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PENGARUH KOMPETENSI PEDAGOGIK GURU DAN SERTIFIKASI GURU TERHADAP KINERJA GURU SD/MI DI KECAMATAN PETARUKAN KABUPATEN PEMALANG Akhmad Zaeni; Ghufron Abdullah; Ngasbun Egar
Jurnal Manajemen Pendidikan (JMP) Vol 5, No 2 (2016): AGUSTUS
Publisher : Magister Manajemen Pendidikan, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jmp.v5i2.1928

The purpose of this study are: (1) to determine the significance of the influence of pedagogical competence of teachers on the performance of teachers of SD/MI in the UPP District of Petarukan Pemalang, (2) to determine whether there is influence of teacher certification on teacher performance SD/MI in the region UPP District of Petarukan Pemalang, (3) to determine whether there is the influence of pedagogical competence of teachers and certified teachers on teacher performance SD/MI in the territory of the District UPP Petarukan Pemalang.The population in this study were all teachers SD/MI in District Petarukan Pemalang already qualified certification as 313 people. After the calculated obtained sample of 175 people by using proportional random sampling technique. Data collection methods used were questionnaires / questionnaire. Analysis of the data used is descriptive analysis, test requirements and test hypotheses include simple linear regression analysis and multiple regression analysis and test of determination (R2).Hypothesis test results show that: 1) there is a significant and positive influence Pedagogic Competence (X1) on the Performance of Teachers (Y) SD/ MI in the territory of the District UPP Petarukan Pemalang. This is evident from the test results of t test partial values obtained tcount amounted to 4.635 greater than ttable 1.974 (4.635 > 1.974), 2) there is a positive influence and significant Teacher Certification (X2) on Teacher Performance SD/MI in the UPP District of Petarukan Pemalang. This is evident from the test results of t test partial obtained tcount amounted to 4.617 greater than ttable 1.974 (4.617> 1.974), and 3) there is a positive influence and significant Competence Pedagogy (X1) and the Teacher Certification (X2) the performance of teachers (Y) SD / MI in the territory of the District UPP Petarukan Pemalang. This is evident from the results of hypothesis testing simultaneous F test values obtained Fhitung 10.720 3.0485 greater than F table (10.720> 3.0485).

Indirect Citation Used In The Development Of Review Of Related Literature Of Final Project: A Case Of Students Of The English Study Program Of Universitas PGRI Semarang Ngasbun Egar; Niken Ayu
Prosiding Seminar Nasional Pascasarjana Vol. 3 No. 1 (2020)
Publisher : Pascasarjana Universitas Negeri Semarang

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

This study aimed at: 1) finding out the citation forms used in developing review of related literature; and 2) finding out the problems in using indirect citation in developing review of related literature of selected final projects. Analytical qualitative method was used, in which note taking technique was employed to collect the data. The data of the research were taken from final projects written by the students of English study program of Universitas PGRI Semarang. The data was analyzed by identification of the citation forms, and the problems in the use of the indirect citation. The results show that 1) there are two citation forms employed by the writers: integral and nonintegral citations; and 2) there are two dominant problems in the use of indirect citation in developing review of related literature: incomplete sentence, and inconsistency in the use of citation format.

BLOOM Vs BARRET: COMPARING READING COMPREHENSION TYPES Nabela Ramadea; Ngasbun Egar; Fitri Yulianti
Language and Education Journal Vol. 8 No. 2 (2023): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/65yywf85

This study was done to know the types of Bloom's Taxonomy and Barrett's Taxonomy used in reading comprehension questions of summative assessment made by an English teacher at SMAN 2 Semarang and the dominant type of each taxonomy used. This study was conducted using descriptive qualitative with content analysis research design because its research focused on analyzing reading comprehension inside a summative assessment made by an English teacher. This research focused on a passive observer who did not actively participate. The study aims to document findings. The data collected from the Bloom Taxonomy checklist revealed that the highest level of analysis (15) was predominant in all the reading comprehension questions. It was observed that the distribution of reading comprehension questions in the summative assessment was not spread evenly. The second dominant was the understanding level, with nine questions. Then, followed by applying the total question of 5. There are two remembering levels—the only questions related to evaluating. Even though the number of LOTS and HOTS questions are balanced, differences in results are shown by analysis using a checklist from Barrett's taxonomy. Low comprehension dominates with a percentage of 65,625%. Then, followed by medium comprehension with a portion of 31,25%. Unfortunately, high comprehension only has a portion of 3,125%. Hence, teachers should provide students with sufficient questions for evaluation grounded in HOTS to cultivate the essential critical thinking skills required for success in the twenty-first century

PENGARUH PERAN KEPALA SEKOLAH DAN IKLIM SEKOLAH TERHADAP MUTU PENDIDIKAN PADA SEKOLAH DASAR SWASTA KECAMATAN BANYUMANIK KOTA SEMARANG Ita Rusita; Yovitha Juliejantiningsih; Ngasbun Egar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10, Nomor 01, Maret 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.20926

Quality education is education that successfully achieves well-defined goals, satisfies and meets expectations. The aims of this research are 1) to analyze the influence of the role of the principal on the quality of education, 2) to analyze the influence of the school climate on the quality of education, 3) to analyze the influence of the role of the principal and the school climate together on the quality of education. Quantitative research approach with survey methods. Type of correlational research. The research population was 221 teachers and the research sample was 142 teachers. Data collection with questionnaires. Data analysis techniques using descriptive data analysis, prerequisite tests which include normality tests, multicollinearity tests, heteroscedasticity tests, linearity tests and hypothesis tests including simple and multiple linear regression. The research results show that: 1) the role of the school principal influences the quality of education by 68.7%, with the regression equation Ŷ = 2.721 + 0.487 X1. with a correlation coefficient value of 0.829. 2) school climate influences the quality of education by 79.9%, with a regression equation Ŷ = 0.629 + 1.119 X2 with a correlation coefficient of 0.894. 3) the role of the principal and the school climate influence the quality of education by 80.6%, with the equation Ŷ = 3.053 + 0.106 X1 + 0.920 X2 then the correlation coefficient r is 0.898. The conclusion of this research is that the role of the principal and the school climate influence the quality of education by 80.6%. The author suggests that school principals reflect and evaluate the role of the principal and the school climate. Teachers can take part in training and seminars in order to improve school quality.

Pengaruh Lingkungan Kerja, Budaya Organisasi, dan Kepemimpinan Kepala Sekolah Terhadap Kepuasan Kerja Guru SMK Sutomo, Agus; Ngasbun Egar
Andragogi: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2025): Pendidikan dan Pembelajaran
Publisher : Universitas KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/adrg.v5i1.1857

Penelitian ini bertujuan untuk mengetahui pengaruh lingkungan kerja, budaya organisasi, dan kepemimpinan kepala sekolah terhadap kepuasan kerja guru SMK Negeri di Kota Pekalongan. Penelitian menggunakan pendekatan kuantitatif dengan metode explanatory research. Sampel berjumlah 130 guru PNS yang dipilih secara proporsional acak dari total populasi sebanyak 193 guru. Pengumpulan data dilakukan melalui kuesioner dan dianalisis menggunakan statistik deskriptif dan regresi linier berganda. Hasil penelitian menunjukkan bahwa lingkungan kerja, budaya organisasi, kepemimpinan kepala sekolah, dan kepuasan kerja guru berada dalam kategori cukup baik. Secara parsial, lingkungan kerja memberikan kontribusi sebesar 27,2%, budaya organisasi 52,4%, dan kepemimpinan kepala sekolah 35,4% terhadap kepuasan kerja guru. Secara simultan, ketiga faktor tersebut memberikan kontribusi sebesar 56,1%. Penelitian ini menyarankan agar sekolah menciptakan lingkungan kerja yang nyaman secara fisik maupun nonfisik, menerapkan budaya sekolah yang adil dan konsisten, serta meningkatkan kualitas kepemimpinan melalui pelatihan dan perencanaan kerja. Upaya tersebut sangat penting untuk memotivasi guru, meningkatkan kinerja, dan menciptakan budaya kerja yang positif. Implikasi dari penelitian ini menekankan pentingnya peningkatan fasilitas sekolah, penerapan aturan yang adil, serta penguatan peran kepala sekolah dalam menciptakan kepuasan kerja guru yang lebih baik

BLOOM Vs BARRET: COMPARING READING COMPREHENSION TYPES Nabela Ramadea; Ngasbun Egar; Fitri Yulianti
Language and Education Journal Vol. 8 No. 2 (2023): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/v2fbff95

This study was done to know the types of Bloom's Taxonomy and Barrett's Taxonomy used in reading comprehension questions of summative assessment made by an English teacher at SMAN 2 Semarang and the dominant type of each taxonomy used. This study was conducted using descriptive qualitative with content analysis research design because its research focused on analyzing reading comprehension inside a summative assessment made by an English teacher. This research focused on a passive observer who did not actively participate. The study aims to document findings. The data collected from the Bloom Taxonomy checklist revealed that the highest level of analysis (15) was predominant in all the reading comprehension questions. It was observed that the distribution of reading comprehension questions in the summative assessment was not spread evenly. The second dominant was the understanding level, with nine questions. Then, followed by applying the total question of 5. There are two remembering levels—the only questions related to evaluating. Even though the number of LOTS and HOTS questions are balanced, differences in results are shown by analysis using a checklist from Barrett's taxonomy. Low comprehension dominates with a percentage of 65,625%. Then, followed by medium comprehension with a portion of 31,25%. Unfortunately, high comprehension only has a portion of 3,125%. Hence, teachers should provide students with sufficient questions for evaluation grounded in HOTS to cultivate the essential critical thinking skills required for success in the twenty-first century

Telaah Kritis Kurikulum 1973 Kurikulum Proyek Perintis Sekolah Pembangunan (PPSP), Kurikulum 1975 (Kurikulum Sekolah Dasar) dan Kurikulum 1984 Arry Widyanti; Andria Sari; Asih Umi Kholifah; Memik Nor Fadilah; Munirotun Munirotun; Umi Royani; Ngasbun Egar
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 5 No. 2 (2025): Juni : Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/khatulistiwa.v5i2.5966

The development of curriculum in Indonesia reflects the dynamic interplay of social, political, and national education policy shifts over time. This study aims to analyze and compare the 1973 Pilot Project for the Developmental School (PPSP) Curriculum, the 1975 Curriculum, and the 1984 Curriculum, focusing on their historical background, content, implementation, evaluation, and relevance to current educational contexts. Using a descriptive-critical approach, this research is based on literature review of curriculum documents, education policies, and expert opinions. The findings reveal that each curriculum embodies distinct characteristics aligned with the national development agenda and prevailing educational paradigms of its time. The 1973 PPSP Curriculum emphasized experimental innovation in teaching and learning, the 1975 Curriculum promoted instructional objectives through structured lesson units, while the 1984 Curriculum introduced the concept of Active Student Learning (CBSA) as a core teaching method. This study concludes that a historical understanding of curriculum evolution is crucial for designing future curriculum that are contextual, adaptive, and responsive to the challenges of modern education.

Telaah Kurikulum Sekolah Tahun 2006 Hingga Kurikulum Merdeka Sebuah Perspektif Pandangan Kurikulum Dari Masa Ke Masa Asep Awaludin; Fina Febriyanti; Trisiani Trisiani; Angela Astrid S.C.A; Elli Erlinawati; Umi Baroroh; Ida Karima; Ngasbun Egar
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 5 No. 2 (2025): Juni : Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/khatulistiwa.v5i2.5995

The development of the education curriculum in Indonesia from 2006 to the emergence of the Merdeka Curriculum reflects the dynamics of change in the education system that adapts to the demands of the times. This article invites us to analyse the curriculum paradigm shift, starting from the 2006 Education Unit Level Curriculum (KTSP), then the 2013 Curriculum, to finally the Merdeka Curriculum. This analysis is carried out by considering philosophical, pedagogical, and social perspectives. Using a qualitative approach and literature study, this research succeeded in identifying the main characteristics of each curriculum, as well as the driving factors behind it and its implications for learning practices. The results of the study show that curriculum changes are not only influenced by advances in science and technology, but also by the need for education that is more flexible, learner-centred, and relevant to global challenges. The Merdeka Curriculum, as a refinement effort, emphasises the importance of differentiated learning, providing autonomy to teachers, and strengthening holistic competencies. This article offers insights into the evolution of curriculum policy in Indonesia and provides recommendations for further development in the context of national education development.

IMPLEMENTASI KURIKULUM MERDEKA UNTUK MENINGKATKAN KOMPETENSI PEDAGOGIK GURU SEKOLAH DASAR NEGERI DOPLANG 02 KECAMATAN BAWEN KABUPATEN SEMARANG Mei Riskawati; Ngasbun Egar; Ghufron Abdullah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04, Desember 2024.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

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Abstract: The Independent Curriculum encourages teachers to design interesting and relevant learning to the needs of students. This requires teachers to have high pedagogical competence. SD Negeri Doplang 02 is one of the elementary schools that has implemented the Independent Curriculum and is accompanied by an increase in the pedagogical competence of its teachers. This study aims to describe and analyze the planning, implementation and evaluation of learning in the implementation of the independent curriculum at SD Negeri Doplang 02, Bawen District, Semarang Regency. The approach used in this study is a qualitative approach. Data collection techniques use interviews, observations, documentation. This study uses two types of triangulation, namely source triangulation and method triangulation to test the validity of the data. The results of the study show that: 1) Planning for the implementation of the independent curriculum has been carried out well by formulating objectives, formulating content, designing learning activities, determining learning resources and determining evaluations. 2) The implementation of the independent curriculum is effective by focusing on six aspects of independent curriculum learning, including conducting initial assessments, providing opportunities for students to participate, differentiated learning, utilizing technology-based learning media, implementing learning reflections, and implementing formative and summative assessments. 3) Evaluation of the implementation of the independent curriculum is carried out systematically with the stages of compiling evaluation objectives, developing instruments, collecting evaluation data, analyzing data, providing feedback, and utilizing evaluation results. 4) The implementation of the independent curriculum has a positive impact on improving teacher pedagogical competence. There was an increase in pedagogical competence of 15.10 or 21%. This increase occurred in the indicators of mastering students from various aspects, designing and organizing educational learning, facilitating the development of student potential, conducting learning evaluations/assessments, and utilizing information and communication technology for learning purposes. Keywords: Implementation, Independent Curriculum, Pedagogical Competence

PENGARUH SUPERVISI KEPALA SEKOLAH, BUDAYA SEKOLAH DAN MOTIVASI KERJA GURU TERHADAP MUTU PEMBELAJARAN SMP NEGERI DI SUB RAYON 01 KABUPATEN PEKALONGAN Anika Yulistyarini; Ngasbun Egar; Ghufron Abdullah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04, Desember 2024.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i4.20249

Education plays an important role in improving human resources. Through education, it can create a superior and competitive generation that is qualified to face challenges in the future. This study aims to determine the effect of: 1) principal supervision on the quality of learning; 2) school culture on the quality of learning; 3) teacher work motivation on the quality of learning; and 4) principal supervision, school culture, and teacher work motivation together on the quality of learning in Public Junior High Schools in Sub Rayon 01 Pekalongan Regency. The type of research is quantitative research with a survey method. The population consists of 288 teachers of Public Junior High Schools in Sub Rayon 01 Pekalongan Regency. The sample in this study was 165 teachers selected using the proportional random sampling technique. Data collection was carried out using the questionnaire technique. Data analysis was carried out using multiple linear regression analysis. The results of the analysis show that: 1) there is a positive and significant effect of principal supervision on the quality of learning. This is indicated by the results of the statistical t test of 9,800 which is significant at α = 0.05; 2) there is a positive and significant influence of school culture on the quality of learning. This is indicated by the results of the statistical t test of 11,512 which is significant at α = 0.05; 3) there is a positive and significant influence of teacher work motivation on the quality of learning. This is indicated by the results of the statistical t test of 5,478 which is significant at α = 0.05; and 4) there is a positive and significant influence of principal supervision, school culture, and teacher work motivation together on the quality of learning at Public Junior High Schools in Sub Rayon 01 Pekalongan Regency. This is indicated by the results of the statistical F test of 1359,529 which is significant at α = 0.05. The magnitude of the influence of the variables of principal supervision, school culture, and teacher work motivation together on the quality of learning is determined by the value of the coefficient of determination (R2) produced, which is 0.961. The regression equation produced in this study is Y = -6.558 + 0.365X1 + 0.490X2 + 0.198X3 + e.

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