Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Konseling dan Pendidikan Journal of Islamic Early Childhood Education
Hartini, Juli
Unknown Affiliation
Religion Humanities Education Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Improving Early Childhood Speaking Skills Through Audio Visual Media Rambe, Khairul Fadli; Sameto, Mayang Belia; Hartini, Juli; Helena, Helena
Journal of Islamic Early Childhood Education Vol. 2 No. 1 (2024): June
Publisher : Institute of Research and Community Service STAI Yayasan Tarbiyah Islamiyah Kota Padang

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

Abstract

Students' ability in learning speaking skills has not developed much. Many students have difficulty speaking in front of the class. They do not have high self-confidence in learning speaking skills. This problem can be overcome through audio-visual media that makes students interested in speaking by telling the contents of the learning videos they see and hear. This study aims to describe: (1). Daily learning implementation plan, Improving Learning Speaking Skills Through Audio-Visual Media for Children Aged 5-6 Years, (2). Implementation, Improving Learning Speaking Skills Through Audio-Visual Media for Children Aged 5-6 Years, (3) Assessment of Improving Learning Speaking Skills Through Audio-Visual Media for Children Aged 5-6 Years. The research conducted by the author uses a qualitative and quantitative approach with the type of classroom action research. The subjects of the research conducted by the author were 10 students. The learning process of improving learning through audio-visual media consists of 3 activities, namely: (1) Initial Activities, (2) Core Activities consisting of 3 stages, namely (a) pre-speaking stage, (2) speaking stage, (c) post-speaking stage and (3) Final Activities. To see and know the results obtained in improving speaking skills learning through audio-visual media, data related to student and teacher activities were taken. As well as data on the achievement of improving students' speaking skills learning. The results obtained after the implementation of cycles I, II and during the preliminary study have experienced good improvement.
Pathways to teacher performance: a multivariate analysis of transformational leadership, empowerment, trust, and achievement motivation Hartini, Juli; Setyaningsih, Sri; Suhendra
Jurnal Konseling dan Pendidikan Vol. 13 No. 4 (2025): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1192600

Abstract

Teacher performance is a key determinant of educational quality and school effectiveness and is shaped by the interaction of organizational and psychological factors. This study examines a multivariate model of teacher performance by analyzing the direct and indirect effects of transformational leadership, empowerment, and trust through achievement motivation among junior high school teachers in Bekasi City. A quantitative survey design was employed involving 177 teachers selected through multistage proportional random sampling from 19 schools across six districts. Data were collected using validated scales adapted from established studies and measured on a five-point Likert scale. The data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) to assess direct and indirect relationships, complemented by the SITOREM method for indicator prioritization. The results indicate that transformational leadership (β = 0.351), empowerment (β = 0.195), trust (β = 0.271), and achievement motivation (β = 0.189) have significant positive direct effects on teacher performance, while transformational leadership and empowerment also exert indirect effects through trust (β = 0.091; β = 0.055) and achievement motivation (β = 0.075; β = 0.033). The structural model explains a substantial proportion of variance in teacher performance (R²), indicating strong model robustness. SITOREM analysis identifies work quantity, job achievement, and achievement stimulation as priority indicators for improvement, whereas work quality and teamwork should be maintained. This study contributes theoretically by validating a multivariate teacher performance model and practically by providing a data-driven framework to help school leaders and policymakers strategically enhance teacher performance in secondary education contexts.
Co-Authors Helena Helena, Helena Mayang Belia Sameto Rambe, Khairul Fadli Setyaningsih, Sri Suhendra