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All Journal STRATEGIC QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Analisa Akuntansi dan Perpajakan Jurnal Teknologi Terapan Jurnal Eduscience (JES) Klasikal: Journal of Education, Language Teaching and Science Jurnal Pengabdian UNDIKMA Jurnal Dedikasi Cokroaminoto Journal of Primary Education JURNAL PABEAN : PERPAJAKAN BISNIS EKONOMI AKUNTANSI MANAJEMEN Seminar Nasional Pengabdian Kepada Masyarakat IPTEK: Jurnal Hasil Pengabdian kepada Masyarakat Jurnal Pengabdian Masyarakat Bangsa Journal of Multidisciplinary Science: MIKAILALSYS Journal of Education Method and Learning Strategy Income Journal: Accounting, Management and Economic Research International Journal of Technology and Education Research International Journal of Education, Vocational and Social Science International Journal of Economics, Business and Innovation Research Help: Journal of Community Service (HJCS) Jurnal Pendidikan dan Inovasi Pembelajaran
Burhan, Imron
Jurusan Pendidikan Guru Sekolah Dasar, Fakultas Ilmu Pendidikan, Universitas Negeri Makassar, Jl. A.P. Pettarani, Makassar 90222, Indonesia
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THE PREDICTIVE ROLE OF PRINCIPALS’ PERSONALITY IN ENHANCING SCHOOL PERFORMANCE: EVIDENCE FROM JUNIOR HIGH SCHOOLS IN SOUTH SULAWESI Usman, Usman; burhan, imron; amran, muhammad
JURNAL EDUSCIENCE Vol 12, No 6 (2025): Jurnal Eduscience (JES), (Authors from Thailand, Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i6.7991

Abstract

Purpose – The purpose of this research is to examine how various aspects of a principal’s personality, such as extraversion, agreeableness, emotional stability, and openness, contribute to the overall performance of junior high schools in South Sulawesi.Methodology – This study employed a quantitative research design, allowing the researcher to systematically test hypotheses and analyze the relationship between the principal’s personality and distributed leadership on school performance. To assess the impact of the two independent variables on school performance, this study utilized multiple regression analysis. Teacher responses gathered from public junior high schools in South Sulawesi served as the primary data source and were analyzed quantitatively to evaluate the predictive role of each variable in shaping school performance.Findings – The study's results showed that the principal's personality traits of agreeableness and openness significantly predicted school performance in junior high schools in South Sulawesi. Agreeableness received a regression coefficient of β = 0.21 (p < .05), while openness had a coefficient of β = 0.19 (p < .05), indicating that both traits have a meaningful influence on school outcomes. Teachers described principals with strong agreeableness as individuals who worked well with others, were sincere, and willingly offered support, which in turn encouraged harmonious relationships and teamwork among school staff. Overall, the results suggest that fostering agreeableness and openness in school leaders is crucial in enhancing school performance and promoting a healthy educational environment.Contribution – This research highlights that the personality characteristics of school principals, particularly openness and agreeableness, are crucial factors that enhance school performance by strengthening management quality and improving accountability
EFFECTIVENESS OF CULTURALLY BASED DANCE LEARNING MEDIA IN ENHANCING STUDENT MOTIVATION AT JUNIOR HIGH SCHOOLS IN SIDENRENG RAPPANG, INDONESIA Miftahul Jannah; Henra Setiawan; Imron Burhan
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1358

Abstract

This study aims to design and evaluate the effectiveness of culturally-based dance learning media in enhancing student motivation at UPT SMP Negeri 1 Tellu Limpoe, Sidenreng Rappang Regency. The research employed a Research and Development (R&D) approach, integrating the 4D, ADDIE, and Borg & Gall models with a focus on the Define and Design stages. The learning media was developed based on the traditional Pattennung Dance, presented in the form of an interactive video, and validated by media and content experts. Data were collected through observation, interviews, documentation, and validation instruments. The research findings indicate that the developed media effectively increased students’ enthusiasm, active participation, and understanding of dance learning material. Students responded positively during the learning process, while teachers acknowledged that the media effectively delivered content in an engaging and contextual manner. In conclusion, this culturally-based dance learning media is feasible for use and further development as an innovative and local wisdom-based learning alternative.
IMPLEMENTATION OF COOPERATIVE LEARNING MODELS AND THEIR IMPACT ON SOCIAL STUDIES LEARNING IN ELEMENTARY SCHOOLS Imron Burhan; Musfirah Musfirah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i2.1440

Abstract

This study presents a literature review on the implementation of cooperative learning models in Social Studies instruction at elementary schools. The research focuses on identifying the impact of various cooperative learning models, including Jigsaw, STAD, TGT, NHT, Make A Match, and Picture and Picture, on students’ academic and social outcomes. Using a qualitative descriptive approach, articles were selected based on inclusion criteria emphasizing the use of cooperative learning to improve cognitive, affective, and psychomotor aspects of student learning. The review reveals that cooperative learning consistently enhances students’ understanding of concepts, critical thinking skills, learning motivation, active participation, and collaboration abilities. The effectiveness of these models is further strengthened when supported by interactive media, such as PowerPoint or visual-based strategies. Findings indicate that cooperative learning not only improves academic achievement but also fosters active, collaborative, and socially competent learners. These results demonstrate that cooperative learning aligns with the objectives of twenty-first-century education by promoting both cognitive and social development in elementary students, offering practical implications for designing more engaging and meaningful Social Studies learning experiences.
The Role of Role-Playing Approaches in Enhancing Learning Outcomes in Primary Social Studies Burhan, Imron; Ridhoh, M. Yunasri; Musfirah, Musfirah
Journal of Education Method and Learning Strategy Том 4 № 01 (2026): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v4i01.2059

Abstract

This study aims to analyze the role of the role-playing learning model in improving students’ learning outcomes in primary school Social Studies through a literature review of 15 previous research articles. The review was conducted by examining various types of studies, including experiments, classroom action research, comparative studies, and descriptive research, to identify patterns of findings and factors influencing the effectiveness of role-playing. The results show that most studies reported improvements in students’ learning outcomes, learning activities, and conceptual understanding after the implementation of role-playing. This model has been proven to provide concrete learning experiences, increase student engagement, and foster communication and collaboration skills. However, some studies also found that improvements in learning outcomes were not always significant, especially when scenario planning, media support, and student readiness were not optimal. These variations indicate that the success of role-playing is strongly influenced by the context and quality of instructional implementation. Overall, this review confirms that role-playing has strong potential as an active learning strategy that can enhance Social Studies learning outcomes in primary schools. The findings are expected to serve as a reference for teachers in designing more effective applications of role-playing and as a foundation for future research on innovations in Social Studies learning.
Problem-Based Learning as an Innovative Approach in Elementary Social Studies Education: A Thematic Analysis of Empirical Studies Burhan, Imron
Journal of Education Method and Learning Strategy Том 4 № 01 (2026): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v4i01.2209

Abstract

Social Studies learning in elementary schools is required not only to focus on the mastery of concepts but also to promote the development of critical thinking skills, problem-solving abilities, and active student participation. One instructional approach considered capable of addressing these demands is Problem-Based Learning (PBL). This study aims to thematically analyze empirical research findings on the implementation of PBL in elementary Social Studies education. The research method employed is a literature review using a qualitative approach based on thematic analysis of national scholarly articles published between 2018 and 2025. The data were analyzed through coding procedures and the categorization of research findings into major themes. The results indicate that the implementation of PBL consistently improves students’ Social Studies learning outcomes, enhances critical thinking and higher-order thinking skills, and increases students’ motivation, activeness, and engagement in learning. Furthermore, the integration of PBL with various instructional media has been shown to strengthen the effectiveness of Social Studies learning, although challenges related to teacher readiness and limited supporting facilities remain. This study concludes that PBL is an innovative, effective, and relevant instructional approach for improving the quality of Social Studies education in elementary schools and has important implications for the development of instructional practices and future research.
Penguatan Kompetensi Guru Melalui Integrasi TPACK‑STEAM dalam Program Capacity Building di Sekolah Dasar Islam Celebes Ainun Najib Alfatih; Usman Usman; Muhammad Amran; Imron Burhan; Naufal Qadri Syarif
IPTEK: Jurnal Hasil Pengabdian kepada Masyarakat Vol 5, No 3 (2026): IPTEK: Jurnal Hasil Pengabdian kepada Masyarakat
Publisher : Univeristas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/iptek.v5i3.86033

Abstract

Abstrak. Perubahan paradigma pendidikan menuju era digital dan Kurikulum Merdeka menuntut guru mengintegrasikan teknologi, pedagogi, konten, dan kreativitas dalam pembelajaran. Urgensi tersebut semakin terasa ketika hasil Program for International Student Assessment (PISA) 2022 menunjukkan bahwa hanya sekitar 18 % siswa Indonesia mencapai minimal level 2 matematika (rata‑rata OECD 69 %), 25 % mencapai level 2 membaca (rata‑rata 74 %), dan 34 % mencapai level 2 sains (rata‑rata 76 %); hampir tidak ada siswa yang tergolong top performer (Organisation for Economic Co‑operation and Development (OECD), 2023). Untuk meningkatkan kualitas pembelajaran di Sekolah Dasar Islam Celebes (CIS), kami melaksanakan program Capacity Building selama dua hari (6‑7 Juli 2025) dengan fokus integrasi Technological, Pedagogical and Content Knowledge (TPACK) serta Science, Technology, Engineering, Arts, Mathematics (STEAM). Peserta berjumlah 52 guru jenjang Pendidikan Anak Usia Dini dan sekolah dasar. Program dirancang interaktif dengan pemaparan konsep, studi kasus, simulasi, curah pendapat, praktik mandiri, serta demonstrasi penggunaan kecerdasan buatan (AI), pengeditan video, dan Metode Ummi untuk pengajaran Al‑Qur’an. Hasil evaluasi menunjukkan peningkatan signifikan pada pemahaman TPACK‑STEAM serta kepercayaan diri peserta dalam merancang Rencana Pelaksanaan Pembelajaran (RPP) berbasis teknologi; lebih dari 90 % peserta menyatakan mampu membuat materi ajar baru dengan bantuan AI dan video. Temuan ini sejalan dengan berbagai studi yang menunjukkan bahwa pelatihan profesional berbasis TPACK‑STEAM dapat meningkatkan kompetensi guru (Martins & Baptista, 2024; Wahono dkk., 2025). Kesimpulannya, integrasi TPACK‑STEAM dalam program capacity building efektif meningkatkan kapasitas guru; keberlanjutan program perlu didukung melalui pendampingan dan komunitas belajar.Kata kunci: Capacity Building; TPACK‑STEAM; Kecerdasan Buatan
Building Post-Disaster Psychosocial Resilience Through Toraja Cultural Animated Media in Teacher Training Musfirah Musfirah; Imron Burhan; Harmelia Tulak; Topanus Tulak
Help: Journal of Community Service Vol. 2 No. 4 (2026): March 2026
Publisher : PT Agung Media Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62569/hjcs.v2i4.245

Abstract

Indonesia's high vulnerability to natural disasters significantly impacts the psychological well-being of school-age children. While teachers play a strategic role in the recovery process, they often lack specialized psychosocial training. This community service aimed to enhance teachers' capacity to provide post-disaster child support by integrating resilience-building techniques with Toraja culture-based animated media. The Participatory Action Research (PAR) program was conducted at SDN 3 Buntao, involving 15 active teachers. The activity consisted of three systematic stages: preparation, implementation, and reflection. The implementation stage included presentations on fundamental resilience concepts, mentoring simulations, and hands-on practice in developing interactive animated videos using the Interacty application. The training resulted in a significant improvement in participants' understanding of identifying children's trauma symptoms and delivering appropriate emotional support, marked by a 75% increase in teacher confidence. Teachers successfully developed practical skills to produce culturally tailored animations and interactive quizzes. Integrating Toraja cultural elements into the digital media provided a highly positive impact, accelerating emotional closeness and making the psychosocial support more relatable for the students. This capacity-building initiative effectively empowered educators to deliver structured post-disaster psychological support. By combining evidence-based resilience strategies with culturally responsive digital tools, the training strengthens teachers' readiness to facilitate sustainable and engaging psychosocial recovery in the classroom.
Pembelajaran IPS Berbasis Kearifan Lokal dalam Penguatan Karakter Siswa Sekolah Dasar Imron Burhan
Jurnal Pendidikan dan Inovasi Pembelajaran Vol. 1 No. 4 (2026): Edisi: Juli-September
Publisher : Pustaka Bangsa Indonesia

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

Abstract

Penelitian ini bertujuan untuk menganalisis dan mensintesis hasil penelitian terdahulu mengenai pembelajaran Ilmu Pengetahuan Sosial (IPS) berbasis kearifan lokal dalam penguatan karakter siswa sekolah dasar. Penelitian menggunakan metode literature review dengan menganalisis 15 artikel ilmiah yang dipublikasikan pada rentang tahun 2015–2025 dan diperoleh melalui Google Scholar. Data dianalisis menggunakan teknik deskriptif dan tematik untuk mengidentifikasi pola, pendekatan, serta temuan utama penelitian. Hasil kajian menunjukkan bahwa integrasi kearifan lokal dalam pembelajaran IPS mampu menciptakan pembelajaran yang lebih kontekstual, bermakna, dan relevan dengan kehidupan siswa. Kearifan lokal berperan dalam penguatan karakter melalui penanaman nilai tanggung jawab, kerja sama, toleransi, kejujuran, dan kepedulian sosial. Selain itu, budaya lokal dapat dimanfaatkan sebagai sumber belajar yang mendukung pelestarian identitas budaya. Penelitian ini menegaskan bahwa pembelajaran IPS berbasis kearifan lokal merupakan strategi efektif dalam mendukung pendidikan karakter siswa sekolah dasar.
The Effect of the Cooperative Integrated Reading and Composition (CIRC) Learning Model on Elementary School Students' Reading Comprehension Skills Usman Usman; Imron Burhan; Nurastri Rahmadani
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 2 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i2.10095

Abstract

Limited research has examined cooperative learning models that integrate reading and writing activities to improve students’ literacy competencies, although low reading comprehension skills remain a significant issue among fifth-grade students at UPTD SD Negeri 28 Parepare, where conventional learning methods have commonly been used. This study aims to describe students’ reading comprehension skills taught with and without the Cooperative Integrated Reading and Composition (CIRC) model and to analyze the effect of the CIRC model on fifth-grade students’ reading comprehension skills at UPTD SD Negeri 28 Parepare. A quantitative approach with a quasi-experimental design using a balanced control group was employed, with samples selected through a random grouping technique. Data were collected using pretests and posttests. The data were analyzed through descriptive and inferential statistics, including normality tests, homogeneity tests, N-Gain analysis, and an independent samples t-test. The findings indicate a significant difference in reading comprehension skills between the experimental and control groups, with the experimental group achieving a higher average score. The independent samples t-test further supported this result, showing a significance value (Sig. 2-tailed) below 0.05, which indicates that the CIRC learning model had a significant effect on students’ reading comprehension skills. The study concludes that integrating reading and writing activities through heterogeneous group interaction effectively improves students’ reading comprehension compared to conventional learning methods. These findings contribute to the development of cooperative learning strategies and extend the literature on integrated literacy instruction at the elementary school level. The study also provides practical implications for educators to adopt collaborative and activity-based learning models such as CIRC to create more meaningful literacy learning experiences, while further research is recommended to examine the application of this model across different educational levels.
Co-Authors Abdul Halik Abdul Saman Ainun Najib Alfatih Akrim, Djusdil Alang Sunding Alfatih, Ainun Najib Amir Pada, Amir Amriadi Amriadi, Amriadi Andi Alfianto Anugrah Ilahi Ardyansyah Gisda Ardyansyah Gisda Arifin, Rukhminih Arifin, Rukminih Arismunandar Arismunandar Ashanti, Eka Ayu Asrul Holong Aulia, Fira Andhara Ayu Rahayu Azis, Hasrawati BEDDU, MEGAWATI Den Ka, Veronika Sari Emmi Azis Erdiani Erdiani Fauziah Gisdah, Ardyansyah H, Nurhikmah Hasanuddin Hasanuddin Hatibu, Hardiyanti Henra Setiawan Ihqram, Magfiratuh Ilham Ilham Ilham Ilham Ilham Ilham Ilham Irawati Nur Ismah Rustam Iyan, Iyan Jariyah Syaid, Nur Ainun Ka , Veronika Sari Den Ka, Veronika Sari Den Kamaruddin Kamaruddin Kasmawati Kasmawati Khofifah Ananta Surya Kiki Hardiyanti Danial Lestari, Sri Hafifah M. Yunasri Ridhoh Mahardian Hersanti Paramita Mahardian Hersanti Paramita Mahardian Hersanti Paramita Marhani Marhani Marsuki, Andika Megawati Beddu Miftahul Jannah MIFTAHUL JANNAH Mochammad Imron Awalludin Muh Bahrun Nur Muhammad Afif Muhammad Alfitrah Kaharuddin Muhammad Arham Suryansyah Saputra Muhammad Arifshandi Deni Wardana Muhammad Asrul Sultan, Muhammad Asrul Muhammad Dakhri Sanusi Muhammad Ma&#039;ruf Musfirah Musfirah Musfirah Naufal Qadri Syarif Nirmala Sari, Sri Nur Amelih Nur Bayu Nur Fadny Yuliani Nur Fadny Yuliani Nur Fadny Yuliani Nur Ilmi Nur Jannah Nur, A.Muh Riswandi Nurastri Rahmadani Nurmalia Indria Ananda Nurul Afifah Nurul Afifah Nurul Fithriyah Nurul Haliza Hairunnisa Nurul Wahidah, Nurul Nur’Aeni, Nur’Aeni Putra.B, Reza Dwi Rachman, Siswati Ramadhan, Dhana Resky Amelia Rizkyana Agand Rukminih Arifin Rukminih Arifin Sakina Wardani Syamsir Saleh, Fadilah Indrayanti Sandi Sandi Sari Den Ka, Veronika Sari, Sri Sastia, Enya Selvi Marcellia Siswati Rachman Sitti Fadjriyah Sitti Hajrah Sri Nirmala Sari Sri Nirmala Sari Sri Nirmala Sari Sri Nirmala Sari, Sri Nirmala Sucianti Sucianti Sunding, Alang Syahriani Syahriani Syamsiar, Syamsiar Syarif, Naufal Qadri Syawaluddin, Ahmad Tati, Andi Dewi Riang Topanus Tulak Tulak, Harmelia Ulia Ridhani, Ulia Umi Irianti Usman Usman Usman Usman Usman Veronika Sari Den Ka Veronika Sari Den Ka Veronika Sari Den Ka Veronika Sari Den Ka Wahyu, Sakina Dwi Wisudawan, Akhmad Luthfi yulia Yulia Yulia Yuliani, Nur Fadny Zainal, Zaid Zherawati Zherawati