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All Journal Intelektualita Jurnal Administrasi Pendidikan : Program Pascasarjana Unsyiah AL ISHLAH Jurnal Pendidikan International Journal of Educational Review, Law And Social Sciences (IJERLAS) International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET)
Murniati Ar
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Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Journal : International Journal of Educational Review, Law And Social Sciences (IJERLAS)

 1 
MANAGEMENT OF TEACHER PERFORMANCE APPRAISAL IN ACEH BARAT DAYA JUNIOR HIGH SCHOOLS Chika Fradilla; Murniati AR; Khairuddin
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 5 (2024): September
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i5.1984

Abstract

This study aims to analyze the management of teacher performance appraisal in public junior high schools (SMP Negeri) in Aceh Barat Daya. The research method used is descriptive qualitative with data collection through observation, interviews, and documentation. The research subjects include supervisors, principals, and teachers at SMPN 1 Susoh and SMPN 1 Setia. The results showed that: (1) Planning for teacher performance appraisal is carried out at the end of the academic year involving school supervisors, principals, senior teachers, subject teachers, and the school quality development team. Planning includes evaluating teacher discipline, reviewing learning administration, and teacher performance improvement programs. (2) The implementation of teacher performance appraisal is carried out annually by supervisors and principals by evaluating teacher reports, checking attendance, teaching administration, and implementing strategies for discipline development and teacher competency improvement. (3) Supervision of teacher performance appraisal is carried out by principals and supervisors in monitoring problems, discipline, and the availability of teacher instruments to improve professionalism and education quality. (4) Supporting factors for teacher performance appraisal include teacher qualifications, skills, motivation and personality, while inhibiting factors include curriculum changes, limited infrastructure, and time management that is not yet optimal.
THE STRATEGY OF THE SCHOOL PRINCIPAL IN IMPROVING DISCIPLINE AND MOTIVATION OF TEACHERS AT TK. BA AL-IKHLAS, KRUENG BATEE, AND TKN. TAHFIDZ BAITUL GHAFUR, BLANGPIDIE, SOUTHWEST ACEH REGENCY Hermanita. H; Murniati AR; Qismullah Yusuf
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 3 (2024): May
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i3.1519

Abstract

The purpose of this research is to describe the strategic management undertaken by the school principal in improving discipline and motivation among teachers at TK.BA Al-Ikhlas Krueng Batee and TKN Tahfidz Baitul Ghafur Blangpidie, Southwest Aceh Regency. This study uses a descriptive research design with a qualitative approach. Data collection techniques involve interviews, observations, and documentation. The subjects of the study are the school principal and the teachers. Data analysis is conducted through descriptive, inductive, and deductive analyses. The formulation of strategies by the school principal to uphold discipline and motivate teachers involves the development of a vision and mission considering both internal and external environments. This is followed by setting goals and targets and determining appropriate strategies. The implementation of these strategies is carried out by elaborating on the formulated strategies in the form of specific activities. Evaluation is conducted through educational supervision of the teachers.
ANALYSIS OF THE CONTINUOUS PROFESSIONAL DEVELOPMENT (PKB) PROGRAM MANAGEMENT THROUGH TEACHER WORKING GROUPS (KKG) IN PUBLIC ELEMENTARY SCHOOLS IN BABAHROT DISTRICT Tasrullah; Murniati AR; Khairuddin
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 4 (2024): July
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i4.1524

Abstract

The Continuous Professional Development (PKB) Program for teachers is a systematic process of activities that teachers undertake to examine, assess, or reflect on their teaching practices after conducting teaching and learning activities to improve their professional competence. The purpose of this study is to determine the management, implementation, and obstacles of the Continuous Professional Development (PKB) Program through Teacher Working Groups (KKG) in Public Elementary Schools in Babahrot District. The approach used in this study is a qualitative approach with descriptive research. The research subjects are 15 classroom teachers, consisting of 7 classroom teachers who are members of the Teacher Working Group (KKG) at the elementary school level in Babahrot District, Southwest Aceh Regency, 7 school principals, and 1 school supervisor. Data collection techniques used by the researcher are observation, interviews, and documentation studies. Based on the research results, it can be concluded that 1) The management of the Continuous Professional Development (PKB) Program through Teacher Working Groups (KKG) in Public Elementary Schools in Babahrot District has not been fully implemented. The planning and organization indicators are good, but the program accountability, which includes KKG activity reports, does not meet the criteria. The evaluation and follow-up indicators have been implemented well. 2) The implementation of the Continuous Professional Development (PKB) Program through Teacher Working Groups (KKG) in Public Elementary Schools in Babahrot District has not been fully optimal. The limited facilities and infrastructure, internet access, and skills in using technology hinder teacher participation in KKG activities. 3) The obstacles in implementing the PKB Program in Public Elementary Schools in Babahrot District are coordinating KKG schedules, limited funding or resources, difficulties in implementing KKG learning into the classroom, and limited internet access or technology skills.
Co-Authors Afdhal Jihad Aida Nirwana Aldri Frinaldi Asfila . Aswanita Usman Azizah . Bahrun . Chika Fradilla Cut Adian Farida Cut Nursamadiati Cut Zahri Harun Dahrum . Dewi, Feriana Djailani . Djailani AR Erra Yusmina Fauziah . Hanifah Djafar Murniati Herawati . Heri Fajri, Heri Hermanita. H IRWANSYAH . Jamaluddin Idris Kamaruddin . Khairuddin Khairuddin . Khatijah . M. Ramzi Muhammad Andi Muhammad Fadhil Muzakkir . Nasir . Nasir Usman Niswanto . Nova Edison Nurasiah . Nurasmah . NURHAYATI . Nurmala . Nurmasyitah . Qismullah Yusuf Rachmayani . Rina Fitriana Rosdina . Sakdiah Ibrahim Sofyan Muhammad Isa Sri Rezeki Syafi’i Saat Tasrullah Teuku Hendra Aguswandi Ulfah Irani Z Wen Yusri Rahman Yusrizal . Zaitun Nuralisa