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All Journal Jurnal Darma Agung Jurnal Educative: Journal of Educational Studies
Naf’an Tarihoran
Universitas Islam Negeri Sultan Maulana Hasanuddin, Banten
Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Social Sciences Other

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PENGARUH DISIPLIN KERJA GURU, KOMPETENSI PROFESIONAL GURU DAN MOTIVASI BELAJAR SISWA TERHADAP PRESTASI BELAJAR SISWA SD DI KECAMATAN SEPATAN TIMUR KABUPATEN TANGERANG Onih Onih; Naf’an Tarihoran; Sardjijo Sardjijo
Jurnal Darma Agung Vol 30 No 1 (2022): APRIL
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Darma Agung (LPPM_UDA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46930/ojsuda.v30i1.2733

Abstract

Semua pihak baik orang tua, pendidik, dan sekolah mengupayakan prestasi belajar siswa yang tinggi dalam upaya menyelenggarakan proses Pendidikan dan menjcapai tujuan Pendidikan nasional. Namun munculnya hal-hal yang dapat mempengaruhi prestasi belajar tersebut perlu ditindaklanjuti di sekolah. Maka, perlu adanya sinergi antara guru dan siswa. Penelitian ini bertujuan untuk mengetahui pengaruh disiplin kerja guru, kompetensi professional guru, dan motivasi siswa dalam mewujudkan prestasi hasil belajar siswa. Metode yang digunakan adalah dengan melakukan survei menggunakan pendekatan kualitatif korelasional dengan 252 sampel siswa kelas VI di tiga sekolah berbeda yaitu SDN Sangiang III SDN Kedaung Barat I dan SDN Sangiang IV di Kecamatan Sepatan Timur Kabupaten Tangerang.analisis hasil penelitian terdapat pengaruh positif 16% disiplin kerja guru, 8,7% kompetensi professional guru, 11,3% motivasi belajar siswa dan 20,4% dan 20,4% secara simultan terhadap prestasi hasil belajar siswa. guru yang merupakan faktor utama dalam mempengaruhi prestasi hasil belajar siswa dapat menunjukkan kinerja yang baik dalam bentuk disiplin kerja yang tinggi dan berupaya meningkatkan kompetensi profesionalnya serta selalu memberikan motivasi siswa kepada siswa sehingg dapat meningkatkan prestasi belajar siswa.
A Hybrid Systematic Review and Meta-Analysis of Management Practices in Philippine Higher Education Institutions Shalima Sappayani; Naf’an Tarihoran; Ilzamudin Ma'mur; Farid Mahruf
Jurnal Educative: Journal of Educational Studies Vol. 10 No. 2 (2025): December 2025
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v10i2.10218

Abstract

This study employed a hybrid systematic review and meta-analysis to examine the impact of management practices on institutional outcomes in Philippine higher education institutions (HEIs) from 2019 to 2023, with an updated search extending to 2025. A total of 32 peer-reviewed studies were included in the qualitative synthesis, while 11 met the criteria for empirical inclusion; however, only six provided sufficient statistical data and were included in the meta-analysis. The meta-analysis yielded a moderate and statistically significant pooled effect size (Cohen’s d = 0.516, 95% CI [0.452, 0.581]), indicating that management practices—particularly in the areas of resource allocation, curriculum implementation, and strategic planning—positively influence accreditation performance, instructional quality, and digital readiness. Substantial heterogeneity (I² = 89.6%) indicates considerable variation across institutional types, regions, and management domains. A thematic synthesis of qualitative studies further identified recurring patterns in related to adaptive leadership, quality assurance, and digital transformation. By integrating quantitative and qualitative evidence, this study advances current understanding of effective management approaches in Philippine HEIs and highlights the importance for context-responsive, resilient, and data-driven leadership frameworks. The findings offer practical implications for academic leaders, administrators, and policymakers seeking to strengthen institutional performance and governance in a rapidly evolving higher education landscape.
Co-Authors Farid Mahruf Ilzamudin Ma'mur Onih Onih Sardjijo Sardjijo Shalima Sappayani