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Yudana, I.M.
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Konstribusi Kemampuan Manajerial Kepala Sekolah, Supervisi Akademik, Komitmen dan Motivasi Kerja Terhadap Kinerja Guru di SMK Negeri 5 Denpasar Rejeki, S.; Ariawan, I.P.W.; Yudana, I.M.
Jurnal Administrasi Pendidikan Indonesia Vol. 14 No. 1 (2023)
Publisher : Pascasarjana Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jurnal_ap.v14i1.1840

Abstract

This study aims to 1) determine the contribution of managerial ability to teacher performance at SMK Negeri 5 Denpasar, 2) determine the contribution of academic supervision to teacher performance at SMK Negeri 5 Denpasar, 3) determine the contribution of work commitment to teacher performance at SMK Negeri 5 Denpasar, 4) to determine the contribution of work motivation to teacher performance at SMK Negeri 5 Denpasar, 5) to determine the contribution of principal managerial abilities, academic supervision, commitment and work motivation to teacher performance at SMK Negeri 5 Denpasar. This research is a survey research using a quantitative approach. The population in this study were all school principals and teachers at SMK Negeri 5 Denpasar, totaling 95 people. The research sample is the Krejci and Morgan formula, and the number of pieces is 76 people. Data collection using a questionnaire. The collected data were analyzed using simple, multiple, and partial regression techniques. The results of the study show that (1) there is a significant contribution between the managerial abilities of the principal and teacher performance at SMK Negeri 5 Denpasar with a practical contribution of 9.24%, (2) there is a significant contribution between academic supervision and teacher performance at SMK Negeri 5 Denpasar with a practical contribution of 9.05%, (3) there is a significant contribution between work commitment and teacher performance at SMK Negeri 5 Denpasar with a practical contribution of 8.36%, (4) there is a significant contribution between academic supervision and teacher performance at SMK Negeri 5 Denpasar with a practical contribution of 36.10%, and (5) the results of this study show a significant relationship between the managerial abilities of school principals, academic supervision, commitment, and work motivation together with teacher performance.
Konstribusi Kepemimpinan Transformasional, Supervisi Akademik, Iklim Kerja, dan Budaya Organisasional Terhadap Prestasi Kerja Guru Yuliani, L.; Agung, A.A.G.; Yudana, I.M.
Jurnal Administrasi Pendidikan Indonesia Vol. 14 No. 1 (2023)
Publisher : Pascasarjana Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jurnal_ap.v14i1.1846

Abstract

This study aims to determine the magnitude of the variable contribution of transformational leadership, academic supervision, work climate, and organizational culture to teacher performance at SMK Negeri 1 Seririt. This type of research is ex post facto with a multiple linear regression analysis design. The population in this study was 61 people. The research sample for this study was 52 people. Collecting data using a questionnaire about the variables of transformational leadership, academic supervision, work climate, and organizational culture on teacher performance The results showed that: (1) there was a significant contribution of the principal's transformational leadership to teacher performance of 18.02%; (2) there was a significant contribution of academic supervision to teacher performance of 12.39%; (3) there was a significant contribution of work climate to teacher performance of 14.22%; (4) there was a significant contribution of organizational culture to teacher performance of 7.45%; and (5) there was a significant contribution of transformational leadership, academic supervision, work climate, and organizational culture together to teacher performance of 52.08%.
Pengaruh Project Based e-Learning Terhadap Keterampilan Berpikir Kritis dan Prestasi Belajar IPAS Peserta Didik Kelas X Aktafianto, R.A.; Yudana, I.M.; Ariawan, I.P.W.
Jurnal Administrasi Pendidikan Indonesia Vol. 14 No. 1 (2023)
Publisher : Pascasarjana Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jurnal_ap.v14i1.1849

Abstract

The purpose of this study was to determine the effect of the project-based e-Learning learning model on critical thinking skills and science achievement. This research has a quasi-experimental design. The population of this study was class X SMK Negeri 1 Tembuku for the 2022–2023 academic year, consisting of 10 classes (259 students). The research sample was taken using the random sampling technique; two classes were determined as samples and divided into two groups, namely the experimental group and the control group. Critical thinking skills data was collected with an essay test, and in science, learning achievement data was collected with an expanded multiple-choice test. Data analysis used the one-way MANCOVA statistical test with a significance level of 5% and continued with the LSD test. The results showed that (1) There are differences in critical thinking skills and learning achievement in science between students who learned with the PjBeL model and students who learned with the DEL model. (2) There are differences in critical thinking skills between students who learned with the PjBeL model and students learning with the DEL model. (3) There are differences in science learning achievement between students who learned with the PjBeL model and students learning with the DEL model. Based on the results of the study, it can be concluded that the PjBeL model influences students' critical thinking skills and learning achievement in science in Class X SMKN 1 Tembuku.
Evaluasi Program Pembinaan Kompetensi Guru Pendidikan Agama Katolik di Bimas Katolik Kantor Wilayah Kementerian Agama Provinsi Bali Utomo, A.N.; Yudana, I.M.; Divayana, D.G.H.
Jurnal Administrasi Pendidikan Indonesia Vol. 14 No. 1 (2023)
Publisher : Pascasarjana Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jurnal_ap.v14i1.1857

Abstract

This study aims to describe the effectiveness of the implementation of the Catholic Religious Education Teacher Competency Development program at the Catholic Community Guidance Office of the Ministry of Religion of Bali Province in terms of context, input, process, and product variables. Then evaluate together in terms of context, input, process, and product, as well as the constraints encountered and the solutions. The subjects in this study were 60 Catholic Religious Education Teachers who had participated in Catholic Religious Education Teacher Competency Development at the Catholic Community Guidance Center who were selected based on census techniques. This research is an evaluation research with a quantitative approach using the CIPP model (context, input, process, and product). Data were collected by means of questionnaires, documentation, and interviews and were analyzed descriptively quantitatively. Data analysis was performed by converting the raw score into a Z score (z-score) followed by a T score and then converted into the Glickman quadrant. The results of the study show the effectiveness of the implementation of the Catholic Religious Education Teacher Competency development program in Catholic Community Guidance in terms of the context obtained effective results (+), the effectiveness of the implementation of the Catholic Religious Education Teacher Competency development program in Catholic Community Guidance in terms of input obtained effective results (+), the effectiveness of program implementation Catholic Religious Education Teacher Competency Development in Catholic Community Guidance in terms of the process obtained effective results (+), the effectiveness of the implementation of the Catholic Religious Education Teacher Competency Development program in Catholic Community Guidance in terms of the product obtained effective results(+). Overall, the evaluation of context, input, process, and product variables in the implementation of the Catholic Religious Education Teacher Competency development program at the Catholic Community Guidance is classified as very effective (+ + + +).
Co-Authors Agung, A.A.G. Aktafianto, R.A. Ariawan, I.P.W. Divayana, D.G.H. Rejeki, S. Utomo, A.N. Yuliani, L.