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The Influence of Principal Leadership and Work Motivation on Teacher Performance at Elementary Schools in Poigar District Sagita Healthy Mongkol; Hetty Julita Tumurang; Marssel Michael Sengkey
Sinergi : Jurnal Ilmiah Multidisiplin Vol. 2 No. 6 (2026): Sinergi: Jurnal Ilmiah Multidisiplin
Publisher : PT. AHLAL PUBLISHER NUSANTARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66914/36z83292

The influence of principal leadership and teacher work motivation in elementary schools in Poigar district. This research seeks to assess the degree to which principal leadership and work motivation contribute to teacher performance in Poigar District elementary schools. A quantitative associative design was used in this study. The research subjects were 220 teachers in Poigar District. Observation was used as the data collection technique, and questionnaires using a Likert scale and documentation. Data on principal leadership, work motivation, and teacher performance were collected using a structured questionnaire. The data were analyzed utilizing descriptive statistical analysis, analysis prerequisite tests in the form of normality, linearity, multicollinearity, heteroscedasticity tests and continued with multiple regression analysis, t-test, f-test, and determination coefficient r. The results of the study showed 1) there was a significant influence of principal leadership on teacher performance with a sig. 0.01 <0.05 and 7.149 > 1.971, so it was concluded that it was accepted. 2) there was an influence of teacher work motivation on teacher performance with a sig. 0.03 <0.05 and 7.013 > 1.971, so it was concluded that it was accepted. 3) Both principal leadership and teacher work motivation contribute to teacher performance with a sig. 004 < 0.05 and a value of 29.934 > 3.04, then accepted, with the outcomes of the coefficient of determination showing that principal leadership as well as work motivation contribute 60.8%. Thus, it may be inferred that principal leadership as well as work motivation significantly influence teacher performance at Poigar District Elementary School.t_hitung t_tabel H_1 t_hitung t_tabel H_2 F_hitung F_tabel H_3 Keywords: principal leadership, work motivation, teacher performance, elementary school, quantitative associative Abstrak Pengaruh kepemimpinan kepala sekolah disertai motivasi kerja guru di sekolah dasar di kecamatan Poigar. Penelitian ini dimaksudkan guna mencari tahu pengaruh kepemimpinan kepala sekolah disertai motivasi kerja pada kinerja guru di Sekolah Dasar Kecamatan Poigar. Studi ini mengadopsi pendekatan kuantitatif yang jenis penelitiannya asosiatif. Subjek penelitiannya ialah 220 guru di Kecamatan Poigar. Teknik pengumpulan data adalah melalui observasi, kuesioner menggunakan skala Likert dan dokumentasi. Instrumen penelitian berupa kuesioner mengukur data kepemimpinan kepala sekolah, kinerja guru, dan motivasi kerja. Data dianalisisnya mengadopsi analisis statistik deskriptif, uji prasyarat analisisnya mencakup uji normalitas, linearitas, multikolinearitas, heteroskedastisitas, dilanjutkan dengan analisis regresi berganda, uji t, uji f, dan juga koefisien determinasi r. temuan penelitian membuktikan 1) ada pengaruh cukup signifikan dari kepemimpinan kepala sekolah pada kinerja guru dengan sig. 0.01 < 0.05 dan 7.149 > 1.971, sehingga disimpulkan diterima. 2) ada pengaruh motivasi kerja guru pada kinerja guru dengan sig. 0.03 < 0.05 dan 7.013 > 1.971, alhasil disimpulkan diterima. 3) Kinerja guru terpengaruhi oleh kepemimpinan kepala sekolah, motivasi kerja guru dengan sig. 004 < 0.05 dan nilai 29.934 > 3.04, kemudian diterima, dengan hasil koefisien determinasi memperlihatkan bahwasanya kepemimpinan dari kepala sekolah serta motivasi kerja berkontribusi 60.8%. Dengan demikian, dapat disimpulkan bahwasanya kepemimpinan kepala sekolah dan motivasi kerja memiliki pengaruh yang signifikan terhadap kinerja guru di Sekolah Dasar Kecamatan Poigar.t_hitung t_tabel H_1 t_hitung t_tabel H_2 F_hitungF_tabelH_3 Kata Kunci: kepemimpinan kepala sekolah, motivasi kerja, kinerja guru, sekolah dasar, kuantitatif asosiatif

Penerapan Model Pembelajaran Cooperative Learning tipe Problem Solving Dalam Meningkatkan Hasil Belajar Tematik Siswa Kelas IV SD Inpres 4/82 Walian ; Hetty J. Tumurang; Deddy F. Kumolontang
Jurnal Sekolah Dasar Vol. 9 No. 1 (2024): Jurnal Sekolah Dasar
Publisher : LPPM Universitas Buana Perjungan Karawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36805/cqjddt12

Penelitian ini bertujuan untuk meningkatan hasil belajar siswa melalui penerapan model pembelajaran “Cooperative Learning tipe Problem Solving” pada pembelajaran tematik siswa kelas IV SD INPRES 4/82 WALIAN. Peneliti menggunakan jenis Penelitian Tindakan Kelas (PTK), menurut Kemmis dan Mc. Taggart yang meliputi empat tahap yaitu: (1) perencanaan,(2) tindakan,(3) observasi, dan (4) refleksi yang dilaksanakan dengan dua siklus. Adapun subjek penelitian ini adalah siswa kelas IV SD INPRES 4/82 WALIAN dengan menggunakan model pembelajaran Cooperative Learning tipe Problem Solving. Teknik pengumpulan data dilakukan melalui observasi yaitu dengan mengamati secara langsung pelaksanaan tindakan pembelajaran dan tes tertulis untuk mengetahui sejauh mana kemampuan siswa dapat memahami materi. Hasil yang diperoleh pada siklus I mencapai 67.10 % sedangkan pada siklus II hasil belajar mencapai 91,05% siswa sudah memahami dan dapat mencapai tujuan pembelajaran yang diharapkan. Berdasarkan hasil penelitian dan pembahasan dapat disimpulkan bahwa dengan model pembelajaran Cooperative Learning tipe Problem Solving dapat meningkatkan hasil belajar Tematik siswa kelas IV SD INPRES 4/82 Walian. Kata Kunci: Model Pembelajaran, Cooperative Learning tipe Problem Solving, Hasil Belajar Tematik Siswa

Penerapan Model Problem Based Learning untuk Meningkatkan Hasil Belajar IPAS Siswa Kelas IV SD Negeri Karimbow Rosalia Tompoliu; Hetty J. Tumurang; Stelly Viane Manawan
Indo Green Journal Vol. 4 No. 2 (2026): Green 2026
Publisher : Published by Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/green.v4i2.283

Penelitian ini bertujuan Untuk meningkatkan penerapan model Problem Based Learning dalam meningkatkan hasil belajar IPAS materi Kota atau Kabupaten tempat aku tinggaldi SD Negeri Karimbow. Subjek penelitian ini adalah siswa kelas IV yang berjumlah 18 orang. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Pengumpulan data dilakukan melalui observasi untuk mengetahui aktivitas siswa dan guru, serta tes hasil belajar untuk mengukur pencapaian siswa. Teknik analisis data yang digunakan adalah analisis deskriptif kuantitatif untuk mengetahui peningkatan aktivitas dan hasil belajar siswa dari siklus I ke siklus II. Hasil penelitian menunjukkan adanya peningkatan signifikan dalam hasil belajar siswa dari siklus I ke siklus II. Pada siklus I, rata-rata hasil belajar siswa hanya mencapai 71,11%, dengan tingkat ketuntasan sebesar 55,55%. Setelah dilakukan perbaikan pada siklus II, hasil belajar meningkat menjadi 91,94%, melampaui Kriteria Ketercapaian Tujuan Pembelajaran (KKTP) minimal 75%. Berdasarkan hasil penelitian, dapat disimpulkan bahwa penerapan model Problem-Based Learning dapat meningkatkan hasil belajar siswa kelas IV di SD Negeri Karimbow pada pembelajaran IPAS materi Kota atau Kabupaten tempat aku tinggal.

Penerapan Model Problem Based Learning untuk Meningkatkan Hasil Belajar IPAS Siswa Kelas IV SD Negeri Karimbow Rosalia Tompoliu; Hetty J. Tumurang; Stelly Viane Manawan
Indo Green Journal Vol. 4 No. 2 (2026): Green 2026
Publisher : Published by Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/green.v4i2.283

Penelitian ini bertujuan Untuk meningkatkan penerapan model Problem Based Learning dalam meningkatkan hasil belajar IPAS materi Kota atau Kabupaten tempat aku tinggaldi SD Negeri Karimbow. Subjek penelitian ini adalah siswa kelas IV yang berjumlah 18 orang. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Pengumpulan data dilakukan melalui observasi untuk mengetahui aktivitas siswa dan guru, serta tes hasil belajar untuk mengukur pencapaian siswa. Teknik analisis data yang digunakan adalah analisis deskriptif kuantitatif untuk mengetahui peningkatan aktivitas dan hasil belajar siswa dari siklus I ke siklus II. Hasil penelitian menunjukkan adanya peningkatan signifikan dalam hasil belajar siswa dari siklus I ke siklus II. Pada siklus I, rata-rata hasil belajar siswa hanya mencapai 71,11%, dengan tingkat ketuntasan sebesar 55,55%. Setelah dilakukan perbaikan pada siklus II, hasil belajar meningkat menjadi 91,94%, melampaui Kriteria Ketercapaian Tujuan Pembelajaran (KKTP) minimal 75%. Berdasarkan hasil penelitian, dapat disimpulkan bahwa penerapan model Problem-Based Learning dapat meningkatkan hasil belajar siswa kelas IV di SD Negeri Karimbow pada pembelajaran IPAS materi Kota atau Kabupaten tempat aku tinggal.

INQUIRIES LEARNING MODEL TO INCREASE LEARNING OUTCOMES FOR PRIMARY SCHOOL CHILDREN Stelly V Manawan; Melkian Naharia; Hetty Tumurang
Jurnal Edusci Vol 2 No 6 (2025): Vol 2 No 6 July 2025
Publisher : Annpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62885/edusci.v2i6.932

Background. Education is a crucial factor in human life because it can encourage and determine the progress of a nation. Therefore, education is focused on increasing human resources so thateducation can improve human quality in all aspects of life. Education, as one of the most critical sectors in national development, plays a crucial role in improving the quality of life for the Indonesian people. Aims. This study aims to determine how to improve student learning outcomes through the e-inquiry learning model in PAUD children. Methods. This research is a classroom action research (CAR) study, with kindergarten children as the subjects, totaling 30 participants. The data sources are obtained from test results, observations, and questionnaires. Result. Based on the research results, the data obtained from the first cycle of teacher activity is 82%, and the data from student activity is 85%. Meanwhile, teacher activity in cycle II was 92% and student activity was 95%. And children's learning outcomes in the first cycle of 67% and in the second cycle increased by 90%. The child's response to the learning provided by the teacher is also quite good, with kindergarten children expressing pleasure in participating in this learning at a rate of 88%, and those who stated that they were not happy to participate in this learning at a rate of 12%. Conclusion. Thus, it can be concluded that the application of the Inquiry learning model can improve the learning outcomes of kindergarten children in vocabulary development materials. The activities of teachers and kindergarten children have been going well and are receiving a good response from the students.

PENINGKATAN HASIL BELAJAR ILMU PENGETAHUAN ALAM SOSIAL (IPAS) MENGGUNAKAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING DI KELAS V SD GMIM 1 WOLOAN Loudia Tumbelaka, Sherina; Hetty J. Tumurang; Brianne E. Jo Komedien
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomer 03, September 2026 Publication
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.65317

This study was motivated by the low learning outcomes and limited student engagement observed in the Grade V class at SD GMIM 1 Woloan regarding the Natural and Social Sciences (IPAS) subject, specifically the topic of Earth's structural layers. The primary objective was to enhance the quality of learning outcomes and active student participation through the implementation of the Problem-Based Learning (PBL) model. The study employed Classroom Action Research (CAR), adapting the Kemmis and McTaggart spiral model, which comprises four key stages: planning, implementation, observation, and reflection. The subjects of the study were all 26 students in the Grade V class at SD GMIM 1 Woloan. Data collection involved direct observation to monitor instructional activities and formative tests—administered via worksheets—to measure students' academic achievement. The results demonstrated significant improvement across each action cycle. Teacher performance in classroom management rose from 77.5% (good category) in Cycle I to 91.25% (excellent category) in Cycle II. Concurrently, the student engagement index surged from 72.7% (fair category) to 87.5% (excellent category). This improvement positively impacted learning outcomes; the average score rose from 61.92% (with a classical mastery rate of 53.84%) in Cycle I to 80.56% (with a classical mastery rate of 88.46%) in Cycle II. Based on these findings, it can be concluded that implementing the Problem-Based Learning model is effective in enhancing student engagement, motivation, and learning outcomes in IPAS at the elementary school level.

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