Garuda - Garba Rujukan Digital

Sistem Pembelajaran Berbasis Terknologi Informasi dan Komunikasi Ahmadi Hamsa Ramadhan; Sri Muliyani; Casyariadi Vana Hafizah; M Asyahcri Ar Rahman Ar Rahman
Edumaspul: Jurnal Pendidikan Vol 6 No 1 (2022): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Sistem pembelajaran yang terorganisir merupakan perpaduan yang meliputi unsur manusia, materi, fasilitas, peralatan, dan prosedur yang berinteraksi untuk mencapai suatu tujuan. Elemen manusia dalam sistem pembelajarannya adalah mahasiswa, guru, dosen, pustakawan, laboratoriun, administrasi personal serta pihak-pihak yang mendukung keberhasilan proses pembelajaran. Informasi dan teknologi komunikasi merupakan hasil rekayasa manusia terhadap proses informasi dan proses penyampaian pesan(gagasan) dari satu pihak ke pihak yang lain yang mengakibatkan dalam distribusi yang lebih cepat, lebih luas, dan penyimpanan yang lebih lama. Untuk dapat memanfaatkan TIK untuk meningkatkan kualitas pembelajaran, ada tiga hal yang harus di wujudkan yaitu : (1) siswa dan guru harus memiliki akses keteknologi digital dan internet dikelas, sekolah, dan lembaga pendidikan guru. (2) harus tersedia materi kualitas, dukungan bermakna dan budaya bagi siswa dan guru. (3) guru harus memiliki pengertahuan dan keterampilan dalam menggunakan alat dan sumber daya digital untuk membantu siswa mencapai standar akademik. Tuntutan pembelajaran kedepan harus terbuka, dua arah, beragam, multi disiplin dan terkait dengan produktivitas kerja``pada saat itu`` dan kompetitif. Teknologi informasi dan komunikasi yang murah dan mudah akan menghilangkan keterbatasan ruang dan waktu yang selama ini membatasi dunia pendidikan. Pada saat ini banyak dampak yang terjadi akibat perkembangan IT jika disikapi secara positif mampu memberikan dampak positif, namun jika ditanggapi negatif dan mungkin akan terpengaruh secara negatif.

Strategi Pelaksanaan Evaluasi Program Pendidikan Terhadap Kualitas Belajar Siswa Di Sekolah Fazli Abdillah; Khoirul Azmi; Casyariadi Vana Hafizah; Dea Anisha; Nurana Dwina Bintang; Sri Mulyani
Jurnal Bintang Pendidikan Indonesia Vol 1 No 2 (2023): Mei: Jurnal Bintang Pendidikan Indonesia
Publisher : Pusat Riset dan Inovasi Nasional

Assessment that is often understood so far in the world of learning is limited to evaluation only. This evaluation was tried formatively and summatively. When an evaluation has been attempted, it is considered that the assessment has been carried out. Such a description is not very fitting. The application of evaluation tends to only look at the achievement of educational goals. In this case, in the learning process it is not only the value that is seen, but there are many aspects that make the success or failure of a program. Evaluation is only a small part of the assessment. Assessment must also be understood as part of supervision. Assessment does not only deal with values that are measured based on solving questions, but assessment of learning programs will examine many aspects. Implementation of learning programs can be viewed from various perspectives. This point of view includes the government as a policy maker, from citizens as users, from educators, for example in terms of program effectiveness. To determine the success of the learning program implemented, an assessment is needed, which is called program evaluation. Because it specifically evaluates learning programs, it is often referred to as evaluating learning programs. Assessment is used more as a strategy to measure how far the success of education is. Given the importance of this and also remembering that assessment is one of the benefits of learning management that cannot be ignored, this paper will discuss program evaluation in learning.

Kebijakan Kepala Madrasah Dalam Meningkatkan Kinerja Guru di MTs YPI Subulul Huda Saentis Hasana Fadilla; Casyariadi Vana Hafizah; Filma Muhazri Sembiring; Alfieridho El Musyri
Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Vol. 2 No. 1 (2024): Februari : Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/arjuna.v2i1.524

The research aims to determine the policy of madrasah principal in improving the performance of their employess, which in this case is the performance is the result of the work process. This research was carried out using observation, analysis, interview techniques and understanding from the two different sources, then the researcher also referred to journals, books, as well as other previous research literature. The results of the research show that there are several policies made by the principal at MTs YPI Subulul Huda Saentis to improve teacher performance management strategies and practices schools can optimize teacher and student performance, achieve better educational goals, and contribute to improving the overall quality of education.

Pengaruh Iklim Kerja terhadap Kinerja Guru di MTs Cerdas Murni Casyariadi Vana Hafizah; Abdul Fattah Nasution; Lisa Dwi Afri
Jurnal Bima : Pusat Publikasi Ilmu Pendidikan bahasa dan Sastra Vol. 2 No. 4 (2024): Desember : Jurnal Bima : Pusat Publikasi Ilmu Pendidikan bahasa dan Sastra
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/bima.v2i4.1336

This study aims to determine the effect of work climate on teacher performance at MTs Swasta Cerdas Murni. The work climate here includes physical, social, and psychological conditions in the teacher's work environment, which includes aspects such as managerial support, communication between colleagues, and the level of perceived security. This research method is quantitative using a questionnaire as a data collection tool and other supporting data. The population in this study were all teachers at MTs Swasta Cerdas Murni, so that the entire population in this study was a sample of 30 teachers (population study). Based on the results of the study and the hypothesis, it shows that there is a significant influence between work climate on teacher performance at MTs Swasta Cerdas Murni. Based on the results of the study and calculations, it was found that there was an influence between work climate variables on teacher performance at MTs Swasta Cerdas Murni. The results of the hypothesis test with the T test showed that t count = 2.976, df = n-2 = 30-2 = 28. The t table value = 2.048, at the 0.05 level. Because t count ≥ t table, namely = 2.976 ≥ 2.048, with a significance value of 0.006 (6%) it can be concluded that Ho is rejected and Ha is accepted. This is supported by the results of a simple regression test which states the relationship between the two variables, Y = 30.705 + 1.456X. The meaning of this regression equation is if the work climate value is 0, then the teacher's performance value is 30.705. The regression coefficient value of the teacher performance variable (b) is 1.456; this can be interpreted that for every 1% increase in work climate, teacher performance increases by 1.456. Furthermore, in the determination coefficient test, the R square value is obtained = 0.240, this means that the work climate variable affects the teacher performance variable by 24%. Thus, teacher performance at MTs Swasta Cerdas Murni is 24% influenced by the existing work climate and 76% is influenced by other factors or causes other than the variables studied. Nevertheless, it can be suggested for teachers and school principals to continuously improve their performance in order to achieve the school's goals effectively and efficiently.

Strategi Pelaksanaan Evaluasi Program Pendidikan Terhadap Kualitas Belajar Siswa Di Sekolah Fazli Abdillah; Khoirul Azmi; Casyariadi Vana Hafizah; Dea Anisha; Nurana Dwina Bintang; Sri Mulyani
Jurnal Bintang Pendidikan Indonesia Vol. 1 No. 2 (2023): Mei: Jurnal Bintang Pendidikan Indonesia
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jubpi.v1i2.1190

Assessment that is often understood so far in the world of learning is limited to evaluation only. This evaluation was tried formatively and summatively. When an evaluation has been attempted, it is considered that the assessment has been carried out. Such a description is not very fitting. The application of evaluation tends to only look at the achievement of educational goals. In this case, in the learning process it is not only the value that is seen, but there are many aspects that make the success or failure of a program. Evaluation is only a small part of the assessment. Assessment must also be understood as part of supervision. Assessment does not only deal with values that are measured based on solving questions, but assessment of learning programs will examine many aspects. Implementation of learning programs can be viewed from various perspectives. This point of view includes the government as a policy maker, from citizens as users, from educators, for example in terms of program effectiveness. To determine the success of the learning program implemented, an assessment is needed, which is called program evaluation. Because it specifically evaluates learning programs, it is often referred to as evaluating learning programs. Assessment is used more as a strategy to measure how far the success of education is. Given the importance of this and also remembering that assessment is one of the benefits of learning management that cannot be ignored, this paper will discuss program evaluation in learning.

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