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All Journal Jurnal PAJAR (Pendidikan dan Pengajaran) Dedikasi: Jurnal Pengabdian Masyarakat
Azizatul Khairi
University of Bengkulu
Religion Education Library & Information Science Social Sciences Other

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Pendampingan Penulisan Publikasi Ilmiah bagi Guru di Kota Bengkulu Azizatul Khairi; Rambat Nur Sasongko; Asti Putri Kartiwi; ijayani
DEDIKASI: Jurnal Pengabdian Masyarakat Vol 8 No 1 (2026): Dedikasi: Jurnal Pengabdian Masyarakat, Januari-Juni 2026
Publisher : Pusat Pengabdian Masyarakat LPPM IAIN Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/dedikasi.v8i1.11703

Abstract

Kegiatan pendampingan penulisan karya ilmiah bagi guru merupakan upaya strategis untuk meningkatkan kompetensi guru dalam menghasilkan tulisan dan publikasi ilmiah sebagai bagian dari pengembangan profesi berkelanjutan. Kegiatan ini dilaksanakan dengan melibatkan 40 orang guru dari berbagai jenjang pendidikan dasar dan menengah di Kota Bengkulu. Program ini menggunakan metode Participatory Action Research (PAR), meliputi pelatihan luring dan pendampingan daring. Kegiatan meliputi pre-test, penyampaian materi, praktik penulisan artikel, diskusi, dan evaluasi (post-test). Instrumen yang digunakan berupa tes pemahaman berbentuk kuis tertulis dengan rentang skor 0–15 untuk mengukur pemahaman peserta terkait teknik penulisan karya ilmiah. Hasil pre-test menunjukkan sebagian besar peserta (35%) memperoleh nilai 10, sedangkan hasil post-test menunjukkan peningkatan yang jelas, dengan 75% peserta memperoleh nilai 15. Hal ini menunjukkan bahwa guru telah memahami teknik penulisan karya ilmiah dengan lebih baik. Kegiatan ini berdampak positif dalam meningkatkan keterampilan penulisan karya ilmiah guru serta motivasi mereka untuk menghasilkan publikasi di jurnal ilmiah. Selain itu, kegiatan pendampingan menghasilkan draft artikel ilmiah yang disusun oleh peserta. Program ini diharapkan dapat menjadi model pengembangan kapasitas guru yang berkelanjutan dalam meningkatkan budaya menulis dan publikasi ilmiah di lingkungan sekolah. Kata kunci: penulisan karya ilmiah; publikasi ilmiah; pendampingan
Leadership in Action: Exploring Teacher Perceptions of Elementary School Principals in Rural Contexts Fitri Yulianti; Azizatul Khairi
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 4 (2026): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i4.303

Abstract

Effective principal leadership is critical for educational quality, yet empirical research on elementary school leadership in rural Indonesian contexts remains limited. This study examines teacher perceptions of principal leadership effectiveness across three core dimensions: personality traits, task implementation, and social relationship capabilities. The research was conducted in Nibung District, Musi Rawas Utara Regency, a rural area with diverse educational characteristics. A quantitative descriptive approach was employed, surveying 60 teachers selected through proportional random sampling from 238 elementary school teachers. Data were collected using validated questionnaires demonstrating strong psychometric properties (Cronbach's α = 0.832-0.856; CVI = 0.89) and analyzed using percentage techniques. Results indicate consistently positive teacher perceptions across all dimensions: personality (84%), task implementation (81.5%), and social capabilities (82.5%). Principals demonstrated particular strengths in providing responsible autonomy, modeling accountability, and building collaborative environments. However, areas requiring enhancement were identified in readiness planning, goal achievement encouragement, and conflict management capabilities. This study makes significant contributions to educational leadership literature by providing an integrated multidimensional analysis of principal competencies within rural Indonesian contexts—an understudied area in Southeast Asian educational research. The novelty lies in examining the intersection of teacher perceptions, leadership competency dimensions, and rural contextual factors. Findings provide empirical foundations for policy development and targeted professional development programs, particularly addressing strategic planning, motivational coaching, and conflict resolution competencies essential for sustainable elementary school improvement in resource-constrained rural settings.
Co-Authors Asti Putri Kartiwi Fitri Yulianti ijayani Rambat Nur Sasongko