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All Journal Jurnal Mirai Management Indo-MathEdu Intellectuals Journal
Dhiyaulrizq, Ghina Azhzhahra
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Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Mathematics

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Pengaruh Intensitas Komunikasi Guru Terhadap Tingkat Pemahaman Pelajaran Akuntansi Kelas XII IIS di SMA Negeri 11 Makassar Dhiyaulrizq, Ghina Azhzhahra; Dunakhir, Samirah
Jurnal Mirai Management Vol 9, No 1 (2024)
Publisher : STIE AMKOP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37531/mirai.v9i1.7272

Abstract

Penelitian ini mengeksplorasi pengaruh intensitas komunikasi guru terhadap pemahaman pelajaran akuntansi pada siswa kelas XII IIS di SMA Negeri 11 Makassar. Menggunakan pendekatan kuantitatif dengan desain korelasional, penelitian ini melibatkan 45 siswa yang dipilih melalui purposive sampling. Data dikumpulkan melalui angket berbasis skala Likert untuk menilai intensitas komunikasi guru dan tingkat pemahaman siswa. Hasil penelitian menunjukkan bahwa komunikasi guru berada pada kategori tinggi dengan skor rata-rata 74%, sementara tingkat pemahaman siswa juga tinggi, yaitu rata-rata 78%. Analisis regresi linear sederhana mengungkapkan pengaruh positif dan signifikan dari intensitas komunikasi guru terhadap pemahaman siswa, dengan koefisien regresi 0,955 dan nilai signifikansi 0,003. Koefisien determinasi sebesar 18,9% menunjukkan kontribusi intensitas komunikasi guru terhadap pemahaman siswa, sedangkan 81,1% dipengaruhi oleh faktor lain. Kesimpulannya, komunikasi guru yang efektif berperan penting dalam meningkatkan pemahaman siswa dalam pembelajaran akuntansi.
Evaluasi Efektivitas Program Pengembangan Karir Guru dalam Meningkatkan Kompetensi Mengajar Dhiyaulrizq, Ghina Azhzhahra; Kamaruddin, Syamsu A.
Indo-MathEdu Intellectuals Journal Vol. 6 No. 8 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i8.4774

Abstract

Teacher career development programmes are an important strategy for improving teaching competence and education quality. This study aims to evaluate the effectiveness of teacher career development programmes in improving teaching competence through a literature review of various relevant studies. Data were obtained from scientific articles discussing the impact of teacher training, Teacher Working Group (KKG) activities, Continuing Professional Development (CPD) policies, and various other teacher professional development strategies. The results of the study show that teacher career development programmes contribute positively to improving professional and pedagogical competence, teacher motivation, and the quality of the learning process in the classroom. However, a number of studies also reveal obstacles in their implementation, including suboptimal needs analysis, the incompatibility of training materials with learning practice needs, and limited continuous evaluation of the programme's impact. These findings emphasise that the success of teacher career development is largely determined by comprehensive programme planning, institutional support from schools, and the continuity of mentoring after training.
Sekolah Sebagai Sistem Budaya dalam Transformasi Pendidikan Dhiyaulrizq, Ghina Azhzhahra; Wulandari, Fitri; Hajrani, Hajrani; Nur, Hasruddin
Indo-MathEdu Intellectuals Journal Vol. 7 No. 1 (2026): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v7i1.5199

Abstract

Educational transformation in the modern era demands systemic changes that not only focus on the curriculum or technology but also on the culture that binds all components of the school. This article aims to analyze how schools function as a cultural system in the process of educational transformation. The research method used is a qualitative-descriptive study with a literature review approach on organizational culture theory, educational ecology theory, and educational transformation theory. The sources of data for this study include academic books, articles in national and international journals, as well as policy documents and international reports. Data analysis was carried out using content analysis with stages of data reduction, concept categorization, and interpretative analysis. The study results indicate that schools have a character as cultural systems marked by values, norms, symbols, habits, and social practices that shape the institution's identity. Educational transformation will be effective if changes encompass cultural aspects, including leadership patterns, social relationships, learning practices, and adaptation to technology. This study emphasizes that structural changes without cultural change only result in superficial transformation. The article implies that policymakers and schools need to reorganize the paradigm of change by placing culture as the main foundation of educational transformation
Co-Authors Dunakhir, Samirah Fitri Wulandari Hajrani, Hajrani Hasruddin Kamaruddin, Syamsu A.