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All Journal Jurnal Ilmiah Pendidikan dan Pembelajaran Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Indonesian EFL Journal
Ngasbun Egar
Universitas PGRI Semarang, Semarang, Indonesia
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences

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Pengaruh Kepemimpinan Transformasional dan Komunitas Belajar dan terhadap Kualitas Pembelajaran di SMP Negeri Sewilayah Sukorejo Kabupaten Kendal Warsiyatun; Ngasbun Egar; Aryo Andri
Jurnal Manajemen Pendidikan dan Ilmu Sosial Vol. 7 No. 1 (2025): Jurnal Manajemen Pendidikan dan Ilmu Sosial (Desember 2025 - Januari 2026)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v7i1.6881

Abstract

Kualitas pembelajaran adalah ukuran keefektifan proses pembelajaran dalam mencapai tujuan yang telah ditetapkan. Tujuan dari penelitian ini adalah untuk menganalisis pengaruh kepemimpinan transformasional, komunitas belajar dan budaya sekolah secara bersama-sama terhadap kualitas pembelajaran. Pendekatan penelitian kuantitatif dengan metode survey, jenis penelitian korelasional. Populasi penelitian 238 guru dan sampel penelitian 149 guru, pengumpulan data dengan angket. Teknik analisis data dengan analisis data diskriptif, uji prasyarat yang meliputi uji normalitas, uji multikolinearitas, uji heteroskedastisitas, uji linieritas dan uji hipotesis meliputi regresi linier sederhana dan berganda. Hasil penelitian menunjukkan bahwa: 1) kepemimpinan transformasional berpengaruh terhadap kualitas pembelajaran sebesar 76,4%, dengan persamaan regresi Ŷ = 25.463 + 0,720X1 dengan nilai koefisien korelasi sebesar 0,703. 2) komunitas belajar terhadap kualitas pembelajaran sebesar 74,3%, dengan persamaan Ŷ = 11,082 + 0,779X3. Kemudian nilai koefisien korelasi r adalah sebesar 0,737. 3) budaya sekolah berpengaruh terhadap kualitas pembelajaran sebesar 75,3%, dengan persamaan regresi Ŷ = 1,842 + 0,894X3 dengan nilai koefisien korelasi sebesar 0,730. 4) kepemimpinan transformasional, komunitas belajar dan budaya sekolah berpengaruh terhadap kualitas pembelajaran sebesar 75,6%, dengan persamaan Ŷ = 4,727 + 0,159X1 + 0,460X2 + 0,344X3. Kemudian nilai koefisien korelasi r adalah sebesar 0,746.
Implementasi Pembelajaran Berdiferensiasi dalam Meningkatkan Kualitas Pembelajaran di Sekolah Dasar Aniq Jihan Furoidah; Ngasbun Egar; Aryo Andri
Jurnal Manajemen Pendidikan dan Ilmu Sosial Vol. 7 No. 3 (2026): Jurnal Manajemen Pendidikan dan Ilmu Sosial (April - Mei 2026)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v7i3.8095

Abstract

Pembelajaran berdiferensiasi merupakan pendekatan yang penting dalam mengakomodasi keberagaman karakteristik peserta didik di sekolah dasar, namun implementasinya di kelas masih belum optimal. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis implementasi pembelajaran berdiferensiasi dalam meningkatkan kualitas pembelajaran di sekolah dasar. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Subjek penelitian terdiri dari kepala sekolah dan guru, dengan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi. Analisis data dilakukan secara interaktif melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi pembelajaran berdiferensiasi dilakukan melalui diferensiasi konten, proses, dan produk. Diferensiasi konten dilakukan dengan menyesuaikan materi berdasarkan kesiapan belajar siswa, diferensiasi proses melalui variasi metode dan aktivitas pembelajaran, serta diferensiasi produk melalui pemberian pilihan bentuk tugas kepada siswa. Implementasi tersebut berdampak pada meningkatnya keterlibatan, pemahaman, serta suasana pembelajaran yang lebih aktif dan menyenangkan. Namun demikian, masih terdapat kendala berupa keterbatasan waktu, kompetensi guru, dan dukungan sarana prasarana. Penelitian ini memberikan kontribusi dalam pengembangan praktik pembelajaran berdiferensiasi yang lebih adaptif dalam meningkatkan kualitas pembelajaran di sekolah dasar.
Causal Model of the Influence of Instructional Leadership, Teacher Competence, and Work Culture on Educational Quality in Public Junior High Schools Wiwik Widayati; Maryanto; Ngasbun Egar
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 9 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v9i3.99301

Abstract

Improving the quality of education is a strategic challenge that requires synergy between instructional leadership, teacher professionalism, and school work culture. This study aims to analyze the causal model of the influence of instructional leadership, teacher professional competence, and work culture on educational quality. A quantitative approach with a correlational design was used, involving 173 teachers as respondents selected through a proportional random sampling technique. Data were collected using a standardized questionnaire that had been validated and tested for reliability. Data analysis was conducted using descriptive statistics to describe the characteristics of the respondents, correlation analysis to assess the strength of the relationship between variables, and multiple regression to estimate the contribution of independent variables to the variance in educational quality. The results showed that instructional leadership, teacher professional competence, and work culture each had a positive and significant effect on academic quality. The correlation coefficient indicated a strong relationship between the three variables and educational quality, while multiple regression analysis revealed a simultaneous contribution of 57.8% (R² = 0.578) to the variation in academic quality. This study also assessed the instrument's consistency through Cronbach's alpha calculation and conducted tests for the classical assumptions of normality, multicollinearity, and heteroscedasticity to ensure the reliability of the regression estimates. Theoretically, this study enriches the literature on the causal interactions of the three dimensions; practically, the findings are recommended for stakeholders to design key capacity-building interventions.
ARABIC L1 TRANSFER IN ENGLISH SYNTAX ACQUISITION: A SYSTEMATIC REVIEW WITH PEDAGOGICAL IMPLICATIONS Abdussalam Alshinti; Ngasbun Egar; Senowarsito Egar
Indonesian EFL Journal Vol. 12 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i3.212

Abstract

: For decades, the transfer of first language (L1) knowledge has been recognized as a significant factor shaping second language (L2) syntactic development, particularly when L1 and L2 differ typologically. This systematic review examines how Arabic L1 transfer affects English syntax acquisition among Arabic-speaking EFL learners, synthesizing 14 empirical studies published between 2018 and 2026 and identified through a PRISMA 2020-guided search of five academic databases. Drawing on Contrastive Analysis Hypothesis, Error Analysis, and Interlanguage Theory, the review finds that transfer effects concentrate in five syntactic domains: word order, article usage, subject-verb agreement, verb tense/aspect, and relative clause formation. Negative transfer was most pronounced where Arabic and English diverge structurally, with indefinite article omission and VSO-to-SVO word order transfer emerging as the most frequently reported error types; positive transfer, though comparatively understudied, was documented consistently wherever structural or categorical overlap existed, such as in definite article marking and parallel adjective ordering. Cross-study comparison further revealed that transfer outcomes are not determined by structural distance alone, but are jointly shaped by dialectal variation within Arabic itself, learner proficiency level, and the degree of explicit contrastive awareness learners receive during instruction. Based on these findings, the review offers practical pedagogical recommendations, including contrastive grammar instruction, error-analysis-based corrective feedback, structured input processing, consciousness-raising tasks, and the strategic use of L1 in the EFL classroom. The study contributes a consolidated, evidence-based account of Arabic-English syntactic transfer capable of informing both future research directions and classroom practice for Arabic-speaking learners of English.
Co-Authors Abdussalam Alshinti Aniq Jihan Furoidah Aryo Andri Maryanto Maryanto Senowarsito Egar Warsiyatun Wiwik Widayati