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All Journal Jurnal Ilmiah Profesi Pendidikan Journal of Innovative and Creativity Journal of Critical Ecology JELEDUC
Putri, Galuh Mentari
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Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Urgensi Supervisi Kepala Sekolah dalam Meningkatkan Kinerja Guru di MTs NW Dames Ikhwan, Muh. Saidil; Rabbani, Syarifah Aulia; Mawardah, Silmy Muthiah; Sari, Yunita; Putri, Galuh Mentari
Jurnal Ilmiah Profesi Pendidikan Vol. 9 No. 1 (2024): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v9i1.2028

Abstract

Guru seharusnya bekerja secara profesional dalam memberikan pengetahuan terhadap peserta didik. Salah satu upaya dalam meningkatkan kemampuan professional kinerja guru dalam meningkatkan kualitas pembelajaran yaitu melalui bantuan supervisi yang dilakukan oleh kepala sekolah. Penelitian ini bertujuan untuk mengetahui pelaksanaan dan menganalisis urgensi supervisi kepala sekolah dalam meningkatkan kinerja guru di MTs NW Dames. Jenis penelitian ini menggunakan deskriptif kualitatif dengan metode penelitian studi kasus yang difokuskan pada kinerja guru. Subjek penelitian meliputi kepala sekolah dan guru kelas di MTs NW Dames. Hasil penelitian ini menunjukkan bahwa 1) Kegiatan supervisi kepala sekolah di MTs NW Dames sudah berjalan sangat efektif disebabkan oleh sikap kedisiplinan kepala sekolah terhadap guru berpengaruh terhadap kinerja guru yang mengalami peningkatan dalam setiap tahunnya. 2) Urgensi Supervisi Kepala Sekolah dalam Meningkatkan Kinerja Guru di MTs NW Dames telah dilakukan melalui upaya yang dimulai pada aspek, a) Supervisi Perkembangan Kurikulum; b) Supervisi Mengembangkan Kompetensi Guru; dan c) Peningkatan Kinerja Guru.
The implementation of eco-pedagogy-based learning integrated with life skills plays a crucial role in fostering both ecological awareness and personal skills Putri, Galuh Mentari; Yudianto, Asep; Mustadi, Ali
Journal of Critical Ecology Vol. 2 No. 2: (August) 2025
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/jcreco.v2i2.2386

Abstract

Background: This investigation examines the implementation of eco-pedagogy integrated with life skills education, aiming to strengthen students’ ecological awareness and personal development. Eco-pedagogy in this context supports learners in understanding environmental issues through direct experience, while life skills education helps them develop essential competencies such as communication, responsibility, and decision-making. Together, these approaches position students not only as knowledge recipients but also as active participants in environmental learning and daily-life problem-solving. Methods: The study uses a qualitative approach involving observation, interviews, and documentation to obtain a comprehensive understanding of learning practices. Participants include the school principal, facilitators, staff, parents or guardians, and students. Data analysis applies the Interactive Analysis model by Miles, Saldana, and Huberman, which encompasses data condensation, data display, and conclusion drawing. This method enables systematic interpretation of the learning design, implementation, evaluation, and its overall effectiveness within the school context. Findings: The results show that the independent curriculum and life skills principles. Implementation is flexible and contextual, integrating daily activities such as outing classes, cooking sessions, and practical environmental projects. Assessment uses report cards, portfolios, and talent mapping to capture cognitive, affective, and psychomotor development. Although the program is supported by the foundation, school leaders, and parents or guardians, challenges persist, including limited infrastructure and varying parental understanding of eco-pedagogy concepts. Conclusion: The integration of eco-pedagogy with life skills education positively contributes to the development of ecological awareness, creativity, discipline, independence, and social interaction among students. Learners become more sensitive to environmental issues and more capable of solving daily problems responsibly. Novelty/Originality: This study provides a unique perspective on combining eco-pedagogy and life skills within the independent curriculum, offering insights for schools aiming to adopt similar innovative approaches.
Integrasi Pembelajaran Sosial Emosional (SEL) dan Kecerdasan Emosional (EQ) untuk Memperkuat Karakter Siswa Sekolah Dasar: Systematic Literature Review (SLR) Amalia, Af Idatul; Putri, Galuh Mentari
Journal of Innovative and Creativity Vol. 6 No. 1 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v6i1.6790

Abstract

Integrasi Social and Emotional Learning (SEL) dan kecerdasan emosional (EQ) semakin dipandang sebagai pendekatan strategis dalam memperkuat karakter siswa sekolah dasar, khususnya di tengah tantangan era digital yang kompleks. Penelitian ini bertujuan untuk menganalisis secara sistematis peran integrasi SEL dan EQ dalam penguatan karakter siswa sekolah dasar, dengan menelaah dampak, tantangan, serta peluang implementasinya dalam praktik pendidikan. Studi ini menggunakan metode Systematic Literature Review (SLR) yang mengacu pada protokol PRISMA dengan menganalisis 43 artikel terpilih yang diterbitkan pada periode 2019–2024 dari berbagai basis data ilmiah bereputasi. Analisis dilakukan melalui sintesis konten dan pemetaan tematik terhadap temuan penelitian. Hasil kajian menunjukkan bahwa integrasi SEL dan kecerdasan emosional secara konsisten mampu meningkatkan kompetensi emosional, sosial, dan moral siswa, memperkuat hubungan interpersonal, serta berkontribusi pada pembentukan budaya sekolah yang inklusif dan kondusif. Selain itu, pendekatan ini juga berdampak positif terhadap peningkatan motivasi belajar dan prestasi akademik siswa. Tantangan utama dalam implementasinya meliputi keterbatasan pelatihan guru, ketersediaan sumber daya pendukung, serta keberagaman latar sosial budaya sekolah. Namun demikian, pemanfaatan teknologi digital serta penguatan kolaborasi antara sekolah, keluarga, dan komunitas menjadi peluang strategis untuk mengoptimalkan penguatan karakter siswa secara berkelanjutan. Studi ini memberikan kontribusi konseptual sebagai dasar pengembangan kebijakan dan praktik pendidikan karakter di sekolah dasar.
Application of Assignment and Award Methods to Build Character of Responsibility of Elementary School Students Siregar, Trio Erawati; Arianty, Rizky; Sofiasyari, Irma; Putri, Galuh Mentari
Journal of Elementary Education Vol. 2 No. 2 (2025): DECEMBER
Publisher : Universitas Muhammadiyah Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38040/jeleduc.v2i2.1401

Abstract

Character education on responsibility in elementary school students still faces various challenges, particularly in terms of consistency in student behavior in completing learning tasks. This study aims to investigate the implementation of the task and reward method in fostering students’ responsibility character at SDN Mojolangu 3, Malang City while also examining students’ responses as well as the supporting and inhibiting factors affecting its implementation. This study uses a descriptive qualitative approach with subjects consisting of fourth, fifth, and sixth grade students, classroom teachers, the principal, and parents. Data collection techniques include observation, interviews, and questionnaires, which are analyzed through the stages of reduction, presentation, and conclusion drawing with source triangulation. The results showed that the implementation of structured tasks and consistent rewards had a positive impact on improving students' responsible character, as indicated by the positive responses of the majority of students. The main supporting factors included the role of teachers, school support, and parental involvement, while the inhibiting factors included inconsistency in rewards, limited facilities and low intrinsic motivation among some students. This study concludes that the method of assigning tasks and rewards is effective in shaping students' responsible character when applied consistently and contextually.
Co-Authors Ali Mustadi Amalia, Af Idatul Arianty, Rizky Ikhwan, Muh. Saidil Irma Sofiasyari Mawardah, Silmy Muthiah Rabbani, Syarifah Aulia Siregar, Trio Erawati Yudianto, Asep Yunita Sari