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All Journal EDUKASI SAINTIFIK@ : Jurnal Pendidikan MIPA EDUCATIONE: Journal of Education Research and Review
Taslim Buaja, Taslim
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Education Social Sciences Other

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The Difference in Students’ Learning Outcomes Using Problem-Based Learning and Project-Based Learning on The Concept of Vibrations and Waves Wahnan, Nursahida; Hamid, Fatma; Sahjat, Sumarni; Saprudin, Saprudin; Buaja, Taslim; Rahman, Nurdin Abdul
EDUKASI Vol 23, No 1 (2025): EDISI MEI 2025
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.edu.v23i1.9696

Abstract

This research aims to find out the differences in student learning outcomes using the problem-based learning (PBL) model and project-based learning (PjBL) model on the concept of vibrations and waves. The research type used is a quasi-experiment model, while the research design is a two-group experiment with pretests and posttests. The population of the research was class VIII students of SMP National Banau Ternate City, a total of 42 students distributed over 2 classes, with a sample of 22 students chosen with the sampling technique and then randomized to determine the experimental class and control class. Data in this research used tests. Tests were conducted before and after learning. The results of the study showed that there was a significant difference in the improvement of learning outcomes of students who participated in PBL and PjBL learning.
Hubungan Kompetensi Pedagogik Guru Dengan Hasil Belajar Siswa Kelas VIII SMP Negeri 4 Kota Ternate Pada Konsep Getaran Dan Gelombang hamid, fatma; Sahjat, Sumarni; Saprudin, Saprudin; Rahman, Nurdin Abd; Buaja, Taslim; Husen, Ria Rizkia
SAINTIFIK@: Jurnal Pendidikan MIPA Vol 10, No 1 (2025): SAINTIFIK@: Jurnal Pendidikan MIPA EDISI MARET 2025
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/saintifik.v10i1.9799

Abstract

This study aims to determine the correlation between teacher pedagogical competence and student learning outcomes in physics subjects at SMP Negeri 4 Ternate City. This study uses a quantitative approach. The data collection technique uses a random sampling technique with a correlational research design, with a population of 240. The sample in this study was 22 students of class VIII-5 SMP Negeri 4 Ternate City. Data were obtained using the Test technique for variable Y and non-test (questionnaire) for variable X. The research instrument in the form of data in the form of checklist guidelines, questionnaires for students that have been tested for validity and reliability, documentation. Data analysis uses normality tests, homogeneity tests, linearity tests, hypothesis tests consisting of one independent variable and one dependent variable. The results of this study obtained a questionnaire used to collect data validated with the product Moment correlation formula obtained 11 valid items of the tested statements. The reliability test of the questionnaire was also carried out on the 11 items of the teacher's professionalism statement using the Alpha method so that a reliability coefficient of 0.93 was obtained. teacher pedagogical competence data obtained the highest score of 55 and the lowest score of 45 with an average of 51.33, a variance of 15.25, and a standard deviation score of 3.90, and student learning outcome data obtained the highest score of 47 and the lowest score of 28 with an average of 17.72, a variance of 484.7, and a standard deviation score of 22.02. The statistical results obtained the product moment correlation between teacher professionalism and learning outcomes obtained 3.79 1.895 means Ha is accepted and Ho is rejected, meaning that there is a relationship between teacher pedagogical competence and student learning outcomes, in other words between teacher pedagogical competence and learning outcomes there is a very strong correlation, this means that teacher pedagogical competence greatly influences student learning outcomes.
PRINCIPAL LEADERSHIP AS A CATALYST FOR TEACHER PERFORMANCE IMPROVEMENT IN PRIMARY EDUCATION Buaja, Taslim; Abdullah, Nurfia; Abubakar, Djulaiha; Hartina, Siti; Sahjat, Sumarni
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.88

Abstract

Educational leadership plays a pivotal role in shaping school quality, especially in contexts with limited resources. In Indonesia, despite ongoing reforms, many public schools still struggle with gaps in teacher performance due to weak coordination, insufficient recognition, and minimal external support. This study aims to explore the relationship between instructional leadership by the principal and teacher performance at State Elementary School 33 in Ternate City. Using a qualitative research design, data were collected through semi-structured interviews, classroom observations, and document analysis to capture contextual realities and leadership dynamics. The findings reveal that effective instructional leadership—defined by classroom supervision, recognition of teacher efforts, collaborative decision-making, and strategic resource management—positively influences teacher motivation, administrative compliance, and instructional quality. Teachers responded positively to the principal’s hands-on leadership and participatory approach, while supervision cycles and administrative support enhanced accountability. The study concludes that even in funding-constrained environments, instructional leadership remains a key driver of school improvement. Its strength lies in fostering a collaborative school culture, aligning teacher practices with national standards, and supporting continuous professional growth. The results offer valuable insights for school leaders, policymakers, and educational researchers seeking practical leadership strategies to enhance teaching quality in similar socio-educational contexts. Future studies are encouraged to adopt a longitudinal design and expand the sample to include comparative analyses across diverse regions and school types.
Co-Authors Abdullah, Nurfia DJULAIHA ABUBAKAR Fatma Hamid, Fatma Hartina, Siti Husen, Ria Rizkia Rahman, Nurdin Abd Rahman, Nurdin Abdul Saprudin Saprudin, Saprudin Sumarni Sahjat, Sumarni Wahnan, Nursahida