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All Journal Jurnal ASIK: Jurnal Administrasi, Bisnis, Ilmu Manajemen & Kependidikan Jurnal Ilmiah Ekonomi, Manajemen dan Bisnis (EKMABIS)
Muhamad Ridwan
STIE Ganesha
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Other

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PENGARUH PELATIHAN TERHADAP KINERJA KARYAWAN TOKO MR MARKET Muhamad Ridwan
JURNAL ASIK Vol 1 No 3 (2023): Jurnal ASIK: Jurnal Administrasi, Bisnis, Ilmu Manajemen & Kependidikan
Publisher : BAIK Publishers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59639/asik.v1i3.37

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui Pelatihan Terhadap Kinerja Karyawan Toko MR Market. Metode penelitian yang digunakan dalam penelitian ini adalah deskriptif dengan pendekatan kuantitatif. Teknik pengambilan sampel dengan menggunakan sampel jenuh sehingga didapat jumlah sampel dalam penelitian ini sebanyak 50 responden. Teknik analisis data menggunakan regresi berganda. Hasil penelitian menunjukan bahwa : Terdapat pengaruh yang positif dan signifikan variabel Pelatihan Terhadap Kinerja Karyawan Toko MR Market. Hal ini dibuktikan dengan nilai thitung > ttabel yaitu 5.220 > 2.010 dengan nilai probabilitas (signifikansi) = 0.000 yaitu berada di bawah 0.05.
Pengaruh Motivasi Dan Disiplin Kerja Terhadap Kinerja Guru Dan Tenaga Kependidikan Di Sman 1 Haurgeulis Kabupaten Indramayu Jawa Barat Hery Sumarno; Muhamad Ridwan; Abbas Thaha
Jurnal Ilmiah Ekonomi, Manajemen dan Bisnis Vol. 4 No. 1 (2023): January 2023
Publisher : Sekolah Tinggi Ilmu Ekonomi Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60023/xewn9c43

Abstract

The purpose of this study is to analyze (1) the influence of motivation on the performance of teachers and education personnel at SMA Negeri 1 Haurgeulis Indramayu, West Java. (2) To find out the influence of work discipline on the performance of teachers and education personnel at SMA Negeri 1 Haurgeulis Indramayu, West Java. (3) To determine the influence of motivation and overall work discipline on the performance of teachers and education personnel at SMA Negeri 1 Haurgeulis Indramayu, West Java. The research hypothesis is (1) There is an influence of motivation (X1) on the performance of teachers and education personnel (Y) of SMA Negeri 1 Haurgeulis Indramayu, West Java. (2) There is an influence of work discipline (X2) on the performance of Teachers and Education Personnel (Y) of SMA Negeri 1 Haurgeulis Indramayu, West Java. (3) There is an equal influence between motivation (XI) and work discipline (X2) on the performance of Teachers and Education Personnel (Y) of SMA Negeri 1 Haurgeulis Indramayu, West Java. The research method used in this study is a survey with a correlational approach and a sample of 30 respondents was taken for data testing using validity, reliability and regression tests. The hypothesis test was carried out using a partial t test and an F test to see the effect together. The conclusion of the results of this thesis discussion is as follows: First, the results of the partial test of the influence of motivation (X1) have a significant positive influence on the performance variables of teachers and education personnel (Y). This value assumes that the higher the level of motivation of a teacher and education personnel, the better the performance of the teacher and education personnel tends to be. Second, the partial test of the influence of discipline (X2) has a significant positive influence on the performance variables of teachers and education personnel (Y). This value assumes that the higher the level of discipline of a teacher and education personnel, the better the performance of the teacher and education personnel tends to be. Third, it also has a real influence on the performance variables of Teachers and Education Personnel (Y) at SMA Negeri 1 Haurgeulis-Indramayu.
TEACHERS’ PERCEPTIONS OF THE IMPLEMENTATION OF THE INDEPENDENT CURRICULUM IN PRIMARY SCHOOLS: A QUALITATIVE STUDY Muhamad Ridwan
JURNAL ASIK Vol 4 No 1 (2026): Jurnal ASIK: Jurnal Administrasi, Bisnis, Ilmu Manajemen & Kependidikan
Publisher : BAIK Publishers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59639/asik.v4i1.131

Abstract

This study explores primary school teachers’ perceptions of the implementation of the Independent Curriculum using a qualitative descriptive approach. The research was conducted in selected primary schools in Ciamis, Indonesia. Participants were purposively selected and consisted of teachers who had experience implementing the Independent Curriculum. Data were collected through semi-structured interviews and supported by observations and document analysis. Thematic analysis was employed to identify key patterns and meanings from participants’ experiences. The findings reveal that teachers generally hold positive perceptions of the Independent Curriculum, viewing it as a progressive reform that promotes instructional flexibility and student-centered learning. Teachers reported increased opportunities to address diverse student needs through project-based activities and formative assessment. However, significant challenges were also identified, particularly limited understanding of differentiated instruction, difficulties with authentic assessment, and increased administrative workload. These constraints often resulted in partial curriculum implementation. Institutional support emerged as a critical factor influencing teachers’ confidence and adaptability. Teachers who received continuous professional development and leadership support demonstrated greater readiness to apply innovative teaching strategies. In contrast, disparities in training opportunities and learning resources contributed to uneven implementation across schools. To address these challenges, teachers adopted adaptive strategies such as peer collaboration, joint lesson planning, and self-directed learning. The study concludes that while teachers largely embrace the philosophy of the Independent Curriculum, effective implementation requires sustained professional development, reduced administrative burden, equitable resource distribution, and strong school leadership. These findings highlight the importance of context-sensitive support systems to ensure meaningful curriculum transformation at the primary education level.
Co-Authors Abbas Thaha Hery Sumarno