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THE SKILLS OF JAMBI FIELD EXTENSION OFFICERS (FEO) IN WRITING RESEARCH PAPERS Denmar, Denny; Sari, Siti Rahma
Dinasti International Journal of Digital Business Management Vol. 1 No. 5 (2020): Dinasti International Journal of Digital Business Management (August - Septembe
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31933/dijdbm.v1i5.477

This research aimed to show a close relationship between: 1) The ability of verbal reasoning and the writing scientific papers skill; 2) Understanding of word selection and the writing scientific papers skill; 3) The ability to use cohesion devices and the writing scientific papers skill; 4) The ability of verbal reasoning, understanding of word selection, ability to use cohesion devices together with the writing scientific papers skill of Jambi FEO. This research used the method of survey with correlational technique. The sample of this research was 50 people who were the Civil Servants FEO, working at the Jambi Provincial Extension Office in 2019. The results showed a significant and linear relationship between 1. The verbal reasoning ability and the writing scientific papers skill, shown by the equation: ? = 23,15 + 0,81 X1 2. Understanding of word selection and the writing scientific papers skill, shown by the equation: ?=39,32 + 0,55 X2 3. The ability to use cohesion devices and the writing scientific papers skill, shown by the equation: ? = 40,02 + 0,57 X3 4. The verbal reasoning ability, understanding of word selection, ability to use cohesion devices together with the writing scientific papers skill, shown by the equation: ? = 21, 09 + 0,421 X1 + 0,16 X2 + 0,27 X3. The multiple correlation coefficient was Ry123 = 0.85, and the determination coefficient was R2 = 0.72, which means that 72% of variations in the scientific papers writing skill can be explained by the verbal reasoning ability, understanding of word selection, and the ability to use cohesion tools.

MANAJEMEN PERPUSTAKAAN DALAM MENINGKATKAN LITERASI INFORMASI PESERTA DIDIK DI SMP AL-IRSYAD KOTA JAMBI: - Sari, Siti Rahma; Harja, Harlina; Hidayati, Sri
PENDIS (Jurnal Pendidikan Ilmu Sosial) Vol. 3 No. 3 (2024): Desember
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pendis.v3i3.400

Di era globalisasi saat ini, berbagai macam media, termasuk internet, media sosial, dan buku cetak, dapat membantu menyelesaikan berbagai masalah. Namun, sulit untuk menghindari efek negatif jika kita tidak tahu atau tidak tahu cara menggunakan alat informasi tersebut. Oleh karena itu, literasi menjadi sangat penting agar orang dapat mengantisipasi hal-hal buruk tersebut. Penelitian ini menggunakan metode kualitatif, dengan pendekatan studi kasus yang dilakukan di SMP Al-Irsyad Kota Jambi. Proses pengumpulan data menggunakan instrumen wawancara. Pendekatan interaktif Miles dan Huberman (2008) digunakan untuk menganalisis data. Dalam upaya untuk meningkatkan literasi informasi siswa, penelitian ini bertujuan untuk menjelaskan metode manajemen perpustakaan. Hasil penelitian menunjukkan bahwa perencanaan pengelolaan perpustakaan telah dilaksanakan dengan menambah dan mengorganisasikan fasilitas pendukung. Selain itu, kepala sekolah mengadakan pertemuan bulanan secara teratur untuk menilai pelaksanaan perencanaan. Beberapa faktor yang menghambat literasi siswa termasuk gangguan terhadap literasi siswa, fasilitas yang kurang memadai, dan keterbatasan dana untuk operasional perpustakaan. Namun, faktor yang mendukung termasuk upaya staf perpustakaan untuk mendorong kerja sama dengan kepala sekolah dan guru, meningkatkan sumber daya manusia perpustakaan, dan menciptakan lingkungan yang nyaman untuk siswa.

Women and Leadership in Higher Education: Faculty Members’ Voices in Jambi Sari, Siti Rahma; Harja, Harlina; Hidayati, Sri
IJER (Indonesian Journal of Educational Research) Vol. 8 No. 3 (2023): IJER Special Edition: The 3rd International Conference on Education (Icon 2023)
Publisher : Universitas Islam Negeri (UIN) Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/ijer.v8i3.303

Gender equity in the higher education context is a crucial issue. This study aims at investigating the issue of women and leadership in higher education. Further, this study explores factors impacting their efforts to take up the administrative positions and become university leaders. In this study, a qualitative design with a case study approach was employed to investigate the research questions. Data were collected through semi-structured in depth-interview with ten faculty members from four higher educational institutions in Jambi Province. All interviews were audio taped and transcribed for coding by using a constant comparative analysis method to identify the key themes. The data highlight the absence of women in higher education management due to personal problems, participation rates are still low and reflect in equalities in terms of women, and the representation of women in senior level position in higher education is still scarce. Majority of participants expressed that they are ready to receive opportunities for administrative positions. Further, the findings of this study also indicate that the opportunity for women to become university leaders is widely opened, but commonly they find various barriers to take up senior leadership. Recommendations to promote the readiness of women to take up senior leadership are discussed.

Pendampingan pemanfaatan teknologi untuk guru melalui penggunaan Google Suite For Education Aisyah, Nur; Nirfayanti, Nirfayanti; Rismawati, Rismawati; Sari, Siti Rahma
KACANEGARA Jurnal Pengabdian pada Masyarakat Vol 8, No 2 (2025): Mei
Publisher : Institut Teknologi Dirgantara Adisutjipto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28989/kacanegara.v8i2.2560

Kegiatan pengabdian pada masyarakat ini bertujuan untuk meningkatkan kapasitas guru-guru MA DDI Alliritengae dalam menggunakan teknologi untuk mendukung kegiatan belajar mengajar di sekolah dan mengenalkan pentingnya Google Suite for Education dalam pembelajaran online dan bagaimana cara menggunakannya dengan aplikatif. Sasaran program pengabdian masyarakat ini adalah Guru MA DDI Alliritengae yang berjumlah 22 orang. Guru-guru kurang familiar dengan teknologi digital dan fitur-fitur yang ada di Google Suite for Education. Hal ini membuat mereka merasa kesulitan dalam mengadopsi teknologi baru dalam pembelajaran, sehingga permasalahan tersebut diselesaikan dalam tiga tahapan kegiatan yaitu analisis kebutuhan mitra, koordinasi serta pelaksanaan dan pendampingan kegiatan. Analisis kebutuhan dilakukan dengan melakukan survey pendahuluan untuk melihat kondisi dilapangan mengenai kesulitan yang dialami guru dalam menggunakan teknologi untuk proses pembelajaran pada masa pandemic covid-19. Kemudian dilanjutkan dengan koordinasi pelaksanaan kegiatan kepada sekolah dengan menyesuaikan jadwal pelaksanaan yang diberikan. Pelaksanaan dan pendampingan dilakukan dengan proses pengajaran gabungan (online dan tatap muka) dengan menggunakan metode ceramah, demontrasi atau praktik dan diakhiri dengan evaluasi. Evaluasi kegiatan dilakukan untuk masing-masing tahap dengan mengumpulkan dan menyimpulkan data dari masing-masing tahapan kegiatan. Dari hasil kegiatan pelatihan yang dilakukan diperoleh bahwa guru mampu mengoperasikan Google Classroom, Google Forms, Google Meet, Google Docs, Google Sheets, dan Google Slides dengan baik. Hal ini juga menunjukan respon yang positif atas penggunaan fitur-fitur Google Suite for Education yang Guru yakini akan sangat membantu dalam proses belajar mengajar online serta kehadiran dan keaktifan peserta yakni mencapai 86,95%. Selain itu, pengetahuan dan kemampuan peserta dalam memanfaatkan fitur-fitur yang terdapat pada Google Suite for Education juga meningkat, hal ini dapat dilihat dari kemampuan guru dalam mengintegrasikannya ke dalam proses pembelajaran

Systematic Literature Review: Teacher Learning Communities as a Strategy for Sustainable Professional Development in Schools Agustina, Ade Erma; Riswandi, Riswandi; Sari, Siti Rahma
Ensiklopedia: Jurnal Pendidikan dan Inovasi Pembelajaran Saburai Vol 5, No 01 (2025): ENSIKLOPEDIA: Jurnal Pendidikan dan Inovasi Pembelajaran
Publisher : Universitas Sang Bumi Ruwa Jurai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24967/esp.v5i01.4365

This research aims to examine the role of Professional Learning Communities (PLC) or Teacher Learning Communities as a strategy for sustainable professional develssopment in schools. This study uses a Systematic Literature Review method to select and review 20 relevant scientific articles, published in the period 2020–2024. The focus of the analysis is directed at four research questions, which include effective PLC implementation models, the benefits of PLC in schools, challenges in its implementation, and institutional support for the success of PLC. The study results show that effective PLCs are characterized by teacher collaboration that is structured, reflective, and data-based. The main benefits of PLC include increasing teacher competency, work motivation, and collaborative culture. However, the challenges that arise include limited time, lack of leadership support, low teacher participation, and a work culture that is still individualistic. Institutional support, such as principals, school policies, and facilitator training, is proven to play an important role in the success of PLC implementation. In conclusion, PLC can be an effective strategy in improving the quality of learning and teacher professional development if implemented consistently and supported by a supportive school system.

Mismatched Teachers’ Experiences in Public Junior High Schools: A Phenomenological Research Harja, Harlina; Jamrizal, Jamrizal; Nadiyah, Nadiyah; Hidayati, Sri; Sari, Siti Rahma
Jurnal Pendidikan Progresif Vol 15, No 1 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i1.pp591-606

Mismatched teachers’ experiences in Public Junior High Schools: A Phenomenological Research. Objectives: This research aimed to describe the mismatched teachers’ experiences who have shared the phenomenon of teaching non-related subjects for approximately two or more years in ten public junior high schools in Jambi City. More specifically, this study explored their experiences, challenges, and coping strategies in dealing with professional mismatches. Methods: This qualitative research utilized a transcendental phenomenological design, purposeful participant sampling, and interviews as the primary data collection. Moreover, the constant comparative method was used by the researcher to analyze the interviewing data in this research. Findings: The findings identified three major themes: belief in God, unsolvable problems, and receiving and giving regarding the mismatched teachers’ experiences in teaching non-related subjects in the current schools. This research found that belief in God played a central role in motivating teachers to persevere despite difficulties. Teachers also encountered systemic challenges, including a lack of administrative support, inadequate teaching materials, and mismatched recruitment policies. However, many teachers developed strategies to manage classroom challenges, student engagement, and discipline. Additionally, receiving and giving emerged as a crucial aspect of their professional lives, where teachers sought support from peers, administrators, and personal faith while also mentoring new teachers. Conclusion: There were three significant themes; believe in God, unsolvable problems, and receiving and giving discovered in this research. These themes represent their emotional, professional, and institutional issues faced by mismatched teachers. These findings suggest the need for policy improvements, such as targeted professional development, access to appropriate teaching resources, and better recruitment practices to support mismatched teachers. Recognizing their dedication and struggles can lead to more effective educational policies that enhance teacher well-being and student outcomes. While mismatched teachers exhibit resilience and adaptability, addressing their challenges is essential to maintain educational quality in public schools. Keywords: phenomenological research, mismatched teachers.

Peran Guru Bimbingan Konseling dalam Merealisasikan Sistem Pendidikan Anti Narkoba di Kalangan Remaja: Studi Kasus Prodi Bimbingan Konseling Unimed Faiq, Muhammad Fadhal; Siahaan, Parlaungan Gabriel; Purba, Novridah Reanti; Panjaitan, Geovany; Syahfitri, Intan Dwita; Tambunan, Novelyn A.C.M; Br Kaban, Priska; Sari, Siti Rahma
VISA: Journal of Vision and Ideas Vol. 4 No. 3 (2024): VISA: Journal of Vision and Ideas
Publisher : IAI Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/visa.v4i3.5389

Drugs are substances or drugs that are natural, synthetic, or semi-synthetic in nature that cause hallucinations and stimulation. Meanwhile, according to the Narcotics Law article 1 paragraph 1 states that narcotics are artificial substances or those derived from plants that have the effect of hallucinations, decreased awareness, and cause addiction. The method used in this research is a qualitative approach. The data collection techniques used are observation, interviews, and documentation with the number of respondents studied in this study were 10 respondents. This study aims to determine how much the role of counseling teachers in preventing and handling cases of drug abuse in adolescents and the impact of drug abuse on the lives of adolescents as a whole.

Principal Transformational Leadership Style on Teacher Performance Andarin, Marsasanda; Hariri, Hasan; Sari, Siti Rahma; Handoko, Handoko
Jurnal Pendidikan (Teori dan Praktik) Vol 10 No 2 (2025): Vol. 10 No. 2 (2025): Volume 10, Nomor 2, September 2025
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v10n2.p219-231

Improving the quality of education depends greatly on enhancing teacher performance, which remains a persistent challenge in many schools. Several studies indicate that low motivation, limited creativity in teaching, and minimal teacher participation in decision-making continue to hinder educational progress. This review examines how the transformational leadership style of principals influences teacher performance through motivation, commitment, discipline, and the development of a positive school culture. This study used a qualitative descriptive literature review to analyze eighteen peer-reviewed publications issued between 2018 and 2024. The review process included identifying, selecting, and synthesizing research related to principal leadership and teacher performance. The findings show that transformational leadership directly improves teacher motivation, job satisfaction, and commitment to the profession. It also reveals that these effects are reinforced by mediating factors such as work discipline, intrinsic motivation, and teacher commitment. Furthermore, a supportive school culture strengthens the overall impact of leadership, creating an environment that encourages collaboration, trust, and shared goals. The results suggest that transformational leadership is a key factor in promoting teacher professionalism and the overall quality of education. Principals who act as visionary leaders, motivators, and mentors can build a culture of continuous improvement within their schools. The study recommends further empirical research using longitudinal and comparative approaches to validate these findings and explore how different leadership frameworks can be integrated to support sustainable educational excellence.

Principal Transformational Leadership Style on Teacher Performance Andarin, Marsasanda; Hariri, Hasan; Sari, Siti Rahma; Handoko, Handoko
Jurnal Pendidikan (Teori dan Praktik) Vol 10 No 2 (2025): Vol. 10 No. 2 (2025): Volume 10, Nomor 2, September 2025
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v10n2.p219-231

Improving the quality of education depends greatly on enhancing teacher performance, which remains a persistent challenge in many schools. Several studies indicate that low motivation, limited creativity in teaching, and minimal teacher participation in decision-making continue to hinder educational progress. This review examines how the transformational leadership style of principals influences teacher performance through motivation, commitment, discipline, and the development of a positive school culture. This study used a qualitative descriptive literature review to analyze eighteen peer-reviewed publications issued between 2018 and 2024. The review process included identifying, selecting, and synthesizing research related to principal leadership and teacher performance. The findings show that transformational leadership directly improves teacher motivation, job satisfaction, and commitment to the profession. It also reveals that these effects are reinforced by mediating factors such as work discipline, intrinsic motivation, and teacher commitment. Furthermore, a supportive school culture strengthens the overall impact of leadership, creating an environment that encourages collaboration, trust, and shared goals. The results suggest that transformational leadership is a key factor in promoting teacher professionalism and the overall quality of education. Principals who act as visionary leaders, motivators, and mentors can build a culture of continuous improvement within their schools. The study recommends further empirical research using longitudinal and comparative approaches to validate these findings and explore how different leadership frameworks can be integrated to support sustainable educational excellence.

Pelatihan Kepemimpinan Guru Berbasis Model Five Practices and Ten Commitments of Exemplary Leadership di Kabupaten Lampung Tengah Hariri, Hasan; Ariyani, Farida; Sari, Siti Rahma; Rusdiani, Atik; Triyantoro, Joko; Mukhlis, Hamid
Jurnal Kreativitas Pengabdian Kepada Masyarakat (PKM) Vol 8, No 12 (2025): Volume 8 No 12 (2025)
Publisher : Universitas Malahayati Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33024/jkpm.v8i12.23371

ABSTRAK Pelatihan kepemimpinan guru berbasis model Five Practices and Ten Commitments of Exemplary Leadershipmerupakan upaya strategis untuk mengembangkan kapasaitas kepemimpinan pendidik melaui penerapan prinsip-prinsip kepemimpinan yang visioner, insspiratif, kolaboratif, dan beroirentasi pada perubahan positif di lingkungan sekolah. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kapasitas kepemimpinan guru dan kepala sekolah melalui pelatihan berbasis model Five Practices and Ten Commitments of Exemplary Leadership yang dikembangkan oleh Kouzes dan Posner. Program dilaksanakan di SMKS Al Hikmah Kabupaten Lampung Tengah dan melibatkan guru SMA/SMK sekitar sebanyak 25 kepala seklah dan guru. Pendekatan pelatihan dirancang partisipatif, reflektif, dan aplikatif dengan menekankan pembelajaran berbasis pengalaman (experiential learning), peer coaching, dan penyusunan action plan. Kegiatan mencakup tahap identifikasi kebutuhan, pelaksanaan workshopinteraktif, praktik lapangan, serta evaluasi dan refleksi hasil pelatihan. Hasil menunjukkan peningkatan pemahaman peserta terhadap konsep teacher leadership, kemampuan komunikasi, kolaborasi, dan manajemen konflik. Program ini memberikan dampak positif terhadap peningkatan motivasi, kolaborasi antarguru, serta penguatan kepemimpinan instruksional berbasis nilai dan etika. Kata Kunci: Kepemimpinan Guru, Five Practices and Ten Commitment, Pengembangan Profesional. ABSTRACT Teacher leadership training based on the Five Practices and Ten Commitments of Exemplary Leadership model is a strategic effort to develop educator leadership capacity by implementing visionary, inspiring, collaborative, and positive change-oriented leadership principles in the school setting. This community service activity aims to improve the leadership capacity of teachers and principals through training based on the Five Practices and Ten Commitments of Exemplary Leadership model developed by Kouzes and Posner. The program was implemented at SMKS Al Hikmah in Central Lampung Regency and involved teachers from surrounding high schools/vocational schools. The training approach was designed to be participatory, reflective, and applicable, emphasizing experiential learning, peer coaching, and developing action plans. Activities included needs identification, interactive workshops, field practice, and evaluation and reflection on training results. Results showed an increase in participants' understanding of the concept of teacher leadership, communication skills, collaboration, and conflict management. This program had a positive impact on increasing motivation, collaboration between teachers, and strengthening value- and ethics-based instructional leadership. Keywords: Teacher Leadership, Five Practices and Ten Commitments, Professional Development.

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