Articles
<![CDATA[Pentingnya Pelatihan Guru dalam Meningkatkan Manajemen Kelas ]]>
<![CDATA[Ninik Alifah]]>;
<![CDATA[Ida Rindaningsih]]>
<![CDATA[ JURNAL ILMIAH EKONOMI DAN MANAJEMEN Vol. 3 No. 1 (2025): Januari ]]>
Publisher : <![CDATA[CV. KAMPUS AKADEMIK PUBLISING ]]>
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DOI: 10.61722/jiem.v3i1.3757
<![CDATA[Penelitian ini membahas pentingnya pelatihan guru dalam meningkatkan manajemen kelas. Metode yang digunakan yaitu studi literatur (library research). Manajemen kelas yang efektif merupakan kunci untuk menciptakan suasana belajar yang kondusif dan produktif. Pelatihan guru berperan penting dalam memberikan keterampilan dan strategi yang diperlukan untuk mengelola kelas dengan baik, termasuk pengelolaan waktu, pengaturan ruang kelas, dan teknik komunikasi yang efektif. Melalui pelatihan, guru dapat belajar tentang berbagai pendekatan pedagogis yang dapat diterapkan untuk memenuhi kebutuhan beragam siswa. Penelitian ini juga menyoroti dampak positif dari pelatihan guru terhadap motivasi siswa, partisipasi aktif dalam pembelajaran, dan pencapaian akademik. Dengan demikian, investasi dalam pelatihan guru tidak hanya meningkatkan kompetensi profesional mereka, tetapi juga berkontribusi pada peningkatan kualitas pendidikan secara keseluruhan. Hasil penelitian diharapkan dapat memberikan wawasan bagi pemangku kepentingan pendidikan tentang pentingnya pelatihan berkelanjutan bagi guru dalam upaya meningkatkan manajemen kelas.]]>
<![CDATA[Peran Kompensasi terhadap Motivasi dalam Menjaga Kinerja Guru Tidak Tetap di Lembaga Sekolah: Literature Review ]]>
<![CDATA[Affandi Rahman Asmoro Rahayu]]>;
<![CDATA[Ida Rindaningsih]]>
<![CDATA[ MAMEN: Jurnal Manajemen Vol. 4 No. 1 (2025): Januari 2025 ]]>
Publisher : <![CDATA[Yayasan Literasi Sains Indonesia ]]>
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DOI: 10.55123/mamen.v4i1.4527
<![CDATA[This study aims to analyze the role of compensation on the performance motivation of non-permanent teachers in educational institutions. Using the literature study method, this article discusses relevant literature on the role of compensation in improving teacher motivation and performance. Data were collected from national journals focusing on this topic, with keywords including the role of compensation, factors influencing compensation, and teacher performance. The results show that adequate compensation contributes significantly to the work motivation of non-permanent teachers, which in turn has a positive impact on their performance. This study recommends that educational institutions pay attention to a fair and transparent compensation system to improve the quality of teaching and the stability of non-permanent teachers' performance.]]>
<![CDATA[Analisis Peran Kepala Sekolah dalam Menciptakan Lingkungan Kerja yang Positif: Literature Review ]]>
<![CDATA[Rama Ilham Pratama]]>;
<![CDATA[Ida Rindaningsih]]>
<![CDATA[ MAMEN: Jurnal Manajemen Vol. 4 No. 1 (2025): Januari 2025 ]]>
Publisher : <![CDATA[Yayasan Literasi Sains Indonesia ]]>
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DOI: 10.55123/mamen.v4i1.4750
<![CDATA[This article examines the role of school leaders in creating a positive work environment through a systematic literature review. A positive work environment is essential for increasing the effectiveness of education in schools. The principal plays a central role in creating a school culture that can increase teacher motivation and performance. Research shows that good leadership, effective communication, and academic support from school leaders can reduce stress and increase teacher motivation. Using a literature review method, this article summarizes various research related to the role of school leaders in creating a supportive work environment. The results show that the strategies implemented by school principals contribute significantly to the overall quality of education.]]>
<![CDATA[Implementasi Flipped Classroom dalam Mendukung Merdeka Belajar untuk Meningkatkan Kemandirian Belajar ]]>
<![CDATA[Umi Latifah]]>;
<![CDATA[Ida Rindaningsih]]>
<![CDATA[ Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar Vol. 5 No. 2 (2023): Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar ]]>
Publisher : <![CDATA[Universitas Pendidikan Muhammadiyah Sorong ]]>
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<![CDATA[Tujuan penelitian ini adalah untuk menganalisis implementasi Flipped Classroom yang mendukung merdeka belajar sehingga meningkatkan kemandirian belajar. Pada Penelitian ini termasuk dalam kuantitatif deskriptif , dengan teknik analsis data menggunakan angket skala liket dengan nilai 1 sampai 4. Populasi dan sampel sebanyak 90 peserta didik Kelas 5 Sekolah Dasar yang ada di Kabupaten Sidoarjo. Analisis data dilakukan dengan menghitung presentase jawaban dari setiap inidikator dari nilai presentase tertinggi dan nilai presentase terendah. Hasil penelitian ini menunjukkan bahwa setelah mengikuti pembelajaran Flipped Classroom terdapat 47,5% peserta didik mampu memahami dan beradaptasi dengan pembelajaran Flipped Classroom. 51,8% kemandirian belajar peserta didik meningkat. Dalam penelitian ini menunjukkan tanggapan positif terhadap pembelajaran yang dilakukan oleh peserta didik sekolah dasar. Peserta didik juga memiliki rasa antusias yang sangat tinggi. Dapat disimpulkan bahwa Flipped Classroom menjadi salah satu solusi pendekatan pembelajaran yang mengatur aktivitas belajar didalam dan diluar kelas sehingga dapat mendukung merdeka belajar dalam meningkatkan kemandirian belajar siswa di sekolah dasar.]]>
<![CDATA[ANALISIS IMPLEMENTASI MODEL PROJECT BASED LEARNING PADA PEMBELAJARAN PAI DI SMP NEGERI ]]>
<![CDATA[Sabrina Eka Prahayuningtiyas]]>;
<![CDATA[Ida Rindaningsih]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10 No. 01 Maret 2025 In Press. ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v10i01.22640
<![CDATA[This study analyzes the implementation of the Project-Based Learning (PjBL) model in Islamic Education (PAI) learning at State Middle Schools. With the background of the challenges of Islamic education in the modern era, which requires students to have critical thinking skills, problem-solving abilities, and creative innovation, this study aims to explore how PjBL can enhance student engagement, creativity, and learning outcomes. The research method used is a qualitative phenomenological approach to gain an in-depth understanding of the experiences of students and teachers in the implementation of PjBL. The findings show that the implementation of PjBL has proven effective in increasing student engagement and learning outcomes in the PAI subject. Through PjBL steps such as problem identification, project planning, and presenting results, students demonstrate improvements in collaboration skills and understanding of the material. Although there are challenges such as limited time and communication issues among group members, the benefits of implementing PjBL far outweigh these challenges, providing an innovative learning experience that is relevant to students' everyday lives. This study recommends the broader application of PjBL in the context of religious education to create a more active and enjoyable learning environment.]]>
<![CDATA[Optimizing TPACK in Learning in the Digital Era: Systematic Literature Review ]]>
<![CDATA[Dian Marisa]]>;
<![CDATA[Ida Rindaningsih]]>
<![CDATA[ Aslim: Journal of Education and Islamic Studies Vol. 2 No. 1 (2025) ]]>
Publisher : <![CDATA[Konsultan Jurnal Ilmiah Indonesia ]]>
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DOI: 10.63738/aslim.v2i1.25
<![CDATA[This study aims to explore the optimization of the Technological Pedagogical Content Knowledge (TPACK) framework in learning within the digital era using a Systematic Literature Review (SLR) approach. TPACK is a concept that integrates technology, pedagogy, and content knowledge as the foundation for developing learning strategies relevant to current needs. With the increasing role of technology in education, it is crucial to understand how TPACK can be effectively implemented to improve the quality of learning. This article analyzes a number of published studies within a specific timeframe to identify trends, challenges, and best practices in TPACK implementation. The findings indicate that optimizing TPACK requires a synergy between technological expertise, innovative teaching strategies, and content adaptation tailored to the learning context. Furthermore, professional teacher development and institutional support are key factors in the successful implementation of TPACK. This study provides valuable insights for educators, policymakers, and researchers to develop more effective learning models in the digital era while addressing existing challenges. Thus, optimizing TPACK can serve as a strategic step toward creating adaptive and sustainable learning.]]>
<![CDATA[Inovasi Pelatihan Guru Untuk Meningkatkan Pendidikan Inklusi Di Sekolah ]]>
<![CDATA[Rega Fitriawati]]>;
<![CDATA[Ida Rindaningsih]]>
<![CDATA[ Jurnal Zeniusi Vol 2 No 1 (2025): Vol II. No I. June 2025 ]]>
Publisher : <![CDATA[Insan Zenius Ilmiah ]]>
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DOI: 10.70821/zj.v2i1.28
<![CDATA[Pendidikan inklusi menekankan pentingnya menyediakan kesempatan belajar yang setara bagi seluruh peserta didik, termasuk mereka yang memiliki kebutuhan khusus. Dalam implementasinya, keberhasilan pendidikan inklusi sangat bergantung pada kesiapan dan kompetensi guru dalam menghadapi heterogenitas siswa di kelas. Pelatihan guru yang inovatif menjadi salah satu strategi utama dalam menjawab tantangan tersebut. Inovasi dalam pelatihan guru mencakup pengembangan kurikulum pelatihan berbasis kebutuhan nyata di lapangan, penggunaan teknologi pendidikan untuk simulasi kasus inklusi, serta pendekatan pelatihan kolaboratif antara guru umum dan guru pendidikan khusus. Selain itu, model pelatihan berbasis praktik langsung dan reflektif terbukti efektif dalam membekali guru dengan keterampilan yang aplikatif. Penelitian ini menunjukkan bahwa program pelatihan yang terstruktur dan berkelanjutan dapat meningkatkan pemahaman guru tentang prinsip inklusi, strategi diferensiasi pembelajaran, dan manajemen kelas inklusif. Dengan demikian, inovasi dalam pelatihan guru tidak hanya meningkatkan kompetensi profesional, tetapi juga menciptakan lingkungan belajar yang suportif bagi semua siswa. Oleh karena itu, perlu adanya dukungan kebijakan pendidikan yang mendorong penguatan kapasitas guru melalui pelatihan inklusif yang relevan, kontekstual, dan adaptif terhadap perkembangan zaman.]]>
<![CDATA[Realitas Kompensasi Guru di Indonesia: Kebijakan dan Dampaknya di Tahun 2024 ]]>
<![CDATA[Ida Rindaningsih]]>;
<![CDATA[Eko Budi Supriyanto]]>
<![CDATA[ Educational Research Indonesia Vol 2 No 1 (2025): Juni ]]>
Publisher : <![CDATA[Laskar Karya ]]>
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<![CDATA[This study aims to evaluate teacher compensation policies in Indonesia in 2024, focusing on professional allowances, average salaries, and teacher welfare improvement programs. This study uses the literature review (LR) method by analyzing 15 academic journal articles as the main source. The results of the analysis show that the one-time professional allowance policy has a positive impact on teachers' welfare. However, the implementation of this policy still faces challenges in terms of unequal distribution, especially between urban and rural areas, and limited access for non-permanent teachers.This study confirms the importance of transparency and better allowance management mechanisms to improve the effectiveness of the policy. The implications of this study highlight the need for deeper reforms in the management of professional allowances and the provision of ongoing training programs to support quality education. Further research is recommended to explore the long-term impact of this policy on teacher motivation and performance, and to assess the direct correlation between compensation and learning outcomes. As such, this study is expected to make an important contribution to education policymaking in Indonesia.]]>
<![CDATA[Literature Study: Building Superior Human Resources Through Digital Learning in the Modern Education Era ]]>
<![CDATA[Dhiwanti Puspa Putih Wardani]]>;
<![CDATA[Ida Rindaningsih]]>
<![CDATA[ Aslim: Journal of Education and Islamic Studies Vol. 2 No. 2 (2025) ]]>
Publisher : <![CDATA[Konsultan Jurnal Ilmiah Indonesia ]]>
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DOI: 10.63738/aslim.v2i2.24
<![CDATA[In the era of modern education marked by advances in information and communication technology, digital learning has become one of the main solutions in building superior human resources (HR). This article examines the role of digital learning in improving the quality of education and developing students' skills that are relevant to the demands of the world of work. Through a case study analysis approach and literature review, this study identifies various effective digital learning methods and platforms, as well as the challenges faced in their implementation, such as the gap in technology access and educator readiness. The results of the study indicate that digital learning not only increases student engagement and motivation, but also enables the development of critical and creative skills needed to compete in the global era. In addition, this article provides recommendations for stakeholders in education to optimize the use of technology in the curriculum, as well as create an educational ecosystem that supports the development of quality HR. Thus, digital learning is expected to contribute significantly to creating a generation that is ready to face future challenges.]]>
<![CDATA[Manajemen Guru Mengajar Bahasa Inggris ]]>
<![CDATA[Herman Herman]]>;
<![CDATA[M. Dimas Bagus Nurmuzayyin]]>;
<![CDATA[Sholahuddin Irsyad]]>;
<![CDATA[Khuzanah Khuzanah]]>;
<![CDATA[Ida Rindaningsih]]>
<![CDATA[ ENGGANG: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya Vol. 4 No. 2 (2024): Juni : ENGGANG: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya ]]>
Publisher : <![CDATA[FKIP, Universitas Palangka Raya ]]>
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DOI: 10.37304/enggang.v4i2.15536
<![CDATA[Management is an inseparable part of a teacher in teaching, because organizing the course of learning is very important, so that the knowledge transferred by the teacher can be digested and understood by students. This study aims to determine teacher management in teaching. This type of research is descriptive qualitative to obtain information about the teacher's management of teaching English at grade 1 elementary school. The results of this study indicate that the teacher's management of teaching is not only transferring the knowledge possessed. Teachers have an important role to understand the character of learners who come from different backgrounds. Teachers can evaluate learning directly or indirectly, learning reflections, daily assessments, midterm and end-of-semester assessments to find out the results of students while learning in class.]]>
