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All Journal Benchmarking: Jurnal Manajemen Pendidikan Islam Journal on Education Puteri Hijau : Jurnal Pendidikan Sejarah RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) Edu Cendikia: Jurnal Ilmiah Kependidikan Co-Value : Jurnal Ekonomi, Koperasi & Kewirausahaan World Psychology Journal of Educational Sciences Innovative: Journal Of Social Science Research Jurnal Cinta Nusantara
Hera Yanti
Program Pasca Sarjana Universitas Almuslim
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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IMPLEMENTATION OF POLICY NO. 46 OF 2023 ON THE PREVENTION AND HANDLING OF VIOLENCE IN KINDERGARTENS IN PIDIE REGENCY Marlinda, Nila; Yanti, Hera; Rizki, Sari
Benchmarking: Jurnal Manajemen Pendidikan Islam Vol 9, No 2 (2025): BENCHMARKING (Author Geographical Coverage: Pakistan, Timor Leste and Indonesia)
Publisher : Universitas Islam Negeri (UIN) Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/benchmarking.v9i2.25322

Abstract

Cases of violence and bullying within educational settings in Indonesia have become a serious issue, with 2,355 recorded violations of child protection in the education sector as of August 2023. Bullying most frequently occurred at the elementary and junior high school levels (25% each), followed by senior high schools and vocational schools (18.75% each), Islamic junior high schools (6.25%), and Islamic boarding schools (6.25%). Specifically, Aceh Province has also reported a significant number of bullying and sexual violence cases, with 575 cases of sexual violence against women and children recorded by June 2023. In response to the widespread prevalence of harassment cases in Indonesia, particularly in Pidie District, the Ministry of Education issued Regulation No. 46 of 2023 concerning the Prevention and Handling of Violence in Educational Settings. This regulation aims to create a safe and effective learning environment, one of its key measures being the establishment of a Team for the Prevention and Handling of Violence (TPPK) in every educational institution. However, the implementation of this regulation still faces challenges, especially in Pidie District. Observations indicate that the formation of TPPK has not been optimal, particularly at the kindergarten to junior high school levels, whereas senior and vocational high schools—under provincial government authority—have demonstrated more efficient implementation. Although there have been previous studies discussing the prevention and handling of violence in educational environments—whether related to Regulation No. 46 of 2023 or efforts to prevent bullying through character education—these studies tend to focus on narrow scopes. Therefore, this study specifically examines “The Implementation of Regulation No. 46 of 2023 on the Prevention and Handling of Violence in Kindergartens in Pidie District.” This research is crucial for assessing the effectiveness of policy implementation on a broader scale and for emphasizing the importance of early prevention, considering that violent and bullying behavior is often part of a long-term pattern
THE INFLUENCE OF PERSONALITY, PEDAGOGICAL COMPETENCE, AND ACHIEVEMENT MOTIVATION ON EARLY CHILDHOOD TEACHER PERFORMANCE IN ACEH TAMIANG REGENCY Wan War Safitria; Hera Yanti; Alfi Syahrin
World Psychology Vol. 5 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v5i1.1230

Abstract

This study aims to: (1) analyze the effect of personality on the achievement motivation of early childhood education teachers in Aceh Tamiang Regency; (2) analyze the effect of pedagogical competence on the achievement motivation of PAUD teachers in Aceh Tamiang Regency; (3) analyze the effect of personality on the performance of PAUD teachers in Aceh Tamiang Regency; (4) analyze the effect of pedagogical competence on the performance of PAUD teachers in Aceh Tamiang Regency; (5) analyze the effect of achievement motivation on the performance of PAUD teachers in Aceh Tamiang Regency; and (6) analyze the simultaneous effect of personality, pedagogical competence, and achievement motivation on the performance of PAUD teachers in Aceh Tamiang Regency. This research uses a quantitative approach with an associative research design. The population consisted of 784 PAUD teachers, with a sample of 100 selected proportionally using Slovin’s formula and probability sampling techniques. The results indicate that: (1) there is a positive and significant effect between personality and teachers’ achievement motivation, (2) pedagogical competence and teachers’ achievement motivation, (3) personality and teacher performance, (4) pedagogical competence and teacher performance, (5) achievement motivation and teacher performance. All relationships are statistically significant with a significance level below 0.05. (6) Simultaneously, personality, pedagogical competence, and achievement motivation contribute significantly to teacher performance, with a coefficient of determination (R²) of 0.934 or 93.4%.Based on the findings, it is recommended that schools and educational policymakers give serious attention to developing teachers’ personality and pedagogical competence as the main foundation for improving performance. Efforts in character building, instilling values of responsibility, discipline, and work ethic should be conducted continuously through internal development and constructive supervision.
Pengaruh Lingkungan Kerja, Disiplin Kerja, dan Motivasi Kerja terhadap Kinerja Guru Madrasah Ibtidaiyah Negeri Kabupaten Bireuen: The Influence of Work Environment, Work Discipline, and Work Motivation on the Performance of State Islamic Elementary School (Madrasah Ibtidaiyah Negeri) Teachers in Bireuen Regency Maghfiratunnafis Maghfiratunnafis; Marwan Marwan; Hera Yanti
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9053

Abstract

Teacher performance is a crucial factor in improving the quality of education. This study aims to examine the influence of the work environment, work discipline, and work motivation on teacher performance at State Islamic Elementary Schools (Madrasah Ibtidaiyah Negeri/MIN) in Bireuen Regency. A quantitative approach employing a survey method was applied in this research. The population consisted of 143 teachers from six MIN schools in Bireuen Regency. A sample of 105 respondents was determined using the Slovin formula with a 5% margin of error. Data were collected through questionnaires and analyzed using multiple linear regression with SPSS. Partially, the work environment had a positive and significant effect on teacher performance (Sig. = 0.013). Work discipline also had a positive and significant effect (t = 6.258; Sig. = 0.000) and was identified as the most dominant variable. Likewise, work motivation had a positive and significant effect on teacher performance (t = 5.176; Sig. = 0.000). Simultaneously, the three independent variables had a positive and significant effect on teacher performance (F = 45.648; Sig. = 0.000), with a coefficient of determination (R²) of 0.576, indicating that 57.6% of the variation in teacher performance was explained by the model, while the remaining 42.4% was influenced by other factors not examined in this study. The findings indicate that the work environment, work discipline, and work motivation play significant roles in enhancing the performance of MIN teachers in Bireuen Regency. Therefore, school administrators and policymakers should improve the quality of the work environment, strengthen work discipline, and enhance teachers' work motivation to support better teacher performance and improve the overall quality of education.
IMPLEMENTASI PEMANFAATAN RUANG GTK (GURU DAN TENAGA KEPENDIDIKAN) DALAM MENINGKATKAN KOMPETENSI PROFESIONAL GURU SEKOLAH DASAR Lili Suryani; Munawar Munawar; Hera Yanti
Jurnal Cinta Nusantara Vol. 4 No. 2 (2026): April-Juni, Assessment and Learning Evaluation
Publisher : CV. Bunda Ratu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63754/jcn.v4i3.168

Abstract

Elementary education relies heavily on teachers' professional competence as the primary determinant of learning quality, but the utilization of the Teacher and Education Personnel GEP Room as a forum for teacher professional development has not been optimal in elementary schools in Bireuen Regency. This study aims to describe the implementation of the Teacher and Education Personnel Room in improving the professional competence of elementary school teachers in terms of four dimensions of the Professional Learning Community (PLC), namely shared vision and values, collective learning and application, reflective dialogue, and supportive conditions. The study used a descriptive qualitative approach with principals, teachers, and supervisors at Peusangan 4 Elementary School and Peusangan Selatan 2 Elementary School, Bireuen Regency, who were selected purposively. Data were collected through semi-structured interviews, non-participant observation, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The results showed that the Teacher and Education Personnel Room plays a role in aligning teachers' learning visions, encouraging collective learning that is directly applied in teaching practice, facilitating constructive professional reflection, and is supported by principal leadership, school policies, and the availability of technological facilities. Approximately 90% of teachers actively discussed aligning learning objectives, and 80% of the independent training results were directly applied in developing teaching modules. However, time constraints and technological gaps remain challenges. This research implies the need to strengthen Ruang Teachers and Education Personnelas an integrated Professional Learning Community ecosystem to support continuous teacher professional development and improve the quality of learning in elementary schools.
Co-Authors Alfi Syahrin, Alfi Fauziatul Halim Hayadin Hayadin Iskandar Iskandar Juwandi, Juwandi Lili Andasna Lili Suryani Lisa Yani Maghfiratunnafis Maghfiratunnafis Marlinda, Nila Muhammad Kharizmi Munawar Munawar Najamuddin Najamuddin Najmuddin Najmuddin Novysa Basri Rosnita Rosnita Said Mulyadi Sari Rizki Silvi Listia Dewi Sri Ulfa Junaidah Sri Windayani Suriati Suriati Tatang Subagyo Wan War Safitria Wira Maya Sari Yusnaidi Yusnaidi Zahriyanti Zahriyanti