Garuda - Garba Rujukan Digital

Application of Mindfulness Method in Learning to Improve Concentration of Elementary School Students Rosmiati Rosmiati; Nuryati Nuryati
Ludi Litterarri Vol. 1 No. 3 (2024): Ludi Literarri - November
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/z9x61g87

Learning in primary schools plays an important role in shaping students' cognitive, emotional and social abilities. One of the main challenges faced is students' lack of concentration in the learning process. Rapidly evolving digital technology exacerbates this problem, with distractions from digital devices reducing students' focus. To address this, implementing mindfulness in learning can be an effective solution. Mindfulness can improve concentration, reduce stress, and help students manage their emotions. This study aims to explore the application of mindfulness in elementary schools as an effort to improve students' concentration. A descriptive qualitative approach was used involving 5 teachers, 10 students, 5 parents, and 2 education experts as research subjects. Data were collected through interviews, observation, and documentation, and analyzed using thematic analysis. The results showed that mindfulness can improve students' focus, despite challenges such as lack of training for teachers and resistance from parents. With the right support, mindfulness can be effectively applied to support students' academic and social-emotional development in elementary school

PENGARUH KOMPETENSI PROFESIONAL GURU TERHADAP MOTIVASI BELAJAR PESERTA DIDIK DI MA GUPPI RANNALOE Amirullah; M Hasibuddin; Rosmiati; Mustamin; Abdul Wahab
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36136

Penelitian ini bertujuan untuk mengetahui gambaran kompetensi profesional guru, gambaran motivasi belajar peserta didik, serta pengaruh kompetensi profesional guru terhadap motivasi belajar peserta didik di MA Guppi Rannaloe. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian korelasional. Populasi penelitian adalah seluruh peserta didik MA Guppi Rannaloe yang berjumlah 30 orang sekaligus dijadikan sampel penelitian. Teknik pengumpulan data menggunakan angket (kuesioner) dengan skala Likert yang telah diuji validitas dan reliabilitasnya. Data dianalisis menggunakan statistik deskriptif dan regresi linear sederhana. Hasil penelitian menunjukkan bahwa: (1) kompetensi profesional guru di MA Guppi Rannaloe berada pada kategori sedang, dengan 17% responden berada pada kategori tinggi, 66% berada pada kategori sedang, dan 17% pada kategori rendah; (2) motivasi belajar peserta didik berada pada kategori sedang, dengan 13% responden berada pada kategori tinggi, 74% kategori sedang, dan 13% kategori rendah; (3) hasil uji regresi sederhana menunjukkan nilai F hitung = 18,548 dengan signifikansi 0,001 < 0,05, sehingga terdapat pengaruh signifikan kompetensi profesional guru terhadap motivasi belajar peserta didik. Nilai korelasi diperoleh sebesar R = 0,502 dan koefisien determinasi R² = 0,252 yang berarti kompetensi profesional guru memberikan kontribusi sebesar 25,2% terhadap motivasi belajar peserta didik, sedangkan 74,8% dipengaruhi oleh faktor lain di luar penelitian. Dengan demikian, dapat disimpulkan bahwa kompetensi profesional guru memiliki pengaruh yang signifikan namun berada pada kategori rendah terhadap motivasi belajar peserta didik.

Effectiveness of School Management in Increasing Teacher Job Satisfaction in the Digitalization Era Rosmiati Rosmiati; Neviaisyah Neviaisyah
Gestion Educativa Vol. 2 No. 1 (2025): MAY-GE
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/m33f7619

This study aims to describe in depth the effectiveness of school management in improving teacher job satisfaction in the era of digitalization of education. In the face of increasingly massive technological transformation, schools are required to implement responsive and adaptive managerial strategies. The research approach used is descriptive qualitative, with data collection techniques through documentation studies and literature review of various relevant previous research results. The main focus of this study includes the identification of technology-based management strategies, the leadership role of school principals in initiating and directing change, and the analysis of supporting and inhibiting factors that directly or indirectly affect the level of teacher job satisfaction. The data analysis process was conducted using thematic analysis to identify patterns, themes and relationships between managerial elements in the context of digitalisation. The results show that the effectiveness of school management is strongly influenced by the readiness of adequate digital infrastructure, the availability of continuous information and communication technology (ICT) training, the use of an integrated school management information system, and the visionary, collaborative and participatory leadership style of the school principal. However, a number of challenges remain, including limited supporting facilities, increased workload due to digital administrative demands, and an uneven gap in digital skills among teachers. These findings provide an important contribution to formulating the direction of educational managerial policies that not only adapt to technological developments, but are also oriented towards the welfare and work motivation of teachers as the spearhead of the implementation of education in schools.

Application of Mindfulness Method in Learning to Improve Concentration of Elementary School Students Rosmiati Rosmiati; Nuryati Nuryati
Ludi Litterarri Vol. 1 No. 3 (2024): Ludi Literarri - November
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/z9x61g87

Learning in primary schools plays an important role in shaping students' cognitive, emotional and social abilities. One of the main challenges faced is students' lack of concentration in the learning process. Rapidly evolving digital technology exacerbates this problem, with distractions from digital devices reducing students' focus. To address this, implementing mindfulness in learning can be an effective solution. Mindfulness can improve concentration, reduce stress, and help students manage their emotions. This study aims to explore the application of mindfulness in elementary schools as an effort to improve students' concentration. A descriptive qualitative approach was used involving 5 teachers, 10 students, 5 parents, and 2 education experts as research subjects. Data were collected through interviews, observation, and documentation, and analyzed using thematic analysis. The results showed that mindfulness can improve students' focus, despite challenges such as lack of training for teachers and resistance from parents. With the right support, mindfulness can be effectively applied to support students' academic and social-emotional development in elementary school

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