Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal JURNAL EDUCATION AND DEVELOPMENT
Tobok Luhut Situmorang
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
KEPEMIMPINAN BERBASIS DALIHAN NA TOLU DALAM SEKOLAH PENGGERAK: SEBUAH KAJIAN DESKRIPTIF Tobok Luhut Situmorang; Frans Hanaekan Rajagukguk; Darwin Darwin
Jurnal Education and Development Vol 10 No 2 (2022): Vol. 10 No. 2. 2022
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (418.291 KB) | DOI: 10.37081/ed.v10i2.3775

Abstract

Tujuan dari penelitian ini adalah untuk memetakan persepsi guru-guru dan tenaga kependidikan mengenai model kepemimpinan yang berlandaskan kearifan lokal etnis Batak yakni Dalihan Na Tolu di sekolah penggerak. Penelitian dilakukan pada dua instansi pendidikan yakni UPTD SMP Negeri 1 Datuk Lima Puluh dan UPTD SMP Negeri 2 Medang Deras, Kabupaten Batu Bara, Sumatera Utara. Metode yang digunakan dalam penelitian ini adalah metode non eksperimen yaitu metode deskriptif dengan teknik survei. Terdapat 84 responden yang terdiri dari guru dan tenaga kependidikan dilibatkan dalam penelitian ini untuk memberikan persepsi mereka mengenai kepemimpinan kepala sekolah berbasis kearifan lokal Dalihan Na Tolu melalui angket tertutup. Hasil penelitian menunjukkan bahwa sebagian besar (lebih dari 85%) guru dan tenaga kependidikan memiliki respon yang positif terhadap kepemimpinan di kedua istansi tersebut. Kepala sekolah menerapkan prinsip-prinsip Dalihan Na Tolu dalam memimpin sekolah penggerak di Kabupaten Batubara. Persentase persepsi cenderung merata yang dinyatakan bahwa kepala sekolah merealisasikan prinsip Somba Marhula-hula, Elek Marboru, dan Manat Mardongan Tubu dalam kepemimpinan mereka di sekolah penggerak.
EVALUASI IMPLEMENTASI KURIKULUM PROTOTIPE (KEPMENDIKBUDRISTEK NO. 162/M/2021) DI UPTD SMP NEGERI 1 DATUK LIMA PULUH KABUPATEN BATUBARA DENGAN MODEL CIPP Tobok Luhut Situmorang; Rosmala Dewi; Yuniarto Mudjisusatyo; Eka Daryanto
Jurnal Education and Development Vol 10 No 3 (2022): Vol.10. No.3 2022
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (514.107 KB) | DOI: 10.37081/ed.v10i3.3919

Abstract

This study aims to significantly implement the prototype curriculum at Junior High School (SMP) level. The evaluation results from this study is expected to provide the appropriate input in the implementation of the prototype curriculum. This research was conducted at UPTD SMP Negeri 1 Datuk Lima Puluh Batubara Regency involving 21 teachers and 205 student and the evaluation model used is CIPP (Context, Input, Process, Output) by Stufflebeam. The instrument used in the study was a questionnaire compiled based on CIPP aspects and indicators on the prototype and the data were analyzed using simple descriptive statistics. The results of this study found that facilities and infrastructure were considered good by as many as 74.01% of teachers and students while the understanding of teachers and students as well as parental involvement is in the category of less than 47%. In addition, from the input aspect, the procurement of books received a very good response, which was 96.40%. However, less than 43% of respondents considered that the guidance provided to teachers was in the poor category and the process aspect received a poor response from respondents, which was less than 49%. A total of 69.37% of respondents gave a good response in the product aspect category. Implementation of the prototype curriculum needs to pay attention to the readiness and quality of teachers, schools, and other aspects. In addition, the class level in the prototype curriculum can be replaced with the term "phase" because learning outcomes are at the phase level and not at the class level. The expert trainers should be presented directly to schools and improvements in process aspects can be made by defining a clear role in the policy.
Co-Authors Darwin Darwin Eka Daryanto Frans Hanaekan Rajagukguk Rosmala Dewi Yuniarto Mudjisusatyo