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All Journal Wahana : Tridarma Perguruan Tinggi An-Nidzam : Jurnal Manajemen Pendidikan dan Studi Islam
Agustina Rahmi
Universitas Islam Kalimantan Muhammad Arsyad Al Banjari Banjarmasin
Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Education Engineering Languange, Linguistic, Communication & Media Other

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Kepemimpinan Transformasional Kepala Sekolah dalam Meningkatkan Motivasi dan Komitmen Guru Sabariah Sabariah; Abdul Khair; Muhammad Hizri; Rufi’i Rufi’i; Sulistiami Sulistiami; Agustina Rahmi
An-Nidzam : Jurnal Manajemen Pendidikan dan Studi Islam Vol 11 No 1 (2024)
Publisher : LPPM Institut Agama Islam Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33507/an-nidzam.v11i1.1972

Abstract

The aim of the research is to explain and describe transformational leadership as being able to increase teacher motivation and commitment at Madrasah Aliyah Negeri 5 Banjar. The research method is qualitative through a case study approach. Data collection techniques using online questionnaires using Google forms, documentation and observation. Data processing techniques using data collection, reduction, data presentation and drawing conclusions. Data validity techniques with credibility and confirmability. The research results show: (1) transformational leadership: idealized Influence: having a vision and mission, feeling proud, getting attention and trust from teachers. Inspirational Motivation, able to inspire, give an example and motivate teachers to develop. Intellectual Stimulation, increasing teacher creativity and innovation, increasing rationality and problem solving. Individualized Consideration, treating teachers fairly, providing teacher assistance, monitoring and supervision. (2) transformational leadership style is able to increase teacher motivation, such as enthusiasm for carrying out tasks, responsibility, ability to create new ideas. (3) transformational leadership style is able to increase teacher commitment, such as involving teachers in official meetings, training and teacher forums
Model Kepemimpinan Kepala Sekolah Dalam Implementasi Kurikulum Merdeka Berbasis Proyek Agustina Rahmi; Saniyah Saniyah; Dwi Sogi Sri Redjeki; Sabariah Sabariah
Wahana Vol 76 No 1 (2024): Wahana Tridarma Perguruan Tinggi
Publisher : LPPM Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/wahana.v76i1.9408

Abstract

The principal is the spearhead of the implementation of education in schools. However, in the field it was found that there was still inadequate understanding in the implementation of the Merdeka curriculum and the monitoring and evaluation system was less effective. The aim of this research is to explore the principal's leadership model in implementing the project-based Merdeka curriculum at SDN Sungai Gampa 2, implementation, and identify inhibiting factors and the solutions offered. This research uses qualitative methods with data collection techniques including observation, interviews and documentation. The results of the research show that the leadership model used by the Principal of SDN Sungai Gampa 2, namely: a) implementing transformational leadership, b) opening good communication with parents ensuring the availability of learning resources and encouraging teachers to improve their competence, and d) establishing needs-based policies. Meanwhile, the implementation of the leadership model carried out by the school principal, namely: a) improving the quality of service, b) to teachers, providing support in professional development and providing learning resources, and c) to parents, encouraging teachers to provide information related to child development and efforts to support the Merdeka curriculum. Meanwhile, the solutions taken by the school principal if there are challenges and obstacles are: a) identifying obstacles, b) providing advice and direction, c) evaluating the procurement of needed resources
Strategi Kepemimpinan Kepala Sekolah Dalam Implementasi Pendidikan Karakter Berbasis Nilai Lokal Agustina Rahmi; Siti Hanifah Husnul Khotimah; Dwi Sogi Sri Redjeki; Sabariah Sabariah
Wahana Vol 76 No 1 (2024): Wahana Tridarma Perguruan Tinggi
Publisher : LPPM Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/wahana.v76i1.9409

Abstract

The skills of school principals in implementing character education in schools are very important. However, unfortunately it is still difficult to integrate character education into the curriculum, limited teacher abilities, and minimal parental involvement. The aim of this research is to explore the principal's leadership strategy in implementing local values-based character education at SMAN 3 Banjarbaru, how it is implemented, and identifying inhibiting factors and the solutions offered. This research uses qualitative methods with data collection techniques including observation, interviews and documentation. The research results show the leadership strategy of the principal of SMAN 3 Banjarbaru, namely: a) establishing a vision, mission, goals and incorporating local values ​​in learning, b) carrying out mentoring, evaluation and follow-up, c) establishing appropriate strategies, policies and programs, d) guiding and directing, and f) setting an example. Meanwhile, the implementation of the school principal's leadership strategy, by: a) incorporating local values ​​in learning, b) in schools carrying out habituation and acculturation of protecting the environment and cultivating a spiritual soul, c) carrying out mentoring, evaluation and carrying out follow-up, e) opening space for discussion and f) determine strategies and programs based on student needs. The solution taken by the school principal if there are challenges and obstacles is by: ensuring the implementation of character education in the classroom and outside the classroom, identifying problems, and carrying out follow-up actions.
Hubungan Kepemimpinan Guru, Pengalaman Belajar Dan Asessmen Pada Program Cambridge English For School Terhadap Peningkatan Kompetensi Pedagogik Dan Profesional Guru Agustina Rahmi; Husnul Madihah Madihah; Rasuna Rasuna; Muthiah Fitriyati
Wahana Vol 76 No 1 (2024): Wahana Tridarma Perguruan Tinggi
Publisher : LPPM Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/wahana.v76i1.9413

Abstract

The quality of education depends on the quality of teachers seen from their competence. However, it was found that the pedagogical and professional competence of teachers at SMPN Banjarmasin City was still less than optimal. It is thought that what influences teacher pedagogical and professional competence is teacher leadership, learning experience and assessment. The research aims to describe: (1) teacher leadership, learning experience, assessment, pedagogical competence and professional competence of English teachers in SMPN throughout Banjarmasin City, (2) direct relationship between teacher leadership, learning experience, assessment of pedagogical competence and professional competence of language teachers English at SMPN throughout Banjarmasin City. This research is descriptive correlational with a quantitative approach. This research is intended to describe and find relationships between research variables, with a population of 123 English teachers in 2023/2024 and a sample of 55 teachers. Researchers used a Likert scale, data collection techniques using questionnaires, and validity, reliability and normality tests for 15 people. Data analysis used descriptive statistical analysis and SPSS version 21 statistics. The results found: a) the relationship between teacher leadership, learning experience, assessment of teacher pedagogical competence had a significant relationship, b) the relationship between teacher leadership, learning experience, assessment of teacher professional competence had a significant relationship , and c) the simultaneous relationship between teacher leadership, learning experience, assessment of teacher pedagogical and professional competence has a significant relationship.
Co-Authors Abdul Khair Dwi Sogi Sri Redjeki Husnul Madihah Madihah Muhammad Hizri Muthiah Fitriyati Rasuna Rasuna Rufi’i Rufi’i Sabariah Sabariah Saniyah Saniyah Siti Hanifah Husnul Khotimah Sulistiami Sulistiami