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All Journal SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) Jurnal Bahana Manajemen Pendidikan Jurnal Konseling dan Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) IRJE (Indonesian Research Journal in Education) Indonesian Journal of Learning Education and Counseling JURNAL PENDIDIKAN TAMBUSAI JAIM (Jurnal Abdi Masyarakat) KOLOKIUM: Jurnal Pendidikan Luar Sekolah Jurnal Halaqah Jurnal Perspektif: Jurnal Kajian Sosiologi dan Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang PAKAR Pendidikan Journal of Educational Administration and Leadership (JEAL) Journal of Social Research International Journal of Humanities Education and Social Sciences Jurnal Pusat Akses Kajian Manajemen Curricula : Journal of Teaching and Learning JGK (Jurnal Guru Kita) Ranah Research : Journal of Multidisciplinary Research and Development Cognoscere: Jurnal Komunikasi dan Media Pendidikan Jurnal Ilmu Manajemen Dan Pendidikan Journal of Current Studies in SDGs Journal of Current Studies in SDGs JRTI (Jurnal Riset Tindakan Indonesia) Journal of Educational and Learning Studies
Anisah Anisah
Administrasi Pendidikan, Universitas Negeri Padang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Transportation Other

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Penguatan Kapasitas SDM dalam Mewujudkan Generasi Muda Minangkabau yang Berkarakter Melalui Penerapan Program Pendidikan Berbasis Budaya Lokal di Sumatera Barat Defril Syafrin; Ridonal Rizki; Anisah Anisah; Nurhizrah Gistituati; Novriyanti Achyar
Jurnal Perspektif Vol 8 No 4 (2025): Jurnal Perspektif: Jurnal Kajian Sosiologi dan Pendidikan, Universitas Negeri Pad
Publisher : Labor Jurusan Sosiologi, Fakultas Ilmu Sosial, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/perspektif.v8i4.1535

Abstract

Penelitian ini bertujuan untuk menganalisis penguatan kapasitas sumber daya manusia (SDM) dalam mewujudkan pendidikan berbasis budaya Minangkabau serta dampaknya terhadap pembentukan karakter dan kesadaran budaya generasi muda di Sumatera Barat. Penelitian ini penting dilakukan karena pendidikan berbasis budaya lokal semakin mendesak ditengah arus globalisasi yang berpotensi menggeser nilai-nilai adat dan identitas lokal, sementara kajian mengenai integrasi manajemen SDM, kepemimpinan sekolah, dan strategi konstruksi pengetahuan dalam konteks budaya Minangkabau masih terbatas. Menggunakan metode penelitian kualitatif dengan pendekatan studi kasus, data dikumpulkan melalui wawancara mendalam, observasi partisipasi, dan analisis dokumen sekolah terkait pelaksaan muatan lokal budaya Minangkabau. Hasil penelitian menunjukkan bahwa keberhasilan implementasi pendidikan berbasis budaya Minangkabau di Sumatera Barat sangat ditentukan oleh tiga komponen utama, yaitu pertama penguatan kapasitas SDM di sekolah; kedua, kepemimpinan sekolah yang transformasional, dan ketiga; adanya strategi pembelajaran yang memungkinkan terjadinya konstruksi pengetahuan secara aktif. Kepemimpinan sekolah yang transformasional berperan signifikan dalam menciptakan ekosistem sekolah sadar budaya, mendorong kolaborasi guru, dan menjalin hubungan dengan tokoh adat. Implementasi muatan lokal berbasis budaya Minangkabau berdampak positif pada peningkatan karakter siswa, kesadaran identitas budaya lokal, serta internalisasi nilai-nilai moral seperti sopan santun, musyawarah, dan tanggung jawab sosial. Temuan ini memberikan kontribusi teoritis dalam integrasi perspektif konstruktivisme dan manajemen SDM pada pendidikan budaya, serta membuka peluang penelitian lanjutan mengenai model implementasi budaya di sekolah-sekolah dengan karakteristik berbeda.
The Impact of Augmented Reality Media on IPAS Learning Outcomes: A Moderated Analysis of Learning Motivation Septi Misliza; Anisah; Yeni Erita; Muhammadi
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.13533

Abstract

Student learning achievement is influenced by the quality of instructional media, yet IPAS learning outcomes in several elementary schools remain low due to limited media variation. This study aimed to analyze the effects of Augmented Reality (AR)–based media, learning motivation, and their interaction on fourth-grade students’ IPAS learning outcomes. A quantitative experiment with a 2×2 factorial design was conducted involving 43 students (22 in the experimental group and 21 in the control group). Learning motivation was categorized into high and low levels using a motivation questionnaire administered prior to treatment. Pre-test and post-test instruments were used to measure learning outcomes. Data were analyzed using a two-way ANOVA after meeting normality and homogeneity assumptions, with Mann–Whitney U tests performed only as complementary pairwise comparisons. The results showed a significant main effect of AR-based media on learning outcomes (p = 0.002) and a significant main effect of learning motivation, where high-motivation students achieved higher scores than low-motivation students (p = 0.023 and p = 0.027). However, the interaction between AR media and learning motivation was not significant, indicating that AR media improved outcomes regardless of students’ motivation level. In conclusion, AR-based media effectively enhance IPAS learning outcomes, although their impact is not influenced by motivation.
Visionary leadership and achievement motivation as predictors of teacher creativity: An empirical inquiry Esisuarni, Esisuarni; Anisah, Anisah; Rusdinal, Rusdinal; Al Kadri , Hanif
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 1 (2026): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i1.52720

Abstract

This study investigates the impact of the principal's visionary leadership and achievement motivation on teacher creativity. The study employed quantitative correlational design, with a population of 684 civil servant teachers from public middle schools in Agam Regency. Using the Cochran formula with a 10% margin of error, the stratified proportional random sampling method selected a sample of 176 teachers. Data were collected through a validated and reliable Likert-scale questionnaire. The data were analyzed using SPSS version 26, including normality, linearity, multicollinearity, regression significance, and correlation tests. The results reveal that both the principal's visionary leadership and achievement motivation significantly enhance teacher creativity. These findings highlight the importance of improving both leadership and motivation to foster teacher creativity through targeted interventions.
The Effect of SQ5R Learning Method and Learning Motivation on Students Reading Skills Indah Fajri Hilmi; Anisah Anisah; Desvalini Anwar; Elfia Sukma
Jurnal Penelitian Pendidikan IPA Vol 10 No 11 (2024): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i11.7059

Abstract

This research is motivated by the results of a preliminary study conducted by researchers at the research location that students do not master reading skills. Based on these findings, researchers are interested in obtaining information about the influence of using the SQ5R learning method and learning motivation on the reading skills of class V students at UT SDN 05 Pasar Baru. This research to explain: (1) the effect of using the SQ5R learning method on the reading skills for class V students who have high learning motivation (2) the effect of using the SQ5R learning method on reading skills (3) the effect of using the SQ5R learning method on reading skills for class V students who have low learning motivation (4) interaction between the use of the SQ5R learning method and learning motivation. Base on the research results, it was found that (1) by the t test results obtained sig. (2-tailed) 0,000 < 0,05 (2) by the t test results obtained sig. (2-tailed) 0,005 < 0,05 (3) by the t test results obtained sig. (2-tailed) 0,017 < 0,05 (4) significance of the test results 0,988 > 0,05, so there is an interaction between the SQ5R learning method and learning motivation.
Supportive principal leadership and learning quality: the mediating role of teachers’ affective commitment Dede Mardanil; Anisah Anisah; Lusi Susanti; Jasrial Jasrial
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02492

Abstract

This study aimed to analyze the effects of supportive principal leadership on teachers’ affective commitment and learning quality, as well as the mediating role of teachers’ affective commitment in public elementary schools in Kinali District. This study employed a quantitative correlational design using Structural Equation Modeling (SEM). The population consisted of 386 public elementary school teachers, with 196 respondents selected through proportional stratified random sampling. Data were collected using validated and reliable Likert-scale questionnaires measuring supportive principal leadership, teachers’ affective commitment, and learning quality. The findings showed that supportive principal leadership significantly influenced teachers’ affective commitment (β = 0.73; CR = 6.84; p < 0.001) and learning quality (β = 0.41; CR = 4.12; p < 0.001). Teachers’ affective commitment also had a significant positive effect on learning quality (β = 0.52; CR = 5.36; p < 0.001). Indirect analysis revealed that supportive leadership affected learning quality through teachers’ affective commitment with an indirect effect of 0.38 and a total effect of 0.79. The SEM model demonstrated good fit indices (RMSEA = 0.041; CFI = 0.96; TLI = 0.95). Supportive principal leadership and teachers’ affective commitment play significant roles in improving learning quality in elementary schools.
FOSTERING TEACHER CREATIVITY THROUGH DIGITAL LEADERSHIP, COLLABORATIVE PRACTICES, AND WORK MOTIVATION Lastrioza; Anisah; Jasrial; Merika Setiawati; Zukhria
Curricula: Journal of Teaching and Learning Vol. 11 No. 2 (2026): Curricula : Journal of Teaching and Learning
Publisher : LLDIKTI Wilayah X

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22216/f32x6c73

Abstract

This study aims to analyze the influence of digital leadership, teamwork, and work motivation on teacher creativity at State Senior High Schools in West Pasaman Regency. The research employs a quantitative approach using a causal-associative correlational design. The research sample consists of 195 teachers across State Senior High Schools in West Pasaman Regency, selected through the Stratified Proportional Random Sampling technique. Data were systematically collected using a structured questionnaire and analyzed using path analysis. The results show that digital leadership has a direct and significant influence on teacher creativity, albeit with a relatively small contribution of 1.7%. Meanwhile, teamwork proves to be the most dominant factor influencing teacher creativity, contributing 62.1%. Work motivation also exerts a strong direct influence on teacher creativity, with a contribution of 19.1%. Conversely, the data analysis reveals no direct influence of digital leadership on teamwork, nor an indirect influence of digital leadership on teacher creativity through work motivation. However, a significant indirect influence exists between teamwork and teacher creativity as mediated by work motivation, contributing 16.6%. Overall, these empirical findings confirm that teamwork is the most decisive factor in enhancing teacher creativity in the school environment, operating both directly and indirectly through work motivation. Therefore, strengthening a collaborative climate among educators should be prioritized as the key strategy to optimize instructional creativity.
Efektivitas penggunaan teknik self instruction setting kelompok untuk mereduksi prilaku off task (di luar kegiatan belajar) siswa Sri Wahyuni; Neviyarni Neviyarni; Yanti Fitria; Anisah Anisah
JRTI (Jurnal Riset Tindakan Indonesia) Vol. 11 No. 1 (2026): JRTI (Jurnal Riset Tindakan Indonesia)
Publisher : IICET (Indonesian Institute for Counseling, Education and Therapy)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/30036816000

Abstract

This study aimed to examine the effectiveness of group-based self-instruction techniques in reducing off-task behavior among elementary school students. Off-task behavior, such as talking out of turn, daydreaming, and inattention, remains a common issue that can hinder the learning process. This study employed a quasi-experimental design using a non-equivalent control group design. A total of 40 sixth-grade students participated in the study, consisting of 20 students in the experimental group and 20 students in the control group. The results indicated that the experimental group showed a significant reduction in off-task behavior after the intervention, while the control group did not demonstrate a significant change. Furthermore, post-test comparisons revealed that the experimental group had a lower level of off-task behavior than the control group. In practical terms, the difference in mean scores suggests that the intervention had a strong effect on reducing off-task behavior. In conclusion, group-based self-instruction techniques are effective in reducing off-task behavior and improving student engagement in the classroom.
Social Media and Communication Literacy: Exploring the Relationship between Usage Intensity among Education Administration Students Novriyanti Achyar; Anisah Anisah; Sari Febrianti; Singgih Ginanjar
Journal of Current Studies in SDGs Vol. 3 No. 3 (2027): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.3.195

Abstract

Abstract. This study aims to examine the influence of social media usage intensity on communication literacy skills among students majoring in Educational Administration. The method used in this research is a quantitative approach with survey techniques. The research sample consisted of 121 students randomly selected from 623 registered students in the Department of Educational Administration at Padang State University. Data was collected through a questionnaire that measures the intensity of social media use and media literacy skills in student communication. Data analysis using the Pearson correlation method to identify the relationship between the two variables. The research results show a significant positive correlation between the intensity of social media use and the communication literacy skills of students. Students who have a relatively high intensity of social media use tend to have better communication literacy. Based on Pearson's correlation analysis, the obtained correlation value is 0.442 with a significance of 0.003. This result shows that social media can be an effective tool in improving communication skills if used wisely. This research suggests that the use of social media in the educational context should be better considered to support the development of students' communication literacy skills.
Analisis Dinamika Penerapan Kebijakan Wajib Belajar 13 Tahun Nita Yeni Asmara; Septi Misliza; Wahyuningsih; Zyelya Zefra Ayunda; Nurhizrah Gistituati; Anisah
Cognoscere: Jurnal Komunikasi dan Media Pendidikan Vol. 3 No. 2 (2025)
Publisher : CV. Lenggogeni Data Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61292/cognoscere.272

Abstract

The 13-year compulsory education policy is an important issue in the 2025-2029 National Medium-Term Development Plan (RPJMN), which emphasizes equal access to education. This study aims to analyze the dynamics of the implementation of the 13-year compulsory education policy in Indonesia, focusing on aspects of implementation, obstacles encountered, and efforts made by the government and community to support the policy. The method used in this study is a literature review. The findings indicate that the 13-year compulsory education policy is a strategic step by the government to achieve inclusive, equitable, and sustainable education from early childhood education (PAUD) through to senior high school (SMA/SMK). However, the implementation of this policy still faces significant challenges, including infrastructure issues, low public awareness, shortages of educators, and inadequate coordination between government levels. Abstrak Kebijakan wajib belajar 13 tahun ini menjadi isu penting dalam Rencana Pembangunan Jangka Mengengah Nasional (RPJMN) 2025-2029, yang menekankan pada pemerataan kesempatan pendidikan. Penelitian ini bertujuan untuk menganalsis dinamika penerapan kebijakan wajib belajar 13 tahun di Indonesia, yang berfokus pada aspek implementasi, kendala yang dihadapi, serta upaya yang dilakukan pemerintah dan masyarakat mendukung kebijakan tersebut. Metode yang digunakan dalam penelitian ini yaitu menggunakan kajian literatur (litererature review). Hasil penelitian yaitu kebijakan wajib belajar 13 tahun merupakan langkah strategis pemerintah dalam mewujudkan pendidikan yang inklusif, merata, dan berkelanjutan mulai dari jenjang PAUD hingga SMA/SMK. Namun, pelaksanaan kebijakan ini masih menghadapi tantangan besar, tantangannya meliputi infrastruktur, rendahnya pemahaman Masyarakat, keterbatasan tenaga pendidik, dan belum optimalnya koordinasi antar level pemerintahan. Kata Kunci: Kebijakan, Wajib Belajar 13 tahun
An integrative model of TPACK development: the interplay of teachers' digital competence and principal instructional leadership in indonesian secondary schools Lusi Susanti; Widiawati Widiawati; Merika Setiawati; Anisah Anisah
Jurnal Konseling dan Pendidikan Vol. 14 No. 1 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1197800

Abstract

Digital transformation in education demands the integrated development of teachers' Technological Pedagogical Content Knowledge (TPACK), which is influenced by both individual and organizational factors. This study aims to examine the influence of teachers' digital competence and principals' instructional leadership on TPACK development. This study employed a quantitative correlational design involving 77 public junior high school teachers in Pariaman City, selected using the Slovin formula. Data were collected using a Likert-scale questionnaire and analyzed using multiple linear regression using SPSS and AMOS. The results showed that teachers' digital competence and principals' instructional leadership significantly predicted TPACK. Digital competence proved to be a stronger predictor (β = 0.467) than instructional leadership (β = 0.259), with both variables together contributing significantly to the variance in TPACK (p < 0.001). These findings emphasize the importance of integrating strengthening teachers' digital competence with effective instructional leadership to support meaningful and sustainable technology integration in learning.
Co-Authors Achyar, Novriyanti Ahmad Sabandi Aini Septia Rahmalita Al Kadri , Hanif Andreki Ariesta Aulia Hasanah Azizah Pratiwi Dede Mardanil Defril Syafrin Desvalini Anwar Elfia Sukma Endang Gustina Ermita Ermita Esisuarni, Esisuarni Febriyani Lestari Fifin Wildanah Fitria, Yanti Hade Afriansyah Hadiyanto, Hadiyanto Hafiz Al Ghifary Indah Fajri Hilmi Irawati Irawati Irsa Salsabila Irsyad Irsyad, Irsyad Jasrial Jasrial Jasrial Jesica Zulianda Lastrioza Lily Suryawati Lola Novita Lora Seferti Lusi Susanti Lutfi Alvina M.Hafyzh Caniago Mahaliza Mansor Meeka Haestetika Mega Mustika Ali Melviani Melviani Merika Setiawati Muhammad Arif Rahman Muhammadi Muhammadi Nabella Zahra Utami Nadya Hanifah Rahma Nelfia Adi Nelitawati Nelitawati Nellitawati Nellitawati Neviyarni Neviyarni Nikmah Hayati Ningrum, Tia Ayu Ninit Pujianti Nita Yeni Asmara Nurhizarah Gistituati Nurhizrah Gistituati Nurhizrah Gistitusti Putri Anandita Ridonal Rizki Rifma Rifma Rusdinal, Rusdinal Sari Febrianti Septi Misliza Singgih Ginanjar Sri Wahyuni Sufyarma Marsudin Sufyarma Sufyarma Sulaima Sulaima Sulastri - Sulastri Syahril Syahril Syahril Teddy Roberto Tia Ningrum Trisna Ridho Wahyuningsih Widiawati Widiawati Yahya Yahya Yahya Yeni Erita Yolanda Mario Putri Yulianto Santoso Yulisanto Santoso Zukhria Zyelya Zefra Ayunda