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Human Resource Management in Education: Optimizing Teacher Performance for Better Learning Outcomes Permatasari, Nirwana; Tandiayuk, Suryadi
Golden Ratio of Mapping Idea and Literature Format Vol. 3 No. 1 (2023): July - January
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grmilf.v3i1.354

Education serves as the cornerstone of national development, and the quality of teaching plays a pivotal role in shaping an exceptional generation. In the dynamic landscape of education, characterized by global shifts and technological advancements, the challenges faced by the sector transcend traditional boundaries. Teachers, as primary conveyors of knowledge, skills, and values, stand at the forefront of this evolving landscape, necessitating optimal performance and adaptability. The attainment of quality education relies on a nuanced understanding and the strategic implementation of Human Resource Management (HRM) practices within the education sector. HRM in education is not confined to mere administrative tasks but represents a strategic imperative that shapes the overall learning experience. From recruitment to professional development, HRM plays a crucial role in equipping educators to meet the evolving demands of the educational landscape. The dynamic interplay between global shifts, the evolving roles of educators, and the imperative for optimal performance underscores the pressing need for a sophisticated approach to HRM in education. This study explores innovative strategies to optimize teacher performance and address unique challenges within education. HR practices, encompassing recruitment, professional development, compensation, and performance management, emerge as essential components for enhancing student outcomes. The effectiveness of HRM strategies is intricately linked to factors such as leadership, organizational culture, and the broader social, political, and economic contexts. An effective HRM system recognizes the dynamic role of teachers, empowering them with current knowledge and skills. The synergy between HRM practices and the quality of human resources acknowledges teachers as dynamic contributors to the learning process. Innovative HRM strategies in education encompass the utilization of technology, personalized professional development, and the promotion of an inclusive work culture. Challenges, ranging from resource shortages to curriculum changes and social factors influencing teacher performance, are thoughtfully addressed. The intricate relationship between HRM and student learning outcomes is investigated, with the aim of achieving alignment between teacher performance and student achievement. The narrative envisions a future where HRM serves as a driving force for educational excellence, fostering an environment that supports growth, innovation, and the quality of learning.

The Relationship Between Perceived Emotional Intelligence and Late Adolescent Autonomy Permatasari, Nirwana; Anwar, Shafira Rezky; Rustham, A. Tenri Pada
Golden Ratio of Social Science and Education Vol. 1 No. 2 (2021): June - November
Publisher : Manunggal Halim Jaya

This study aims to determine the relationship between perceived emotional intelligence and late adolescent autonomy in Makassar City. This study uses quantitative methods with a correlational research design. The Trait Meta-Mood Scale-30 (TMMS-30) and adolescent autonomy scale were given to the research sample selected by purposive sampling method, totaling 453 respondents of adolescent aged 18-21 years; data college use online survey. The object of study is located in Makassar City and identifying themselves Bugis ethnicity. The demonstration and data analysis results using the Bivariate Pearson correlation test showed a positive (unidirectional) relationship between perceived emotional intelligence and late adolescent autonomy. However, the relationship between these variables was moderate (R-calculated = 0.417; with Sig. level < 0.01). The demonstration of the correlation of these variables means that the higher the level of perceived emotional intelligence possessed by adolescents is in line with the level of autonomy of adolescents. However, our study also underlines that the ability of perceived emotional intelligence in predicting the autonomy factor of adolescents is in the moderate category. It is assumed that the control of the perceived emotional intelligence variable is not strong enough to justify its role in the autonomy of late adolescents in this study.

Contribution of Perceived Social Support (Peer, Family, and Teacher) to Academic Resilience during COVID-19 Permatasari, Nirwana; Rahmatillah Ashari , Farhana; Ismail, Nursyamsu
Golden Ratio of Social Science and Education Vol. 1 No. 1 (2021): December - May
Publisher : Manunggal Halim Jaya

The purpose of this study is analyzed and reconfirm each item on perceived social support e.g., peers, families, and teachers on academic resilience based on online learning during COVID-19. This study uses a quantitative approach with a correlational design as a method. The sample in this study consisted of 291 cadets at Politeknik Ilmu Pelayaran (Marine Science Polytechnic) in Makassar city selected through accidental sampling. Data were analyzed using linear regression analysis with SPSS as a statistical tool. The result of this study indicates perceived social support significantly contributes to academic resilience at 71.8% (R2 = 0.718; Sig < 0.01), and 28.2% comes from outside of the study variables. Every aspect of perceived social support contributes to academic resilience. The contribution of family support by 42.4; teacher support by 16.6%, and peer support by 12.8%. The findings in the study show that family support is the support element that dominant contributes for students in the online learning during the process and gives the highest contribution to academic resilience in the online learning process. Therefore, individuals' perception of peers, family, and teachers who can provide assistance, support, and care when students experience difficulties in the academic field can increase academic resilience.

Mengoptimalkan Adaptasi di Tahun Pertama Perkuliahan untuk Meraih Keberhasilan Studi Permatasari, Nirwana; Suminar, Dewi Retno; Hendriani, Wiwin
Celebes Journal of Community Services Vol. 3 No. 2 (2024): Juni - November
Publisher : STIE Amkop Makassar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Tujuan kegiatan pengabdian ini adalah untuk mengoptimalkan adaptasi mahasiswa di tahun pertama perkuliahan untuk meraih keberhasilan studi. Metode pelaksanaan pengabdian ini dilaksanakan selama setengah hari (half day meeting), dimana terdapat tiga tema dari pemateri yang berbeda yaitu: pentingnya college adjustment pada mahasiswa; penguatan coping dan self efficacy sebagai mahasiswa; mengoptimalkan keterampilan dan relasi sosial di tahun pertama perkuliahan. Evaluasi dalam kegiatan pengabdian masyarakat ini dilakukan dengan melihat beberapa komponen, diantaranya keaktifan peserta, penilaian teknis kegiatan, instrumen The College Adjustment Test (CAT) instrumen untuk melihat sejauh mana mahasiswa mengalami berbagai pemikiran dan perasaan tentang kedatangan mereka di perguruan tinggi selama minggu-minggu pertama, dan survei sederhana untuk melihat bagaimana keputusan mahasiswa untuk melanjutkan pendidikan ke perguruan tinggi, keputusan dalam memilih universitas, dan terkait dengan penyesuaian dengan perguruan tinggi. Mahasiswa melalui keaktifannya mengikuti kegiatan menunjukkan minat yang besar untuk mampu mengembangkan strategi coping dan self efficacy, serta berupaya mengoptimalkan keterampilan dan relasi sosial sebagai mahasiswa untuk melakukan penyesuaian di tahun pertama perkuliahan.

Human Resource Management in Education: Optimizing Teacher Performance for Better Learning Outcomes Permatasari, Nirwana; Tandiayuk, Suryadi
Golden Ratio of Mapping Idea and Literature Format Vol. 3 No. 1 (2023): July - January
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grmilf.v3i1.354

Education serves as the cornerstone of national development, and the quality of teaching plays a pivotal role in shaping an exceptional generation. In the dynamic landscape of education, characterized by global shifts and technological advancements, the challenges faced by the sector transcend traditional boundaries. Teachers, as primary conveyors of knowledge, skills, and values, stand at the forefront of this evolving landscape, necessitating optimal performance and adaptability. The attainment of quality education relies on a nuanced understanding and the strategic implementation of Human Resource Management (HRM) practices within the education sector. HRM in education is not confined to mere administrative tasks but represents a strategic imperative that shapes the overall learning experience. From recruitment to professional development, HRM plays a crucial role in equipping educators to meet the evolving demands of the educational landscape. The dynamic interplay between global shifts, the evolving roles of educators, and the imperative for optimal performance underscores the pressing need for a sophisticated approach to HRM in education. This study explores innovative strategies to optimize teacher performance and address unique challenges within education. HR practices, encompassing recruitment, professional development, compensation, and performance management, emerge as essential components for enhancing student outcomes. The effectiveness of HRM strategies is intricately linked to factors such as leadership, organizational culture, and the broader social, political, and economic contexts. An effective HRM system recognizes the dynamic role of teachers, empowering them with current knowledge and skills. The synergy between HRM practices and the quality of human resources acknowledges teachers as dynamic contributors to the learning process. Innovative HRM strategies in education encompass the utilization of technology, personalized professional development, and the promotion of an inclusive work culture. Challenges, ranging from resource shortages to curriculum changes and social factors influencing teacher performance, are thoughtfully addressed. The intricate relationship between HRM and student learning outcomes is investigated, with the aim of achieving alignment between teacher performance and student achievement. The narrative envisions a future where HRM serves as a driving force for educational excellence, fostering an environment that supports growth, innovation, and the quality of learning.

The Relationship Between Perceived Emotional Intelligence and Late Adolescent Autonomy Permatasari, Nirwana; Anwar, Shafira Rezky; Rustham, A. Tenri Pada
Golden Ratio of Social Science and Education Vol. 1 No. 2 (2021): June - November
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grsse.v1i2.93

This study aims to determine the relationship between perceived emotional intelligence and late adolescent autonomy in Makassar City. This study uses quantitative methods with a correlational research design. The Trait Meta-Mood Scale-30 (TMMS-30) and adolescent autonomy scale were given to the research sample selected by purposive sampling method, totaling 453 respondents of adolescent aged 18-21 years; data college use online survey. The object of study is located in Makassar City and identifying themselves Bugis ethnicity. The demonstration and data analysis results using the Bivariate Pearson correlation test showed a positive (unidirectional) relationship between perceived emotional intelligence and late adolescent autonomy. However, the relationship between these variables was moderate (R-calculated = 0.417; with Sig. level < 0.01). The demonstration of the correlation of these variables means that the higher the level of perceived emotional intelligence possessed by adolescents is in line with the level of autonomy of adolescents. However, our study also underlines that the ability of perceived emotional intelligence in predicting the autonomy factor of adolescents is in the moderate category. It is assumed that the control of the perceived emotional intelligence variable is not strong enough to justify its role in the autonomy of late adolescents in this study.

Contribution of Perceived Social Support (Peer, Family, and Teacher) to Academic Resilience during COVID-19 Permatasari, Nirwana; Rahmatillah Ashari , Farhana; Ismail, Nursyamsu
Golden Ratio of Social Science and Education Vol. 1 No. 1 (2021): December - May
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grsse.v1i1.94

The purpose of this study is analyzed and reconfirm each item on perceived social support e.g., peers, families, and teachers on academic resilience based on online learning during COVID-19. This study uses a quantitative approach with a correlational design as a method. The sample in this study consisted of 291 cadets at Politeknik Ilmu Pelayaran (Marine Science Polytechnic) in Makassar city selected through accidental sampling. Data were analyzed using linear regression analysis with SPSS as a statistical tool. The result of this study indicates perceived social support significantly contributes to academic resilience at 71.8% (R2 = 0.718; Sig < 0.01), and 28.2% comes from outside of the study variables. Every aspect of perceived social support contributes to academic resilience. The contribution of family support by 42.4; teacher support by 16.6%, and peer support by 12.8%. The findings in the study show that family support is the support element that dominant contributes for students in the online learning during the process and gives the highest contribution to academic resilience in the online learning process. Therefore, individuals' perception of peers, family, and teachers who can provide assistance, support, and care when students experience difficulties in the academic field can increase academic resilience.

Meta-analysis of Self-Adjustment Factors of Migrant Students in Indonesia Permatasari, Nirwana; Permatasari, Nirwana; Suminar, Dewi Retno; Hendriani, Wiwin
Psychological Research on Urban Society Vol. 7, No. 2
Publisher : UI Scholars Hub

Show Abstract | Download Original | Original Source | Check in Google Scholar

The increasing trend of higher education has led to a desire for higher quality education among migrant students. Migrant students typically face a variety of challenges from the moment they leave home, including the need to adapt to both new cultures and norms, as well as new educational experiences. The purpose of this study is to examine the adjustment factors of migrant students in Indonesia by synthesizing findings from relevant studies. The method used is meta-analysis, this analysis explores the multifaceted relationship between various factors and the adjustment process of migrant students in the context of higher education in Indonesia. The procedure was to develop review questions, develop inclusion and exclusion criteria, conduct a literature search strategy, identify articles, abstract and assess the risk of bias, and synthesize findings. The databases used were Google Scholar, Garuda Portal and Microsoft Academic. There were 16 articles included in the inclusion category. The results showed that personality and intelligence factors, learning process factors, environmental factors and cultural factors significantly improved the adjustment of migrant students in Indonesia with pooled ORs of 0.48 (95% CI 0.36-0.59) for personality and intelligence factors, 0.52 (95% CI 0.33-0.72) for learning process factors, 0.35 (95% CI 0.21-0.50) for environmental factors, and -0.16 (95% CI -1.48-1.15) for cultural factors. By integrating insights from multiple sources, this meta-analysis provides a comprehensive understanding of the complexities involved in the adjustment of overseas students in Indonesia. The findings provide valuable insights for developing tailored support mechanisms, interventions, and policies to enhance the academic and social success of international students in higher education settings in Indonesia.

Meta-analysis of Self-Adjustment Factors of Migrant Students in Indonesia Permatasari, Nirwana; Permatasari, Nirwana; Suminar, Dewi Retno; Hendriani, Wiwin
Psychological Research on Urban Society Vol. 7, No. 2
Publisher : UI Scholars Hub

Show Abstract | Download Original | Original Source | Check in Google Scholar

The increasing trend of higher education has led to a desire for higher quality education among migrant students. Migrant students typically face a variety of challenges from the moment they leave home, including the need to adapt to both new cultures and norms, as well as new educational experiences. The purpose of this study is to examine the adjustment factors of migrant students in Indonesia by synthesizing findings from relevant studies. The method used is meta-analysis, this analysis explores the multifaceted relationship between various factors and the adjustment process of migrant students in the context of higher education in Indonesia. The procedure was to develop review questions, develop inclusion and exclusion criteria, conduct a literature search strategy, identify articles, abstract and assess the risk of bias, and synthesize findings. The databases used were Google Scholar, Garuda Portal and Microsoft Academic. There were 16 articles included in the inclusion category. The results showed that personality and intelligence factors, learning process factors, environmental factors and cultural factors significantly improved the adjustment of migrant students in Indonesia with pooled ORs of 0.48 (95% CI 0.36-0.59) for personality and intelligence factors, 0.52 (95% CI 0.33-0.72) for learning process factors, 0.35 (95% CI 0.21-0.50) for environmental factors, and -0.16 (95% CI -1.48-1.15) for cultural factors. By integrating insights from multiple sources, this meta-analysis provides a comprehensive understanding of the complexities involved in the adjustment of overseas students in Indonesia. The findings provide valuable insights for developing tailored support mechanisms, interventions, and policies to enhance the academic and social success of international students in higher education settings in Indonesia.

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