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All Journal GEA, Jurnal Pendidikan Geografi JKP | JURNAL KEPEMIMPINAN PENDIDIKAN
A. Ghani, Abd. Rahman
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Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Evaluation of Senior High School Geography Curriculum using Countenance’s Model and A Responsive Approach Saptorini, Peni; A. Ghani, Abd. Rahman; Binfas, Maman Abdul Majid
Jurnal Pendidikan Geografi Gea Vol 21, No 1 (2021)
Publisher : Indonesia University of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/gea.v21i1.31634

Abstract

This study aims to evaluate the Geography curriculum for senior high school using Countenance’s model and responsive approach. This study is qualitative research and it used the interview and document study for data collecting. The interview was done by interviewing 15 Geography teachers of senior high school in the West Java Province. The interview also has been done by interviewing the leader of Association of Indonesian Geography and the Coordinator of Facilitation and Curriculum Evaluation from the Center of Curriculum of Ministry of Education and Culture. Document study has been done by studying the document of 2018 Revision from 2013 Curriculum. The data of the research has been analyzed using interactive analysis from Miles and Huberman. The results shows: (1) 75% interviewees said that the design of Geography curriculum should be reviewed; (2) 87% interviewees said that having Geography in the specialization social subject is less precise;(3)  63% interviewees said that distribution of basic competency and material of Geography for class X-XII should be reorganized;(4) Need improvement in Geography learning, so it would encourage critical and analytical thinking, also the student’s geocapabilities. The recommendations are: (1) The team of curriculum development should consider the suggestions  about the change of Geography curriculum; (2) MGMP Geography in the regencies or provinces should arrange any programs to increase the competencies of Geography teachers which is collaborated with the other stakeholders; (3) Formulating the draft of new curriculum should consider any suggestions so Geography would be given the realistic contribution in lives.
THE INFLUENCE OF TRANSFORMATIONAL LEADERSHIP, WORK CULTURE, AND SELF-CONCEPT ON TEACHER PERFORMANCE MINAYATI, Minayati; Khuluqo, Ihsana El; A. GHANI, Abd. Rahman
Journal of Education and Leadership in Education Vol 8 No 1 (2025): JURNAL KEPEMIMPINAN PENDIDIKAN
Publisher : Universitas of Muhammadiyah Prof. DR. HAMKA Jakarta (UHAMKA University)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jkpuhamka.v8i1.20948

Abstract

The purpose of this study is to analyze, and test: the influence of transformational leadership, work culture and self-concept on teacher performance in driving schools throughout Tangerang City. This study uses a causal survey method with a path analysis technique. The population in this study is all driving teachers in Tangerang City totaling 165 teachers with a sample of 117 teachers taken based on proportional random sampling. The analysis technique used is the path analysis technique. Based on the results of the analysis, it is known: 1) There is a direct positive and significant influence of transformational leadership on teacher performance; 2) There was a direct positive and significant influence of work culture on teacher performance; 3) There was a direct positive and significant influence of teachers' self-concept on teacher performance; 4) There was a direct positive and significant influence of transformational leadership on teachers' self-concept; 5) There was a direct positive and significant influence of work culture on teachers' self-concept; 6) There was a direct positive and significant influence of transformational leadership on work culture.
THE EFFECT OF PRINCIPAL SUPERVISION, SCHOOL CULTURE, AND WORK MOTIVATION ON THE PERFORMANCE OF PUBLIC ELEMENTARY SCHOOL TEACHERS AZIZAH, Azizah; A. GHANI, Abd. Rahman
Journal of Education and Leadership in Education Vol 8 No 1 (2025): JURNAL KEPEMIMPINAN PENDIDIKAN
Publisher : Universitas of Muhammadiyah Prof. DR. HAMKA Jakarta (UHAMKA University)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jkpuhamka.v8i1.20950

Abstract

The purpose of this study is to analyze the effect of principal supervision, school culture, and teacher work motivation on teacher performance The method in this study is a causal survey method with path analysis techniques. The population in this study were all elementary school teachers in Cluster 1 of Periuk District, Tangerang City, totaling 139 teachers. With a sample of 103 teachers taken based on proportional random sampling, with path analysis techniques. The findings of this study reveal that principal supervision plays an important role in improving teacher performance. Effective supervision not only provides direction and control but also motivates teachers to carry out their tasks more responsibly and professionally. Likewise, school culture is shown to have a significant positive influence on teacher performance, where a conducive and collaborative culture fosters discipline, responsibility, and innovation among teachers. In addition to its direct impact on performance, principal supervision also has a strong effect on teacher work motivation, while school culture contributes positively to encouraging teachers to remain enthusiastic and committed in fulfilling their duties. Furthermore, teacher work motivation itself significantly enhances teacher performance, indicating that motivated teachers are more likely to achieve optimal results in the learning process. Another important finding is that principal supervision strongly shapes school culture, suggesting that leadership style and supervisory practices influence the values, norms, and habits that develop within the school environment. Collectively, these results highlight the interrelationship between supervision, school culture, and teacher motivation as key determinants of teacher performance improvement.
Co-Authors Azizah Azizah Binfas, Maman Abdul Majid Ihsana El Khuluqo MINAYATI, Minayati Saptorini, Peni