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All Journal ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Jurnal ORTOPEDAGOGIA Child Education Journal
Immanuel Hitipeuw
Universitas Negeri Malang
Arts Humanities Education

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THE IMPACT OF SELF-ADJUSTMENT ON ACADEMIC ACHIEVEMENT OF THE STUDENTS Augusto da Costa; Fattah Hanurawan; Adi Atmoko; Immanuel Hitipeuw
ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Vol 2, No 1 (2018)
Publisher : Jurusan Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (124.53 KB) | DOI: 10.17977/um006v2i12018p001

Abstract

The purposes of this research is to discover the impact of self-adjustment on student academic achievement. The method that used in this study is a correlational study with random sampling. The subject of the research is Timorese student is studying in Indonesia, there are 180 samples. The data collection has used a scale of Likert. The date is analyzed with simple correlation. The result showed there is 46.1% of significant and positive correlation of self-adjustment on student academic achievement. It means if self-adjustment being conducted well, student academic achievement will increase.
Pelatihan Pembelajaran Kompensatoris untuk Meningkatkan Profesionalitas Guru Sekolah Inklusif Mohammad Efendi; Diniy Haridayatur Rahman; Immanuel Hitipeuw; Rizqi Fajar Pradipta
Jurnal ORTOPEDAGOGIA Vol 7, No 2 (2021): November
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v7i22021p110-114

Abstract

Kebijakan pemerintah memberikan kesempatan akses di sekolah umum secara inklusif beum diimbangi penyediaan guru-guru pendidikan khusus yang sesuai kebutuhan, terutama berlatar Pendidikan prajabatan PLB/Pendidikan khusus. Tujuan studi ini untuk mendeskripsikan efektivitas kegiatan pelatihan terhadap pengetahuan dan keterampilan guru pendidikan khusus. Intervensi yang digunakan dalam studi terhadap 38 orang guru wakil dari berbagai Sekolah Inklusif se Kabupaten Trenggalek adalah metode campuran. Hasil analisis studi ini menunjukkan, bahwa efektifitas pelatihan penerapan program layanan kompensatoris bagi anak berkebutuhan khusus menggunakan kombinasi daring dan luring, mampu meningkatkan kapabilitas guru Sekolah Inklusif di kabupaten Treanggalek sebesar 5,35 %. Lebih dari itu, mereka nampak menunjukkan sikap keaktifan, antusiasme, dan kreativitas dalam menghasilkan draf program pembelajaran kompensatoris yang inovatif untuk peserta didik berkebutuhan khusus.
Happiness Eudaimonia Honorary Teachers Who Teach In Remote Areas (Talango Island, Sumenep) Syahnur Rahman; Fattah Hanurawan; Hetti Rahmawati; Immanuel Hitipeuw
Jurnal Pendidikan Anak Vol 6 No 3 (2024): Child Education Journal December
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v6i3.6888

Abstract

Abstract In the world of education, teacher well-being and happiness play a vital role in creating an effective and positive learning environment for students. Teachers who experience a deep sense of satisfaction and fulfillment in their professional duties are more likely to be motivated, engaged, and emotionally invested in the academic growth and success of their students. This study aims to determine the welfare of honorary teachers in a remote area, namely Talango Elementary School, Sumenep. This study uses a phenomenological approach with participants study This are six honorary teachers from S ekolah Dasar Negeri 1 Talango Sumenep. Eudaimonia and teacher happiness are two important aspects that influence job satisfaction and overall well-being in the field of education. There are several factors that contribute to teacher happiness. Teacher job happiness is very important in the successful implementation of educational reform and has a significant impact on their work performance, commitment, and motivation. Teachers who are satisfied and happy in their jobs are more likely to create positive and effective learning experiences for their students. Teachers in remote areas have close relationships with their students, which is beneficial for teacher well-being. Future research can further explore empirical evidence to support the proposed relationship between teacher well-being and student well-being
Co-Authors Adi Atmoko Augusto da Costa Diniy Haridayatur Rahman Hanurawan, Fattah Hetti Rahmawati Mohammad Efendi Pradipta, Rizqi Fajar Syahnur Rahman