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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Counseling Milenial (CM) Jurnal Pendidikan dan Ilmu Sosial SIMPLEX: Journal of Economic Management
Marzuki Noor
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Religion Arts Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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PENGARUH KEPEMIMPINAN DAN PENGEMBANGAN BERKELANJUTAN OLEH KEPALA SEKOLAH TERHADAP KOMPETENSI PEDAGOGIK GURU (Studi Kasus Rendahnya Numerasi Peserta Didik SD Negeri di Kecamatan Tulang Bawang Tengah) Triyani, Triyani; Siti Nurlaila; Marzuki Noor
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.49337

Abstract

Rendahnya numerasi peserta didik SD menjadi masalah sistemik yang dipengaruhi oleh kompetensi pedagogik guru. Penelitian ini bertujuan untuk menganalisis pengaruh kepemimpinan kepala sekolah dan pembinaan berkelanjutan terhadap kompetensi pedagogik guru dalam pembelajaran numerasi Kurikulum Merdeka. Penelitian menggunakan pendekatan kuantitatif dengan metode survei eksplanatif. Populasi seluruh guru SD Negeri di Kecamatan Tulang Bawang Tengah sebanyak 101 orang, dengan sampel 39 guru yang ditentukan secara purposive sampling. Pengumpulan data menggunakan kuesioner skala Likert 1-4 yang telah diuji validitas dan reliabilitas. Analisis data menggunakan regresi linier berganda dengan uji prasyarat normalitas, homogenitas, dan linearitas. Hasil penelitian menunjukkan: (1) Kepemimpinan kepala sekolah berpengaruh positif dan signifikan terhadap kompetensi pedagogik guru (t-hitung=2,660 > t-tabel=2,028; Sig.=0,004); (2) Pembinaan berkelanjutan berpengaruh positif dan signifikan (t-hitung=2,233 > t-tabel=2,028; Sig.=0,002); (3) Secara simultan, kedua variabel berpengaruh signifikan terhadap kompetensi pedagogik guru (F-hitung=3,998 > F-tabel=3,26; Sig.=0,002) dengan koefisien determinasi R²=0,918 yang berarti 91,8% variasi kompetensi pedagogik guru dijelaskan oleh kepemimpinan dan pembinaan berkelanjutan. Penelitian ini merekomendasikan penguatan kepemimpinan instruksional kepala sekolah dan sistem pembinaan berkelanjutan yang terstruktur untuk meningkatkan kompetensi pedagogik guru dalam pembelajaran numerasi.
PENGARUH MANAJEMEN BEBAN KERJA DAN MOTIVASI KERJA GURU TERHADAP MUTU PEMBELAJARAN DI SMP NEGERI 1 BANDAR SRIBHAWONO KABUPATEN LAMPUNG TIMUR Sri wulandari; Marzuki Noor; M. Ihsan Dacholfany
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.49341

Abstract

Quality learning is a key indicator of educational success at the secondary level. However, its achievement is often hindered by suboptimal workload management and low teacher motivation. This study aims to analyze the effect of teacher workload management and work motivation on learning quality at SMP Negeri 1 Bandar Sribhawono, East Lampung Regency. A quantitative approach with a survey method was used. The population comprised 48 teachers; a sample of 40 teachers was selected purposively. Data were collected using a Likert-scale questionnaire (1-4) validated through Pearson product-moment correlation and tested for reliability with Cronbach's Alpha. Multiple linear regression was applied after normality, linearity, and homogeneity tests. The results show: (1) teacher workload management has a positive and significant effect on learning quality (t-count = 2.164 > t-table = 2.021; Sig. = 0.003); (2) teacher work motivation also has a positive and significant effect (t-count = 2.837 > t-table = 2.021; Sig. = 0.004); (3) simultaneously, both variables significantly affect learning quality (F = significant; R² = 0.701, meaning 70.1% of the variation in learning quality is explained by workload management and work motivation). The regression equation is Y = 24.361 + 0.191X₁ + 0.282X₂. This study recommends integrated strategies: workload auditing, participatory task assignment, structured reward systems, and personalized professional development.
PENGARUH KOMPETENSI PROFESIONAL DAN KOMPETENSI PEDAGOGIK GURU TERHADAP PENERAPAN PEMBELAJARAN MENDALAM (DEEP LEARNING) PADA SD NEGERI DI KECAMATAN TULANG BAWANG TENGAH Sri Wahyuni; Sujino, Sujino; Marzuki Noor
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.49342

Abstract

The implementation of deep learning at the elementary school level still faces various substantive obstacles, such as the dominance of lecture methods (80%), a lack of analytical probing questions (only 20%), low levels of reflective practice with students (27%), and teacher misconceptions equating deep learning with mastery learning for difficult material (60%). This study aims to examine the effect of Teacher Professional Competence (X₁) and Teacher Pedagogical Competence (X₂), both partially and simultaneously, on the Implementation of Deep Learning (Y) in public elementary schools in Tulang Bawang Tengah District. The research employed a quantitative approach with a survey method. The sample consisted of 36 teachers. The instrument was a Likert scale questionnaire (1–4) that had been tested for validity (r-table = 0.6319) and reliability (Cronbach's Alpha X₁ = 0.942; X₂ = 0.953; Y = 0.923). Data analysis techniques used multiple linear regression. The results showed that partially, Teacher Professional Competence had a positive and significant effect on Deep Learning (t-count = 3.389 > t-table 2.028; significance 0.002) with a regression coefficient of 0.276. Teacher Pedagogical Competence also had a positive and significant effect (t-count = 3.145 > t-table 2.028; significance 0.004) with a regression coefficient of 0.367. Simultaneously, both competencies together had a significant effect on Deep Learning (F-count = 36.032 > F-table 3.26; significance 0.000). The coefficient of determination) of 0.686 indicated that 68.6% of the variation in deep learning implementation was explained by both competencies, while the remaining 31.4% was explained by other factors outside the model. Thus, it can be concluded that strengthening teacher professional and pedagogical competencies in an integrated and sustainable manner is the main key to the successful implementation of meaningful, mindful and reflective, and joyful deep learning in elementary schools.
PENGARUH KOMPETENSI PEDAGOGIK DAN PROFESIONAL GURU SENI BUDAYA DI KABUPATEN LAMPUNG TIMUR TERHADAP HASIL MENGAJAR SISWA SEKOLAH MENENGAH PERTAMA NEGERI TAHUN PELAJARAN 2025/2026 Kadar Lumintu Wati; Sutrisni Andayani; Marzuki Noor
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.49347

Abstract

The mismatch between teachers' educational backgrounds and the subjects they teach, particularly in Cultural Arts, has been a persistent issue in East Lampung Regency. This study aims to analyze the influence of pedagogical competence and professional competence of Cultural Arts teachers on student learning outcomes in public junior high schools. A quantitative approach with an explanatory survey method was employed. The population comprised 50 Cultural Arts teachers from six public junior high schools across four districts, and a sample of 35 teachers was selected using simple random sampling. Data were collected using Likert-scale questionnaires (1-4) that had been tested for validity (Pearson product-moment) and reliability (Cronbach's Alpha). Multiple linear regression analysis was conducted after normality, homogeneity, and linearity tests. The results indicate that: (1) pedagogical competence has a positive and significant effect on student learning outcomes (t-count = 3.083 > t-table = 2.037; Sig. = 0.004); (2) professional competence also has a positive and significant effect (t-count = 3.018 > t-table = 2.037; Sig. = 0.003); (3) simultaneously, both variables significantly affect learning outcomes (F-count = 12.581 > F-table = 3.29; Sig. = 0.000) with a coefficient of determination R² = 0.869, meaning that 86.9% of the variation in student learning outcomes is explained by pedagogical and professional competence. This study recommends the placement of teachers according to their academic backgrounds, integrated training programs, clinical supervision, professional learning communities, and partnerships with local artists.  
STRATEGI PENDEKATAN HUMANISTIK DALAM MENINGKATKAN KEDISIPLINAN MENGAJAR GURU DI SD NEGERI NAMBAH DADI KECAMATAN TERBANGGI BESAR KABUPATEN LAMPUNG TENGAH Nur Eni; Marzuki Noor; M.Ihsan Dacholfany
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51824

Abstract

Penelitian ini bertujuan untuk mendeskripsikan strategi pendekatan humanistik yang diterapkan kepala sekolah dalam meningkatkan kedisiplinan mengajar guru di SD Negeri Nambah Dadi, Kecamatan Terbanggi Besar, Kabupaten Lampung Tengah. Penelitian menggunakan metode deskriptif kualitatif dengan teknik pengumpulan data melalui wawancara mendalam, observasi, dan dokumentasi. Subjek penelitian terdiri atas kepala sekolah, guru, dan staf di SD Negeri 1 Nambah Dadi. Hasil penelitian menunjukkan bahwa: (1) kepala sekolah menerapkan pendekatan humanistik melalui komunikasi terbuka dan empatik, pemberian kepercayaan kepada guru, serta apresiasi verbal dan nonverbal sebagai penguatan positif; (2) pendekatan humanistik dalam pembinaan kedisiplinan guru diwujudkan melalui pembinaan secara individual yang persuasif dan dialogis, pemberian kesempatan kepada guru menyampaikan kendala, serta kepala sekolah berperan sebagai fasilitator; (3) penerapan pendekatan humanistik memberikan dampak positif terhadap peningkatan kesadaran guru akan kedisiplinan, kesiapan melaksanakan pembelajaran, serta terbentuknya budaya disiplin kerja yang bersifat internal dan berkelanjutan; dan (4) faktor pendukung meliputi komitmen dan keteladanan kepala sekolah, hubungan interpersonal yang harmonis, serta iklim sekolah yang kondusif, sedangkan faktor penghambat meliputi perbedaan karakter guru, budaya disiplin lama yang bersifat formalistik, dan keterbatasan waktu kepala sekolah dalam memberikan pendampingan secara intensif. Temuan ini mengindikasikan bahwa pendekatan humanistik efektif dalam membangun kedisiplinan guru yang berlandaskan kesadaran dan tanggung jawab profesional.
Co-Authors Aria Tanti Wika Sari Finka Agustia Hadi Pranoto Ida Ayu Putu Sri Widnyani Kadar Lumintu Wati Lisa Putri Abidah M Sobri Kurniawan M. Ihsan Dacholfany M.Ihsan Dacholfany Mika Geofani Eka Juliyani NUR ENI Robi Santoso Sastya Putri Siti Anisa Siti Nurlaila Siti Rohani Sri Wahyuni SRI WULANDARI Suharto Suharto Sujino, Sujino Sutrisni Andayani, Sutrisni Triyani Triyani