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All Journal Cakrawala Pendidikan Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Indonesia Jurnal Aplikasi Bisnis dan Manajemen (JABM) E-Journal JPBM (Jurnal Pendidikan Bisnis dan Manajemen) Edumatsains JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Scholaria: Jurnal Pendidikan dan Kebudayaan POLYGLOT JOHME: Journal of Holistic Mathematics Education JKTP: Jurnal Kajian Teknologi Pendidikan Jurnal Keperawatan Silampari Jurnal Sinergitas PkM & CSR Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Journal of English Education Faktor Jurnal Ilmiah Kependidikan Academy of Education Journal Integritas: Jurnal Teologi Diligentia: Journal of Theology and Christian Education Jurnal Gamaliel Teologi Praktika Journal of Applied Engineering and Technological Science (JAETS) JIIP (Jurnal Ilmiah Ilmu Pendidikan) UTAMAX : Journal of Ultimate Research and Trends in Education International Journal of Social and Management Studies (IJOSMAS) JURNAL ADMINISTRASI, KEBIJAKAN, DAN KEPEMIMPINAN PENDIDIKAN (JAK2P) Jurnal Manajemen dan Kewirausahaan Indonesian Journal of Early Childhood : Jurnal Dunia Anak Usia Dini Early Childhood Education Development and Studies (ECEDS) Kelola: Jurnal Manajemen Pendidikan Riwayat: Educational Journal of History and Humanities Jurnal Pendidikan MIPA INTERACTION: Jurnal Pendidikan Bahasa

Dylmoon Hidayat

Universitas Pelita Harapan

Author-ID : 2978881

Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Physics Public Health Social Sciences Other

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IMPLIKASI PENDIDIKAN YANG BERPUSAT PADA KRISTUS DALAM KELAS MATEMATIKA [THE IMPLICATIONS OF CHRIST-CENTER EDUCATION FOR MATHEMATICS CLASSES] Saragih, Melda Jaya; Hidayat, Dylmoon; Tamba, Kimura Patar
JOHME: Journal of Holistic Mathematics Education Vol 2, No 2 (2019): June
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v2i2.1695

The purpose of education is to develop the potential of students to become human beings who believe and fear God Almighty, have noble character, are healthy, knowledgeable, capable, creative, independent, and become democratic and responsible citizens. But in practice, much education separates science and faith in God. Christian education allows students to get to know God more and develops the potential of each student according to God's truth and purpose. Mathematics learning should be a tool to bring students to see and admire God as the great Creator. Investigation and discovery in learning mathematics should acknowledge some of God's attributes and allow students to admire the beauty of mathematics and to praise God.BAHASA INDONESIA ABSTRACT: Tujuan pendidikan adalah untuk mengembangkan potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggung jawab. Namun pada pelaksanaannya, banyak pendidikan memisahkan ilmu pengetahuan dan iman kepada Tuhan. Pendidikan Kristen membawa siswa untuk semakin mengenal Tuhan, mengembangkan potensi setiap peserta didik sesuai dengan kebenaran dan maksud Tuhan. Pembelajaran matematika seharusnya menjadi alat untuk membawa siswa semakin melihat dan mengagumi Allah sebagai Pencipta yang agung. Melalui investigasi dan penemuan dalam belajar matematika seharusnya menjadi pengakuan dari beberapa atribut Allah yang membawa siswa untuk mengagumi keindahan matematika dan membawa siswa untuk memuji Tuhan.

THE USE OF REALISTIC MATHEMATICS EDUCATION IN TEACHING THE CONCEPT OF EQUALITY Theodora, Febe Ratu Nada; Hidayat, Dylmoon
JOHME: Journal of Holistic Mathematics Education Vol 1, No 2 (2018): June
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v1i2.913

Algebra is one of the most fundamental concepts in learning mathematics and the concept of equality is an essential part of learning algebraic topics. However, many students find this concept difficult to understand. The problem is the difficulty of the content and how to teach it. In order to solve the problem, this paper reviews the use of the theory of Realistic Mathematics Education (RME) in teaching the concept of equality. RME is a process of teaching and learning mathematics in a contextual way as mathematics is considered as a human activity. This paper aims to review the use of the RME theory in teaching the concept of equality within the Biblical perspective as the parameter of the implementation for mathematics as one of God’s tools to reveal His glory and wisdom. The method used in this paper was literature review which used literature findings as the resources. According to the literature research, it was found that the main problem in teaching and learning the concept of equality was students’ misconception of equality. The use of the RME theory can help teachers to teach the “equality” concept to help student learn contextually. BAHASA INDONESIA ABSTRAK: Aljabar merupakan salah satu konsep paling dasar dalam pembelajaran matematika mendalam dan konsep persamaan merupakan bagian yang penting dalam mempelajari topik-topik aljabar. Namun ada murid-murid yang mendapati bahwa konsep persamaan sulit dimengerti. Permasalahannya adalah seputar sulitnya materi yang dipelajari dan cara pengajarannya. Untuk mencari solusi dari permasalahan tersebut, makalah ini akan mengkaji penggunaan teori Matematika Realistis dalam pengajaran konsep persamaan. Matematika Realistis adalah proses belajar mengajar matematika kontekstual yang memandang matematika sebagai aktifitas manusia. Makalah ini bertujuan untuk mengkaji penggunaan teori Matematika Realistis dalam pengajaran konsep persamaan di dalam perspektif Alkitabiah sebagaimana matematika adalah alat Allah untuk menyingkapkan kemuliaan dan hikmat-Nya. Metode yang digunakan dalam makalah ini adalah studi literatur yang menggunakan temuan-temuan literatur sebagai sumber. Berdasarkan studi literatur, masalah utama dalam pengajaran konsep persamaan adalah adanya miskonsepsi pada pemahaman murid dan menggunakan teori Matematika Realistis, pengajar dapat mengajar konsep “keseimbangan” untuk membantu murid belajar secara kontekstual.

PERAN GURU KRISTEN DALAM PEMBELAJARAN MATEMATIKA DI SUATU SEKOLAH KRISTEN DI TANGERANG [CHRISTIAN TEACHER’S ROLE IN LEARNING MATHEMATICS AT A CHRISTIAN SCHOOL IN TANGERANG] Imran, Septianus; Hidayat, Dylmoon; Winardi, Yonathan
JOHME: Journal of Holistic Mathematics Education Vol 2, No 2 (2019): June
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v2i2.1683

This research used a qualitative approach with a case study design in a Christian school in Tangerang. The research’s subjects included eight mathematics teachers and 143 students from different classes, each one taught by the eight mathematics teachers. Data collection was based on interviews, observations, and distributing questionnaires. The data analysis used the Miles and Huberman model which consists of three processes: data reduction, data display, and conclusion drawing. The research results showed that student negative behaviours included having a low self value in mathematics, saying negative words to classmates, being disrespectful towards the mathematics teachers, abusing the learning environment, and assuming God has no connection with mathematics learning. To redeem student negative behaviours, mathematics teachers at the school gave advice, warnings, consequences, and attempted to be a role model for students. Student responses towards teachers' actions can be grouped into two categories: positive responses: students receive advice, warnings, concequences and repair their negative behaviour and negative responses: students think trivially about advice, warnings, or consequences given by teachers.BAHASA INDONESIA ABSTRACT: Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus di suatu sekolah Kristen di Tangerang. Subjek penelitiannya adalah delapan guru Matematika dan 143 orang siswa-siswi yang masing-masing diajar oleh delapan guru tersebut. Pengumpulan data menggunakan teknik wawancara, observasi, dan penyebaran kuesioner. Teknik analisis data menggunakan model Miles dan Huberman yang terdiri dari tiga tahap yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bentuk-bentuk perilaku negatif siswa, yaitu menilai diri rendah dalam Matematika, mengeluarkan kata-kata negatif kepada teman kelas, tidak menghargai atau menghormati guru Matematika, menyalahgunakan lingkungan belajar, serta menganggap Tuhan tidak ada kaitannya dengan Matematika. Untuk memulihkan perilaku negatif siswa, guru Matematika di sekolah Kristen tersebut memberi nasihat, teguran, konsekuensi, serta berusaha menjadi teladan akan kesabaran, ketegasan dan pengampunan bagi siswa-siswinya. Respon siswa terhadap tindakan guru dikelompokkan menjadi dua kategori, yaitu positif: siswa menerima nasihat, teguran, maupun konsekuensi dan merubah perilaku negatifnya dan respon negatif: siswa menganggap sepele nasihat, teguran atau konsekuensi yang diberikan guru.

THE IMPLEMENTATION OF RECEPTION-ORIENTED CAM WITH WORKSHEETS TO IMPROVE GRADE 10 STUDENTS’ CONCEPTUAL UNDERSTANDING OF QUADRATIC EQUATIONS AND FUNCTIONS IN A CHRISTIAN SCHOOL Astuti, Dea Dri; Hidayat, Dylmoon
JOHME: Journal of Holistic Mathematics Education Vol 3, No 2 (2020): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v3i2.1578

Based on observations and summative test results, the researcher identified that students' difficulties in learning quadratic equations and functions was conceptual understanding. Conceptual understanding enables students to analyze, integrate, and apply a concept in different situations. The purpose of the research was to see if the implementation of the Reception-Oriented CAM with worksheets improved students’ conceptual understanding and to find an effective way to implement the method. The researcher used a two-cycle Classroom Action Research of Pelton’s with seven grade 10 female students at a Christian school in Tangerang as the research subjects. Data was collected by test sheets, observation sheets, feedback sheets, and documentation. The result showed that the Reception-Oriented CAM with worksheets could improve students’ conceptual understanding in learning quadratic equations and functions. Another result showed that an effective way to implement Reception-Oriented CAM with worksheets was through implementing all the phases of the method thoroughly by giving more time in phase three and giving detailed instruction to the students. BAHASA INDONESIA ABSTRACT: Berdasarkan pengamatan dan hasil tes sumatif, peneliti mengidentifikasi bahwa kesulitan siswa dalam belajar persamaan dan fungsi kuadrat adalah dalam memahami konsep. Pemahaman konsep memungkinkan siswa untuk menganalisis, mengitegrasi, dan menerapkan konsep dalam berbagai situasi. Tujuan penelitian ini adalah untuk melihat manfaat penggunaan Reception Oriented CAM dengan lembar kerja untuk meningkatkan pemahaman konsep dan menemukan suatu cara yang efektif dalam penerapan metode tersebut. Penelitian tuindakan kelas dua siklus dengan model Pelton ini mengambil subyek tujuh siswi kelas 10 di suatu Sekolah Kristen di Tangerang. Data dikumpulkan dengan lembar tes, observasi, lembar umpan balik, dan dokumentasi. Hasil penelitian menunjukkan bahwa metode Reception Oriented CAM dengan lembar kerja dapat meningkatgkan pemahaman konsep siswa dalam pembelajaran persamaan dan fungsi kuadrat. Hasil penelitian juga menunjukkan bahwa cara yang efektif untuk menerapkan Reception Oriented CAM dengan lembar kerja adalah dengan cara memberikan waktu yang cukup pada langkah ke tiga dan memberikan instruksi dengan detail kepada siswa-siswa sebelum pembelajaran dimulai.

PERANAN REFLEKSI GURU DALAM UPAYA MENINGKATKAN MANAJEMEN KELAS [THE ROLE OF TEACHER’S REFLECTION IN EFFORTS TO IMPROVE CLASS MANAGEMENT] Erikasari, Elisabeth; Agustin, Atalia; Hidayat, Dylmoon
JOHME: Journal of Holistic Mathematics Education Vol 5, No 1 (2021): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v5i1.2124

Reflective learning is one of the actions in which the teacher observes the shortcomings that occur in the classroom. Reflective learning aims to find solutions to every problem that arises when the teacher teaches, so that class management runs well. This reflection process consists of 4 stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The focus of the study in this paper is on Christian education, Christian teachers, students, reflective learning, and classroom management. The method used is analysis based on literature study. Reflective learning practices that rely on the Holy Spirit in the progressive sanctification process to become like God in responding to each student's behavior according to the principles of the Christian faith. Reflective learning is important to be applied in the classroom, because through reflective learning the teacher will be more sensitive to problems in the classroom. Based on the results of this study, it can be said that the difficulties experienced by the author during the reflection process; first, student teachers do not see the importance of assertiveness in leading the class. Second, do not give a firm attitude during the learning process. Third, student teachers are not consistent in carrying out discipline in the classroom. It is recommended that in the implementation of reflective learning, teachers need to have sufficient experience and competence, and need to carry out a complete reflective learning cycle to complete the completion of overcoming the class.BAHASA INDONESIA ABSTRACT: Pembelajaran reflektif adalah salah satu tindakan dimana guru melakukann observasi, terhadap kekurangan yang terjadi dalam kelas. Pembelajaran reflektif bertujuan untuk menemukan solusi untuk setiap permasalahan yang muncul saat guru mengajar, sehingga manajemen kelas berjalan dengan baik. Proses refleksi ini terdiri dari 4 tahap: concrete experience, reflective observation, abstract conceptualization, dan active experiment. Fokus kajian dalam paper ini mengenai pendidikan Kristen, guru Kristen, siswa, pembelajaran reflektif, dan manajemen kelas. Metode yang digunakan adalah analisis berdasarkan studi literature. Praktik pembelajaran reflektif yang mengandalkan Roh Kudus dalam proses progressive sanctification untuk menjadi semakin serupa dengan Allah dalam merespons setiap perilaku siswa sesuai prinsip iman Kriten. Pembelajaran reflektif penting untuk diterapkan dalam kelas, karena melalui pembelajaran reflektif guru akan semakin peka dengan permasalahan dalam kelas. Berdasakan hasil dari penelitian ini dapat disimpulkan bahwa kesulitan yang dialami penulis selama proses refleksi; pertama, mahasiswa guru tidak memandang penting sikap tegas dalam memimpin kelas. Kedua, tidak memberikan sikap tegas selama proses belajar. Ketiga, mahasiswa guru tidak konsisten adalam menjalankan sikap disiplin dalam kelas. Disarankan dalam pelaksanaan pembelarajan reflektif guru perlu memiliki pengalaman dan kompetensi yang cukup, serta perlu melakukan siklus pembelajaran reflektif secara utuh untuk memberikan penyelesaian dalam mengatasi kelas.

THE IMPLEMENTATION OF THE PROBLEM-BASED LEARNING METHOD TO ENHANCE GRADE 7 STUDENTS’ CRITICAL THINKING SKILLS IN LEARNING MATHEMATICS AT SMP HOLLAND VILLAGE MANADO Oktapratama, Ryan; Chrismastianto, Imanuel Adhitya Wulanata; Hidayat, Dylmoon
JOHME: Journal of Holistic Mathematics Education Vol 3, No 1 (2019): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v3i1.994

Critical thinking is one of the most important issues in education. However, based on field observation results it is found that students have low critical thinking skills. One reason is that learning activities in the classroom do not foster students’ critical thinking skills. The purpose of this research study to enhance students’ critical skills by implementing the Problem-based Learning (PBL) method. The research subjects were 29 grade 7 students in a junior high school in Manado. The research method used was Classroom Action Research (CAR), conducted from September 12 to November 3, 2017. The instruments used were diagnostic tests, pre-tests and post-tests, observation sheets, student interviews, checklists by observers and students, and the researcher’s reflection journal. Data results were analyzed using the descriptive qualitative method. The results showed that the implementation of the PBL method was able to enhance students’ critical thinking skills in learning math with the achievement percentage of students who passed the KKM for pre-test and post-test based on the overall data analysis result from cycle one to two showing an enhancement of 22% on the first indicator, 9% on the third indicator, and 2% on the fourth indicator. The second indicator showed no enhancement amd there was a decrease of 8% on the fifth indicator. Therefore, the PBL method is effective in enhancing students’ critical thinking skills through each stage of the method in the learning process.BAHASA INDONESIA ABSTRACT: Kemampuan berpikir kritis adalah salah satu hal terpenting dalam dunia pendidikan. Namun, berdasarkan observasi di lapangan ditemukan bahwa siswa memiliki keterampilan berpikir kritis yang rendah. Salah satu penyebabnya adalah aktivitas pembelajaran di kelas tidak melatih keterampilan berpikir kritis siswa. Adapun tujuan dari penelitian ini untuk meningkatkan keterampilan berpikir kritis siswa menggunakan metode Problem-based Learning (PBL). Subyek penelitian adalah 29 siswa kelas VII di suatu SMP di Manado. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK), dilakukan dari September sampai dengan November 2017. Instrumen yang digunakan adalah diagnostic test, pre-test dan post-test, lembar observasi, wawancara siswa, checklistoleh pengamat dan siswa, dan jurnal refleksi peneliti. Analisis data hasil penelitian menggunakan metode deskriptif kualitatif. Hasil penelitian menunjukkan bahwa penerapan metode PBL mampu meningkatkan keterampilan berpikir kritis siswa dalam pembelajaran matematika dengan peningkatan indikator satu sebesar 22%, indikator tiga sebesar 9%, dan indikator empat sebesar 2%. Adapun untuk indikator dua tidak mengalami peningkatan dan indikator lima mengalami penurunan sebesar 8%. Dengan demikian, metode PBL terbukti efektif meningkatkan keterampilan berpikir kritis siswa melalui setiap tahapan metode dalam proses pembelajaran.

Potential of Accurate Online Learning Platform Integration in University Sidharta, Ervan; Kowinto, Susanti; Hidayat, Dylmoon
JKTP: Jurnal Kajian Teknologi Pendidikan Vol 5, No 4 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um038v5i42022p368

In the 21st century, where technology develops rapidly, and during pandemic COVID-19 where distance learning relies on internet, online education technology in form of online learning platform has very big potential. University as education institution has the role to be the motor of innovation. Accurate integration of online learning platform is important to make sure all students, lecturers, and even the university itself to experience the benefit. This literature study aims to describe the accurate integration of online learning platform together with its potential caused by the accuracy, both positive and negative. It was found that by considering the learning objectives and strategies together with the capabilities of the students and lecturers, learning can be effective, creative, interactive, collaborative, meaningful, and valuable. The alumnus also equipped with 21st century skill and become a good digital citizen. Without accurate integration, learning activities will just waste the time and modals spent. Lecturers and students cannot perform optimally and can lead to depression. University also potentially only produce alumnus who are good intellectually but without good emotional intelligence. Online learning platform relies on internet and has a lot of features that must be integrated accurately to support learning.Abstrak Pada abad ke-21, teknologi berkembang dengan pesat, dan di tengah pandemi COVID-19 dimana pembelajaran jarak jauh menggunakan jaringan internet, teknologi pendidikan dalam bentuk platform pembelajaran daring memiliki potensi yang besar. Universitas menjadi sebagai institusi pendidikan bertugas menjadi motor penggerak inovasi. Integrasi platform pembelajaran daring yang akurat penting untuk memastikan para mahasiswa, dosen, sampai universitas itu sendiri merasakan manfaatnya. Studi literatur ini mendeskripsikan bagaimana mengintegrasikan platform pembelajaran daring secara akurat beserta potensi positif dan negatif sebagai akibat keakuratan tersebut. Ditemukan bahwa dengan mempertimbangkan tujuan dan strategi pembelajaran, juga kemampuan setiap dosen dan mahasiswa, pembelajaran dapat menjadi efektif, kreatif, interaktif, kolaboratif, bermakna dan bernilai. Para lulusan juga diperlengkapi dengan keterampilan abad-21 dan menjadi warga digital yang baik. Tanpa integrasi yang akurat, kegiatan pembelajaran akan menyita waktu sia-sia dan membuang-buang modal yang digunakan. Para dosen dan mahasiswa juga tidak dapat menunjukkan kinerja maksimalnya dan bahkan dapat berujung depresi. Universitas pun hanya menghasilkan mahasiswa yang hanya pintar secara intelektual tanpa kecerdasan emosional yang baik. Platform pembelajaran daring bergantung pada internet dan memiliki banyak fitur yang perlu diintegrasikan secara akurat untuk mendukung pembelajaran.

Pengaruh Transformational Leadership, Kepuasan Kerja dan Motivasi Kerja terhadap Kinerja Guru PKBM XYZ dari Sudut Pandang Kristen Natan, Azerina Priskila; Hidayat, Dylmoon
Kelola: Jurnal Manajemen Pendidikan Vol. 10 No. 2 (2023)
Publisher : Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.jk.2023.v10.i2.p142-154

A teacher's performance can influence the quality of student learning at school. This is because teachers have an important role in the world of education. His words and behavior will be an example for the students he teaches. Students can feel that teachers do not give their best in preparing learning materials, complain easily, or are unable to work together with leaders. There are many factors that can influence teacher performance, namely type of leadership, job satisfaction, and work motivation. Research was conducted to determine whether there is a positive influence between transformational leadership, job satisfaction, and work motivation on teacher performance at PKBM XYZ. This research is quantitative research with 35 respondents using path analysis. The results of this research indicate that (1) transformational leadership has a positive effect on teacher performance, (2) there is little evidence that job satisfaction has a positive effect on teacher performance, (3) work motivation has a positive effect on teacher performance. The teacher performance variable can be explained by the variables transformational leadership, job satisfaction and work motivation by 21%.

Tantangan dalam Transformasi Pendidikan Kedokteran Gigi pada Era Pandemik COVID-19 Eko Prastyo; Dylmoon Hidayat; Slamet Harjaya
Jurnal Keperawatan Silampari Vol 5 No 2 (2022): Jurnal Keperawatan Silampari
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

This study aims to assess the challenges faced by universities providing dental education in the era of the Covid-19 pandemic. This research method uses a narrative review research method. The search results obtained 143 articles and brought five pieces relevant to the focus and purpose of the literature review. The data sources obtained are then extracted using the design, sample, variable, instrument, and analysis (DSVIA) method. In the implementation of dental education in the era of the Covid-19 pandemic, many obstacles were encountered related to the learning curriculum, learning media, online assessment, conducting research and laboratory practicum, and so on. In conclusion, the biggest challenge in dental education is the steps or policies that must be taken to ensure the continuation of dental education activities during the Covid-19 pandemic. Keywords: Covid-19, Learning, Dental Education

PERAN KEPEMIMPINAN TRANSFORMASIONAL TERHADAP PENGEMBANGAN INNOVASI DAN BUDAYA KERJA DALAM ORGANISASI PENDIDIKAN Mahayana, Dewa Komang Tri; Hidayat, Dylmoon
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 7 No. 2 (2022): Juni
Publisher : STKIP Pesisir Selatan

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

Developing a quality culture in educational institutions can be achieved by developing educational innovation, extracurricular, cultural innovations, student personality traits, as well as academic and non-academic achievement development programs (School Engagement). The implementation of school quality development culture program encountered several obstacles including the lack of understanding of how to implement the 2013 curriculum. The application of the principles of transformational leadership and continuous mentoring to teachers in class assignments and responsibilities is a possible solution. The approach taken by the principal through the management approach is as follows: First, the planning phase which sets quality goals and communicates these goals to the school community. Second, the organizational stage by establishing an organizational structure, determining the main tasks and assigning or delegating tasks of authority. Third, the leadership phase consists of teacher training, assisting teachers and staff, observing teachers during learning, motivating, discussing results, focusing on quality goals, and following up. Fourth, the stage of monitoring and evaluating ongoing school programs. In addition, the results of this paper will describe the impact of transformational leadership on the development of innovation and work culture in leadership education. The writing of this article comes from scientific sources such as books and articles that have been checked for authenticity.

Co-Authors Agus Purwanto Agustin, Atalia Agustina Reni Setianingsih Amirrudin Zalukhu Anditya, Novia Hoki Astuti, Dea Dri Atalya Agustin, Atalya Atozanolo Lahagu Atozanolo Lahagu* Bernard Wijaya Napitupulu Carollina Anggi Puspitasari Chrissya Apitula Danang Setyadi Desri Kristina Silalahi Desri Silalahi Dessy Anggreiny Saragih Dewa Komang Tri mahayana Dewi Anggreani Dewi Tjhin Dorothy Rimba Eko Hadi Purnomo Eko Prastyo Eko Prastyo Eko Subagia Erikasari, Elisabeth Erni Hanna Nadeak Erwin Santoso Ester Margareth Wagiu Felix Yojinato Hastuti Pakpahan Hastuti Pakpahan, Hastuti Hayma Elphis Bangngu Helti Lygia Mampouw Imanuel Adhitya Wulanata, Imanuel Adhitya Imran, Septianus Jacob Stevy Seleky Janwar J Juriaman Jessica Nova Sagita Kim, Tina Kotamena, Fredson Kowinto, Susanti Kristiana, Tabita Gabriela Kuddi, Sonianto Kumalasari, Maria Yashinta Putri Liebertus, Jefry Linda Liana Listyani, Laras Mahayana, Dewa Komang Tri Maitimo, Vinsensius V. S. Masduki Asbari Maya Sofa Meildy Louisa Kese Melda Jaya Melda Jaya Melda Jaya Saragih, Melda Jaya Melda Jaya, Melda Murdanu Murdanu Natalia Natalia Natalie Chito Mayuni Natan, Azerina Priskila Neri Astriana Koehuan Nico Tanles Tjhin Oce Datu Appulembang, Oce Datu Oki Hermawati Oktapratama, Ryan Otto Berman Sihite PANGGABEAN, DEDY Panggabean, Meicky S Poltak Sinaga Poltak Sinaga, Poltak Robby Prissly Rosdiana Sijabat Rosyeline Nesac Djuarsa Ryan Oktapratama Selvi Esther Suwu, Selvi Esther Serliana Christian Setianingsih, Agustina Reni Sidharta, Ervan Sihite, Otto Berna Sinaga Poltak Slamet Harjaya Soesanto, Robert Harry Sudibjo, Niko Tamba, Kimura Patar Tanti Listiani Tanti Listiani, Tanti Theodora, Febe Ratu Nada Tica Chyquitita Tina Kim Vinsensius V. S. Maitimo Wening Indriani, Wening Wesly Baan Wilfridus Beda Nuba Dosinaeng Winardi, Yonathan Wiyun Philipus Wylen Djap Yael Narwastu Jati

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