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All Journal Jurnal Ilmu Pendidikan dan Sosial Eduscape: Journal of Education Insight Journal Of Education Research and Inovative (JERI)
Solihatun
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Hubungan Antara Kepercayaan Diri Dengan Keterampilan Berkomunikasi Serta Implikasi Terhadap Bimbingan Dan Konseling di SMPN 15 Bekasi Denissa Rahmi; Solihatun; Kasmanah
Jurnal Ilmu Pendidikan dan Sosial Vol. 3 No. 4 (2025): Januari
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v3i4.721

Abstract

This study aims to analyze the relationship between self-confidence and communication skills. The type of research used is descriptive quantitative research. The population of this study were students of class VIII SMPN 15 Bekasi, the population was 1,095 and the number of samples of this study was 184 students. The sampling technique used the Simple random sampling technique. The instrument trial was carried out by testing the validity using person product moment, valid items of self-confidence variables were 31 and valid items of communication skills variables were 29. The calculation of reliability using Alpha Cronbach, obtained r count> r table self-confidence of 0.886> 0.6, communication skills obtained r count> r table 0.883> 0.6 then declared reliable. The prerequisite test for data analysis used was the Kolmogorov Smirnov normality test by obtaining results of 0.855 and 0.920 then declared dual normal, then the linearity test was obtained the result of 0.000 then the data was declared linear. Hypothesis testing was carried out using product moment correlation obtained r = 0.633. Based on the research results, it can be concluded that there is a relationship between self-confidence and communication skills in class VIII students at SMPN 15 Bekasi.
Profiling Students’ Interpersonal Intelligence at SMPIT Buahati Islamic School Jakarta and Its Implications for Counseling Services Magfirah, Nazla; Solihatun; Wulandari, Wenny
Eduscape : Journal of Education Insight Vol. 3 No. 4 (2025): October 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i4.1069

Abstract

Interpersonal intelligence is a crucial socio-emotional capacity that enables adolescents to build positive peer relationships, collaborate effectively, and regulate emotions in diverse school environments. This study aimed to describe the overall profile of students’ interpersonal intelligence at SMPIT Buahati Islamic School Jakarta and to identify its implications for guidance and counseling (BK) services. Using a quantitative survey design, data were collected from 60 Grade VIII students through a validated 23-item Likert-scale instrument (Cronbach’s α = 0.860) covering four domains: empathy, cooperation, interpersonal communication, and social skills. The findings revealed that most students demonstrated good interpersonal competence, particularly in cooperation, while interpersonal communication emerged as the weakest domain. This suggests that although students work well in teams, many struggle to articulate ideas clearly and confidently. These results highlight the importance of school-based counseling interventions that focus on improving communication, empathy, and social interaction skills. Strengthening these dimensions can support students’ emotional maturity, peer harmony, and readiness to engage in collaborative learning environments.
Empowering Educators: The Mediating Role of Self-Efficacy in Reflective Practice and Teacher Identity Development Solihatun; Daming, Hamdi M.; Hermansyah, Sam
Eduscape : Journal of Education Insight Vol. 3 No. 4 (2025): October 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i4.1110

Abstract

This study investigates the mediating roles of reflective practice and teacher self-efficacy in the development of Teacher Professional Identity (TPI). Although participation in Continuing Professional Development (CPD) is widespread, little is known about how these experiences contribute to meaningful identity transformation for teachers. Addressing this gap, the study proposes a mediation model in which reflective practice indirectly enhances TPI through the intermediary construct of self-efficacy. Utilizing a cross-sectional design with a sample of 420 in-service teachers, the research employed validated instruments to measure reflective practice, self-efficacy, and TPI. Structural Equation Modeling (SEM) and PROCESS macro (Model 6) were used to analyze the direct and indirect effects. Bootstrapped confidence intervals and model fit indices (CFI = 0.96, TLI = 0.94, RMSEA = 0.045) confirmed the robustness of the proposed model. Results revealed a significant direct effect of reflective practice on TPI (β = 0.21, p = 0.042), and a stronger indirect effect mediated by self-efficacy (β = 0.34, p < 0.001). The findings support the hypothesis that self-efficacy plays a central role in converting reflective experiences into professional identity development. This mediation framework contributes to the theoretical discourse on TPI and underscores the importance of incorporating reflective and efficacy-building components into CPD. The study offers key implications for CPD design, advocating for culturally responsive and psychologically enriching programs that prioritize structured reflection and empower teachers to engage deeply with their evolving roles. Such initiatives are likely to yield sustained improvements in instructional quality and teacher resilience.
Komitmen terhadap Sekolah: Perspektif Usia dalam Profesi Guru SD Solihatun; Aminudin, Djoni; Dachmiati, Sabrina; Wati, Dian Eka
Journal Of Education Research and Inovative Vol. 1 No. 2 (2025): JERI Agust 2025
Publisher : CERDAS AKADEMIKA NUSANTARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64624/jeri.v1i2.61

Abstract

Komitmen guru terhadap sekolah merupakan salah satu faktor kunci dalam menciptakan lingkungan pendidikan yang stabil dan berkualitas. Di tengah tuntutan profesionalisme dan dinamika dunia pendidikan, penting untuk memahami sejauh mana guru memiliki keterikatan emosional, loyalitas, dan tanggung jawab terhadap institusi tempat mereka mengabdi. Penelitian ini bertujuan untuk mendeskripsikan tingkat komitmen guru terhadap sekolah di SD Pesona Palad, Klapanunggal, Bogor, Jawa Barat. Komitmen guru dianalisis melalui tiga dimensi utama, yaitu komitmen afektif, komitmen kontinuan, dan komitmen normatif dengan menggunakan instrument angket adapun Pengujian realibilitas menggunakan Alpha Cronbach dengan Tools SPSS IBM 26. Instrumen dinyatakan reliabel jika koefisien alpha ≥ 0,70. Hasil perhitungan diperoleh koefisien reliabilitas sebesar 0,984 dengan demikian instrumen dapat digunakan untuk melakukan pengukuran variabel Komitmen Terhadap Organisasi. Metode penelitian yang digunakan adalah deskriptif kuantitatif dengan pengumpulan data melalui angket yang dianalisis menggunakan Microsoft Excel dengan menampilkan hasil boxplot dengan menggambarkan komitmen afektif, komitmen kontinuan dan komitmen normative guru di SD Pesona Palad Klapanunggal Bogor Jawa Barat. Penelitian ini menggunakan analisis statistik deskriptif adapun hasil nya menunjukkan adanya variasi dalam ketiga dimensi komitmen tersebut. Sebanyak 50% dari total responden memiliki tingkat komitmen yang sangat tinggi terhadap sekolah. Temuan ini mengindikasikan bahwa setengah dari guru di sekolah tersebut memiliki rasa memiliki yang kuat, keterikatan emosional, loyalitas yang tinggi, serta kecenderungan untuk tetap berada dalam institusi sekolah. Hasil penelitian ini dapat menjadi dasar bagi pihak sekolah dalam merancang program pengembangan profesionalisme guru yang berkelanjutan guna mempertahankan dan meningkatkan komitmen terhadap institusi pendidikan.
Co-Authors Aminudin, Djoni Daming, Hamdi M. Denissa Rahmi Kasmanah Magfirah, Nazla Sabrina Dachmiati, Sabrina Sam Hermansyah Wati, Dian Eka WULANDARI, WENNY