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All Journal Jurnal Studi Guru dan Pembelajaran SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran
Petrus Irianto
Universitas Cendrawasih
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PERAN ORANG TUA DALAM PENGUATAN LITERASI DASAR MEMBACA DAN MENULIS SISWA Wahyuni Arianti Djara Raba; Tanta Tanta; Kusdianto Kusdianto; Juliana Waromi; Yulius Mataputun; Petrus Irianto
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10065

Abstract

This study aims to describe and analyze the role of parents in strengtheing basic literacy in reading and writing among students of SD YPPGI Dome, Lanny Jaya Regency, Highland Papua Province. This research employs a descriptive qualitative method, with data collection techniques including interviews, observations, and documentation. The results show that parental involvement in strengthening basic literacy in reading and writing has not yet been optimal or evenly distributed. The study focuses on several aspects, including the role of parents as mentors, role models, facilitators, motivators, communicators, and providers of rewards and punishments, as well as the ssupporting and inhibiting factors and their impact on students’ basic literacy. Data analysis was conducted through data reduction, data presentation, and drawing conclusions.The role of parents as mentors and role models remains limited and inconsistent, while their role as facilitators is constrained by minimal learning resources and environment, particularly the conditions of the honai and limited electricity. The role of parents as motivators has the strongest influence on students’ learning enthusiasm and self-confidence. Communication between parents and teachers is still insufficient and not continuous, whereas parents’ role as providers of rewards and punishments has been carried out but is not yet fully educational. The main supporting factors are direct guidance, structured learning time, and emotional support, while the inhibiting factors include parents’ busyness, parents’ educational background, limited facilities, economic and geographic conditions, and weak school–parent communication. This study contributes conceptually to family literacy practices in 3T areas, based on the socio-cultural context of Highland Papua.
IMPLEMENTASI KOMPETENSI KEPRIBADIAN GURU UNTUK PENGUATAN KARAKTER TOLERANSI DALAM PEMBELAJARAN SISWA Yumri Yublince Anin; Yulius Mataputun; Albaiti Albaiti; Petrus Irianto; Robert Masreng; Urip Wahyudin
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10066

Abstract

This study aims to analyze the implementation of teachers’ personality competence in strengthening students’ character of tolerance in the learning process, the supporting and inhibiting factors of its implementation, as well as its impact on students’ attitudes, the learning environment, and students’ social relationships at SD Negeri Yokobak, Lanny Jaya Regency, Papua Highlands Province. This research employed a qualitative approach using a case study design. Data collection techniques included in-depth interviews, observations, and documentation. The research informants consisted of the principal, teachers, students, and parents. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing, with data validity ensured through source and technique triangulation. The findings indicate that teachers’ personality competence reflecting a stable, mature, wise, authoritative, and morally upright character has been concretely implemented in both classroom learning and school life. This implementation contributes to the development of students’ tolerant attitudes, the creation of a safe and inclusive learning environment, and the establishment of harmonious social relationships among students. The main supporting factors include teachers’ role modeling and consistency, support from the principal, and a school culture oriented toward tolerance values. Meanwhile, the inhibiting factors include limited facilities, lack of teacher training, differences in family backgrounds, and the socio-economic conditions of students’ environments. The conclusion of this study confirms that teachers’ personality competence plays a strategic role in strengthening students’ character of tolerance. These findings provide important implications for strengthening character education practices in primary schools and serve as a foundation for policy development and further research related to tolerance education in multicultural regions.
Peran Kepala Sekolah Sebagai Pemimpin Pembelajaran Dalam Meningkatkan Profesionalisme Guru Prayitno Prayitno; Petrus Irianto; Ida Mariati Hutabarat; Happy Lumbantobing; Kusdianto Kusdianto; Juliana Waromi
Jurnal Studi Guru dan Pembelajaran Vol. 9 No. 1 (2026): Januari - April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.9.1.2026.8253

Abstract

Urgensi penelitian ini terletak pada perlunya mengeksplorasi model kepemimpinan di wilayah dengan tantangan ekstrem, di mana keterbatasan infrastruktur berupa status blank spot internet dan ketersediaan listrik tenaga surya yang hanya sebesar 500 watt menuntut resiliensi manajerial agar kualitas pembelajaran tetap terjaga. Penelitian ini bertujuan menganalisis peran kepala sekolah sebagai pemimpin pembelajaran dalam meningkatkan profesionalisme guru di SMAN Tiomneri. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara mendalam, observasi pembelajaran, dan telaah dokumen Subjek penelitian ini melibatkan delapan informan kunci yang dipilih melalui teknik purposive sampling, terdiri dari satu orang Kepala Sekolah (KS), satu orang Wakil Kepala Sekolah (WK) bidang kurikulum, dan enam orang guru . Analisis data dilakukan dengan model interaktif (reduksi, penyajian, dan penarikan kesimpulan), sedangkan keabsahan data diuji melalui triangulasi sumber, teknik, dan waktu, serta didukung member check dan peer debriefing. Hasil penelitian menunjukkan bahwa kepala sekolah menjalankan kepemimpinan pembelajaran melalui lima tanggung jawab utama, yaitu: 1) mendefinisikan dan mengkomunikasikan visi misi sekolah dengan menyelaraskan arah program sekolah, penegasan target kerja, dan penguatan komitmen guru agar pembelajaran tetap berorientasi pada tujuan; 2) mengoordinasikan kurikulum melalui fasilitasi perencanaan perangkat ajar, rapat/kerja kurikulum, koordinasi lintas mata pelajaran, serta dorongan inovasi pembelajaran yang kontekstual; 3) melaksanakan supervisi pembelajaran melalui kunjungan kelas, umpan balik, pendampingan, dan tindak lanjut perbaikan perangkat serta praktik mengajar; 4) memantau kemajuan belajar peserta didik melalui evaluasi hasil belajar, pembahasan capaian, serta program remedial dan pengayaan sebagai dasar perbaikan pembelajaran; dan 5) memelihara iklim belajar positif dengan penguatan disiplin, budaya kolaborasi, komunikasi kerja, serta dukungan pembinaan yang mendorong guru terus berkembang. Faktor pendukung mencakup dukungan komite/orang tua, komitmen guru, forum MGMP sekolah, pemanfaatan potensi lokal sebagai sumber belajar, dan motivasi peserta didik. Secara ilmiah, penelitian ini memberikan kontribusi empiris bagi pengembangan praktik kepemimpinan pembelajaran pada konteks SMAN Tiomneri sebagai sekolah menengah atas negeri di Kabupaten Lanny Jaya, Provinsi Papua Pegunungan.
Implementasi Penguatan Pendidikan Karakter Berbasis Kelas dalam Meningkatkan Kompetensi Sosial Emosional Siswa Sadly Ansi; Petrus Irianto; Ida Mariati Hutabarat; Robert Masreng; Monika Gultom; Ewendi W. Mangolo
Jurnal Studi Guru dan Pembelajaran Vol. 9 No. 1 (2026): Januari - April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.9.1.2026.8254

Abstract

Penelitian ini bertujuan menganalisis implementasi Penguatan Pendidikan Karakter (PPK) berbasis kelas dalam meningkatkan kompetensi sosial emosional siswa di SMP Negeri 1 Malagai, Kabupaten Lanny Jaya, Provinsi Papua Pegunungan. Kajian ini didasarkan pada urgensi model supervisi kolaboratif yang efisien untuk mengatasi berbagai hambatan instruksional di daerah terpencil. Menggunakan pendekatan kualitatif dengan desain studi kasus, data dihimpun melalui wawancara mendalam, observasi pembelajaran, dan studi dokumentasi yang melibatkan kepala sekolah, guru, siswa, hingga tokoh adat setempat. Analisis data dilakukan secara interaktif dengan uji keabsahan melalui teknik triangulasi dan member checking. Temuan penelitian menunjukkan bahwa PPK berbasis kelas dilaksanakan melalui integrasi nilai karakter dalam perencanaan, praktik keteladanan serta disiplin positif dalam pelaksanaan, serta evaluasi reflektif yang kontekstual. Nilai kearifan lokal seperti semangat kebersamaan dan aturan adat diintegrasikan untuk memperkuat pengalaman sosial siswa di lingkungan kelas. Faktor pendukung utama mencakup komitmen guru dan dukungan komunitas, sedangkan hambatan dominan meliputi keterbatasan akses listrik, internet, sarana belajar, serta beban administrasi. Implementasi ini terbukti memperkuat lima pilar kompetensi sosial emosional siswa, yakni kesadaran diri, pengelolaan emosi, empati, keterampilan berelasi, dan pengambilan keputusan bertanggung jawab. Disimpulkan bahwa dalam konteks wilayah 3T Papua Pegunungan, keberhasilan pendidikan karakter lebih ditentukan oleh konsistensi praktik keteladanan dan pengalaman sosial yang nyata dibandingkan sekadar pemenuhan kelengkapan administrasi formal. Hal ini menegaskan pentingnya pendekatan pendidikan yang adaptif terhadap realitas lokal demi menjamin mutu pembelajaran yang berkelanjutan.
STRATEGI KEPEMIMPINAN KEPALA SEKOLAH DALAM MENINGKATKAN KINERJA GURU DI ERA DIGITALISASI Edison Rumbiak; Petrus Irianto; Robert Masreng; Ida M. Hutabarat; Yulius Mataputun; Diki Kurniawan
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i2.10080

Abstract

This research aims to analyze the principal's leadership strategies in improving teacher performance in the digitalization era at SMP Negeri 2 Tiom, Lanny Jaya Regency, Highland Papua Province. The focus includes strategies for fostering morale and confidence, providing guidance and direction, the role of modeling, and providing inspiration, as well as identifying supporting factors, inhibitors, and the impact of these strategies. This study employs a qualitative approach with a case study design. Data were collected through in-depth interviews with eight informants (principal, teachers, operator, committee, and students), participant observation, and documentation studies. Data analysis was conducted using the Miles and Huberman interactive model, consisting of data condensation, data display, and conclusion drawing. The results indicate that the principal implements a "Context-Responsive Digital Leadership" strategy through a humanist and communicative approach to reduce the psychological barriers of teachers in 3T (Frontier, Outermost, and Disadvantaged) regions. Guidance is provided through reflective clinical supervision and internal peer mentoring programs to overcome the limitations of external training. The principal's digital role modeling in school administration serves as a catalyst for teachers to begin adopting technology gradually. The findings identify that the availability of 24-hour electricity since mid-2024 is a primary supporting factor, while internet infrastructure and the 2026 student device restriction policy are significant inhibitors. The implementation of these strategies has a positive impact on increasing teacher discipline and student learning motivation. The study concludes that integrating "Noken" local wisdom values into the school's digital culture strengthens the resilience of educational institutions in remote areas.
Co-Authors Albaiti Albaiti Diki Kurniawan Edison Rumbiak Ewendi W. Mangolo Happy Lumbantobing Ida M. Hutabarat Ida Mariati Hutabarat Juliana Waromi Kusdianto Kusdianto Monika Gultom Prayitno Prayitno Robert Masreng Sadly Ansi Tanta Tanta Urip Wahyudin Wahyuni Arianti Djara Raba Yulius Mataputun Yumri Yublince Anin