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All Journal Jurnal Dinamika Manajemen Pendidikan (JDMP) Indonesian Educational Administration and Leadership Journal (IDEAL) Edumaspul: Jurnal Pendidikan
Akhmad Habibi
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Education Social Sciences Other

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STRATEGI PEMBINA EKSTRAKURIKULER PRAMUKA DALAM MENINGKATKAN KARAKTER RELIGIUS SISWA Hendra, Beni; Amirul Mukminin; Akhmad Habibi
JDMP (Jurnal Dinamika Manajemen Pendidikan) Vol. 8 No. 1 (2023): Volume 8, Nomor 1, September 2023
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jdmp.v8n1.p11-19

Abstract

Penelitian ini bertujuan untuk pendeskripsian strategi pembina pramuka dalam meningkatkan karakteristik religius pada siswa di salah satu SMA Negeri . melalui kegiatan ekstrakurikuler pramuka di SMA Negri kabupaten Tebo mendeskripsikan strategi pembina pramuka dalam meningkatkan karakter religiussiswa terhadap kegiatan ekstrakurikuler pramuka. Penelitian ini menggunakan jenis penelitiam deskripstif kualitatif yang mana informan dalam penelitian ini adalah pembina pramuka dan siswa-siswi yang ikut kegiatan pramuka. Data dikumpulkan menggunakan wawancara mendalam. Teknik analisis data menggunakan data reduksi, penyajian data sampai dengan kesimpulan. Dalam penerapan pendidikan karakteristik religius melalui kegiatan ekstrakulikueler pramuka 5 karakter yaitu jujur, religius, mandiri, disiplin dan bertanggung jawan diimplemnetasikan oleh pembina pramuka dengan strategi pengarahan, permainan, nasihat secaa berkisnambngan, kerja sama natara sekolah, pembina pramuka, orang tua menjadi urgensi untuk pendukungan pendidikan karakteristik religus yang berjalan optimal.
Understanding Management in the Management of School Operational AID Muhamad Fajar Ronansyah; Yanto Yanto; Akhmad Habibi
Edumaspul: Jurnal Pendidikan Vol 7 No 2 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v7i2.6853

Abstract

This research aims to explain the management understanding of School Operational Assistance funds. This research is qualitative research using descriptive methods. Interviews, documentation and observation as data collection. Data analysis used includes data collection, data reduction, data presentation, data verification and final conclusions. The research results show: (1) Program planning is carried out at the beginning of each new school year by the school finance team by involving teachers, committees and parents through meetings and the results of agreements programmed in the RKAS which are guided by 8 SNPs, determining the priority scale and analysis of the amount of funds available, (2) Program implementation begins with coordination and outreach with various parties. The program is carried out in accordance with planning and is guided by the Technical Guidelines for BOS funds approved by the Banda Aceh City Education Office, (3) Supervision is carried out jointly by teachers, committees, school principals, school BOS teams, City BOS and provincial BOS teams as well as each inspectorate. once three months or four times a year.
Integrating UTAUT3 and UGT to Predict Artificial Intelligence Adoption in Elementary Schools Alirmansyah, Alirmansyah; Asrial, Asrial; Muhammad Sofwan; Destrinelli, Destrinelli; Akhmad Habibi
Indonesian Educational Administration and Leadership Journal (IDEAL) Vol. 8 No. 2 (2026): On Progress
Publisher : Program Studi Adminsitrasi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/dv8kmy78

Abstract

This study tests an integrated UTAUT3 and Uses and Gratifications Theory (UGT) model to predict Artificial Intelligence (AI) use among 1,050 elementary school teachers in Jambi Province, Indonesia. Using a quantitative survey design, the study analyzed the data with Partial Least Squares Structural Equation Modeling (PLS-SEM). Habit was the strongest predictor of AI use (β = 0.408, p < .001), followed by Social Needs (β = 0.172, p < .001), Hedonic Motivation (β = 0.112, p = 0.003), Cognitive Needs (β = 0.089, p = 0.016), Social Influence (β = 0.069, p = 0.018), and Personal Innovativeness (β = 0.065, p = 0.013). Affective Needs (β = 0.066, p = 0.116), Performance Expectancy (β = 0.048, p = 0.095), Effort Expectancy (β = -0.020, p = 0.514), and Facilitating Conditions (β = 0.030, p = 0.308) were not statistically significant. These results indicate that AI use in this setting is more strongly associated with habitual and psychosocial motivations than with conventional utility expectations. The findings suggest that educational policy should complement infrastructure and technical training with professional collaboration, AI literacy, and supportive school ecosystems. The integrated UTAUT3–UGT framework provides a useful basis for examining AI use among elementary school teachers in a developing-region context.
Co-Authors Alirmansyah, Alirmansyah Amirul Mukminin Asrial Destrinelli Destrinelli, Destrinelli Hendra, Beni Muhamad Fajar Ronansyah Muhammad Sofwan Yanto Yanto