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All Journal Jurnal Akuntabilitas Manajemen Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Basicedu AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Jurnal Studi Guru dan Pembelajaran Journal of Social Science Jounal of Education and Teaching (JET) Jurnal Islam Nusantara Jurnal Basicedu Jurnal Pengabdian Masyarakat Nusantara Kasta: Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Journal of Social Science JURNAL ILMIAH PENDIDIKAN KEBUDAYAAN DAN AGAMA Jurnal Motivasi Pendidikan dan Bahasa Ilmu Manajemen Sosial Humaniora (JIMSH) Proceeding Of International Conference On Education, Society And Humanity Jurnal Pendidikan dan Sosial Humaniora
Lilis Kholisoh Nuryani
Universitas Galuh
Religion Arts Humanities Chemistry Economics, Econometrics & Finance Education Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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PENGEMBANGAN KOMPETENSI PROFESIONAL GURU MELALUI PEMBELAJARAN DIFERENSIASI DI SEKOLAH DASAR Endah Fidiarti; Lilis Kholisoh Nuryani; Sumiati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62516

Abstract

The development of teachers' professional competencies is the basic capital in the learning process of students to meet the learning needs of different students in a class. This type of research is a literature review (literature review), with stages namely collecting relevant research literature, marking several important terms in the research, conducting an in-depth analysis of the literature that has been obtained by compiling discussions, drawing conclusions based on the results of the analysis. The conclusion of this study is differentiated learning, especially in elementary school education units in developing learning that can meet the learning needs of students without exception. The essential aspects of the development process consist of planning, implementation, and evaluation. The role of the principal in the development of teachers' professional competencies through differentiated learning is by implementing programs that encourage the implementation of independent learning in schools, supporting educators to be open so that they enjoy learning, encouraging students' readiness in learning, thinking critically, and actively involving related parties to play a role in supervising students' learning achievement and encouraging cooperation between related parties to improve the qualifications of educators in the context of implementing the development of differentiated learning.
Transformasi Budaya Mutu Pendidikan melalui Kolaborasi Internasional antara Sekolah Dasar Indonesia dan Thailand Menuju Standar Global Lilis Kholisoh Nuryani; Asep Saepul Hidayat; Maman Herman; Enas Enas; Abdul Rohman; Ading Gunadi; Tatan Ridwan; Mesi Silviani; Wichan Anisong
Jurnal Pengabdian Masyarakat Nusantara Vol. 8 No. 3 (2026): September: Jurnal Pengabdian Masyarakat Nusantara
Publisher : Universitas Muhammadiyah Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57214/pengabmas.v8i3.1246

Abstract

Developing a sustainable educational quality culture has become a strategic priority in improving school performance and preparing educational institutions to meet global standards. However, most teacher professional development programs remain focused on individual capacity enhancement rather than establishing a sustainable quality culture through integrated institutional approaches. This community service program aimed to transform educational quality culture through international collaboration between SDN Argasari 2 Kabupaten Ciamis, Indonesia, and Ban Donrak School, Thailand. The program adopted a participatory and collaborative approach consisting of four integrated strategies: capacity building, coaching and mentoring, cross-cultural collaboration, and technology-supported professional learning. Activities included workshops, professional mentoring, sharing of best educational practices, and the utilization of digital learning platforms to facilitate continuous collaboration. The implementation demonstrated improvements in teachers' and school leaders' understanding of quality culture, strengthened professional collaboration, enhanced instructional leadership, and expanded international professional networks. In addition, integrating digital technology supported continuous communication and professional learning beyond the formal program implementation. The program also produced a conceptual model illustrating the synergy among the four strategies in fostering a sustainable educational quality culture. These findings indicate that integrating professional capacity development, continuous mentoring, international collaboration, and digital technology provides an effective approach for strengthening educational quality culture in primary schools and offers a replicable model for similar educational contexts.
Peran Motivasi Belajar Sebagai Mediator Penuh antara Fasilitas Praktik dan Hasil Belajar Siswa SMK TKJ Nazi Fahrurrohman; Ade Fajar Santana; Lilis Kholisoh Nuryani; Dede Iman
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 6 No. 2 (2026): Juni: Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora
Publisher : AMIK Veteran Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/khatulistiwa.v6i2.11257

Abstract

This study examines the role of learning motivation as a full mediator in the relationship between practical facilities and students’ learning outcomes in vocational high schools, particularly in the Computer and Network Engineering (TKJ) program. This research employed a quantitative explanatory design involving 34 teachers from five public vocational schools in South Tasikmalaya. Data were collected using validated and reliable questionnaires and analyzed using multiple linear regression and Sobel test. The results show that practical facilities significantly influence learning motivation, while learning motivation significantly affects students’ learning outcomes. However, practical facilities do not have a direct effect on learning outcomes. Mediation analysis confirms that learning motivation fully mediates the relationship between practical facilities and learning outcomes. These findings imply that improving learning outcomes in vocational education requires strengthening students’ learning motivation supported by adequate practical facilities. This study contributes to vocational education literature by emphasizing the importance of psychological mechanisms in practice-based learning.
Co-Authors Abdul Rahman Abdul Rohman Ade Fajar Santana Ading Gunadi Ai Iyay Robiyah Alan Rusyadi Andi Mardiana Andi Mardiana Asep Ahmad Rifa’i Asep Budi Tauhid Asep Saepul Hidayat Asih Marwati Astuti, Ida Yuli Awang Kustiawan Carwa, Carwa Daryanto Daryanto Dede Iman Dianawati, Lely EKO WAHYUDI Enas Enas Enas, Enas Endah Fidiarti Hasti Utami Irnawati, Wati Ismawati Emalia Junjun Ade Permana Kiki Zakiyah Kusmiyanto, Bambang Kusnandi Kusnandi Kusnandi Kusnandi, Kusnandi LindaKharisma Maman Herman Marinu Waruwu Mesi Silviani Muh. Takdir Munawar, Aris Muslim, Yudi Aziz Mustaqim, Anis Nazi Fahrurrohman Nearly Ika Yulianti Neneng Khairunnisa Prasetya, Prasetya Rinrin Oktariani Riswandi Hilman Riyan Purwanto Robiyah, Ai Iyay Setianingsih, Ety Sumiati Sumiati Sumiati Sumiati Tatan Ridwan Tresna Hidayat, Gian Turiyah, Turiyah Uneh Dwiyanti Vitri Nurhandayani Wahyu Nugroho Wahyuningsih, Dasini Wichan Anisong Zulfiana Alia