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All Journal Dharmas Education Journal (DE_Journal) Indonesian Educational Administration and Leadership Journal (IDEAL) PAEDAGOGIE
Agustin, Salsabila
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Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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PENGARUH KEPEMIMPINAN GURU, BUDAYA ORGANISASI, DAN MOTIVASI GURU TERHADAP PRESTASI AKADEMIK SISWA DI SMA NEGERI 8 MUARO JAMBI Saputri, Nadila; Saputri, Lidya; Wahyudi, Astari; Agustin, Salsabila; Hendra, Robi
Indonesian Educational Administration and Leadership Journal (IDEAL) Vol. 3 No. 1 (2021): Indonesian Educational Administration and Leadership Journal
Publisher : Program Studi Adminsitrasi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ideal.v3i1.28127

Abstract

This study aims to determine the relationship between the application of full day school and learning independence with student achievement in public junior high school 4 merangin. This study uses quantitative methods with ex-post facto research design. The population used in this study were 8th grade students at SMP Negeri 4 Merangin. The sampling technique in this study was simple random sampling technique as many as 77 students. The data collection technique used in this study used primary data in the form of a questionnaire. The data analysis technique used in this research is descriptive statistical analysis with the help of the SPSS 25.0 for windows application. The results of this study indicate that (1) There is a significant relationship between full day school and student learning achievement at SMP Negeri 4 Merangin. (2) There is a significant relationship between learning independence and student learning achievement at SMP Negeri 4 Merangin. (3) There is a significant relationship between full day school and learning independence in SMP Negeri 4 Merangin. (4) Full day school and learning independence have a significant relationship together to student learning achievement at SMP Negeri 4 Merangin. The results of this study are used as input for principals and teachers. Improve themselves in connection with the implementation of the full day school system and learning independence that has been implemented very well in order to improve learning achievement continuously.   Keyword: Full Day School, Independence, Achievement
IMPLEMENTASI INOVASI KURIKULUM PROYEK PENGUATAN PROFIL PELAJAR PANCASILA (P5): TINJAUAN TERHADAP EFEKTIVITAS DAN DAMPAKNYA DALAM PEMBENTUKAN KARAKTER Khalifatun, Salsa; Nuraida, Nuraida; Agustin, Salsabila; Agafe Pakpahan, Veriana Erfina; Kamandana Robbi, Muhammad Ij'alni; Setiyadi, Bradley
Dharmas Education Journal (DE_Journal) Vol 5 No 1 (2024): DE_Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Univesitas Dharmas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56667/dejournal.v5i1.1291

Abstract

This study deals with the implementation of innovation curriculum of the Pancasila (P5) Student Profile Enhancement project as well as an overview of its effectiveness and impact in student character formation. The method used is the Literature Systematic Review (SLR) which involves the analysis of ten related articles. Many of the previous researchers have discussed the Merdeka Curriculum, however, still few are discussing P5 specifically especially how effective and impact on student character formation. This study aims to analyze the implementation of the independent P5 curriculum in Indonesia. Although P5 project-based activities are still new to the independent curriculum, the results show good effectiveness. The enthusiasm of students for the many projects created by teachers or even the government is huge. The findings of this research provide further understanding of the importance of innovation in the curriculum to shape the character of students in accordance with Pancasila's values. The results of the library survey analysis of the interactive, collaborative project-based approach used in the P5 successfully improved the understanding, appreciation, and practice of implementation of Pancasila values among students. However, there are challenges such as the availability of resources and the need for regular monitoring and evaluation to be taken into account in an effort to maintain the quality of implementation of the P5 curriculum.  
Pengaruh Model Pembelajaran Jigsaw Berbasis Budaya Lokal terhadap Motivasi Belajar IPAS Siswa Agustin, Salsabila; Suprapmanto, Joko
Paedagogie Vol 21 No 3 (2026): In Progress
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.213.17126

Abstract

This study intended to assess the influence of the JIGSAW learning model based on indigenous culture on students' motivation to study IPAS in Sukabumi Regency's SDN Babakan Cibatu. The low level of motivation among students, as shown by their minimal involvement in classroom activities and the continued application of traditional teaching methods that have not incorporated local culture as a learning tool, served as the impetus for the research. In turn, the learning process often becomes less contextual and less effective in assisting students in linking what they learn to their everyday lives. A quasi-experimental approach was used in this quantitative study, which had a Nonequivalent Control Group Design. Fifth-grade pupils from SDN Bojongkawung (control group) and SDN Babakan Cibatu (experimental group) were chosen via purposive sampling for the sample. A validated and reliable learning motivation questionnaire was utilized to gather data. Descriptive statistics, a normality test, and the Mann-Whitney U test were used to analyze the data. The findings showed an increase in the mean score of students' learning motivation in the experimental group, from 59.63 to 72.94, with a Sig. (2-tailed) value of 0.000 (< 0.05). These findings suggest that the IPAS learning model developed by JIGSAW based on local culture has a beneficial and significant impact on pupils' willingness to learn.
Co-Authors Agafe Pakpahan, Veriana Erfina Hendra, Robi Kamandana Robbi, Muhammad Ij'alni Khalifatun, Salsa Nuraida Nuraida Saputri, Lidya Saputri, Nadila Setiyadi, Bradley Suprapmanto, Joko Wahyudi, Astari