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All Journal Jounal of Education and Teaching (JET) Jurnal Locus Penelitian dan Pengabdian
Eka Nurhidayat
Universitas Majalengka, Indonesia
Aerospace Engineering Automotive Engineering Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Mathematics

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Efektivitas Model Sinergi Kepemimpinan Kepala Sekolah dan Keterlibatan Orang Tua terhadap Peningkatan Kedisiplinan Siswa Nanang Najmudin; Devi Afriyuni Yonanda; Eka Nurhidayat
Jurnal Locus Penelitian dan Pengabdian Vol. 5 No. 6 (2026): JURNAL LOCUS: Penelitian dan Pengabdian
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/locus.v5i6.5681

Abstract

Penelitian ini bertujuan untuk menganalisis dan menguji efektivitas model sinergi kepemimpinan kepala sekolah dan keterlibatan orang tua dalam meningkatkan kedisiplinan siswa sekolah dasar. Kedisiplinan siswa merupakan fondasi penting dalam pembentukan karakter dan keberhasilan akademik, namun berbagai sekolah masih menghadapi permasalahan terkait ketepatan waktu, kepatuhan terhadap tata tertib, dan tanggung jawab belajar. Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi-eksperimental tipe non-equivalent control group. Partisipan penelitian terdiri atas 120 siswa sekolah dasar yang terbagi ke dalam kelompok eksperimen dan kelompok kontrol, dengan dukungan kepala sekolah, guru, dan orang tua dalam proses implementasi model. Data dikumpulkan melalui angket kedisiplinan dan motivasi belajar, observasi terstruktur, wawancara, serta dokumentasi. Analisis data dilakukan menggunakan statistik deskriptif, uji paired sample t-test, independent sample t-test, serta perhitungan N-gain, yang diperkuat dengan analisis tematik terhadap data kualitatif. Hasil penelitian menunjukkan bahwa model sinergi yang diterapkan secara sistematis mampu meningkatkan kedisiplinan siswa secara signifikan dibandingkan praktik konvensional. Peningkatan terlihat pada aspek kepatuhan terhadap aturan, ketepatan waktu, tanggung jawab belajar, dan keterlibatan dalam pembelajaran. Selain itu, model ini juga berdampak positif terhadap motivasi belajar siswa sebagai faktor penguat perilaku disiplin. Penelitian ini menegaskan pentingnya kolaborasi terstruktur antara kepemimpinan sekolah dan orang tua sebagai strategi berbasis bukti dalam penguatan pendidikan karakter di sekolah dasar.
Spoken Grammar in AI-Mediated Peer Interaction: A Corpus-Based Study of Student Dialogues Eka Nurhidayat; Atik Rokhayani; Hastri Firharmawan; John Carlo Ramos
Journal of Education and Teaching (JET) Vol 7 No 2 (2026): Mei 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v7i2.788

Abstract

This study examines the emergence and interactional functions of spoken grammar features in AI-mediated peer interactions, using a corpus-based discourse analytic approach among English as a Foreign Language (EFL) students. While artificial intelligence is being integrated more deeply within pedagogical contexts, existing studies have paid limited attention to how AI-mediated peer interactions shape learners’ authentic spoken grammar, particularly in naturally occurring collaborative dialogues among EFL students. Twenty EFL students engaged in AI-mediated peer dialogues, producing a learner corpus of spoken interaction derived from chat-based and video-conferenced communication. Data consisted of transcribed peer dialogues, field notes, and follow-up interviews, which were analyzed using qualitative corpus-based discourse analysis. The analysis showed context-appropriate, sustained spoken interaction and core spoken grammar features, including discourse markers (e.g., well, you know), ellipsis, heads and tails, and lexical bundles. These features served practical purposes of turn-taking, elaboration, mitigation, and even emphasis. Contrary to concerns that AI mediation might constrain spontaneous language use, the findings indicate that AI-supported peer interaction facilitated relatively natural and expressive spoken interaction within the study context. Students reported feeling greater relaxation and expressiveness during AI-mediated tasks, suggesting that peer interactions within digital settings foster authentic communicative competence. 
Co-Authors Atik Rokhayani Hastri Firharmawan John Carlo Ramos Nanang Najmudin Yonanda, Devi Afriyuni