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Teachers’ Role in Developing Independence of Early Childhood Learners: Peran Guru dalam Mengembangkan Kemandirian Anak Usia Dini Lastari, Cendya; Wati, Mastika; Kompri, Kompri; Astria, Rani; Maruddani, Raoda Tul Jannah
Indonesian Journal of Education Methods Development Vol. 18 No. 3 (2023): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v18i3.926

General Background: Early childhood education is a critical foundation for character development and readiness for formal schooling. Specific Background: One essential competence to be cultivated is independence, which reflects children’s confidence and responsibility in daily tasks. Knowledge Gap: Although prior studies have examined independence in young learners, limited attention has been given to how teachers systematically foster independence through structured daily practices in specific PAUD institutions. Aim: This study aimed to describe the role of teachers in fostering independence among children aged 5–6 years at PAUD Teratai Putih Muaro Jambi. Results: Findings revealed that 75% of children were able to eat independently, 65% could tidy up toys, and 85% could wear shoes without assistance. Teachers acted as facilitators, motivators, and guides by applying consistent routines, gradual guidance, and positive reinforcement. Novelty: The study highlights how practical strategies in everyday routines can effectively stimulate independence, with contextual insights from a local PAUD setting. Implications: These findings emphasize the importance of teacher creativity and collaboration with parents in developing children’s autonomy, providing a useful reference for early childhood educators and policymakers. Highlights: Teachers foster independence through daily structured routines Parental support and learning environment strengthen outcomes Independence emerges through guided practice and motivation Keywords: Teacher Role, Early Childhood, Independence, Autonomy, PAUD

Teachers’ Role in Developing Independence of Early Childhood Learners: Peran Guru dalam Mengembangkan Kemandirian Anak Usia Dini Lastari, Cendya; Wati, Mastika; Kompri, Kompri; Astria, Rani; Maruddani, Raoda Tul Jannah
Indonesian Journal of Education Methods Development Vol. 18 No. 3 (2023): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v18i3.926

General Background: Early childhood education is a critical foundation for character development and readiness for formal schooling. Specific Background: One essential competence to be cultivated is independence, which reflects children’s confidence and responsibility in daily tasks. Knowledge Gap: Although prior studies have examined independence in young learners, limited attention has been given to how teachers systematically foster independence through structured daily practices in specific PAUD institutions. Aim: This study aimed to describe the role of teachers in fostering independence among children aged 5–6 years at PAUD Teratai Putih Muaro Jambi. Results: Findings revealed that 75% of children were able to eat independently, 65% could tidy up toys, and 85% could wear shoes without assistance. Teachers acted as facilitators, motivators, and guides by applying consistent routines, gradual guidance, and positive reinforcement. Novelty: The study highlights how practical strategies in everyday routines can effectively stimulate independence, with contextual insights from a local PAUD setting. Implications: These findings emphasize the importance of teacher creativity and collaboration with parents in developing children’s autonomy, providing a useful reference for early childhood educators and policymakers. Highlights: Teachers foster independence through daily structured routines Parental support and learning environment strengthen outcomes Independence emerges through guided practice and motivation Keywords: Teacher Role, Early Childhood, Independence, Autonomy, PAUD

TEORI DEGRADATION OF WORK, TEORI FUTURE OF WORK DAN TEORI PERILAKU KERJA DAN KARIR DALAM MANAJEMEN PENDIDIKAN MODERN Kompri, Kompri; Kholil, Abdul; Isnanto, Dedy; Wahyudi, Fitrah; Kusmiran, Toni
NUSANTARA : Jurnal Ilmu Pengetahuan Sosial Vol 9, No 2 (2022): NUSANTARA : Jurnal Ilmu Pengetahuan Sosial
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jips.v9i1.2022.92-107

Pengelolaan pendidikan di masa mendatang memerlukan penyesuaian dengan kebutuhan teknologi dan individualistis manusia demi pencapaian tujuan. Braveman mengutarakan tentang pengaruh kapitaslisme terhadap kerja yang disebutnya dengan istilah degradation of work, dikatakan oleh Braveman pada masa yang akan datang beberapa keahlian yang dimiliki dimasa kini akan mengalami penurunan dan cendrung akan menghilang. Handy lebih menekankan bahwa dimasa depan pekerjaan ditentukan oleh kebutuhan dan keinginan individu. Simon dalam teorinya melihat bahwa dimasa yang akan datang sebuah organisasi keputusan yang dibuat bukanlah sebuah keputusan yang optimal melainkan keputusan bersifat memuaskan. Jadi, bagaimana relevansinya dengan organisasi pendidikan di masa depan, maka kajian ini.Â Â Â

Eksistensi Madrasah Diniyah Takmiliyah Management dan Keberadaannya di Tengah Penguatan Sistem Pendidikan: Penelitian Habibissajidin, Habibissajidin; Mawardi, Mawardi; Kompri, Kompri
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.3598

This study discusses the existence of Madrasah Diniyah Takmiliyah, which is still widely found in various regions. Madrasah Diniyah Takmiliyah plays an important role in educating the community—especially the younger generation—by instilling moral and religious values from an early age. This role becomes even more crucial amid the rapid flow of information and technological advancement, where the boundaries of space and time have virtually disappeared due to the extensive use of online (digital) data technology in daily life. Discussing an educational institution known as a madrasah will always be interesting and seemingly inexhaustible, particularly when viewed from the aspect of its management. Management is essential for any institution—whether consciously realized or not—as a fundamental prerequisite for achieving institutional goals. The better the management applied, the greater the likelihood that the institution will succeed in reaching its objectives, and vice versa. In reality, many Islamic educational institutions, particularly madrasahs, still exhibit levels of productivity that fall short of expectations. Therefore, this paper provides an overview of madrasah management, the problems faced within it, possible solutions, and formulations for further development of these institutions.

Sekolah Ramah Tanpa Bully: Edukasi dan Intervensi Psikologis Bagi Siswa Madrasah Tsanawiyah Laboratorium Jambi: Pengabdian Elysah, Elysah; Kompri, Kompri; Maulana, Maulana; Sumanto, Sumanto; Anwar, Kaspul
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.4428

The Community Service Program (PKM) titled “Bullying-Free Friendly School” was carried out to enhance students’ understanding and skills in preventing and responding to bullying at Madrasah Tsanawiyah Laboratorium Jambi. The program, attended by 24 students, featured a Clinical Psychologist as the main speaker and employed various methods, including psychoeducation, multimedia presentations, educational videos, interactive discussions, and role-play simulations. Data were collected through observation, student participation, and documentation of activities. The results indicate a significant improvement in students’ comprehension of the concepts, types, and impacts of bullying, including physical, verbal, social, psychological, and cyberbullying. Students were also able to practice appropriate response strategies through role play, such as reporting according to the school’s referral system and providing emotional support to peers. Furthermore, the program successfully fostered empathy, collective awareness, and student commitment to building a safe and bullying-free school environment. This PKM proves that structured educational interventions with psychological approaches are effective in strengthening child-friendly school culture, improving mental well-being, and promoting respectful behavior within the madrasa community.

Authoritative vs. Participative leadership communication: Shaping academic careers in Islamic higher education Kompri, Kompri; Nadiyah, Nadiyah; Rohim, Fahmi; Kaharuddin, Kaharuddin; Maulana, Maulana
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 1 (2026): IRJE |Indonesian Research Journal in Education| in Progress|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i1.32009

This study explores the role of leadership communication patterns—authoritative and participative—in shaping the academic career development of lecturers at Islamic higher education institutions in Jambi Province, Indonesia. Using a qualitative case study approach, data were collected through in-depth interviews and document analysis involving lecturers from multiple institutions. The findings reveal that participative leadership communication fosters motivation, job satisfaction, and career progression through open dialogue, mutual respect, and collaborative decision-making. In contrast, authoritative communication tends to limit professional growth and reduce engagement. The study emphasizes that leadership style significantly influences lecturers' loyalty, innovation, and academic productivity. These findings highlight the importance of adopting inclusive communication strategies to support human resource development in Islamic universities. The study contributes to the discourse on leadership in faith-based education settings. It offers practical recommendations for institutional leaders to enhance career pathways through more responsive and participative leadership practices.

Collaboration Between Madrasahs and The Business Sector In Developing an Islamic Edupreneurship Ecosystem Megawati, Megawati; Anwar, Kaspul; Kompri, Kompri; Mastikawati, Mastikawati
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 8 No. 6 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v8i6.8225

This study examines the forms, mechanisms, and outcomes of collaboration between MAN 2 Kota Jambi and industry partners in developing an Islamic edupreneurship ecosystem. Using a qualitative case study design, the research explores partnership practices involving program planning, implementation, and evaluation. Data were collected through in-depth interviews, field observations, and document analysis, then analyzed using thematic procedures. The findings indicate that strategic partnerships with universities, government agencies, and business sectors significantly enhance students’ technical competencies through laboratory practice, fisheries training, language development, and vocational skill programs. These collaborations also foster students’ creativity, confidence, and Islamic work ethics—reflected in discipline, honesty, and responsibility during training activities. Shared motivations between the madrasah and industry—such as improving learning quality, addressing facility limitations, and fulfilling CSR commitments—create mutually beneficial relationships that strengthen the institutional reputation of MAN 2 Kota Jambi as an innovative Islamic school. Despite notable achievements, challenges remain, including sustaining partner commitment and harmonizing activity schedules. Overall, the study proposes a conceptual model of an Islamic edupreneurship ecosystem that integrates experiential learning, partnership governance, and sharia-based values as the foundation for ethical entrepreneurial development in madrasah education.

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