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All Journal International Journal of Evaluation and Research in Education (IJERE) Al Ibtida: Jurnal Pendidikan Guru MI Indonesian Journal of Islamic Educational Management Cendikia Pendidikan EduInovasi: Journal of Basic Educational Studies ManBiz: Journal of Management and Business
Encep Syarifudin
Universitas Islam Negeri Sultan Maulana Hasanuddin Banten
Religion Arts Humanities Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Teacher Intervention for Coping with Students’ Learning Difficulties of Madrasah Ibtidaiyah in the Covid-19 Social Restrictions Enung Nugraha; Encep Syarifudin
Al Ibtida: Jurnal Pendidikan Guru MI Vol 9, No 1 (2022): June 2022
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v9i1.9769

Abstract

AbstractDue to the Covid-19 pandemic, the government implemented a large-scale social restriction policy that impacted online learning. There are obstacles where not all students have supporting learning facilities and have learning difficulties requiring teacher intervention in the learning process. The study aimed to determine teacher intervention in the learning process for students with learning difficulties. The research method used descriptive qualitative at Madrasah Ibtidaiyah (Islamic Elementary School) Ats-Tsauroh Serang City, Banten Province. Data collection was limited to interviews with eight informants, including teachers, madrasa heads, and deputy madrasa heads, during the social restrictions period in February-April 2021. The results showed that teacher intervention in overcoming student learning difficulties was carried out directly, namely by understanding student conditions, understanding the typology of student learning difficulties, communicating with students' parents, observing students' family environmental conditions, conducting study visits to students' homes, and assessing student motivation. Teacher creativity is essential in making decisions for the benefit of student learning so that teachers provide the best service under challenging conditions. The implication of this research is that teacher intervention is effective in overcoming students' learning difficulties in the Covid-19 social restrictions.Keywords: teacher intervention, learning difficulty, home visits. AbstrakAkibat pandemi Covid-19, pemerintah menerapkan kebijakan pembatasan sosial berskala besar yang berdampak pada pembelajaran daring. Terdapat kendala di mana tidak semua siswa memiliki fasilitas belajar yang mendukung dan mengalami kesulitan belajar yang memerlukan campur tangan guru dalam proses pembelajaran. Penelitian ini bertujuan untuk mengetahui intervensi guru dalam proses pembelajaran bagi siswa yang mengalami kesulitan belajar. Metode penelitian yang digunakan adalah deskriptif kualitatif di Madrasah Ibtidaiyah Ats-Tsauroh Kota Serang, Provinsi Banten. Pengumpulan data terbatas pada wawancara dengan delapan informan, termasuk guru, kepala madrasah, dan wakil kepala madrasah selama masa pembatasan sosial pada Februari-April 2021. Hasil penelitian menunjukkan bahwa intervensi guru dalam mengatasi kesulitan belajar siswa dilakukan secara langsung, yakni dengan memahami kondisi siswa, memahami tipologi kesulitan belajar siswa, berkomunikasi dengan orang tua siswa, mengamati kondisi lingkungan keluarga siswa, melakukan kunjungan belajar ke rumah siswa, dan menilai motivasi siswa. Kreativitas guru sangat penting dalam mengambil keputusan untuk kepentingan belajar siswa sehingga guru memberikan pelayanan terbaik dalam kondisi yang penuh tantangan. Implikasi dari penelitian ini adalah intervensi yang dilakukan guru efektif dalam mengatasi kesulitan belajar siswa di masa pembatasan sosial Covid-19.Kata kunci: intervensi guru, kesulitan belajar, kunjungan rumah.
Komparasi Kepemimpinan Kepala Sekolah Dan Kepemimpinan Kiai Di Pesantren Dalam Meningkatkan Mutu Pendidikan Islam Encep Syarifudin; Deri Priyadi
Indonesian Journal of Islamic Educational Management Vol 6, No 1 (2023): IJIEM
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijiem.v6i1.22169

Abstract

Tulisan ini bertujuan untuk menemukan komparasi konsep dan peran kepemimpinan kepala sekolah dan kepemimpinan kiai pesantren dalam meningkatkan mutu pendidikan, dengan menggunakan pendekatan kualitatif melalui metode studi kepustakaan yakni mengkaji beberapa artikel, buku, dan dokumentasi lainya yang berkaitan dengan peran kepemimpinan pendidikan dalam meningkatkan mutu pendidikan, sehingga menemukan teori baru terkait perbandingan peran kepemiminan kepala sekolah dan kiai pesantren serta  perbedaan dan persamaan peran kepemimpinan pendidikan antara kepala sekolah dengan kiai pesantren dalam meningkatn mutu pendidikan. . Legitimasi kepemimpinan seorang kiai secara langsung diperoleh dari masyarakat yang menilai tidak saja dari segi keahlian ilmu-ilmu agama seorang kiai melainkan dinilai pula dari kewibawaan (kharisma) yang bersumber dari ilmu, kesaktian, sifat pribadi dan seringkali keturunan. Hal ini tentunya sangat berbeda dengan kepala sekolah yang legitimasi kepemimpinannya diperoleh dari pengangkatan pemerintah berdasarkan pemenuhan kompetensi  yang dimiliki kepala sekolah dan bukan dari masyarakat. Peran kepemimpinan kepala sekolah dalam meningkatkan mutu pendidikan yaitu; sebagai edukator, manajer, administrator, supervisor, leader, inovator, dan motivator. Sedangkan peran kepeimpinan kepala sekolah dalam meningkatkan mutu pendidikan yaitu; pengasuh, motivator, pendidik, Manajer, pengambil keputusan, pencapai tujuan organsisi, teladan, supervisor.Kata Kunci : Kepemimpinan, Kepala Sekolah, Kiai Pesantren, Mutu Pendidikan
Exploring the relationship between teacher job satisfaction and professional development in urban schools during a pandemic Juhji Juhji; Encep Syarifudin; Supardi Supardi; Paiman Paiman; Dina Indriana; Sutanto Sutanto; Irma Yunita Ruhiawati; Ima Rahmawati
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.24510

Abstract

Job satisfaction and professional development are the talks of teachers in facing the challenges of 21st-century learning, where they must be able to adapt to the progress and development of information and communication in technology. Therefore, this article aims to analyze teacher job satisfaction, professional development, and the interaction between the two during the pandemic. A total of 232 public and private school teachers in urban areas were used as research samples. The sampling technique used a random technique. The research used an instrument developed and validated, then distributed through the principal and school supervisor, and the data were analyzed using the correlation technique. During the pandemic, the results revealed a high level of job satisfaction for state Islamic school teachers and a low level of job satisfaction for private Islamic school teachers, as well as a high level of professional development in both public and private Islamic schools and a moderate positive correlation between teacher job satisfaction and professional development in urban schools. Therefore, teachers should develop and carry out professional development in facing the challenges of 21st-century learning.
PENGEMBANGAN SUMBER DAYA MANUSIA DALAM PENDIDIKAN DAN PELATIHAN Rezka Suci Ramadhanti; Encep Syarifudin; Anis Zohriah; Agus Gunawan
Sindoro: Cendikia Pendidikan Vol. 1 No. 1 (2023): Sindoro: Cendikia Pendidikan
Publisher : CV SWA Anugrah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9644/scp.v1i1.308

Abstract

Pengembangan Sumber Dayaa Manusiaa dilakukann melaluii pendidikann dann pelatihan,, baik secaraa formal maupun informall yangg dilaksanakann secara berkelanjutan. Terdapatt limaa hal SDMMdianggap penting dalam pengembanganSsSDM dalam bidang pendidikan. Kelima hal tersebut yaitu: profesionalitas,dddayakkkompetitif, kompetensiiiffffungsional, keunggulna partisipatiff dann kerjaa samaa namunn demikiann perngemabangan terhadap_lima hal tersebut Sumber daya manusia diperlukann total quality qontrol (TQC) dann programm diklatt terpadu agarr tercapaii efektivitasnya.a Pengmbangann SDMm pendidikan adalahh prosess penggunaann sumberr dayaa manusiaa yang kompetenn muali darii rekrutmenn seleksi,, pengangkatan,, pengembangan,, sampaii dengan penghargaann sertaa kegiatan-kegiatana terkaitt lainnyaa untukk mencapaii tujuann llembaga pendidikan. Tujuan dari sumberr dayaa tersebutt adalahh untuk meningkatkan ppengetahuan, keterampilan,, dan komitmenn tenagaa kerjaa (pendidikk dann tenagaa kependidikan), sehingga visii dann misii lembagaa pendidikan dapatt tercapai dengan efektif dan efisien.n
Hubungan antara Gaya Kepemimpinan Partisipatif Vroom-Yetton dan Motivasi Belajar Siswa di Lembaga Pendidikan Indonesia Hikmatul Faujiah; Agus Gunawan; Encep Syarifudin
ManBiz: Journal of Management and Business Vol. 3 No. 1 (2024): ManBiz: Journal of Management and Business 
Publisher : Institut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/manbiz.v3i1.602

Abstract

This literature review research aims to explore the relationship between the Vroom-Yetton participatory leadership style and students' motivation to learn at school. The method used is an analysis of empirical studies and the latest literature relevant to the research topic. The results showed that the Vroom-Yetton participatory leadership style had a positive impact on students' learning motivation at school. This leadership style involves active participation of students in making decisions related to learning programs and the learning environment. Students are given the opportunity to express their opinions, provide feedback, and make decisions together with educational leaders and teachers. This study shows that students who are involved in decision-making and are given an active role in learning feel more valued and have a sense of ownership of their learning. This can increase students' learning motivation and help them to achieve their academic goals. In addition, the Vroom-Yetton participatory leadership style also allows teachers to obtain better feedback from students regarding their learning experiences. Teachers can use this feedback to modify the learning program and learning environment according to the needs of students, thereby increasing their motivation to learn. In conclusion, this study shows that the Vroom-Yetton participatory leadership style can have a positive impact on students' motivation to learn at school. Therefore, educational leaders should consider implementing the Vroom-Yetton participatory leadership style in learning environments to increase students' motivation to learn and the overall quality of education. Further studies can be conducted to explore more deeply the impact of the Vroom-Yetton participatory leadership style on student motivation in different educational environment.
Situational Leadership in Islamic Education: Analysis of Kiai Situational Leadership Skills at Darul Ihsan Walantaka Islamic Boarding School Muhammad Shofwan Mawally Nafis Badri; Agus Gunawan; Encep Syarifudin
ManBiz: Journal of Management and Business Vol. 3 No. 1 (2024): ManBiz: Journal of Management and Business 
Publisher : Institut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/manbiz.v3i1.604

Abstract

The Islamic boarding schools are the oldest Islamic educational institutions in Indonesia but still exists in building and developing education in Indonesia to date. The uniqueness of the role of Islamic boarding schools is certainly inseparable from this professionalism and the intelligence of the Kiai in leading the pesantren education community. It is at this point that the main reason for this research is raised. The main focus in the discussion is the Kiai's situational leadership skills which focus on skills in diagnosing, skills flexibility his leadership style and partners for success. It is a qualitative research with a phenomenological approach. Data collection techniques with observation and interviews. Data analysis technique with data condensation, data display and conclusion drawing/verifying. The results of this study include the Kyai's skills in diagnosing by giving a potential test to the pesantren community which aims to determine the ability and commitment of subordinates. Flexibility various leadership styles depend on the competence and commitment of the pesantren community.
Konsep Penyusunan Perencanaan Evaluasi Hasil Belajar Diah Robiatul Adawiah; Puji Ambarwati; Pupu Marpuah; Encep Syarifudin
EduInovasi:  Journal of Basic Educational Studies Vol. 5 No. 1 (2025): EduInovasi:  Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v5i1.5822

Abstract

The first step that needs to be done in evaluation activities is to make a plan. This planning is important because it will affect the next steps, and even affect the effectiveness of the overall evaluation procedure. This study aims to discuss the planning that must be prepared in the evaluation of learning outcomes. The method used in this study is a library research approach, this data collection uses a method of searching from various sources such as journals and research that has been studied. The results of the study show that the steps that need to be taken in planning an evaluation of learning outcomes include (1) Formulating the objectives of the evaluation (2) Determining the aspects to be evaluated (3) Selecting and determining the techniques to be used in the evaluation (4) Preparing the evaluation tools to be used in the evaluation (5) Determining the evaluation benchmarks (6) Determining the frequency of evaluation activities (7) Presenting the test (8) Processing the test results (9) Reporting evaluation results, and (10) Use of evaluation results. Through this careful evaluation planning, it is possible to set behavioral objectives or indicators to be achieved, to prepare for the collection of data and information needed and to be able to use the right time.
Co-Authors Agus Gunawan Anis Zohriah Deri Priyadi Diah Robiatul Adawiah Dina Indriana Enung Nugraha Hikmatul Faujiah Ima Rahmawati Juhji, Juhji Muhammad Shofwan Mawally Nafis Badri Paiman Paiman Puji Ambarwati Pupu Marpuah Rezka Suci Ramadhanti Ruhiawati, Irma Yunita Supardi, Supardi Sutanto Sutanto