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All Journal RESLAJ: Religion Education Social Laa Roiba Journal EduInovasi: Journal of Basic Educational Studies
Endang Koswara
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Religion Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

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Penanaman Nilai-Nilai Agama, Filosofi, Psikologis dan Sosiologis dalam Pembentukan Karakter Siswa di SMP Negeri 21 Kota Tangerang Selatan: Studi Kasus di SMPN 21 Kota Tangerang Selatan Munandar, Aris; Jamilah Muryati; Naufal Hilmizen; Endang Koswara
Reslaj: Religion Education Social Laa Roiba Journal Vol. 6 No. 5 (2024): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v6i5.1236

Abstract

This research aims to find information about the habit of strong religious and moral values, good philosophical and psychological understanding, and deep sociological understanding. The method used is a qualitative approach and data collection is through interviews, document review and observation at the research site. At SMPN 21, South Tangerang City, familiarization with religious values ​​includes: 5S (Smile, Greetings, Greetings, Polite and polite), congregational duha prayers, wirid and group prayers, reading verses of the holy Qur'an, cults by students , hadroh by students, clean Jum'ah, Friday prayers, while female students at the same time carry out female activities in the hall by female teachers and ustadah from outside. Then the school also commemorates major Islamic religious holidays such as the birthday of the Prophet and Isro'mi'roj of the great Prophet Muhammad SAW by bringing in Ustad and/or motivators from outside. Philosophically, it plays a very important role in forming students' moral, cultured, wise and more critical character, behavior, habits, preferences, abilities, talents, potential, values ​​and finally patterns of thinking. From an educational psychology perspective, it can help students overcome these challenges and build positive characters such as working together with other people. Students must learn to work in teams and collaborate with others in completing assignments. Sociologically, students interact with teachers and students, class group dynamics and intra-school organization
Pengaruh Kepemimpinan Autentik dan Komitmen Afektif terhadap Kinerja Guru pada MAS Berbasis Pondok Pesantren di Kota Tangerang Selatan Jamilah Muryati; Aris Munandar; Naufal Hilmizen; Endang Koswara; Agus Mulyanto; Elis Lisyawati
EduInovasi:  Journal of Basic Educational Studies Vol. 4 No. 3 (2024): EduInovasi:  Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v4i3.3439

Abstract

This research aims to examine and analyze the problem as the variable studied, according to the hypothesis being tested, namely: (1) There is a direct influence of the principal's authentic leadership on teacher performance, (2) There is a direct influence of teacher affective commitment on teacher performance, and ( 3) There is a direct influence of the principal's authentic leadership on teacher affective commitment. The research method is a quantitative method and was carried out on Islamic boarding school-based MAS teachers in South Tangerang City, a population of 133 teachers with a research sample of 53 teachers selected by random sampling. The results of this research show: First, there is a positive direct influence of the principal's authentic leadership on teacher performance obtained by the regression equation: = 94,050 + 0,899 X1 path coefficient (р31) = 0.636, so it can be concluded that there is a positive and significant direct influence of the principal's authentic leadership on teacher performance of 40,4%. Second, there is a positive direct influence of teacher affective commitment on teacher performance. The regression equation is obtained: = 105,930 +0,798 X2 of 35,0%, Third, there is a positive direct influence of the principal's authentic leadership on teachers' affective commitment with the regression equation: = 79,280 + 0,586 X1 path coefficient value (р21) = 0.504, it can be concluded that there is a positive and significant direct influence of the principal's authentic leadership on teachers' affective commitment of 25,4%. Based on the findings of this research, it can be used as useful information for teachers, in particular, and all related parties. As an effort to improve teacher performance through the authentic leadership of school principals and increasing better teacher affective commitment.
Co-Authors Agus Mulyanto Aris Munandar Aris Munandar Elis Lisyawati Jamilah Muryati Naufal Hilmizen