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Lusi Susanti
Administrasi Pendidikan, Universitas Negeri Padang
Religion Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture 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 Public Health Social Sciences Transportation Other

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Pengaruh Pengawasan Atasan Langsung Terhadap Kinerja Pegawai Sekretariat DPRD Kota Padang Rossa Ananda Zuliana; Lusi Susanti; Ahmad Sabandi; Widiawati, Widiawati
Jurnal Ilmu Manajemen dan Pendidikan | E-ISSN : 3062-7788 Vol. 3 No. 1 (2026): April - Juni
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62379/jimp.v3i1.1742

Abstract

Employee performance is the result of employee work in carrying out their duties and responsibilities which is measured through quality, quantity, timeliness, and effectiveness of their contribution in achieving the organization. Direct supervisor supervision is a control process carried out actively and continuously by superiors towards subordinates during the implementation of work, with the aim of ensuring conformity between task implementation and organizational plans. This study aims to see the effect of direct supervisor supervision (variable X) on employee performance variables (variable Y). The population in this study were 111 employees of the Secretariat of the Regional People's Representative Council of Padang City. The sample in this study amounted to 87 employees using the Cochran formula with a confidence level of 95%. The technique for determining samples in each stratum section was using the proportionate stratified random sampling technique. The results of this study indicate that there is a significant influence of direct supervisor supervision on the performance of employees of the Secretariat of the Regional People's Representative Council of Padang City. With a significance value of 0.000 <0.05 and a regression coefficient value of 0.593. So it can be concluded that there is a significant influence of the direct supervisor supervision variable (X) on the employee performance variable (Y).
Studi Komparatif Kinerja Guru Senior dan Guru Junior dalam Pengelolaan Pembelajaran pada SMP Negeri Kecamatan Padang Utara Helen Listalia; Lusi Susanti; Anisah, Anisah; Singgih Ginanjar
Jurnal Ilmu Manajemen dan Pendidikan | E-ISSN : 3062-7788 Vol. 3 No. 1 (2026): April - Juni
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62379/jimp.v3i1.1746

Abstract

This study aims to investigate the performance differences between senior teachers (teaching experience >10 years) and junior teachers (<10 years) in managing learning at public junior high schools in Padang Utara District. A quantitative approach with a descriptive comparative design was used. The sample consisted of 102 teachers selected through proportionate stratified random sampling. Data were collected using a Likert-scale questionnaire measuring four indicators: quality, quantity, timeliness, and responsibility. Data analysis used the Mann-Whitney U non-parametric test. The results showed that the performance of both groups was in the "Good" category, with the Respondent Achievement Rate of senior teachers at 86.25% and junior teachers at 80.64%. The hypothesis test (Sig. 0.001 < 0.05) proved a significant difference. Senior teachers are superior in quality stability and timeliness, while junior teachers excel in learning interactions but face challenges in time management.
Transformasi Kesejahteraan Guru di Era Digital melalui Pelatihan Trello untuk Meningkatkan Digital dan Psychological Well-Being Merika Setiawati; Lusi Susanti; Netrawati Netrawati; Novrianti Novrianti; Widiawati Widiawati; Novriyanti Achyar
Jurnal Abdimas Indonesia Vol. 5 No. 4 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34697/jai.v5i4.2501

Abstract

Kemajuan teknologi yang pesat di bidang pendidikan menuntut guru untuk merangkul digitalisasi agar proses belajar mengajar menjadi lebih efektif. Beban administratif yang berlebihan seringkali mengganggu keseimbangan kesehatan mental guru. Program pengabdian masyarakat ini bertujuan untuk meningkatkan kesejahteraan psikologis guru dengan memberikan pelatihan penggunaan aplikasi Trello sebagai alat manajemen kerja digital. Metode implementasinya menggabungkan pengajaran teori, aplikasi praktis, diskusi kolaboratif, dan bimbingan. Hasilnya menunjukkan pemahaman yang lebih baik di antara peserta tentang kesejahteraan psikologis, literasi digital, dan keterampilan manajemen waktu. Terdapat peningkatan yang efektif dalam kemampuan guru untuk mengelola pekerjaan mereka dan penurunan tingkat stres kerja. Inisiatif ini menunjukkan bahwa pelatihan kesejahteraan psikologis berbasis Trello bagi guru di era digital dapat meningkatkan kesejahteraan guru dengan mengembangkan keterampilan teknologi dan kesehatan mental mereka
The influence of school principal leadership, school support, and work motivation on teachers' professional competence Hazimah Dzikra Hayati; Nellitawati Nellitawati; Lusi Susanti; Rusdinal Rusdinal
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 11 No. 4 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020256704

Abstract

This study examined the influence of principals’ instructional leadership, school support, and work motivation on teachers' professional competence in Padang City’s public junior high schools. A sample of 385 teachers was selected, and data were analyzed using PLS-SEM. The results revealed that instructional leadership (β = 0.308, p < 0.05) and school support (β = 0.414, p < 0.05) positively impacted teachers' professional competence. Both instructional leadership (β = 0.359, p < 0.05) and school support (β = 0.434, p < 0.05) also significantly influenced work motivation, which in turn enhanced professional competence (β = 0.467, p < 0.05). The study highlights the critical role of leadership and support in fostering motivated teachers, offering practical implications for policymakers and school administrators aiming to improve teacher quality.
Supportive principal leadership and learning quality: the mediating role of teachers’ affective commitment Dede Mardanil; Anisah Anisah; Lusi Susanti; Jasrial Jasrial
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02492

Abstract

This study aimed to analyze the effects of supportive principal leadership on teachers’ affective commitment and learning quality, as well as the mediating role of teachers’ affective commitment in public elementary schools in Kinali District. This study employed a quantitative correlational design using Structural Equation Modeling (SEM). The population consisted of 386 public elementary school teachers, with 196 respondents selected through proportional stratified random sampling. Data were collected using validated and reliable Likert-scale questionnaires measuring supportive principal leadership, teachers’ affective commitment, and learning quality. The findings showed that supportive principal leadership significantly influenced teachers’ affective commitment (β = 0.73; CR = 6.84; p < 0.001) and learning quality (β = 0.41; CR = 4.12; p < 0.001). Teachers’ affective commitment also had a significant positive effect on learning quality (β = 0.52; CR = 5.36; p < 0.001). Indirect analysis revealed that supportive leadership affected learning quality through teachers’ affective commitment with an indirect effect of 0.38 and a total effect of 0.79. The SEM model demonstrated good fit indices (RMSEA = 0.041; CFI = 0.96; TLI = 0.95). Supportive principal leadership and teachers’ affective commitment play significant roles in improving learning quality in elementary schools.
Transformational leadership, pedagogical competence, deep learning, and teachers' readiness for educational change Yanti Azmaniar; Lusi Susanti; Rusdinal Rusdinal; Edwin Musdi
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02892

Abstract

This study aimed to examine the effects of transformational leadership and teachers' pedagogical competence on deep learning implementation and teachers' readiness for change in public junior high schools in Padang Pariaman Regency. A quantitative explanatory design was employed using a survey of 228 teachers selected through proportionate stratified random sampling from a population of 557 teachers. Data were collected using a five-point Likert questionnaire and analyzed with Partial Least Squares Structural Equation Modeling (PLS-SEM). Pedagogical competence exerted the strongest positive effect on deep learning implementation (β = 0.720), followed by transformational leadership (β = 0.187). Both variables significantly influenced teachers' readiness for change directly and indirectly through deep learning implementation. The structural model demonstrated moderate-to-strong explanatory power (R² = 0.662–0.681). Strengthening teachers' pedagogical competence, supported by transformational school leadership, is essential for promoting effective deep learning implementation and enhancing teachers' readiness for sustainable educational change
STRATEGI PENINGKATAN LITERASI NUMERASI BERBASIS DIGITAL BAGI GURU SD SESUAI TUNTUTAN KURIKULUM MERDEKA Lusi Susanti; Nurhizrah Gistituati; Anisah Anisah; Widiawati Widiwati
Jurnal Abdi Masyarakat Vol. 8 No. 1 (2024): Jurnal Abdi Masyarakat November 2024
Publisher : Universitas Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30737/jaim.v8i1.7558

Abstract

Numeracy literacy learning is a key component of the independent curriculum and a necessary skill for elementary school students. However, data on low student numeracy literacy, based on the AKM, has been found. Therefore, through a user requirement approach, it is necessary to implement training and mentoring to develop numeracy literacy skills for elementary school teachers to address this issue. The purpose of this activity is to improve teacher numeracy literacy through a digital approach. This PKM activity was carried out by providing training and mentoring to teachers on numeracy literacy. This activity was carried out for all elementary school teachers in Lareh Sago Halaban District, with 35 participants representing each school. This community service activity was well organized. Participants were enthusiastic in every activity. Participants also stated that they gained additional knowledge and new insights from this training activity. The evaluation results showed a positive response from participants to the training, with the percentage of achievement regarding the effectiveness of the training implementation being 90.63%. In terms of participant abilities, there was an increase in participant abilities from 80.58% to 89.09%.
An integrative model of TPACK development: the interplay of teachers' digital competence and principal instructional leadership in indonesian secondary schools Lusi Susanti; Widiawati Widiawati; Merika Setiawati; Anisah Anisah
Jurnal Konseling dan Pendidikan Vol. 14 No. 1 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1197800

Abstract

Digital transformation in education demands the integrated development of teachers' Technological Pedagogical Content Knowledge (TPACK), which is influenced by both individual and organizational factors. This study aims to examine the influence of teachers' digital competence and principals' instructional leadership on TPACK development. This study employed a quantitative correlational design involving 77 public junior high school teachers in Pariaman City, selected using the Slovin formula. Data were collected using a Likert-scale questionnaire and analyzed using multiple linear regression using SPSS and AMOS. The results showed that teachers' digital competence and principals' instructional leadership significantly predicted TPACK. Digital competence proved to be a stronger predictor (β = 0.467) than instructional leadership (β = 0.259), with both variables together contributing significantly to the variance in TPACK (p < 0.001). These findings emphasize the importance of integrating strengthening teachers' digital competence with effective instructional leadership to support meaningful and sustainable technology integration in learning.
Kesiapan Guru dalam Implementasi Pendidikan Inklusif di Sekolah Menengah Pertama (SMP) Negeri se-Kecamatan Padang Utara Oktaviani Safitri; Ahmad Sabandi; Lusi Susanti; Singgih Ginanjar
Jurnal Pendidikan Tambusai Vol. 10 No. 2 (2026): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i2.42066

Abstract

Penelitian ini dilatarbelakangi oleh belum optimalnya kesiapan guru dalam mengimplementasikan pendidikan inklusif di Sekolah Menengah Pertama Negeri se-Kecamatan Padang Utara, terutama pada aspek pengetahuan, pemahaman, keterampilan, dan pengalaman dalam menangani peserta didik berkebutuhan khusus. Penelitian ini bertujuan mendeskripsikan tingkat kesiapan guru berdasarkan keempat aspek tersebut. Penelitian menggunakan pendekatan deskriptif kuantitatif dengan populasi 130 guru dan sampel 99 guru yang ditentukan menggunakan rumus Cochran serta teknik proportionate stratified random sampling. Data dikumpulkan melalui angket Skala Likert yang telah memenuhi uji validitas dan reliabilitas (Cronbach's Alpha = 0,968), kemudian dianalisis menggunakan nilai rata-rata dan Tingkat Capaian Responden. Hasil penelitian menunjukkan bahwa kesiapan guru berada pada kategori cukup siap dengan skor rata-rata 3,62 dan Tingkat Capaian Responden sebesar 72,26%. Aspek keterampilan memperoleh capaian tertinggi, sedangkan pengalaman menjadi aspek dengan capaian terendah. Disimpulkan bahwa kesiapan guru masih perlu ditingkatkan, terutama pada aspek pengalaman.
Hubungan Iklim Sekolah dengan Motivasi Berprestasi Tenaga Administrasi Sekolah di SLTP Kecamatan Ranah Pesisir Nadya Hanifah Rahma; Anisah Anisah; Nellitawati Nellitawati; Lusi Susanti
Jurnal Ilmu Manajemen dan Pendidikan | E-ISSN : 3062-7788 Vol. 3 No. 2 (2026): Juli - September
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62379/jimp.v3i2.2375

Abstract

School administrative staff are one of the components of educational personnel who play an important role in supporting the smooth implementation of education through various administrative and school service activities. This study aimed to determine the level of achievement motivation among school administrative staff, assess the condition of the school climate, and determine whether there was a significant relationship between school climate and the achievement motivation of school administrative staff in junior high schools in Ranah Pesisir District. This study employed a quantitative approach using a correlational method. The research population consisted of 42 school administrative staff, and the sample consisted of 42 respondents selected using simple random sampling with the Slovin formula at a 5% margin of error. Data were collected using a Likert-scale questionnaire consisting of 25 items for the school climate variable and 25 items for the achievement motivation variable. Data were analyzed using descriptive statistics, normality tests, linearity tests, Pearson correlation, and t-tests with the assistance of SPSS version 26. The results showed that the achievement motivation of school administrative staff was categorized as high, with a mean score of 4.24 and an achievement level of 85.7%. The school climate was categorized as good, with a mean score of 4.46 and an achievement level of 89.3%. However, the correlation test showed a correlation coefficient of 0.014 with a significance level of 0.929. The t-test resulted in a t-count of 0.090, while the t-table value was 2.021 at df = 40 and a significance level of 0.05. Since the t-count was lower than the t-table value and the significance level was greater than 0.05, the alternative hypothesis was rejected. Therefore, there was no significant relationship between school climate and the achievement motivation of school administrative staff in this study.
Co-Authors Achyar, Novriyanti Ahmad Sabandi Ahmad Sabandi Alrima Charnevi Anisah Anisah Anisah Anisah Anisah Anita Anita Annisah Annisah Aulina Gusti Mardhiyah Dede Mardanil Dilweni Permata Wahyu Edwin Musdi Fatmariza Fatmariza Fhira Werci Venidariya Hadiyanto, Hadiyanto Hazimah Dzikra Hayati Helen Listalia Irsyad, Irsyad Jasrial Jasrial Jasrial Jasrial Kurnia Dwi Agustin Lola Purnama Dewi Merika Setiawati Miftahul Fauzia Nadya Hanifah Rahma Nelfia Adi Nellitawati Nellitawati Netrawati, Netrawati Nofriyanti Achyar Novrianti Nurhizrah Gistituati Oktaviani Safitri Pri Sisilia Windy Rika Murdianingsih Rossa Ananda Zuliana Rusdinal Rusdinal Rusdinal Rusdinal Rusdinal Rusdinal Rusdinal Rusdinal Singgih Ginanjar Singgih Ginanjar Sufyarma Marsidin Sulastri Sulastri Syahril Syahril Wahyu Pratama Widia Widia Widiawati Widiawati Widiawati Widiawati, Widiawati Widiawati Widiwati Yanti Azmaniar Yulianto Santoso