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All Journal Jurnal Dikdas QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama
Nurlina Nurlina
Universitas Tadulako
Arts Humanities Education Social Sciences Other

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THE RELATIONSHIP BETWEEN TEACHER PERFORMANCE AND LEARNING ACHIEVEMENT DURING THE COVID PANDEMIC 19 STUDENTS IN CLASS V SDN BAMBALEMO Nurlina Nurlina; Asriani Asriani
Jurnal Dikdas Vol 9, No 1 (2021): JURNAL DIKDAS
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (201.097 KB)

Abstract

Based on the results of observing problems at SDN Bambalemo, teachers have different performances. In learning teacher performance is very influential for students. With the teacher's performance, students are not willing to do undesirable actions such as undisciplined, disrespectful and respectful of the teacher when speaking in front of the class. In addition, there are also teachers at SDN Bambalemo whose performance is less than optimal in carrying out the learning process in the classroom such as being late for class, less encouraging and guiding when students do not understand the learning material being taught so that students do not progress in their learning achievement, it is performance. the teacher decreases the learning achievement of their students. The purpose of this study was to see the relationship between teacher performance and student achievement during the Covid19 pandemic. This research is a qualitative descriptive type of research that describes or describes the relationship between variable X (teacher performance) and variable Y (student learning achievement). The results of this study were seen from the achievement classification teacher performance criteria where of the 31 students who became respondents there were 15 students or 48.39% who stated that the performance of teachers at SDN Bambalemo was sufficient, 16 students or 51.61% stated that the teacher performance was less. Student learning can be seen from the classification of achievement where of the 31 students who became respondents there were 13 students or 41.93% who stated that student learning achievement was sufficient and 18 students or 58.07% stated that student achievement at SDN Bambalemo was lacking. Based on the data obtained in the field, it shows a serious relationship between teacher performance and student achievement, this is evidenced by the low questionnaire data on teacher performance, learning achievement and the acquisition of student report cards.
Public Policy Communication in The Process of Implementing The Independent Learning Program for Remote Indigenous Peoples of Parigi Moutong Regency Nurlina Nurlina; Muhammad Khairil; Fadhliah Liwesigi; Ilyas Lampe; Ikhtiar Hatta
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 16 No. 2 (2024): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v16i2.5187

Abstract

This study aims to determine public policy communication in implementing the Freedom of Learning policy in Remote Indigenous Peoples of Parigi Moutong Regency. This study uses a qualitative and case study approach conducted in West Lombok Village, Tinombo District, Parigi Moutong Regency. The research involved seven educational units, namely: 1) Ogopuyo Hamlet Independent Play Group, 2) Gianang Hamlet Remote Play Group, 3) Bolo Hamlet Bright Kindergarten, 4) Alkhairat Refugee Elementary School Gianang Hamang, 5) Babong Hamlet Remote Elementary School, 6) Yapintar Nature School, and 7) PKBM Mahakarya. The study results show that public policy communication in implementing the Freedom to Learn policy in the Remote Indigenous Peoples of Parigi Moutong Regency has not gone well. Socialization and assistance related to the Independent Learning Policy by regional policyholders are rarely carried out, hindering the development of an independent education system. Difficult communication access and remote geographical location are some of the factors hindering bureaucratic communication. In addition, implementing the Freedom to Learn policy at the PAUD, SD, and PKBM levels in West Lombok villages is not running to launch the policy. Communication in remote Indigenous communities faces unique barriers due to geographical, cultural, and technological limitations. Common obstacles faced include geographical distance, language and culture, limited access to technology, low levels of education, lack of awareness about the importance of communication, and mistrust or social problems.
Co-Authors Asriani Asriani Fadhliah Liwesigi Ikhtiar Hatta Ilyas Lampe Muhammad Khairil