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All Journal JUPIIS: Jurnal Pendidikan Ilmu-ilmu Sosial Ta´dib Jurnal Penelitian Pendidikan IPA (JPPIPA) JURNAL EDUCATION AND DEVELOPMENT Journal of Global Business and Management Review Economics and Digital Business Review SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan International Journal of Community Service EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Jurnal Edukasi El-Ibtida'i Sophia Indonesian Journal Education EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran
Marlina Siregar
Universitas Labuhanbatu
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry 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 Other

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PENGARUH EKSPEKTASI, PEMBERDAYAAN, DAN KEPERCAYAAN DIRI TERHADAP KINERJA GURU SEKOLAH DASAR NEGERI DI KECAMATAN BILAH HULU Khairul Hadi; Sakinah Ubudiyah Siregar; Iwan Purnama; Marlina Siregar; Aziddin Harahap
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.10298

Abstract

ABSTRACT Teacher performance is a key factor in improving the quality of education; however, it is still influenced by various psychological and organizational aspects that are not yet optimal, such as expectations, empowerment, and self-confidence. This study aims to analyze the effect of expectations, empowerment, and self-confidence on the performance of elementary school teachers in Bilah Hulu District. This research employed a quantitative approach using a survey method involving 120 teachers selected from a population of 172. Data were collected through questionnaires that met validity and reliability requirements and were analyzed using multiple linear regression. The results show that expectations, empowerment, and self-confidence partially have a positive and significant effect on teacher performance. Simultaneously, the three variables also have a significant effect, with an F-value of 50.014 (p < 0.05). The coefficient of determination (R²) of 0.564 indicates that 56.4% of the variation in teacher performance can be explained by these variables. The study concludes that improving teacher performance can be achieved through strengthening professional expectations, optimizing empowerment, and continuously developing teachers’ self-confidence. Therefore, schools need to create a supportive work environment and encourage the development of teachers’ psychological aspects as part of strategies to enhance educational quality. ABSTRAK Kinerja guru merupakan faktor kunci dalam peningkatan mutu pendidikan, namun masih dipengaruhi oleh berbagai aspek psikologis dan organisasi yang belum optimal, seperti ekspektasi, pemberdayaan, dan kepercayaan diri. Penelitian ini bertujuan untuk menganalisis pengaruh ekspektasi, pemberdayaan, dan kepercayaan diri terhadap kinerja guru sekolah dasar di Kecamatan Bilah Hulu. Penelitian menggunakan pendekatan kuantitatif dengan metode survei terhadap 120 guru yang dipilih dari populasi sebanyak 172 guru. Data dikumpulkan melalui angket yang telah memenuhi syarat validitas dan reliabilitas, kemudian dianalisis menggunakan regresi linear berganda. Hasil penelitian menunjukkan bahwa ekspektasi, pemberdayaan, dan kepercayaan diri secara parsial berpengaruh positif dan signifikan terhadap kinerja guru. Secara simultan, ketiga variabel juga berpengaruh signifikan dengan nilai Fhitung sebesar 50,014 (p < 0,05). Nilai koefisien determinasi (R²) sebesar 0,564 menunjukkan bahwa 56,4% variasi kinerja guru dapat dijelaskan oleh ketiga variabel tersebut.. Kesimpulan penelitian ini menegaskan bahwa peningkatan kinerja guru dapat dicapai melalui penguatan ekspektasi profesional, optimalisasi pemberdayaan, serta pengembangan kepercayaan diri guru secara berkelanjutan. Oleh karena itu, sekolah perlu menciptakan lingkungan kerja yang suportif dan mendorong pengembangan aspek psikologis guru sebagai bagian dari strategi peningkatan mutu pendidikan.
KOMPETENSI MANAJERIAL KEPALA SEKOLAH DALAM MENINDAKLANJUTI PERUBAHAN KURIKULUM SEKOLAH DASAR Khoirunnisaiyah Lubis; Sakinah Ubudiyah Siregar; Iwan Purnama; Muhmmad Ardansyah; Marlina Siregar
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.10315

Abstract

ABSTRACT This study aims to analyze the managerial competence of the principal in responding to curriculum changes at SD IT Rabbani Rantauprapat, Labuhanbatu Regency. Curriculum changes in the education system require principals to possess strong managerial abilities to ensure effective curriculum implementation. As educational leaders, principals play a strategic role in planning, organizing, and supervising curriculum implementation in schools. This study employs a descriptive qualitative approach conducted at SD IT Rabbani Rantauprapat, Labuhanbatu Regency. The informants include the principal, vice principal for curriculum, teachers, and foundation supervisors. Data were collected through interviews, observations, and documentation, and analyzed using the Miles and Huberman model, which consists of data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The results show that the principal’s managerial competence in addressing curriculum changes has been implemented through several aspects. First, the principal carried out strategic planning through coordination meetings and school work meetings to discuss curriculum implementation. Second, the principal organized the process by forming a curriculum development team and assigning tasks to teachers according to their competencies. Third, the principal conducted supervision and guidance to improve the quality of teaching and learning. Fourth, the foundation provided support for curriculum implementation in the school. However, the principal still faced several challenges, such as differences in teachers’ understanding of the new curriculum and limited time to prepare instructional materials. Therefore, the principal’s managerial competence plays a crucial role in the successful implementation of curriculum changes in the school. ABSTRAK Penelitian ini bertujuan untuk menganalisis kompetensi manajerial kepala sekolah dalam menindaklanjuti perubahan kurikulum di SD IT Rabbani Rantauprapat Kabupaten Labuhanbatu. Perubahan kurikulum yang terjadi dalam sistem pendidikan menuntut kepala sekolah memiliki kemampuan manajerial yang baik agar proses implementasi kurikulum dapat berjalan secara efektif. Kepala sekolah sebagai pemimpin pendidikan memiliki peran strategis dalam merencanakan, mengorganisasikan, serta melakukan supervisi terhadap pelaksanaan kurikulum di sekolah. Penelitian ini menggunakan pendekatan kualitatif deskriptif yang dilaksanakan di SD IT Rabbani Rantauprapat, Kabupaten Labuhanbatu. Informan meliputi kepala sekolah, wakil kepala sekolah bidang kurikulum, guru, dan pengawas yayasan. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis dengan model Miles dan Huberman melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data dijamin melalui triangulasi sumber dan teknik.. Hasil penelitian menunjukkan bahwa kompetensi manajerial kepala sekolah dalam menindaklanjuti perubahan kurikulum telah dilaksanakan melalui beberapa aspek. Pertama, kepala sekolah melakukan perencanaan strategi melalui rapat koordinasi dan rapat kerja sekolah untuk membahas implementasi kurikulum. Kedua, kepala sekolah melakukan pengorganisasian dengan membentuk tim pengembang kurikulum serta melakukan pembagian tugas kepada guru sesuai dengan kompetensinya. Ketiga, kepala sekolah melaksanakan supervisi dan pembinaan kepada guru untuk meningkatkan kualitas pembelajaran. Keempat, yayasan memberikan dukungan terhadap pelaksanaan kurikulum di sekolah. Namun demikian, kepala sekolah masih menghadapi beberapa kendala, seperti perbedaan pemahaman guru terhadap kurikulum baru serta keterbatasan waktu dalam menyusun perangkat pembelajaran. Dengan demikian, kompetensi manajerial kepala sekolah memiliki peran penting dalam keberhasilan implementasi perubahan kurikulum di sekolah.
PENGARUH MOTIVASI BERPRESTASI, LINGKUNGAN KERJA, DAN BUDAYA INOVASI TERHADAP KOMITMEN ORGANISASI GURU DI SEKOLAH DASAR NEGERI GUGUS 3 BILAH HULU Ibrahim Rambe; Aziddin Harahap; Marlina Siregar; Junita Junita; Sakinah Ubudiyah Siregar
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.10334

Abstract

ABSTRACT Teachers’ organizational commitment is a crucial element in supporting the improvement of learning quality and educational standards in elementary schools. This study aims to examine the influence of achievement motivation, work environment, and innovation culture on the level of teachers’ organizational commitment in Public Elementary Schools Cluster 3 Bilah Hulu. The research employed a quantitative approach using a survey method. The sample consisted of 102 teachers selected from a population of 136 teachers using the Slovin formula (5%). Data analysis was conducted through multiple linear regression, including classical assumption tests, partial tests, simultaneous tests, and coefficient of determination analysis using SPSS version 26.0. The results revealed that achievement motivation, work environment, and innovation culture, both partially and simultaneously, had a positive and significant effect on teachers’ organizational commitment, with innovation culture emerging as the most dominant variable. These three variables accounted for 61.0% of the variance in teachers’ organizational commitment. The findings emphasize that improving teachers’ commitment requires an integrated approach through strengthening individual motivation, creating a conducive work environment, and continuously developing an innovation culture. This study provides practical implications for schools and policymakers in enhancing educational quality through effective organizational factor management. ABSTRAK Komitmen organisasi yang dimiliki guru menjadi elemen krusial dalam mendukung peningkatan kualitas proses pembelajaran serta mutu pendidikan di sekolah dasar. Penelitian ini bertujuan untuk mengkaji pengaruh motivasi berprestasi, lingkungan kerja, dan budaya inovasi terhadap tingkat komitmen organisasi guru di Sekolah Dasar Negeri Gugus 3 Bilah Hulu. Penelitian menggunakan pendekatan kuantitatif dengan metode survei. Sampel penelitian berjumlah 102 guru dari populasi 136 guru yang ditentukan menggunakan rumus Slovin (5%). Analisis data dalam penelitian ini menggunakan regresi linear berganda dengan tahapan uji asumsi klasik, uji parsial, uji simultan, serta koefisien determinasi melalui bantuan SPSS versi 26.0. Hasil penelitian menunjukkan bahwa motivasi berprestasi, lingkungan kerja, dan budaya inovasi, baik secara parsial maupun simultan, memberikan pengaruh positif dan signifikan terhadap komitmen organisasi guru, dengan budaya inovasi menjadi variabel yang paling dominan. Ketiga variabel mampu menjelaskan 61,0% variasi komitmen organisasi guru. Temuan ini menegaskan bahwa peningkatan komitmen guru memerlukan pendekatan terpadu melalui penguatan motivasi individu, penciptaan lingkungan kerja yang kondusif, dan pengembangan budaya inovasi secara berkelanjutan. Penelitian ini memberikan implikasi praktis bagi sekolah maupun pengambil kebijakan dalam upaya meningkatkan mutu pendidikan melalui pengelolaan faktor organisasi secara efektif.
HUBUNGAN MOTIVASI KERJA DAN DISIPLIN KERJA TERHADAP KINERJA GURU SD GUGUS SATU KECAMATAN BILAH HULU Icha Alvionita; Sakinah Ubudiyah Siregar; Iwan Purnama; Muhammad Ardansyah; Marlina Siregar
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.10336

Abstract

ABSTRACT Teacher performance is an important factor in determining the quality of learning in elementary schools. This study aims to examine the relationship between work motivation and teacher performance, the relationship between work discipline and teacher performance, and the simultaneous relationship of work motivation and work discipline with teacher performance in the Cluster One Elementary Schools of Bilah Hulu District. The subjects of this study were teachers from Cluster One Elementary Schools in Bilah Hulu District, with a total sample of 45 respondents. This research employed a quantitative method with two independent variables and one dependent variable. Based on the results of hypothesis testing, it can be concluded that there is a significant relationship between work motivation and teacher performance, with a value of 0.536. In addition, work discipline also shows a significant relationship with teacher performance, with a value of 0.442. Simultaneously, work motivation and work discipline demonstrate a significant relationship with teacher performance, with a value of 0.655. Thus, work motivation and work discipline simultaneously contribute 44.2% to the improvement of teacher performance. Overall, the findings indicate that efforts to enhance teacher performance can be carried out through strengthening both work motivation and work discipline. ABSTRAK Kinerja guru merupakan faktor penting dalam menentukan kualitas pembelajaran di sekolah dasar. Penelitian ini bertujuan untuk mengkaji hubungan antara motivasi kerja dengan kinerja guru, hubungan antara disiplin kerja dengan kinerja guru, serta keterkaitan motivasi dan disiplin kerja secara simultan terhadap kinerja guru di SD Gugus Satu Kecamatan Bilah Hulu. Subjek penelitian adalah Guru SD Gugus Satu Kecamatan Bilah Hulu dengan jumlah sampel sebanyak 45 orang. Penelitian ini menggunakan metode kuantitatif dengan dua variabel independen dan satu variabel dependen. Berdasarkan hasil uji hipotesis, dapat disimpulkan bahwa terdapat hubungan yang signifikan antara motivasi kerja dan kinerja guru dengan nilai sebesar 0,536. Selain itu, disiplin kerja juga memiliki hubungan yang signifikan dengan kinerja guru sebesar 0,442. Secara simultan, motivasi kerja dan disiplin kerja menunjukkan hubungan yang signifikan dengan kinerja guru dengan nilai sebesar 0,655. Dengan demikian, secara simultan motivasi kerja dan disiplin kerja berkontribusi terhadap peningkatan kinerja guru sebesar 44,2%. Secara umum, hasil penelitian ini menunjukkan bahwa upaya peningkatan kinerja guru dapat dilakukan melalui penguatan motivasi kerja dan disiplin kerja.
The influence of principal leadership, school culture, and digital literacy on the performance of teachers at state vocational high schools in Rantau utara Ragil Wahyuda Abrar; Marlina Siregar; Aziddin Harahap; Junita Junita; Muhammad Ardansyah
Indonesian Journal Education Vol. 5 No. 2 (2026): Indonesian Journal Education (IJE)
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ije.v5i2.1657

Abstract

This study aims to examine the influence of principal leadership, school culture, and digital literacy on teacher performance at state vocational high schools in Rantau Utara. A quantitative research approach was employed using path analysis to examine the relationships among the variables. The study involved 65 teachers selected through proportional random sampling. Data were collected using structured questionnaires and analyzed using descriptive statistics, assumption tests, simple correlation, and multiple correlation analyses with SPSS version 22.0. The findings reveal that principal leadership has a positive and significant influence on teacher performance (r = 0.535, p lower than 0.001), followed by digital literacy (r = 0.528, p lower than 0.001) and school culture (r = 0.416, p lower than 0.001). Simultaneously, principal leadership, school culture, and digital literacy explain 60.2% of the variance in teacher performance (R² = 0.602). These findings indicate that strengthening instructional leadership, fostering a positive school culture, and improving teachers' digital literacy are essential strategies for enhancing teacher performance. This study highlights the importance of integrating effective leadership, a supportive organizational culture, and digital competence to improve instructional quality and support the achievement of educational goals in vocational schools.
The influence of principals' visionary leadership and affective commitment on principal performance in senior high schools and vocational high schools in South Labuhanbatu Regency Anni Zhofatul Fikriah; Aziddin Harahap; Marlina Siregar; Junita Junita; Muhammad Ardansyah
Indonesian Journal Education Vol. 5 No. 2 (2026): Indonesian Journal Education (IJE)
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ije.v5i2.1660

Abstract

This study aims to analyze the influence of principals' visionary leadership and affective commitment on their performance, both individually and simultaneously. A quantitative research approach employing path analysis was used to examine the relationships among the research variables. The study involved 44 principals of senior high schools (SMA) and vocational high schools (SMK) in South Labuhanbatu Regency. Data were collected using validated and reliable research instruments and analyzed to determine the direct and combined effects of the independent variables on principals' performance. The findings reveal that visionary leadership has a positive and significant influence on principals' performance, with a path coefficient of 0.644. Affective commitment also demonstrates a positive and significant influence, with a path coefficient of 0.684. Furthermore, visionary leadership and affective commitment simultaneously have a positive and significant effect on principals' performance, with a combined coefficient of 0.750. These findings suggest that strengthening principals' visionary leadership and affective commitment is essential for improving leadership effectiveness and overall school performance.
School library management as a learning resource for achieving school quality report card standards at SMA Negeri 1 Silangkitang, South Labuhanbatu Regency Khoyan Khoyan; Marlina Siregar; Aziddin Harahap; Junita Junita; Muhammad Ardansyah
Indonesian Journal Education Vol. 5 No. 2 (2026): Indonesian Journal Education (IJE)
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ije.v5i2.1661

Abstract

This study aims to analyze the planning, human resource procurement, development, and evaluation of school library management as a learning resource at SMA Negeri 1 Silangkitang, South Labuhanbatu Regency. A qualitative research approach was employed, involving the principal, head librarian, library staff, teachers, and students as research informants. Data were collected through interviews, observations, and document analysis related to library management. The findings reveal that school library management is systematically integrated into school programs to support literacy development and learning activities. Human resource management is implemented through the assignment of qualified librarians and staff, supported by continuous professional development through training and institutional collaboration. Library development focuses on expanding book collections, improving digital services, upgrading reading facilities, and strengthening literacy programs. Furthermore, library management is evaluated periodically using activity reports, library visitation records, and book circulation data to improve service quality. The study concludes that the school library functions as a strategic learning resource center that enhances learning quality, promotes a culture of literacy, and contributes to improving the overall quality of education at the school.
Co-Authors Agus Anjar Anni Zhofatul Fikriah AZIDDIN HARAHAP Bambang Irawan Chairul Anwar Cici Widya Pratiwi Darpansyah Putra Eva Julyanti Faisal Efendi Siregar Faudi, Faudi Hambali &#039; Hasan Maksum Hasmi Syahputra Harahap Ibnu Hajar Ibrahim Rambe Icha Alvionita Iwan Purnama Jonny Feri Julmahdi Siregar Junita . Junita Junita Khairul Hadi Khoirunnisaiyah Lubis Khoyan Khoyan Mahadi Kesuma Rambe Muchsin Muchsin Muhammad Ardansyah Muhammad Khoirul Ritonga Muhmmad Ardansyah Najamuddin Petta Solong Nurbayani Nurbayani Pristiyono Pristiyono Ragil Wahyuda Abrar Rahma Muti’ah Rahmi Nazliah Rodiah Pasaribu Rosmidah Hasibuan Sapriyani Sapriyani Siregar, Sakinah Ubudiyah Sri Bunga Sukamto Sukamto Suniya Suniya Toni . Ummy Hairani Yudi Prayoga Zainuddin Zainuddin Zulkifli Musannip Efendi Siregar Zunaidy Abdullah Siregar