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All Journal Jurnal Dinamika Pendidikan Al Ishlah Jurnal Pendidikan Formatif: Jurnal Ilmiah Pendidikan MIPA TERAPUTIK: Jurnal Bimbingan dan Konseling JURNAL PENDIDIKAN IPS Journal of Instructional Development Research AMMA : Jurnal Pengabdian Masyarakat INFERENCE: Journal of English Language Teaching Maneggio Al-Gafari : Jurnal Manajemen dan Pendidikan
Julinda Siregar
Universitas Indraprasta PGRI
Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Nursing Social Sciences Other

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Peran Guru Bimbingan dan Konseling Dalam Kurikulum Merdeka (Penyusunan Asesmen Dan Modul Layanan) MGBK Kecamatan Cipayung Jakarta Timur Julinda Siregar; Sahat T Simorangkir; Verry Jekson Panjaitan
AMMA : Jurnal Pengabdian Masyarakat Vol. 3 No. 12 : Januari (2025): AMMA : Jurnal Pengabdian Masyarakat
Publisher : CV. Multi Kreasi Media

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The purpose of this activity is to help Guidance and Counseling teachers in East Jakarta to be able to prepare assessments and service modules in the independent curriculum and to be able to accept every change with the aim of improving the quality of education. After the teachers attended the MGMP workshop on the role of guidance and counseling teachers in the independent curriculum, the PkM team conducted an interview with the Head of MGMP to find out the changes seen in the behavior of guidance and counseling teachers, especially in preparing service modules. The MGMP workshop went smoothly and the teachers were very happy and enthusiastic to listen to the presentation of material from the speakers. The Head of MGMP also explained that the teachers were happy with the PkM activities carried out by the Unindra Postgraduate Lecturer. The speaker explained that the independent curriculum is a curriculum that has been presented flexibly, and is implemented with a fun guidance and counseling service model that is prepared according to the content in the service program that has been prepared by guidance and counseling teachers in the service module. Furthermore, the speakers also said that in order to be able to innovate, guidance and counseling teachers must continue to develop themselves through training, seminars, workshops and also further studies.
Pengaruh Kematangan Sosial Emosional Kepala Sekolah terhadap Iklim Kerja Sekolah dan Kualitas Kepemimpinan Kepala Sekolah Julinda Siregar; Novita Vandrianur; Eka Ratna Safitri; Esti Ichtiarni; Siti Kulsum; Yanti Rusdianti; Dita Halleyna; Eneng Fitri Windasari; Diah Fitriani; Sitti Mardiana
JURNAL PENDIDIKAN IPS Vol. 16 No. 3 (2026): JURNAL PENDIDIKAN IPS
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpi.v16i3.4366

Abstract

Kematangan sosial emosional kepala sekolah merupakan faktor penting yang berkontribusi terhadap efektivitas kepemimpinan dan terciptanya suasana kerja yang nyaman, harmonis, serta mendukung produktivitas di sekolah menengah. Aspek ini mencakup kemampuan mengelola emosi, membangun komunikasi sosial yang baik, serta mengambil keputusan secara bijaksana dalam lingkungan pendidikan. Penelitian ini menggunakan pendekatan kuantitatif dengan desain survei ex post facto korelasional melalui penyebaran angket skala Likert kepada responden. Sampel penelitian ditentukan menggunakan teknik proportional random sampling agar setiap sekolah memperoleh keterwakilan sesuai jumlah populasinya. Analisis data menggunakan statistik deskriptif dengan uji regresi linear sederhana. Hasil penelitian menunjukkan bahwa kematangan sosial emosional kepala sekolah berada pada kategori baik (mean = 84,25), iklim kerja sekolah berada pada kategori kondusif (mean = 81,47), dan kepemimpinan kepala sekolah berada pada kategori baik (mean = 85,13). Hasil uji regresi menunjukkan bahwa kematangan sosial emosional kepala sekolah berpengaruh positif dan signifikan terhadap iklim kerja sekolah (B = 0,528; t = 5,764; Sig. = 0,000) dan kepemimpinan kepala sekolah (B = 0,613; t = 6,281; Sig. = 0,000). Temuan ini menunjukkan bahwa semakin tinggi kematangan sosial emosional kepala sekolah, semakin baik iklim kerja sekolah dan kepemimpinan kepala sekolah. Oleh karena itu, penguatan kompetensi sosial emosional perlu dilakukan secara berkelanjutan melalui pelatihan dan pengembangan profesional.
Co-Authors Achmad Saifudin Ainun Badriah Chandra Sagul Haratua Clara Angelina Diah Fitriani Dita Halleyna Eka Ratna Safitri Eneng Fitri Windasari Erni Murniarti Erni Murniarti Esti Ichtiarni HOTMAULINA SIHOTANG Labora Marbun Leonard Leonard Miftahul Jannah Novita Vandrianur Nurulia Falah Rosnawati Rosnawati Sabila Aprilia Sahat T Simorangkir Siti Alfiyyah Atikah Kusnadi Siti Kulsum Sitti Mardiana Soeparlan Kasyadi Syifa Ismi Wardani Verry Jekson Panjaitan Yanti Rusdianti