence has a significant influence on shaping students’ character, positioning teachers not only as educators but also as strategic agents in personality development at the primary education level.
Human Resource Transformation at Al-Jam'iyatul Washliyah Educational Institution: Multi-site Research Sundowo, Edi; Ananda, Rusydi; Dahlan, Zaini
Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i1.2872

Abstract

This multisite qualitative study explores the transformation of human resources at two Islamic educational institutions under Al-Jam’iyatul Washliyah: MAS Muallimin UNIVA Medan and MAS Al-Washliyah 12 Perbaungan. Using interviews, observation, documentation analysis, and institutional records, the research examines four core dimensions: the existing condition of human resources, the strategies employed to enhance teacher and staff capacity, the forms of transformation that strengthen performance and technological adaptation, and the institutional approaches used to navigate challenges and internal resistance. Findings show that both schools possess solid foundational structures adequate staffing in core subjects, strong collegial culture, and policies aligned with institutional values yet face persistent issues such as uneven workload distribution, limited welfare support, generational gaps in digital competence, and inconsistent data governance. Human resource transformation is driven through competency-based development, value-oriented recruitment, technology-assisted administration, and intergenerational mentoring, all supported by persuasive, participatory leadership rooted in Islamic ethics. The study concludes that sustainable transformation requires integrated strategies that merge professional capacity building, digital modernization, and reinforcement of religious identity. These findings contribute a novel hybrid model of HR development for Islamic educational institutions in contemporary contexts.
Teacher Work Commitment: Analysis of Work Team Factors, Work Motivation, and Job Satisfaction Siagian, Mhd. Darwis; Ananda, Rusydi; Rifai, Muhammad
Journal La Edusci Vol. 7 No. 2 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i2.2973

Abstract

This study aims to analyze the effects of work teams and work motivation on teachers’ work commitment, with job satisfaction acting as a mediating variable, at State Islamic Senior High Schools (Madrasah Aliyah Negeri) in Langkat Regency, Indonesia. Employing a quantitative ex post facto design, data were collected from 191 teachers selected through proportional random sampling. The research instruments consisted of validated and reliable Likert-scale questionnaires, and the data were analyzed using path analysis with SPSS. The findings reveal that work teams and work motivation have significant positive effects on job satisfaction and work commitment. Job satisfaction emerges as the most dominant predictor of work commitment and significantly mediates the relationship between work teams, work motivation, and work commitment. Collectively, work teams, work motivation, and job satisfaction explain 78% of the variance in teachers’ work commitment. These results support the Integrated Model of Organizational Behavior, emphasizing the importance of both individual and organizational factors in fostering teacher commitment. The study highlights the need for strengthening collaborative work cultures, enhancing motivation, and improving job satisfaction to sustain teachers’ commitment and improve the quality of education in Islamic secondary schools.
Co-Authors Abdi, Hasnan Abdi, Wuri Tamtama Adyan, Muhammad Afri, Lisa Dwi Ammamiarihta Ammamiarihta Anas, Maulidah Hasnah Anggraini, Pauli Anjani, Puri As-Sya’i, Ahmad Rasyid asliyah, nur Awalluddin, Awalluddin Azizah, Isnaini Azman, Muhammad Baskoro, Agung Batubara, Khoirunnisah Batubara, Rubiyah Budianti, Yusnaili Budimayansah, Bambang Lestrika Butar-Butar, Najaruddin Candra Wijaya, Candra Dani, Sulis Mawar Daulay, Aidil Ridwan Delzy Perkasa, Ripho Diana, Ega Didik Santoso Erni Widiastuti Fachruddin Azmi, Fachruddin Fakhruddin, M Gunawan, Imron Haidir, Haidir Handoko Handoko Harahap, Addurun Nafis Harahap, Ananda Aditya Sari Harahap, Khairunnisa Hasibuan, Eka Khairani Hati, Silvia Tabah Hidayat, Rafly Prahmana Indriani, Ulfa Dwi Junaidi Arsyad, Junaidi Khadijah Khadijah Khaesarani, Inayah Rizki Khairi, Ahmad Muammar Khairuddin Khesya, Nurhaliza Lubis, Irda Auliya Hadi Mahariah Mar'i, Khozali Mara Samin Lubis, Mara Samin Mardiana Mardiana Mardianto Maruhawa, Arenibi Mesiono, Mesiono Mohd Anuar Ramli Mousthofa, Ebaa Muhammad Azhar Muhammad Rifa’i Muhammad Rifai Mutia, Dhini Indar MZ, ISMAIL Nahar, Syamsu Nasution, Afrina Nasution, Juara Monang Nasution, Neysa Vania Nasution, Rosida Hanum Novianti, Lia NUR, WAHYUDDIN Nurmawati Nurmawati Nurojiyah, Siti OK, Azizah Hanum Panjaitan, Nuraini Pulungan, Ellly Damayanti Pulungan, Elly Damayanti Putri, Hairani Ananda rifa'i, Muhammad Rifai , Muhammad Ritonga, Maharani Sartika Ritonga, Mashabi M. Noor Rizki Ananda Sabrina, Annisa Sagala, Suwastati Salamah Br. Ginting, Siti Salim Salim Sara, Mayang Vita Sastika, Weni Sepriani, Elmi Shaleh, Waladun Shukor, Syahirah Abdul Siagian, Amrullah Siagian, Mhd. Darwis Sinaga, Ali Imran Sintiya, Sindy Siregar, Mhd. Rizkiy Bahar Siti Istiningsih, Siti Siti Maysarah Sitorus, Ahmad Syukri Suhartono, Budi Sukoco, Sugeng Sulastri Sulastri Sulistiono, Joko Sundowo, Edi Suriani, Rini Surianto Surianto Suwandi Suwandi Suwardi Suwardi Syahputri, Dahlianasari Syaukani Syaukani Syukri, Makmur Tien Rafida, Tien Wandini, Rora Rizky Wardani, Liza Wariyanti, Wariyanti Yahfizham Yuliyanti, Poppy Yusuf Hadijaya Zaini Dahlan Zulfa