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All Journal SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED PIONIR: Jurnal Pendidikan Analitika : Jurnal Magister Psikologi UMA Edukasi Islami: Jurnal Pendidikan Islam Psikologi Konseling: Jurnal Kajian Psikologi dan Konseling Jurnal Penelitian Pendidikan, Psikologi Dan Kesehatan (J-P3K) Psikologia: Jurnal Pemikiran dan Penelitian Psikologi Eduvest - Journal of Universal Studies
Fasti Rola
Fakultas Psikologi, Program Studi Magister Psikologi Profesi, Universitas Sumatera Utara, Indonesia
Aerospace Engineering Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Health Professions Languange, Linguistic, Communication & Media Neuroscience Nursing Public Health Social Sciences Other

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KEPEMIMPINAN TRANSPERSONAL KEPALA SEKOLAH DI PENDIDIKAN DASAR Rola, Fasti; Rambe, Titin Rahmayanti; Armanto, Dian; Yus, Anita
SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol. 13 No. 3 (2023): SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/sejpgsd.v13i3.54165

Abstract

The quality of education in elementary schools must be well maintained so that the next generation of a nation with character is formed. One of the factors that greatly influences the quality of education in elementary schools is good leadership. The principal as the main leader in elementary schools has a very important role in managing the school and leading all members of the school. In the last few decades, transformational leadership theory has become one of the most influential leadership models in education. The transformational approach to leadership has long been considered a productive approach. Transpersonal leadership offers a more humanistic and values-centered approach to addressing the complex challenges faced by today's organizations and societies).
Its Role In Self Regulated Learning Case Study On Junior High School Students Of It Madani Islamic School Ista, Rahmaniyah Madwa; Tarmidi, Tarmidi; Rola, Fasti
Eduvest - Journal of Universal Studies Vol. 4 No. 10 (2024): Journal Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v4i10.44703

Abstract

Adolescence is a critical period for student education, where students are in the transition period of childhood to adulthood that undergoes changes in their biological, cognitive and socio-emotional conditions. Based on the stage of development, junior high school students should be able to have responsibility in learning, students are able to manage themselves in their way of learning. The focus of this study aims to examine the role of personality type (based on the STIFIn method) and school climate on the self-regulated learning of SMP IT Madani Islamic School students. Sampling in this study used a total sampling involving 300 students. Data collection uses personality type data (based on the STFIn method), school climate scale and self-regulated learning scale. The data analysis technique used in this study is multiple regression analysis. The results showed that STIFIn personality type and school climate played a significant role in self-regulated learning with a value of F = 44,707 and a value of p<.05. Personality type and school climate made an effective contribution of 26.2% to self-regulated learning.
The Evaluation Of Teacher Professional Education Program Pratiwi, Siti Habsari; Rola, Fasti; Rambe, Titin Rahmayanti; Pratama, Anggili; Sutopo, Adi; Adisaputra, Abdurahman; Murad, Abdul
PIONIR: JURNAL PENDIDIKAN Vol. 12 No. 3 (2023): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/pjp.v12i3.21034

Abstract

This article uses the Provus Evaluation Model (Discrepancy Model) developed by Malcolm Provus. The current article aims to analyze whether the program is worth continuing, improving, or stopping. This model emphasizes the formulation of (1) standards, (2) performance, and (3) discrepancy in detail and measurable. The results show some general weaknesses of the teacher professional program (PPG), namely the lack of practical application of the program, where teachers focus too much on theory and not enough on practical teaching skills. Teachers may not receive adequate financial support for self-direction during the program or after they complete it. Some programs may not reflect the latest research and developments in education. Balancing teaching and professional development can be challenging, and some programs may not offer flexible scheduling and equity of training time for pre-service and in-service teachers.K
Co-Authors Abdul Murad, Abdul Adi Sutopo Adisaputra, Abdurahman Anggili Pratama Anita Yus, Anita Desvi Yanti Mukhtar Dian Armanto Dongoran, Jhonas Edy Surya EVA FARIDAH Hasratuddin Hasratuddin Hasratuddin Hasratuddin Ista, Rahmaniyah Madwa Jhonas Dongoran Liza Marini Muhammad Buchori Ibrahim Nadia Putri Delwsi Nurdin Bukit Parinduri, Wina Mariana Siti Habsari Pratiwi, Siti Sumarlin Mangandar Marianus Tarmidi Dadeh Tarmidi Tarmidi