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All Journal Multidisciplinary Indonesian Center Journal
Dian Ardiansah
STIE Latifah Mubarokiyah
Religion Humanities Earth & Planetary Sciences Education Other

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PENGARUH KOMPETENSI MANAJERIAL KEPALA SEKOLAH TERHADAP KINERJA GURU DI SMA SERBA BAKTI SURYALAYA Dian Ardiansah; Siti Amirah Makarim
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 1 No. 1 (2024): Vol. 1 No. 1 Edisi Januari 2024
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v1i1.40

Abstract

Tujuan penelitian ini adalah untuk mengatahui bagaimana kompetensi manajerial kepala sekolah dan pengaruhnya terhadap kinerja guru pada SMA Serba Bakti Suryalaya. Penelitian ini didasarkan pada pemikiran bahwa perbedaan Kepala Sekolah dalam Memimpin Guru akan menghasilkan hasil yang berbeda dalam pencapaian kinerja. Penelitian ini menggunakan metode mixed methods dengan jenis desain sequential explanatory designs. Data dikumpulkan melalui angket, wawancara, dan dokumentasi. Populasi yang digunakan dalam penelitian ini adalah seluruh guru SMA Serba Bakti Suryalaya dengan sampel 30 orang. Hasil penelitian menunjukkan bahwa (1) Kompetensi manajerial kepala sekolah di SMA Serba Bakti Suryalaya berada pada kategori sangat baik dengan presentase 88,53%, (2) Kinerja guru di SMA Serba Bakti Suryalaya berada pada kategori baik dengan presentase 78,48%.
INTEGRATING AI-ASSISTANT (COPILOT) TO IMPROVE LEARNERS’ AUTONOMOUS LEARNING OF ACADEMIC ENGLISH TEXTS Dian Ardiansah
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 3 No. 3 (2026): Vol. 03 No. 3 Edisi Juli 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v3i3.3081

Abstract

Artificial intelligence (AI) integration in language education offers new opportunities to address challenges in English as a Foreign Language (EFL) contexts. This study examines the effectiveness of Copilot in enhancing academic English literacy among Indonesian undergraduates. Using a quantitative quasi-experimental design with a pre-test and post-test control group, 60 students were divided into experimental and control groups. Instruments included comprehension tests, learner autonomy questionnaires, and rubric-based writing assessments. Results showed significant improvements in the experimental group. Academic text comprehension increased, particularly in vocabulary mastery (+12%), rhetorical structures (+15%), and recognition of formal registers (+10%). Copilot usage positively predicted learner autonomy, with gains in goal-setting (+14%), strategy selection (+11%), and self-evaluation (+13%). Writing performance also improved, especially in coherence (+13%), argumentation (+16%), and adherence to conventions (+12%). The findings confirm Copilot’s role as both corrective aid and developmental partner, fostering academic literacy and learner autonomy. Implications suggest integrating AI tools into EFL curricula to strengthen academic discourse and independent learning.
Co-Authors Siti Amirah Makarim