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Andi Mulyadi Radjab
Universitas Patompo
Humanities Economics, Econometrics & Finance Environmental Science Social Sciences Other

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Pengaruh Model Pembelajaran KWL (Know, Want To Know, Learned) Terhadap Keaktifan, Minat, dan Motivasi Belajar IPAS Siswa Nurhayati Nurhayati; Hartini Hartini; Andi Mulyadi Radjab
Jurnal Penelitian dan Pengabdian Masyarakat Vol. 4 No. 3 (2026): August 2026 In Press
Publisher : Yayasan Pondok Pesantren Sunan Bonang Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61231/afmeqf36

Abstract

This study investigated the effect of the KWL (Know, Want to Know, Learned) learning model on students' learning activeness, interest, and motivation in IPAS learning at UPT SDN Padang No. 3 Kepulauan Selayar. A quasi-experimental non-equivalent control group design was used with 30 fifth-grade students divided into an experimental group and a control group. Data were collected through observation sheets, questionnaires, pretest-posttest documentation, and analyzed using prerequisite tests and MANOVA. The experimental group showed higher mean scores than the control group in activeness (26.47 vs. 24.73), learning interest (106.40 vs. 86.80), motivation (108.93 vs. 89.20), and posttest achievement (86.73 vs. 75.87). MANOVA indicated a significant simultaneous effect of KWL on the three dependent variables (Wilks' Lambda = 0.064; F = 127.497; p < 0.001). Follow-up tests confirmed significant effects on activeness (F = 9.188; p = 0.005), interest (F = 216.865; p < 0.001), and motivation (F = 153.905; p < 0.001). KWL effectively improves students' active and affective learning engagement in IPAS
Peran Kepala Sekolah Dalam Meningkatkan Profesionalisme Guru Dan Kualitas Pembelajaran IPAS Di SMKN 8 Kepulauan Selayar Salmawati Salmawati; Hartini Hartini; Andi Mulyadi Radjab
Jurnal Penelitian dan Pengabdian Masyarakat Vol. 4 No. 3 (2026): August 2026 In Press
Publisher : Yayasan Pondok Pesantren Sunan Bonang Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61231/qj60st86

Abstract

This article analyzes the role of the principal in improving teacher professionalism and the quality of IPAS learning at SMKN 8 Kepulauan Selayar. The manuscript was developed from a qualitative case study proposal and preliminary school observation data. The planned study involved six informants: a school supervisor, the principal, the vice principal, and three IPAS teachers. Data collection was designed through in-depth interviews, participatory observation, focus group discussion, school document analysis, and documentation. Preliminary findings identified several core problems: 61% of teachers had not joined innovative learning or Kurikulum Merdeka training in the last two years, IPAS learning mastery remained at 65-68% below the school target of 80%, lecture-based learning still dominated classrooms, digital media use was limited, and the local island context had not been optimally used as learning resources. The analysis shows that the principal should function as an academic supervisor, professional development facilitator, motivator, and manager of professional learning communities. Further empirical data collection is required to strengthen the final findings.
Pengaruh Kepemimpinan Transformasional Kepala Sekolah dan Supervisi Akademik Terhadap Deep Learning Dan Karakter Siswa Andi Nur Adna; Muh. Yunus; Andi Mulyadi Radjab
Jurnal Penelitian dan Pengabdian Masyarakat Vol. 4 No. 3 (2026): August 2026 In Press
Publisher : Yayasan Pondok Pesantren Sunan Bonang Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61231/wg0my260

Abstract

This study aims to analyze the influence of the principal's transformational leadership and academic supervision on the quality of deep learning implementation and student character at SMAN 2 Kepulauan Selayar. The study used a quantitative explanatory approach with a causal design. The respondents were all 46 teachers of SMAN 2 Kepulauan Selayar who were selected through a saturated sampling technique. Data were collected through questionnaires, observation, and documentation, then analyzed through validity tests, reliability tests, classical assumption tests, multiple linear regression, t-tests, and F-tests. The research instrument was reliable with Cronbach's Alpha values ​​of 0.856 for transformational leadership, 0.833 for academic supervision, 0.858 for deep learning implementation, and 0.792 for student character. The results showed that transformational leadership had a positive and significant effect on the quality of deep learning implementation (B = 0.367; p = 0.010), while academic supervision had no significant effect on these variables (B = 0.205; p = 0.179). Transformational leadership does not have a significant direct effect on student character (B = 0.215; p = 0.080)
Co-Authors Andi Nur Adna Hartini Hartini Muh. Yunus Nurhayati Nurhayati Salmawati Salmawati