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Aman Simaremare
Department Of Education Management, Postgraduate, Universitas Negeri Medan, Medan, Sumatera Utara, Indonesia
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Implementasi Profesionalisme Guru dalam Meningkatkan Prestasi Siswa di SD Pelangi Medan Corry Devina Simbolon; Aman Simaremare; Michael Yudha Pratama; Putri Revalina Simanullang; Tiara Akta Maipia; Nadia Sabrina
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 3 No. 02 (2026): APRIL - MEI 2026
Publisher : PT. Intelek Cendikiawan Nusantara

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Abstract

Profesionalisme guru merupakan salah satu faktor penentu keberhasilan proses pembelajaran dan peningkatan prestasi siswa. Penelitian ini bertujuan untuk (1) mengetahui upaya guru dalam meningkatkan profesionalisme di sekolah, (2) mengidentifikasi faktor-faktor yang mempengaruhi profesionalisme guru dalam proses pembelajaran, dan (3) mengetahui pengaruh profesionalisme guru terhadap peningkatan prestasi siswa di SD Pelangi Medan. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa observasi partisipatif, wawancara mendalam, dan dokumentasi. Subjek penelitian adalah guru kelas IA SD Pelangi Medan. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru di SD Pelangi Medan telah melakukan berbagai upaya peningkatan profesionalisme, meliputi: pengembangan kompetensi pedagogik melalui penyusunan perangkat pembelajaran yang terstruktur, penerapan metode pembelajaran inovatif, serta peningkatan kompetensi profesional melalui program pelatihan dan musyawarah guru mata pelajaran. Faktor-faktor yang mempengaruhi profesionalisme guru mencakup motivasi internal guru, dukungan kepala sekolah, ketersediaan sarana prasarana, dan keterlibatan orang tua. Penelitian ini menegaskan bahwa profesionalisme guru berkorelasi positif terhadap peningkatan prestasi akademik dan non-akademik siswa. Novelty penelitian ini terletak pada konteks sekolah dasar swasta di wilayah urban Medan dengan karakteristik sosial-demografis yang khas, yang belum banyak dikaji dalam penelitian sebelumnya.
Penerapan Kode Etik Sebagai Upaya Meningkatkan Profesionalisme Guru PAUD di TK ABA 19 Mandala Medan Devi Kristina Br Situmorang; Rachel Viktoria Waruwu; juwita Novelina Br Tarigan; Aman Simaremare; Michael Yudha Pratama
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 3 No. 03 (2026): JUNI - JULI 2026
Publisher : PT. Intelek Cendikiawan Nusantara

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Abstract

Penelitian ini bertujuan untuk melihat bagaimana penerapan kode etik guru dapat membantu meningkatkan profesionalisme guru di TK ABA 19. Penelitian ini mengadopsi metode kualitatif deskriptif dan mengumpulkan data dengan cara mengamati, melakukan wawancara, dan mengumpulkan dokumen.  Hasil penelitian menunjukkan bahwa guru di TK ABA 19 telah menerapkan kode etik guru dengan baik. Hal ini terlihat dari sikap disiplin, tanggung jawab, cara berbicara yang sopan, serta kemampuan menjaga hubungan profesional dengan siswa, rekan kerja, dan orang tua. Selain itu, para guru juga berusaha untuk meningkatkan profesionalisme mereka dengan bekerja sama satu sama lain, mengikuti pelatihan, dan menyiapkan alat pembelajaran sebelum mereka mengajar.  Namun, masih ada masalah dalam proses belajar, yaitu guru kadang-kadang lebih banyak membantu satu anak, sehingga perhatian kepada siswa yang lain menjadi tidak merata. Berdasarkan hasil penelitian, dapat disimpulkan bahwa penerapan kode etik guru sangat berhubungan dengan peningkatan profesionalisme guru. Hal ini membantu dalam menciptakan suasana belajar yang nyaman, disiplin, dan baik bagi perkembangan anak usia dini.
Analisis Kompetensi Pedagogik dan Profesionalisme Guru PAUD dalam Pembelajaran Anak Usia Dini di TK Pelangi Aman Simaremare; Michael Yudha Pratama; Dinnda Venintha Pandia; Maria Euagglion Apriliasi Purba; Nada Nisrina
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 3 No. 03 (2026): JUNI - JULI 2026
Publisher : PT. Intelek Cendikiawan Nusantara

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Abstract

Pendidikan Anak Usia Dini (PAUD) merupakan salah satu jenjang pendidikan yang sangat penting karena menjadi dasar utama dalam pembentukan karakter, kepribadian, kemampuan sosial, emosional, moral, bahasa, dan kognitif anak. Pada masa usia dini, anak mengalami perkembangan yang sangat pesat sehingga membutuhkan stimulasi pendidikan yang tepat sesuai tahap perkembangannya. Keberhasilan pendidikan anak usia dini sangat dipengaruhi oleh kompetensi pedagogik dan profesionalisme guru dalam melaksanakan proses pembelajaran. Guru PAUD dituntut mampu memahami karakteristik anak, menyusun perencanaan pembelajaran, menggunakan metode dan media pembelajaran yang sesuai, serta melakukan penilaian perkembangan anak secara optimal. Penelitian ini bertujuan untuk menganalisis kompetensi pedagogik dan profesionalisme guru PAUD dalam pembelajaran anak usia dini di TK Pelangi serta mengetahui faktor-faktor yang menyebabkan rendahnya kompetensi guru. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa guru telah melaksanakan pembelajaran dengan cukup baik dan penuh tanggung jawab, namun kompetensi pedagogik dan profesionalisme guru masih perlu ditingkatkan. Permasalahan terlihat pada aspek perencanaan pembelajaran yang masih sederhana, penggunaan metode pembelajaran yang kurang variatif, keterbatasan media pembelajaran, pengelolaan kelas yang belum optimal, serta penilaian perkembangan anak yang belum sistematis. Faktor penyebab rendahnya kompetensi guru meliputi keterbatasan latar belakang pendidikan, kurangnya pelatihan, minimnya fasilitas pembelajaran, rendahnya motivasi pengembangan diri, serta kurangnya penguasaan teknologi pendidikan. Oleh karena itu, diperlukan peningkatan kompetensi guru secara berkelanjutan melalui pelatihan, seminar, workshop, dan pembinaan profesional agar kualitas pembelajaran anak usia dini menjadi lebih optimal
Peran Etika dan Keteladanan Guru dalam Pembentukan Karakter Anak Usia Dini di TK Aisyiyah ABA 10 Aman Simaremare; Michael Yudha Pratama; Regina Melviani Br Sebayang; Roito Elya Lumban Batu; Arin Meira Sembiring; Latifa Arminati
Jejak digital: Jurnal Ilmiah Multidisiplin Vol. 2 No. 4 (2026): JUNI-JULI
Publisher : INDO PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/76zr8w70

Abstract

Early childhood education is an important stage in shaping children's character and personality. In this process, teachers play a role not only as educators but also as role models in shaping students’ attitudes and behavior. This study aims to determine how teacher ethics and character contribute to the character building of early childhood students at TK Aisyiyah ABA 10. The research used a qualitative method with a case study approach. Data collection techniques were carried out through direct interviews with teachers at the school. The results of the study showed that character building in children is implemented through habituation, role modeling, good communication, and cooperation between teachers and parents. The character values instilled include discipline, honesty, responsibility, politeness, and religious attitudes. The findings indicate that teachers’ ethics and character have a very important influence on the character development of early childhood children.
The influence of job satisfaction and work motivation on organizational commitment among Catholic religious education teachers Din Oloan Sihotang; Ermina Waruwu; Aman Simaremare
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v7i1.6086

Abstract

This study examines the influence of job satisfaction and work motivation on organizational commitment among Catholic Religious Education teachers in Indonesia. Despite extensive research on organizational commitment, few studies have examined these relationships in faith-based educational contexts. Using a quantitative approach with path analysis, the study involved 208 teachers selected through proportional random sampling. Data were collected using validated Likert-scale questionnaires and analyzed using IBM SPSS. The findings reveal that job satisfaction and work motivation have a positive and significant influence on teachers' organizational commitment, both individually and simultaneously, accounting for 64.2% of the variance. Teachers who experience supportive working conditions, fair recognition, and strong intrinsic motivation tend to demonstrate higher emotional attachment, loyalty, and dedication to their schools. These findings highlight the importance of leadership strategies that enhance both satisfaction and motivation to sustain long-term teacher commitment in faith-based educational institutions.
The Influence of Teacher Discipline on Teacher Work Performance in the Learning Process at Rawas Ulu Muratara Vocational School, South Sumatra Rosnida Yahya; Aman Simaremare
Journal of General Education and Humanities Vol. 4 No. 3 (2025): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i3.625

Abstract

This study investigates the influence of teacher professionalism and discipline on teacher performance at Rawas Ulu Muratara Vocational School. The core problem addressed is the variation in teacher effectiveness, which may be rooted in varying levels of professional competence and disciplinary behavior among educators. The objective of the research is to determine how significantly these two factors contribute to improving overall teacher performance and to identify the extent of their individual and combined effects. The study employed a quantitative research method grounded in a positivist paradigm, utilizing statistical analysis to examine data collected from a representative sample of teachers at the school. Instruments such as structured questionnaires were used to gather numerical data on teacher professionalism, discipline, and performance indicators. The collected data were analyzed using multiple regression techniques to measure the degree of influence each independent variable had on teacher performance. The results revealed that teacher professionalism has a dominant and significant effect, contributing 63.9% to teacher performance. Teacher discipline also significantly influences performance, with a contribution of 26.8%. When analyzed together, both professionalism and discipline account for 77.369% of the variation in teacher performance, indicating a strong combined effect. These findings highlight the urgent need for professional development and stricter enforcement of discipline policies to enhance educational outcomes. The study offers valuable insights for school leaders, policymakers, and education stakeholders seeking to implement effective strategies for improving teacher quality and overall institutional performance.
Driving Teachers as Catalysts of Innovation: A Literature Review on Teacher Leadership in Indonesia’s Merdeka Belajar Reform Maslina Maslina; Aman Simaremare
Journal of General Education and Humanities Vol. 4 No. 3 (2025): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i3.638

Abstract

This study explores the role of Driving Teachers (Guru Penggerak) in advancing innovative work behavior among educators within the context of Indonesia’s Merdeka Belajar (Freedom to Learn) policy. Employing a qualitative approach through literature review, this paper synthesizes insights from policy documents, scholarly publications, and training frameworks to understand how teacher leadership, reflective practice, and technological adaptation contribute to educational transformation. The review highlights that Driving Teachers act not only as classroom facilitators but also as mentors, collaborators, and change agents within professional learning communities. Their ability to foster student-centered, inclusive, and contextually relevant instruction is central to the success of Merdeka Belajar. The analysis also identifies challenges such as policy-practice gaps, limited institutional support, and the need for sustained professional development. This study offers practical implications for education policymakers, school leaders, and teacher educators in enhancing teacher capacity and system-wide innovation. It also contributes to the academic discourse on teacher agency and reform in emerging education systems.
The Level Of Job Satisfaction Affects Teacher Performance At UPT SMPN 18 Medan Dewi Sri Indriyani; Aman Simaremare
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1133

Abstract

Teacher performance is a key determinant of educational quality, as teachers play a central role in the learning process. However, variations in teacher performance are often linked to differences in job satisfaction, which encompasses aspects such as compensation, leadership, work environment, interpersonal relationships, and opportunities for professional development. This study aimed to examine the effect of job satisfaction on teacher performance at UPT SMPN 18 Medan. The research employed a quantitative approach with a descriptive-correlational design. The population consisted of all teachers at UPT SMPN 18 Medan, and the sample was selected using a non-probability sampling technique. Data were collected through Likert-scale questionnaires measuring job satisfaction and teacher performance. The data were analysed using descriptive statistics and simple linear regression, supported by prerequisite tests for normality, linearity, and heteroscedasticity. Hypothesis testing was conducted using the t-test and the coefficient of determination (R²) at the 0.05 significance level. The results show that job satisfaction has a positive and significant effect on teacher performance. The regression analysis indicates that job satisfaction accounts for 32.8% of teacher performance, while the remaining 67.2% is influenced by other factors not examined in this study. These findings suggest that improving teachers’ job satisfaction can enhance their performance. Therefore, school management is encouraged to prioritise strategies that promote job satisfaction to improve teacher performance and achieve educational goals.
Integrasi Fungsi Manajemen POAC dan Sistem Kotak Saran Partisipatif dalam Meningkatkan Efektivitas Pengelolaan Sekolah di SDN 101768 Tembung Michael Yudha Pratama; Aman Simaremare; Agustina Mandala Putri Br Sinulingga; Nurmala Dalimunthe; Saffana Mufida Nasution; Shyfa Ezra Azzahra Harahap
Jurnal Intelek Insan Cendikia Vol. 3 No. 06 (2026): JUNI 2026
Publisher : PT. Intelek Cendikiawan Nusantara

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Abstract

Manajemen sekolah yang efektif merupakan prasyarat utama dalam mewujudkan mutu pendidikan dasar yang berkelanjutan. Penelitian ini bertujuan menganalisis penerapan fungsi manajemen POAC (Planning, Organizing, Actuating, Controlling) di SDN 101768 Tembung dan mengkaji relevansi integrasi sistem kotak saran partisipatif sebagai mekanisme umpan balik yang menguatkan setiap fungsi manajemen tersebut. Metode yang digunakan adalah penelitian kualitatif deskriptif dengan teknik pengumpulan data melalui observasi partisipatif pasif dan wawancara mendalam terhadap guru kelas V-B. Data dianalisis secara tematik dengan menghubungkan temuan lapangan pada kerangka teori POAC. Hasil penelitian menunjukkan bahwa keempat fungsi manajemen telah diterapkan dengan cukup baik, meskipun masih memerlukan penyempurnaan terutama pada aspek fleksibilitas perencanaan dan mekanisme evaluasi yang sistematis. Sistem kotak saran partisipatif diidentifikasi sebagai instrumen potensial yang dapat memperkuat alur komunikasi antara warga sekolah dengan pengelola dalam setiap tahapan POAC. Integrasi ini diprediksi mampu meningkatkan transparansi, akuntabilitas, dan daya tanggap sekolah terhadap kebutuhan riil peserta didik. Implikasi penelitian ini mendorong satuan pendidikan untuk mengembangkan kanal partisipasi yang terstruktur sebagai bagian integral dari sistem manajemen sekolah berbasis komunitas.
Implementasi Kode Etik Guru dalam Pembentukaan Karakter Peserta Didik di SD Tegal Sari Tasya Marbun; Asti Adelin Sihombing; Rani Mustika Pondang Saragih; Sovy Hayrany Daulay; Benny Adiman Habeahan; Michael Yudha Pratama; Aman Simaremare
Jurnal Intelek Insan Cendikia Vol. 3 No. 06 (2026): JUNI 2026
Publisher : PT. Intelek Cendikiawan Nusantara

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Abstract

Penelitian ini bertujuan untuk mengkaji implementasi kode etik guru dalam membentuk karakter peserta didik di SD Tegal Sari melalui metode studi literatur. Kode etik guru merupakan pedoman moral dan profesional yang menjadi landasan perilaku guru dalam menjalankan tugas pendidikan. Penelitian ini menganalisis 20 referensi terpilih yang terdiri dari 10 jurnal nasional Indonesia dan 10 buku berbahasa Indonesia untuk mengidentifikasi peran kode etik guru dalam pembentukan karakter peserta didik. Hasil penelitian menunjukkan bahwa implementasi kode etik guru memiliki pengaruh positif yang signifikan terhadap pembentukan karakter peserta didik. Guru yang menerapkan kode etik dengan konsisten mampu menjadi teladan bagi siswa dalam menanamkan nilai-nilai disiplin, jujur, tanggung jawab, sopan santun, dan saling menghargai. Faktor pendukung implementasi kode etik meliputi komitmen guru, dukungan sekolah, dan kerja sama orang tua, sedangkan faktor penghambatnya meliputi pengaruh negatif media sosial, perbedaan karakter siswa, dan kurangnya perhatian orang tua. Penelitian ini merekomendasikan penguatan program pembinaan etika profesi guru secara berkelanjutan sebagai upaya sistematis dalam membentuk karakter peserta didik yang berkualitas
Co-Authors Abd. Rahman Hakim Hasibuan Ade Irma Suryani Siregar Agung Wibowo Agustina Mandala Putri Br Sinulingga Agustina Muliati Amanda Safitri Anggraini, Elya Siska Anita Yus Arif Rahman Arin Meira Sembiring Asti Adelin Sihombing Aulia Christina Sinaga Aulia Rahman Aulia Syafitri Azhari Benny Adiman Habeahan Cepti Yuria Pratama Corry Devina Simbolon Desi Murniati Siregar Devi Kristina Br Situmorang Dewi Sri Indriyani Dian Ratna Puri Din Oloan Sihotang Dinnda Venintha Pandia Dwi Yuli Annisa Dwi Yulianti Sitompul Ega Krismaya Enjel Oktaviany Simanjuntak Enricho Fiktorando Purba Ermina Waruwu Ester Eva Martina Simatupang Fadillah Nur Helmi Fahmi Hidayat Hermina Tuturop Hilmi Saputri Nasution Ibnu Hajar Jerniat Benedikta Gulo juwita Novelina Br Tarigan Juwita Surbakti Kemala Yudisthira Siregar Khairuddin Khairuddin Kisno Laris Hutasoit Latifa Arminati Lidya Ardiyan Ardiyan Magdalena Munthe Maria Euagglion Apriliasi Purba Maslina Maslina Megawati Indah Sinaga Michael Yuda Pratama Michael Yudha Pratama Muh. Ishaq Mutiarani Rahma Lubis Nada Nisrina Nadia Sabrina Nelly Nelly Nelly Nover Bintang Siahaan Nurlaila Hayati Nasution Nurmala Dalimunthe Nurul Huda Petrus Sanjaya Simarmata Purnama Sari Putri Jelita Zebua Putri Revalina Simanullang Rachel Theresia Natanael Tambun Rachel Viktoria Waruwu Rani Mustika Pondang Saragih Rawaty O F Panggabean Regina Melviani Br Sebayang Reh Bungana Br. Perangin-angin Ribka Hernita Sitepu Rini Ade Octaviany Risa Manuella Risna Sinaga Roito Elya Lumban Batu Roni Sinaga Ronny S Rosnida Yahya Rosvina Sari Siburian Rusdiman AB AB Saffana Mufida Nasution Samsul Gultom Gultom Santa Murni A. Situmorang Sariana Marbun Sartania Aritonang Saut Purba Sayni Nasrah Sayni Nasrah Seftri Dahyani Hulu Sherly Shyfa Ezra Azzahra Harahap Siti Khodijah Lubis Sovy Hayrany Daulay Sri Milfayetty Sulhan Hamid H Lubis Sutan Mara Doli S Syalwa Arba Tambunan, Husna Parluhutan Tasya Enjelina Waruwu Tasya Marbun Tiara Akta Maipia Timbul Amar Hotib Harahap Titim Eliawati Wahyu Pratama Wan Nova Listia Winda Sihotang Yasaratodo Wau Yasarotodo Wau Yeni Saufina Siregar Yenni Khairani Pane Yulia Rahmah Rambe Yuni Yuspita Sari Yuniarto Mudjisusatyo Zuraida Lubis