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Misnah Misnah
Program Studi Pendidikan Sejarah, Jurusan Pendidikan Ilmu Pengetahuan Sosial, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Tadulako, Palu, 94119, Indonesia
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The Impact of the Principal’s Leadership on Teacher Performance in History at Palu State High School 5 Wiranto G. Baharu; Iskandar Iskandar; Misnah Misnah; Mahfud,M. Gamar; Minarni Nongtji
Journal of Educational Sciences Vol. 10 No. 4 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.4.p.458-470

Abstract

Education is a pillar of national development because it determines the quality of human resources. The leadership of school principals plays a strategic role in enhancing the motivation and performance of teachers, particularly history teachers, who play a vital role in shaping students’ character and competencies. This study aims to analyze the contribution of school principal leadership to the performance of history teachers at Palu State High School 5 and to describe teachers’ performance achievements in the classroom. The study employs a qualitative approach using the case study method. The research subjects included the principal, the vice principal for curriculum, history teachers, and students in grades 11–12. Data were collected through interviews, observations, and documentation, then analyzed using qualitative descriptive methods involving data reduction, narrative presentation, and drawing conclusions. The results indicate that the principal effectively fulfills a dual role as a supervisor, evaluator, and motivator. The principal guides teachers through formal and informal supervision, routinely monitors and evaluates learning, and encourages professional development by creating a conducive environment and providing recognition. This leadership contributes positively to the performance of history teachers, as evidenced by their mastery of subject matter, effective use of class time, appropriate pedagogical strategies, use of instructional media, and educational interactions with students. As a result, the principal’s leadership has enhanced professionalism, discipline, creativity, and the quality of education at Palu State High School No. 5.
Classroom Management Strategies for Improving the Effectiveness of History Instruction in Grade 11A at SMAN 1 Sindue Tobata, Donggala Regency Miszartin Miszartin; Misnah Misnah; Mahfud M. Gamar; Minarni Nongtji
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.386-399

Abstract

Schools play a strategic role in developing students’ potential through effective and conducive learning processes. Effective classroom management contributes to increased student engagement, discipline, and learning effectiveness. This study aims to analyze classroom management strategies in enhancing the effectiveness of history learning in Class XI A at SMAN 1 Sindue Tobata. The background of this study is based on the continued presence of various obstacles in the learning process, such as low student attention and participation, disruptive behavior, and an unproductive classroom environment. The study employed a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. The results of the study indicate that the main challenges include students’ lack of discipline, varying learning abilities, and an uncomfortable physical classroom environment. To address these challenges, the teacher implemented classroom management strategies through the enforcement of discipline based on class agreements, the use of varied teaching methods such as discussions and question-and-answer sessions, and the management of the physical classroom environment, including seating arrangements, cleanliness, lighting, and ventilation. These strategies proved effective in increasing student activity, concentration, and engagement in learning. Thus, effective classroom management plays a crucial role in creating a conducive learning environment and supports the optimal achievement of history learning objectives.
The Use of ChatGPT by History Education Students at the Faculty of Teacher Training and Education, Tadulako University, in Completing Academic Assignments Nur Ain Ramadhani; Iskandar Iskandar; Idrus Rore; Misnah Misnah
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.498-512

Abstract

The development of artificial intelligence (AI) has brought significant changes to the world of education, one of which is through the use of ChatGPT as a learning tool for students. This study aims to examine the use of ChatGPT by students in the History Education Program at the Faculty of Teacher Training and Education, Tadulako University, in completing academic assignments, as well as to analyze their perceptions and the impact of its use. The method used was descriptive qualitative research with data collection techniques including observation, interviews, and documentation. The results indicate that students utilize ChatGPT to simplify course material, draft academic assignments such as papers and essays, and identify initial references. Students assessed ChatGPT as having perceived usefulness and perceived ease of use that support the efficient completion of academic tasks. However, its use also leads to negative impacts, including dependency, the risk of plagiarism, and the potential for a decline in critical thinking skills. Thus, ChatGPT serves as a complementary learning tool, not a replacement for primary academic sources. This study concludes that the use of ChatGPT must be balanced with digital literacy and academic ethics so that its positive impacts can be optimized and its negative impacts minimized.
Teachers’ Efforts to Boost Students’ Motivation and Interest in History at Balaesang State High School No. 2 Ayu Inda Lestari; Misnah Misnah; Mahfud M. Gamar; Minarni Nongtji
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.615-630

Abstract

This study aims to examine the efforts of history teachers to increase students’ motivation and interest in learning history at Balaesang State Senior High School 2. The study employed a qualitative approach involving the school principal, two history teachers, and eight students as research participants. Data were collected through observation, interviews, and documentation, then analyzed using the Miles, Huberman, and Saldaña model, which includes data reduction, data presentation, and conclusion drawing. The findings indicate that students’ motivation and interest in learning history were generally in the moderate category. Learning motivation was reflected in students’ participation in discussions, willingness to ask questions, attention during lessons, and responsibility in completing assignments. Meanwhile, learning interest was evident in students’ enthusiasm for classroom activities, involvement in group work, and curiosity about historical topics. While some students viewed history as important for understanding past events and national values, others still perceived it as a subject dominated by memorization. To address these challenges, teachers implemented various instructional strategies, including discussions, presentations, question-and-answer sessions, debates, and project-based assignments. They also utilized visual media and educational technology, such as documentary videos and PowerPoint presentations, to make lessons more engaging and easier to understand. These efforts contributed to increased student participation, engagement, and understanding of historical material.
Co-Authors Ayu Inda Lestari Idrus Rore Iskandar Iskandar Mahfud M. Gamar Mahfud,M. Gamar Minarni Nongtji Minarni Nongtji Miszartin Miszartin Nur Ain Ramadhani Wiranto G. Baharu