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PENINGKATAN MOTIVASI DAN KINERJA GURU PAI MELALUI VARIABEL SUPERVISI, KOMPENSASI DAN KOMPETENSI Ikhrom Ikhrom
Wahana Akademika: Jurnal Studi Islam dan Sosial Vol 1, No 1 (2014): Wahana Akademika
Publisher : Kopertais Wilayah X Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/wa.v1i1.804

AbstractThis discussion aims to answer two problems, namely (1) is there any effect ofsupervision, compensation, and competency to work’s motivation? (2) is thereany effect of supervision, compensation, and competence on the teacherperformance either directly or indirectly ( through the work motivation)? Theresults of the path analysis testing phase I can concluded that supervision,compensation, competencies significantly effect to work’s motivation. Throughmultivariate regression analysis resulted in a significant influence. Competencyeffective contribution of 14.4 %, amounting to 1.5 % of compensation, andsupervision by 0.8 %. While the results of the partial regression test producessome conclusion, (1) the supervision effect but not significant with a score of0.029 and β scores sig 0.673 ( greater than 0.05 ), (2) the compensation effect is not significant with a score of 0.123 and β scores sig 0.075 (greater than 0.05), and ( 3 ) a significant effect of competence with a score of 0.380 and β sig score of 0.000 ( less than 0.05 ). The result of path analysis of phase II can be cocluded that supervision, compensation, competencies, and motivation together to significantly affect to the performance of Islamic religious teachers. While explaining the partial regression test, supervision and competence have asignificant effect, while compensation and motivation but not significant effect.Furthermore, after the model test found that supervisors supervise directly affect performance. Supervision has a direct effect score is greater than the indirect effect scores. Compensation does not affect the performance directly, but through motivation. Because scores directly effect compensation is smaller than the indirect effect. Competence directly effect performance significantly. Because the direct influence competence scores greater than the indirect effect scores.Effective contribution of each variable is different. Supervision effectivecontribution by 4.81 %. Compensation effective contribution of 0.1 %.Competency effective contribution by 64 %, and the contribution of effectivemotivation of 0.7 %. Based on the results of the study found, the elementaryteacher PAI’s performance can be improved through the supervision,compensation through motivation, competence, and other variables that are notincluded in the study.Keyword: motivasi, kinerja guru PAI, supervisi, kompensasi, kompetensi

PENINGKATAN MOTIVASI DAN KINERJA GURU PAI MELALUI VARIABEL SUPERVISI, KOMPENSASI DAN KOMPETENSI Ikhrom Ikhrom
Wahana Akademika: Jurnal Studi Islam dan Sosial Vol 1, No 1 (2014): Wahana Akademika
Publisher : Kopertais Wilayah X Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/wa.v1i1.804

AbstractThis discussion aims to answer two problems, namely (1) is there any effect ofsupervision, compensation, and competency to work’s motivation? (2) is thereany effect of supervision, compensation, and competence on the teacherperformance either directly or indirectly ( through the work motivation)? Theresults of the path analysis testing phase I can concluded that supervision,compensation, competencies significantly effect to work’s motivation. Throughmultivariate regression analysis resulted in a significant influence. Competencyeffective contribution of 14.4 %, amounting to 1.5 % of compensation, andsupervision by 0.8 %. While the results of the partial regression test producessome conclusion, (1) the supervision effect but not significant with a score of0.029 and β scores sig 0.673 ( greater than 0.05 ), (2) the compensation effect is not significant with a score of 0.123 and β scores sig 0.075 (greater than 0.05), and ( 3 ) a significant effect of competence with a score of 0.380 and β sig score of 0.000 ( less than 0.05 ). The result of path analysis of phase II can be cocluded that supervision, compensation, competencies, and motivation together to significantly affect to the performance of Islamic religious teachers. While explaining the partial regression test, supervision and competence have asignificant effect, while compensation and motivation but not significant effect.Furthermore, after the model test found that supervisors supervise directly affect performance. Supervision has a direct effect score is greater than the indirect effect scores. Compensation does not affect the performance directly, but through motivation. Because scores directly effect compensation is smaller than the indirect effect. Competence directly effect performance significantly. Because the direct influence competence scores greater than the indirect effect scores.Effective contribution of each variable is different. Supervision effectivecontribution by 4.81 %. Compensation effective contribution of 0.1 %.Competency effective contribution by 64 %, and the contribution of effectivemotivation of 0.7 %. Based on the results of the study found, the elementaryteacher PAI’s performance can be improved through the supervision,compensation through motivation, competence, and other variables that are notincluded in the study.Keyword: motivasi, kinerja guru PAI, supervisi, kompensasi, kompetensi

The Improvement of English Skills for Islamic Junior High School Teachers Using ESA (Engage Study Activate) Approach Ikhrom Ikhrom; Ruswan Ruswan; Sayyidatul Fadlilah
Kontribusia : Research Dissemination for Community Development Vol 1 No 1 (2018)
Publisher : OJS Universitas Muhammadiyah Gresik

Language is a skill that insists approach and certain strategy to master it. ESA (Engaged-Study-Activate) is an approach used in learning foreign language based on the theory that the success of learning language is determined by the factor of involvement in learned language environment. Therefore, the ideal way of learning language is that it is done in the country in which the language is used as the first language. When it is difficult to be achieved, it needs the availability of artificial learning atmosphere that gives situation as if the students are in English speaking community. This training needed three main activities: involvement, study, and language-based activities. By using those three main activities, the program of English skill improvement for the teachers of Islamic Junior high school in Tugu and Ngaliyan District was held. The result of the study through guidance shows that participants’ English skills increased. Although it is not too significant, the improvement of their English skills proves that ESA approach was appropriate to be used to maximize participants’ learning achievement. Its less significance was caused by several factors, they are: learning activities (offline learning) was held in every Friday, at the time teachers had felt tired. The offline program was also only held once a week although they were facilitated with online learning program. Another important factor that must be considered is that the teachers had many other activities related to their Islamic social organization activity. However, they still had high motivation in joining the program. They also had a good commitment to learn English. This factor had good effect towards the learning achievement improvement although it is not too high

Pengaruh Influencer Kecantikan terhadap Ketidakpuasaan Citra Tubuh pada Perempuan Anita Rosita Dewi Indriani; Dewi Khurun Aini; Ikhrom Ikhrom
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 4 No. 4: Juni 2025
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v4i4.9552

Fenomena ketidakpuasan citra tubuh semakin meluas di kalangan perempuan, khususnya remaja dan dewasa muda di Indonesia, seiring dengan meningkatnya paparan terhadap konten influencer kecantikan di media sosial. Penelitian ini bertujuan untuk menganalisis bagaimana konten dari influencer kecantikan memengaruhi ketidakpuasan citra tubuh perempuan. Menggunakan pendekatan kualitatif, penelitian ini melibatkan 20 partisipan perempuan berusia 15–30 tahun yang aktif mengikuti influencer kecantikan melalui Instagram, TikTok, dan YouTube. Data dikumpulkan melalui wawancara semi-terstruktur. Hasil penelitian menunjukkan bahwa mayoritas partisipan mengalami ketidakpuasan citra tubuh yang tinggi, terutama akibat perbandingan sosial, tekanan untuk tampil sempurna, serta internalisasi standar kecantikan yang tidak realistis. Dampak negatif juga tercermin dalam aspek afektif, kognitif, dan relasi sosial. Penelitian ini menyimpulkan bahwa influencer kecantikan memiliki pengaruh signifikan terhadap persepsi tubuh perempuan. Diperlukan strategi edukatif dan peningkatan literasi digital untuk mengurangi dampak negatif ini, khususnya melalui penguatan kesadaran diri terhadap realitas media sosial.

Implementation of Imla Method in Mahārah al-Kitābah Learning to Students’IX Class MTsNU Nurul-Huda Mangkang Semarang: Taṭbīq Tarīqah al-Imla’ li at-Ta’limi Mahārah al-Kitābah Lada Ṭullābu ash-Shaffi at-Tāsi’u MtsNU Nurul-Huda Mangkang Semarang Ummu Zahrotun Ni'mah; Inayah Inayah; Ismail Ismail; Ikhrom Ikhrom
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 11 No. 1 (2025)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2025.0111-03

The Imla method (IM) is a classical learning method that has the potential to be developed in the context of contemporary Arabic language learning (ALL). This is supported by the need for orthography in ALL and the basis for teaching writing skills (WS). This study aims to explore the implementation of the IM in learning maharah-kitabah Class IX MTs-NU Nurul-Huda Mangkang-Semarang; and analyze the supporting and inhibiting factors. This research uses a qualitative approach of explanatory descriptive method. The research sample was 35 ninth-grade students who were studying theme 4. Data analysis used Spradley's model, including four stages, domain, taxonomy, component, and cultural-theme analysis. The results showed the implementation stages of the IM include: teacher writes sentences, reads, and asks students to follow him. They are asked to pay attention, read, and remember the writing before it is erased, and write it back in the books. Thus, founded aspects of WS, namely spelling-accuracy, grammatical-understanding, ability to form-sentences, vocabulary-mastery, as well as student motivation and activeness. Supporting factors include the use of appropriate media, teachers mastering language skills, and teachers being able to choose appropriate methods. The inhibiting factors include lack of interest, limited time, lack of infrastructure, and unsupportive environment. Keywords: Arabic Learning, ALL, Dictation, Imla Method, Orthography, Writing Ability, Writing Skill, Transferred Dictation,

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