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All Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) Dinasti International Journal of Education Management and Social Science
Sumastini, Sumastini
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Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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ANALISIS IMPLIKASI SISTEM AMONG DAN KODRAT ZAMAN DI TKIT AZ-ZAHRA Rosadi, Ima Dwi; Putranto, Murdiansyah Indra; Sya'ni, Athi Aliyatus; Sumastini, Sumastini; Soedjono, Soedjono
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 3 (2024): Vol. 7 No. 3 (2024): Volume 7 No 3 Tahun 2024 (Special Issue)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i3.30289

Abstract

Penelitian ini bertujuan untuk mengeksplorasi implikasi dari penerapan pembelajaran sistem Among yang dipadukan dengan konsep kodrat zaman dalam konteks pendidikan di Indonesia. Sistem Among, yang dicetuskan oleh Ki Hajar Dewantara, menekankan pentingnya kebebasan individu dan pembimbingan sesuai dengan potensi setiap siswa. Sedangkan kodrat zaman mengacu pada adaptasi metode dan materi pembelajaran yang relevan dengan kondisi dan tantangan era modern. Metodologi penelitian ini menggunakan pendekatan kualitatif dengan studi kasus di lembaga yang telah mengimplementasikan sistem Among. Data dikumpulkan melalui wawancara mendalam dengan kepala sekolah dan guru kelas. Hasil penelitian menunjukkan bahwa penerapan sistem Among  meningkatkan kemandirian, kreativitas, dan karakter siswa. Siswa yang belajar dengan sistem Among menunjukkan kemampuan berpikir kritis dan keterlibatan yang lebih tinggi dalam proses pembelajaran. Namun, penelitian juga mengidentifikasi beberapa tantangan dalam implementasi dan resistensi dari beberapa pihak terhadap perubahan metode pembelajaran. Penelitian ini menyimpulkan bahwa kombinasi sistem Among dengan adaptasi terhadap kodrat zaman dapat menghasilkan lingkungan belajar yang lebih dinamis dan responsif terhadap kebutuhan siswa di era digital.
The Influence of Teachers’ Work Motivation on Learning Community Activities at Junior High Schools in Sub-Rayon 04, Grobogan Regency Sumastini, Sumastini; Yuliejantiningsih, Yovitha; PS, Supriyono
Dinasti International Journal of Education Management and Social Science Vol. 7 No. 2 (2025): Dinasti International Journal of Education Management And Social Science (Decem
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v7i2.5743

Abstract

This study aims to analyze the effect of teachers’ work motivation on learning community activities at junior high schools in Sub Rayon 04, Grobogan Regency. The research employed a quantitative approach with a correlational design, involving a population of 215 teachers and a sample of 140 teachers selected using proportional random sampling. Data were collected through a closed-ended Likert-scale questionnaire and analyzed using simple linear regression with the assistance of SPSS for Windows version 28. The results showed that teachers’ work motivation was in the good category, indicating that most teachers had a positive drive in performing their duties. Statistical analysis revealed a very strong relationship between work motivation and learning community activities, with a correlation coefficient of 0.785 and a coefficient of determination of 0.564, meaning that 56.4% of the variation in learning community activities was influenced by work motivation, while 43.6% was affected by other factors beyond this study. The regression equation obtained was Ŷ = 31.133 + 0.781X, with a significance value of 0.000 < 0.05, indicating that work motivation has a positive and significant effect on learning community activities. High teacher motivation, whether stemming from internal factors such as responsibility, job satisfaction, and the desire to develop competencies, or from external factors such as principal support and a conducive work environment, has been proven to encourage greater teacher participation in learning communities. Teachers with strong motivation tend to be more active in sharing knowledge, engaging in discussions, and developing instructional innovations.
Co-Authors Putranto, Murdiansyah Indra Rosadi, Ima Dwi Soedjono Soedjono Supriyono PS, Supriyono Sya'ni, Athi Aliyatus Yovitha Yuliejantiningsih, Yovitha