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All Journal International Journal of Educational Review, Law And Social Sciences (IJERLAS) International Journal of Educational and Life Sciences (IJELS)
Khairuddin
Universitas Syiah Kuala
Religion Humanities Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

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MANAGEMENT OF TEACHER PERFORMANCE APPRAISAL IN ACEH BARAT DAYA JUNIOR HIGH SCHOOLS Chika Fradilla; Murniati AR; Khairuddin
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 5 (2024)
Publisher : CV. RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i5.1984

Abstract

This study aims to analyze the management of teacher performance appraisal in public junior high schools (SMP Negeri) in Aceh Barat Daya. The research method used is descriptive qualitative with data collection through observation, interviews, and documentation. The research subjects include supervisors, principals, and teachers at SMPN 1 Susoh and SMPN 1 Setia. The results showed that: (1) Planning for teacher performance appraisal is carried out at the end of the academic year involving school supervisors, principals, senior teachers, subject teachers, and the school quality development team. Planning includes evaluating teacher discipline, reviewing learning administration, and teacher performance improvement programs. (2) The implementation of teacher performance appraisal is carried out annually by supervisors and principals by evaluating teacher reports, checking attendance, teaching administration, and implementing strategies for discipline development and teacher competency improvement. (3) Supervision of teacher performance appraisal is carried out by principals and supervisors in monitoring problems, discipline, and the availability of teacher instruments to improve professionalism and education quality. (4) Supporting factors for teacher performance appraisal include teacher qualifications, skills, motivation and personality, while inhibiting factors include curriculum changes, limited infrastructure, and time management that is not yet optimal.
Exploring the Role of School Principals in Enhancing Literacy Culture in South Aceh Public High Schools Aslinar; Nasir Usman; Khairuddin
International Journal of Educational and Life Sciences Vol. 3 No. 2 (2025): February 2025
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijels.v3i2.329

Abstract

This study explores the role of school principals in developing a literacy culture in public high schools (SMAN) in South Aceh. The research adopts a qualitative descriptive approach to examine the leadership strategies employed by principals to foster literacy, the challenges they face, and the solutions they implement. Data were collected through observations, interviews, and document analysis involving principals, teachers, and students from three high schools actively engaged in literacy programs. The findings reveal that school principals play a critical role in promoting literacy by implementing structured reading programs, enhancing library resources, and integrating digital tools to engage students. However, significant challenges, such as limited funding, inadequate library infrastructure, and low student motivation, were identified. To address these obstacles, principals employed innovative solutions, including book donation drives, partnerships with local libraries, and increased parental involvement. Despite these challenges, the study shows that the principals' leadership strategies have positively impacted students' literacy engagement, with reported increases in reading habits and participation in literacy activities. The research concludes that effective school leadership, supported by community partnerships and modern digital approaches, is essential for fostering a strong literacy culture in resource-constrained environments.
ANALYSIS OF THE CONTINUOUS PROFESSIONAL DEVELOPMENT (PKB) PROGRAM MANAGEMENT THROUGH TEACHER WORKING GROUPS (KKG) IN PUBLIC ELEMENTARY SCHOOLS IN BABAHROT DISTRICT Tasrullah; Murniati AR; Khairuddin
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 4 (2024)
Publisher : CV. RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i4.1524

Abstract

The Continuous Professional Development (PKB) Program for teachers is a systematic process of activities that teachers undertake to examine, assess, or reflect on their teaching practices after conducting teaching and learning activities to improve their professional competence. The purpose of this study is to determine the management, implementation, and obstacles of the Continuous Professional Development (PKB) Program through Teacher Working Groups (KKG) in Public Elementary Schools in Babahrot District. The approach used in this study is a qualitative approach with descriptive research. The research subjects are 15 classroom teachers, consisting of 7 classroom teachers who are members of the Teacher Working Group (KKG) at the elementary school level in Babahrot District, Southwest Aceh Regency, 7 school principals, and 1 school supervisor. Data collection techniques used by the researcher are observation, interviews, and documentation studies. Based on the research results, it can be concluded that 1) The management of the Continuous Professional Development (PKB) Program through Teacher Working Groups (KKG) in Public Elementary Schools in Babahrot District has not been fully implemented. The planning and organization indicators are good, but the program accountability, which includes KKG activity reports, does not meet the criteria. The evaluation and follow-up indicators have been implemented well. 2) The implementation of the Continuous Professional Development (PKB) Program through Teacher Working Groups (KKG) in Public Elementary Schools in Babahrot District has not been fully optimal. The limited facilities and infrastructure, internet access, and skills in using technology hinder teacher participation in KKG activities. 3) The obstacles in implementing the PKB Program in Public Elementary Schools in Babahrot District are coordinating KKG schedules, limited funding or resources, difficulties in implementing KKG learning into the classroom, and limited internet access or technology skills.
Co-Authors Aslinar Chika Fradilla Murniati Murniati Nasir Usman Tasrullah