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The Mckinsey 7S Framework and School Branding: An Exploratory Study at Private Islamic Elementary School Azifa Ulya Ainunnisa; Setya Raharja; Agustian Ramadana Putera
ELEMENTARY: Islamic Teacher Journal Vol 10, No 2 (2022): ELEMENTARY
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/elementary.v10i2.16145

The purpose of this study is to investigate the Mckinsey 7s Framework and its effect on school branding in the Islamic private school. The data collection method used observation, interview, and document study techniques. The primary data sources were from the school principal of Sokonandi Muhammadiyah Elementary School of Yogyakarta, while the secondary data sources were 7 teachers, 2 staffs, and school stakeholders. The data were analyzed using Miles & Huberman’s techniques, namely; data reduction, data presentation, and drawing conclusions. The results showed that 1) Shared values with the tagline “Smart, Religious, and Fun”, 2) The school’s strategy in branding creates multi-intelligence students and realizes the vision and mission of Muhammadiyah’s goals, 3) Organizational structure for the development of school branding with varied coordinating fields, 4) School skills in making a comprehensive management information system, 5) Prioritizing quality-based-learning in every recruitment, 6) facilitating all teachers’ or staffs’ competences, 7) The principal uses two-way communication method

Pengaruh Kompetensi Digital Guru terhadap Kinerja Mengajar Guru yang Dimediasi oleh Teacher Readiness for Change Sarinten Sarinten; Setya Raharja
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 6, No 1 (2023): Volume 6 No 1 Maret 2023
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract: This study aims to describe: (1) the effect of teacher digital competence on teacher readiness for change; (2) the effect of teacher readiness for change on teaching performance; (3) the effect of teacher digital competence on teaching performance; (4) the effect of teacher digital competence on teaching performance through teacher readiness for change. This study used a quantitative approach with survey method using simple random sampling. The research sample was 262 of 757 state vocational school teachers in Klaten Regency with an error rate of 5%. This research used questionnaire (rating scale) as instrument. The instrument validity were content validity with expert judgment and construct validity calculated with Confirmatory Factor Analysis. Reliability was calculated using the Cronbach Alpha technique. Technique for analysing data was the Structural Equation Model (SEM) and was carried out by using PLS for Structural Equation Modeling (SEM) 3.0 program. The results of the study are explained as follows. (1) There is positive and significant effect of teacher digital competence on teacher readiness for change by 46,8%. (2) There is a positive and significant effect of teacher readiness for change on teaching performance by 34,2%. (3) There is a positive and significant direct effect of teacher digital competence on teaching performance by 30,4%. (4) There is a positive and significant indirect effect of teacher digital competence on teaching performance mediated by teacher readiness for change by 16%. The novelty of this research was indirect effect of teacher digital competence on teaching performance through teacher readiness for change.Keywords: teacher digital competence; teacher readiness for change; teaching performance; structural equation model (SEM) Abstrak: Penelitian ini bertujuan untuk mendeskripsikan hal-hal sebagai berikut. (1) Pengaruh kompetensi digital guru terhadap teacher readiness for change. (2) Pengaruh teacher readiness for change terhadap kinerja mengajar guru. (3) Pengaruh kompetensi digital guru terhadap kinerja mengajar guru. (4) Pengaruh kompetensi digital guru terhadap kinerja mengajar guru yang dimediasi oleh teacher readiness for change. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survey. Teknik sampling pada penelitian ini menggunakan simple random sampling. Sampel penelitian sebanyak 262 dari 757 guru SMK Negeri di Kabupaten Klaten dengan taraf kesalahan 5%. Instrumen yang digunakan adalah angket (rating scale) dengan interval dari 1 sampai 5. Validitas instrumen meliputi validitas isi dengan expert judgement dan validitas butir yang dihitung dengan Confirmatory Factor Analysis (CFA). Reliabilitas dihitung dengan teknik Alpha Cronbach. Teknik analisis data yang digunakan dalam penelitian ini adalah Structural Equation Model (SEM) dan dilakukan dengan bantuan program PLS for Structural Equation Modeling (SEM). Hasil penelitian menunjukkan bahwa (1) Terdapat pengaruh positif dan signifikan kompetensi digital guru terhadap teacher readiness for change sebesar 46,8%. (2) Terdapat pengaruh positif dan signifikan teacher readiness for change terhadap kinerja mengajar guru sebesar 34,2%. (3) Terdapat pengaruh positif dan signifikan secara langsung kompetensi digital guru terhadap kinerja mengajar guru sebesar 30,4%. (4) Terdapat pengaruh positif dan signifikan secara tidak langsung kompetensi digital guru terhadap kinerja mengajar guru yang dimediasi oleh teacher readiness for change sebesar 16%. Kebaruan pada penelitian ini adalah ditemukan pengaruh tidak langsung kompetensi digital guru terhadap kinerja mengajar guru melalui teacher readiness for change.Kata Kunci: kompetensi digital guru; teacher readiness for change; kinerja mengajar guru; structural equation model (SEM)

Pengaruh Kompetensi Digital Guru terhadap Kinerja Mengajar Guru yang Dimediasi oleh Teacher Readiness for Change Sarinten Sarinten; Setya Raharja
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 6, No 1 (2023): Volume 6 No 1 Maret 2023
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract: This study aims to describe: (1) the effect of teacher digital competence on teacher readiness for change; (2) the effect of teacher readiness for change on teaching performance; (3) the effect of teacher digital competence on teaching performance; (4) the effect of teacher digital competence on teaching performance through teacher readiness for change. This study used a quantitative approach with survey method using simple random sampling. The research sample was 262 of 757 state vocational school teachers in Klaten Regency with an error rate of 5%. This research used questionnaire (rating scale) as instrument. The instrument validity were content validity with expert judgment and construct validity calculated with Confirmatory Factor Analysis. Reliability was calculated using the Cronbach Alpha technique. Technique for analysing data was the Structural Equation Model (SEM) and was carried out by using PLS for Structural Equation Modeling (SEM) 3.0 program. The results of the study are explained as follows. (1) There is positive and significant effect of teacher digital competence on teacher readiness for change by 46,8%. (2) There is a positive and significant effect of teacher readiness for change on teaching performance by 34,2%. (3) There is a positive and significant direct effect of teacher digital competence on teaching performance by 30,4%. (4) There is a positive and significant indirect effect of teacher digital competence on teaching performance mediated by teacher readiness for change by 16%. The novelty of this research was indirect effect of teacher digital competence on teaching performance through teacher readiness for change.Keywords: teacher digital competence; teacher readiness for change; teaching performance; structural equation model (SEM) Abstrak: Penelitian ini bertujuan untuk mendeskripsikan hal-hal sebagai berikut. (1) Pengaruh kompetensi digital guru terhadap teacher readiness for change. (2) Pengaruh teacher readiness for change terhadap kinerja mengajar guru. (3) Pengaruh kompetensi digital guru terhadap kinerja mengajar guru. (4) Pengaruh kompetensi digital guru terhadap kinerja mengajar guru yang dimediasi oleh teacher readiness for change. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survey. Teknik sampling pada penelitian ini menggunakan simple random sampling. Sampel penelitian sebanyak 262 dari 757 guru SMK Negeri di Kabupaten Klaten dengan taraf kesalahan 5%. Instrumen yang digunakan adalah angket (rating scale) dengan interval dari 1 sampai 5. Validitas instrumen meliputi validitas isi dengan expert judgement dan validitas butir yang dihitung dengan Confirmatory Factor Analysis (CFA). Reliabilitas dihitung dengan teknik Alpha Cronbach. Teknik analisis data yang digunakan dalam penelitian ini adalah Structural Equation Model (SEM) dan dilakukan dengan bantuan program PLS for Structural Equation Modeling (SEM). Hasil penelitian menunjukkan bahwa (1) Terdapat pengaruh positif dan signifikan kompetensi digital guru terhadap teacher readiness for change sebesar 46,8%. (2) Terdapat pengaruh positif dan signifikan teacher readiness for change terhadap kinerja mengajar guru sebesar 34,2%. (3) Terdapat pengaruh positif dan signifikan secara langsung kompetensi digital guru terhadap kinerja mengajar guru sebesar 30,4%. (4) Terdapat pengaruh positif dan signifikan secara tidak langsung kompetensi digital guru terhadap kinerja mengajar guru yang dimediasi oleh teacher readiness for change sebesar 16%. Kebaruan pada penelitian ini adalah ditemukan pengaruh tidak langsung kompetensi digital guru terhadap kinerja mengajar guru melalui teacher readiness for change.Kata Kunci: kompetensi digital guru; teacher readiness for change; kinerja mengajar guru; structural equation model (SEM)

The Importance of Strategic Planning With Modern Trends in Education Berlian Nursyanti Mahardhika; Setya Raharja
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i2.2527

This study analyzes strategic planning in the educational environment that can contribute to changes in the quality of education tailored to the needs and progress of the times and current trends. The main objective of this research is to study strategic management and strategic planning in the educational environment to improve the quality of education in modern trends. This research is literature research or data collection exploring the research object through several library information studies. Strategic planning is a vital method for educational institutions to succeed and thrive. This can become more significant at the start or extension of learning in a program. With strategic planning, an educational institution, taking into account relevant internal and external environmental factors, can be better prepared to assess and set long-term directions and develop and implement strategies to achieve long-term goals. The process includes a series of organizational activities that begin with the concept of organizational goals and strategic goals.

Implementation of a Web-Based e-Discipline System at Madrasah Aliyah Dian Fathur Rohmah; Setya Raharja
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.4401

Schools play a pivotal role in fostering good character; however, issues concerning student discipline persistently challenge this educational objective. Traditional methods, such as physical logbooks for recording disciplinary infractions, have proven inefficient and ineffective. In response, this study examines a newly implemented web-based application designed to manage and disseminate information regarding disciplinary violations. Employing a descriptive qualitative research methodology, this investigation explores the functionality and impact of the web-based disciplinary system. Preliminary findings indicate that the application utilizes a points-based system to monitor and regulate student behavior, categorizing infractions and accumulating points which may result in sanctions. Additionally, the study highlights efforts by educational institutions to promote rule compliance through comprehensive engagement strategies involving students, parents, and the wider community. These strategies include extensive rule socialization and targeted individual counseling for students demonstrating challenging behaviors. This approach not only streamlines the disciplinary process but also enhances the overall educational environment by reinforcing behavioral standards and accountability.

Improvement of Social Inclusion-Based Rural Library Management and Services to Support Sustainable Development Goals (SDGs) Fadhli, Rahmat; Bustari, Meilina; Raharja, Setya; Sugiyono, Sugiyono
International Journal of Public Devotion Vol 6, No 2 (2023): August - December 2023
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/ijpd.v6i2.3945

The rural library is one of the existing facilities in the village and has an integral role as a center for community empowerment activities. In the management of the village library, there are several problems faced, such as many people who do not know the rural library, lack of competence for library managers, non-standard library management, lack of public interest in reading, and low community participation in the rural library program. This service aims to promote social inclusion-based village library programs that can increase community participation and even improve welfare through programs provided to the community. The service was carried out at the Rural Library of Giripurwo Village, Girimulyo District, Kulon Progo Regency, Special Region of Yogyakarta. The target group for community service is the entire rural community, including village officials and village library managers. The results of the service program are that the management of the rural library has become national standard and the programs owned by the village library also accommodate and increase community participation. So that community skills can increase and increase in social inclusion-based rural library programs.

Effectiveness of E-Rapor Implementation: Literature Review Maula, Faradina Milla; Raharja, Setya; Wibowo, Udik Budi
Indonesian Journal of Educational Research and Review Vol. 7 No. 1: April 2024
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v7i1.62505

Implementing E-Rapor (Electronic Report) in education has become an exciting research topic that has captured the attention of numerous researchers. Based on the findings of a literature review, E-Rapor aims to bring benefits and positive impacts to the field of education, promoting its growth in the current digital era. However, researchers have also noted several limitations in using the E-Rapor-based information system, including difficulties in its application for information processing, competence planning, and data management. This research seeks to analyze gaps in the learning outcomes achieved by students when the E-Report application system is implemented compared to traditional or manual assessment methods. The data collection method employed in this study is a literature review, which involves gathering secondary data from various reputable sources. As for the research instrument used, the researchers have formulated five research questions that serve as valuable guides throughout the data collection process. The results of the discussion show that E-Reports are useful for regularly assessing student abilities by educators and school employees, allowing quick intervention when necessary, and increasing overall educational efficiency. Due to this, the author recommends further research to understand the impact of using E-Reports on learning outcomes and educational management to be comprehensive.

MIKiR: Pembelajaran Terdiferensiasi di Sekolah Dasar Jabar, Cepi Safruddin Abdul; Rahmawati, Tina; Niron, M.D.; Raharja, Setya
Jurnal Pengabdian Pada Masyarakat Vol 9 No 3 (2024): Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/jppm.v9i3.789

Pembelajaran yang efektif adalah pembelajaran yang mampu mengakomodasi perbedaan individu, aktif, menghormati kecepatan belajar setiap anak, dan pemahaman mendalam. Untuk itu, diperlukan sebuah metode yang bisa mencapi tujuan pembelajaran aktif tersebut. Tujuan dari kegiatan dosen berkegiatan di luar kampus (DKL) ini adalah untuk memberi pemahaman dan keterampilan bagaimana guru mampu mencapai tujuan pembelajaran yang efektif dengan pendekatan pembelajaran terdiferensiasi dengan menggunakan model MIKiR. Kegiatan DKL ini diselenggarakan di jaringan sekolah Muhammadiyah Kadisoka Yogyakarta grup selama 6 (enam) bulan. Jumlah peserta yang terlibat adalah 35 guru jaringan SD Muhammadiyah Kadisoka grup dalam bentuk pelatihan dan pendampingan. Ada beberapa tahapan yang dilakukan dalam DKL ini, yakni ada tiga tahap yaitu need assesment, workshop dan praktek mandiri. Pada awal kegiatan ditemukan beberapa permasalahan terkait dengan kesulitan siswa dalam menangkap materi secara cepat, kesulitan guru dalam menjelaskan materi-materi tertentu kepada siswa dengan karakteristik tertentu, dan hambatan komunikasi dengan guru selama pembelajaran. Setelah kegiatan berakhir, menunjukkan bahwa terjadi perubahan situasi pembelajaran, dimana siswa lebih mudah menangkap materi pembelajaran, guru memiliki kemudahan dalam menyesuaikan materi dengan karakteristik anak secara individual, dan komunikasi guru dengan siswa berjalan secara lancar dan diagonal, dan siswa belajar dengan aktif dan menyenangkan. Effective learning can accommodate individual differences, is active and respects the learning of each child, and promotes deep understanding. Therefore, a method is needed to achieve the goal of active learning. The purpose of lecturers' activities outside the campus (DKL) is to provide an understanding of how teachers can achieve effective learning goals with a differentiated learning approach using the MIKiR model. This DKL activity is conducted in the Muhammadiyah Kadisoka Yogyakarta school network for 6 (six) months. The number of participants involved is 35 Muhammadiyah elementary school teachers in the Kadisoka network, in the form of training and mentoring. There are several stages in this DKL, namely three stages: needs assessment, workshops, and independent practice. At the beginning of the activity, several problems were identified related to students' difficulty in grasping material quickly, teachers' difficulty in explaining certain materials to students with specific characteristics, and communication barriers with teachers during learning. After the activity ended, it was shown that there was a change in the learning situation, where students found it easier to grasp learning materials, teachers had a easier times adapting materials to individual characteristics, and communication between teachers and students flowed smoothly and diagonally, with students actively and enjoyably learning.

IMPLEMENTATION OF THE ENVIRONMENTAL CARE AND CULTURE MOVEMENT IN SCHOOLS Khamid, Muh; Raharja, Setya; Ramadhan, Aqsal Rizky; Apriyanto, Ridwan Eko; Salam, Khatibul Umam
JURNAL EDUSCIENCE Vol 12, No 2 (2025): Jurnal Eduscience (JES), (Authors from United Kingdom, Nigeria, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i2.6923

Purpose–This research aims to describe the implementation of the Environmental Care and Culture Movement in Schools at the National Adiwiyata SchoolMethodology–The research uses a qualitative approach in the type of case study at SMA Negeri 2 Wates. Data sources include school principals, vice principals for curriculum, heads of adiwiyata, teachers, adiwiyata cadres, school committees, curriculum documents, and other related documents. Data were collected through in-depth interviews, observations, and document studies. Data analysis uses an interactive model.Findings–The implementation is carried out with various concrete actions that integrate aspects of Environmentally Friendly Behavior, namely cleanliness, sanitation and drainage functions, waste management, planting and maintenance of trees/plants, water conservation, energy conservation, and innovations related to Environmentally Friendly Behavior into learning in all subjects, extracurricular activities, and self-habituation of school residents. Environmentally Friendly Behavior is applied to the surrounding community through community-based programs. The SchoolSchool establishes a working network with external parties to support the movement's sustainability. Campaigns and publications are carried out through concrete actions to increase environmental awareness. Schools form and empower adiwiyata cadres as agents of change that can encourage and mobilize school residents to implement environmentally friendly behaviors and the formation of adiwiyata ambassadors.Significance—Schools can consider the study's results to effectively manage and implement the Environmental Care and Culture Movement in Schools in the National Adiwiyata. Keywords : Implementation, Environmental care, Culture movement schools

Improving the Mathematics Ability using Quantum Learning Method for Elementary Students Santoso, Adi; Wibowo, Setiawan Edi; Raharja, Setya; Bafirman, Bafirman
JETL (Journal of Education, Teaching and Learning) Vol 9, No 1 (2024): Special Issue
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v9i1.6475

The implementation of an appropriate learning model can enhance students' knowledge of fundamental mathematical concepts. The objective of this research is to enhance the ability of elementary school students to calculate the area of a rectangle by employing the quantum learning method. This research was conducted in a classroom setting and consists of seven steps: identifying issues, selecting strategies, compiling learning scenarios, exercising learning scenarios, determining success criteria, implementing scenarios, observing, and reflecting. Observation, interviews, written tests, and documentation were employed to gather the research data. This was followed by quantitative and qualitative analyses of the data. The study’s findings suggest that the quantum learning model has the potential to enhance student learning assessment results by facilitating the determination of the area of a rectangle. Additionally, it has been demonstrated to increase student engagement and interest in the learning process. Conversely, educators develop a greater capacity for creativity and proficiency in the teaching of mathematics

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