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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Innovation and Research in Primary Education
Amin, Asriani
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Pengaruh Pemanfaatan Platform Ruang Guru dan Tenaga Kependidikan (GTK) dan Motivasi Guru terhadap Kompetensi Pedagogik Guru Sekolah Dasar di Kecamatan Turikale Kabupaten Maros: Penelitian Kuantitatif Amin, Asriani; Sahabuddin, Erma Suryani; Makkasau, Andi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.25138

Abstract

This study aims to determine the overview of the utilization of the Teacher and Education Personnel Space Platform (GTK) and teacher motivation in elementary schools in the Turikale district, Maros regency. It also seeks to determine the description of the pedagogical competence of elementary school teachers in Turikale district, Maros regency. Additionally, it aims to assess whether there is an influence of the utilization of the Teacher and Education Personnel Platform (GTK) and teacher motivation on the pedagogical competence of elementary school teachers in Turikale district, Maros regency. The results of this study indicate that 1) The utilization of the Teacher and Education Personnel Platform (GTK) and teacher motivation is consistently aligned with all indicators of its utilization within the favorable category group. 2) The pedagogical competence of elementary school teachers in Turikale district, Maros regency consistently falls within the dominant high category. 3) Based on data analysis, it is found that the value of The influence of the utilization of the Ruang Guru Platform and Educators (GTK) and teacher motivation on the Pedagogical Competence of Elementary School Teachers in the Turikale District of Maros Regency is indicated by a value of 6.317 with a significance level of 0.004, showing that there is a significant influence among the three variables in this study. This difference is also supported by the results of the hypothesis test, where the significance value of 0.004 < 0.05 indicates that H0 is rejected and H1 is accepted. There is an influence of the utilization of the Ruang Guru Platform and Educators (GTK) and teacher motivation on the Pedagogical Competence of Elementary School Teachers in the Turikale District of Maros Regency.
Can Synchronized Reading Improve Advanced Reading Abilities? A Classroom Action Research on the Neurological Impress Method Amin, Asriani; Mumpuniarti, Mumpuniarti
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2642

Abstract

Advanced reading difficulties significantly impede elementary students' academic progress, necessitating effective interventions that address both cognitive and affective dimensions of literacy development. This study examined teacher implementation of the Neurological Impress Method (NIM) and its effectiveness in improving advanced reading abilities among fifth-grade students experiencing reading difficulties. A two-cycle classroom action research design following Kemmis and McTaggart's model was conducted with 13 fifth-grade students at SD A Sangatta Utara, Indonesia. Data collection employed mixed methods including pre-post reading assessments, structured observations, interviews, and behavioral coding. The NIM intervention involved synchronized oral reading sessions between teacher and students, with progressive modifications based on reflective analysis. Significant improvements emerged across all reading dimensions. Mean scores increased 53.8% from baseline (50.9) to post-intervention (78.3), with student mastery rising from 30.7% to 84.6%. Component analysis revealed gains in pronunciation accuracy (46.8%), reading precision (53.9%), comprehension (37.3%), and prosody (41.8%). Behavioral indicators demonstrated substantial increases in reading confidence, with voluntary participation rising from 15.4% to 76.9%. Unexpectedly, high-performing students also showed continued improvement, suggesting NIM's applicability beyond remedial contexts. The Neurological Impress Method effectively enhanced both reading competencies and affective dispositions, establishing it as a feasible, resource-efficient intervention for elementary reading instruction.
Co-Authors Andi Makkasau Erma Suryani Sahabuddin Mumpuniarti Mumpuniarti