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All Journal Jurnal Prima Edukasia PEDAGOGIA
Triana, Cepi
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Education

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Health Diagnosis of School Leadership in the Implementation of Digital-Based Suryadi, Suryadi; Triana, Cepi; Sudarsyah, Asep
PEDAGOGIA Vol 22, No 1 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v22i1.65227

Abstract

The digital-based school leadership health diagnosis is a continuation of previous research that developed concepts and instruments for diagnosing school leadership health. The application created in this study utilizes a streamlined process based on the first five stages of Borg and Gall's model, which aims to produce an efficient diagnostic tool. Initially, the application included five stages: self-evaluation, interviews, observations, preparation of recommendations, and implementation of recommendations. However, through limited trials, the diagnosis stages were reduced from five to four, by eliminating the observation stage. The refined process now consists of self-evaluation, interviews, preparation of recommendations, and implementation of recommendations. It was observed that the objectives of the removed observation stage could still be effectively met during the interview process, where the validation, analysis, and discussion of leadership health issues were conducted. This digital application demonstrates an enhanced capacity for diagnosing school leadership health in a more efficient and streamlined manner, without compromising the accuracy of the diagnosis. The results of this study indicate that the application successfully reduces the time needed for analysis while maintaining a high level of diagnostic precision.
Improving Teachers' Numeracy Skills at Cisarua State Elementary School, West Java, Indonesia Dikdik, Asep; Suryana, Asep; Triana, Cepi; Rahyasih, Yayah; Oktaviani, Firyal Fatin
Jurnal Prima Edukasia Vol. 13 No. 1 (2025): January 2025
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v13i1.82453

Abstract

Teachers occupy a pivotal role in the education system, including the imperative of attaining numeracy competence, a benchmark defined by governmental standards. The objective of this study is twofold: firstly, to assess the current state of numeracy competence among teachers at Cisarua State Elementary School, and secondly, to formulate a model to enhance their competencies in this domain. The research methodology is quantitative, incorporating a case study design that amalgamates descriptive and exploratory research methodologies. The study's participants comprised 15 teachers evaluated through a questionnaire-based training needs survey. Data was collected through a survey technique, with a questionnaire as the primary instrument. The collected data underwent quantitative analysis using descriptive analysis techniques. The results indicated that teachers' numeracy competence falls below the ideal standard set by government policy, with an average score of 40.6 out of a possible 42. This discrepancy underscores the necessity for human resource development in numeracy competence. In light of these findings, this study proposes a training model based on the ICARE approach (Introduction, Connection, Application, Reflection, Extension) to enhance teacher numeracy competence. The implications of this study underscore the necessity of systematic and sustainable training interventions to enhance teachers' numeracy skills, which will contribute to enhancing the quality of numeracy learning for students at the primary school level.
Co-Authors Asep Sudarsyah Asep Suryana Dikdik, Asep Oktaviani, Firyal Fatin Suryadi Suryadi Yayah Rahyasih, Yayah