Garuda - Garba Rujukan Digital

Evy Segarawati Ampry

Unknown Affiliation

Author-ID : 7248600

Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Supervisi Kepala Sekolah terhadap Kinerja Guru Sekolah Dasar Evy Segarawati Ampry; Arsiah; Muh. Fathudddin Fatwa; Muh. Inayah A.M.; Arifuddin; Abdul Waqif
Pengembangan Pendidikan dan Pembelajaran Sekolah Dasar Vol 1 No 2 (2022): DECEMBER
Publisher : Program Studi PGSD Universitas Madako Tolitoli

The purpose of this study 1) To find out the description of the principal's supervision of the work of teachers at UPT SDN 102 Pudukku, Enrekang Regency. 2) To find out the Supporting Factors for the supervision of the principal on the work of teachers at UPT SDN 102 Pudukku, Enrekang Regency. 3) To find out the inhibiting factors for the supervision of the principal on the work of teachers at UPT SDN 102 Pudukku, Enrekang Regency. The type of research that will be used in this research is descriptive qualitative. Data collection techniques through observation, interviews and documentation. The data analysis technique is data display, data reduction, data presentation and conclusions. The results of this study are 1) Overview of the principal's supervision of teacher work at UPT SDN 102 Pudukku, Enrekang Regency through 8 techniques that have not been implemented thoroughly but only a few techniques have been implemented, namely the technique of class visits, teacher council meetings and staff. However, classroom teaching demonstration techniques and bulletin publishing have not been carried out; 2) The supporting factors for the supervision of the principal on the work of teachers at UPT SDN 102 Pudukku, Enrekang Regency, namely the purpose of education has been understood by the teacher, and there is feedback from the supervisor; 3) The inhibiting factor for the supervision of the principal on the work of teachers at UPT SDN 102 Pudukku, Enrekang Regency is the ineffective and efficient use of time, and the absence of standards for implementing supervision by supervisors.

Pengaruh Pelaksanaan Pembelajaran Kooperatif Tipe STAD Terhadap Kemampuan Kerjasama Siswa SDN 94 Balla Kabupaten Enrekang A Lambogo; Evy Segarawati Ampry; Nadir; Syahidah Rahmah
Celebes Journal of Elementary Education Vol 1 No 2 (2023): Celebes Journal of Elementary Education : Desember (2023)
Publisher : Universitas Sulawesi Barat

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This study aims to (1) obtain an overview of the implementation of cooperative learning type STAD (2) to get a picture of the cooperative skills of SDN 94 Balla Kapubaten Enrekang (3) to get the description of the Effect of cooperative learning type STAD implementation on the ability of cooperation SDN 94 Balla Kapubaten Enrekang students. This type of research is a pre experimental experimental study involving one group of experiments with the design of the one group pretest-postest design. The dependent variable in this study is the ability of student cooperation and the independent variable is the implementation of cooperative learning type STAD. To find out the results of this study, researchers used the instrument of observation sheet and questionnaire a number of 13 statements. Observation sheet used to know the implementation of learning through the implementation of cooperative learning type STAD. Implementation of STAD type cooperative learning in learning IPS class V SD N 94 Balla Enrekang Regency consisting of 7 stages of Preparation of learning, Presentation of the material, group learning activities, examination of group outcomes, Students doing the test questions individually, testing and test results Group awards, as a whole for all three meetings of instructional activity can be said to be very well done. This is indicated by the average score of learning effectiveness of STAD type cooperative learning from the first meeting until the third meeting being in the categpry of very good. At the level of ability of student cooperation SDN 94 Balla Enrekang Regency on pretest and postest found that there is improvement of ability of student cooperation after given treatment in the form of cooperative learning type STAD of SDN 94 Balla Enrekang Regency. The result of test of hopotesis is known that there are difference of level of ability of student cooperation on pretest and posttest which is significant, it is shown from P-Value value so There is positive influence of STAD type cooperative learning in IPS class V SDN 94 Balla Kabupaten Enrekang

Implementation of Transformational Leadership in Improving Teacher Performance in Secondary Schools Irmawati Thahir; Evy Segarawati Ampry; Firdaus Firdaus
International Journal of Educational Technology and Society Vol. 2 No. 2 (2025): International Journal of Educational Technology and Society
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijets.v2i2.372

This study aims to analyze the implementation of transformational leadership models by school principals and their influence on improving teacher performance in secondary schools. The research adopts a mixed-method approach, integrating both qualitative and quantitative data to provide a comprehensive understanding. The study was conducted in 15 secondary schools, involving a total of 245 respondents consisting of school principals and teachers. Data collection techniques included the use of questionnaires to gather quantitative data, alongside in-depth interviews and direct observations for qualitative insights. The results reveal that transformational leadership—particularly through its core components of intellectual stimulation, inspirational motivation, individualized consideration, and idealized influence—has a significant positive impact on teacher performance. These leadership behaviors were found to enhance teaching quality, increase teacher professional commitment, and improve overall job satisfaction among educators. Additionally, the study highlights the role of school culture and the professional learning environment as mediating factors in the effectiveness of transformational leadership. The findings underscore the importance of implementing structured leadership development programs for school principals. By equipping school leaders with transformational leadership skills, educational institutions can foster more supportive and dynamic teaching environments that ultimately lead to better learning outcomes. These insights are particularly relevant for policymakers and educational administrators who are seeking sustainable strategies to improve school performance through leadership practices. In conclusion, transformational leadership stands out as a vital leadership style that not only motivates and empowers teachers but also contributes significantly to the institutional development of schools.

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