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Cetta: Jurnal Ilmu Pendidikan
Published by Jayapangus Press
ISSN : -     EISSN : 26150891     DOI : -
Core Subject : Education,
Education
Cetta: Jurnal Ilmu Pendidikan is an scientific journal published by Jayapangus Press, aims at providing scientific insights regarding various educational situations or interactions, of all level and types of education. The foci of the journal are: 1) Review of educational curriculum, 2) Review of learning materials, 3) Teaching media and teaching aids, 4) Teaching methods and strategies, 5) Teacher’s competencies, 6) Studies on learner’s and teacher’s development, 7) Educational institution management studies, 8) Characters, gender, and educational evaluation.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 31 Documents
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Search results for , issue "Vol 8 No 2 (2025)" : 31 Documents clear
Peran Guru Pendidikan Agama Islam Dalam Menanamkan Nilai-Nilai Religius Pada Siswa SMP Muhammadiyah 1 Gatak Program Khusus Fitriyan, Yassir Hafidh; Salim, Hakimuddin
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 2 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i2.4150

Abstract

Islamic Religious Education (PAI) has an important role in shaping the character and morals of students. PAI teachers as educational agents are not only in charge of delivering teaching materials, but also act as role models who guide students in spiritual, social, and ethical aspects. This study aims to analyze the role of PAI teachers in instilling students' religious values, the challenges faced, and the strategies applied in learning the supporting and inhibiting factors in the internalization process. The research method used is qualitative with a phenomenological approach. Data were collected through observations, interviews, and literature studies relevant to the role of teachers in Islamic education. Data analysis used Miles and Huberman interactive analysis in the form of data reduction, data presentation and drawing conclusions. The results showed that PAI teachers act as educators, mentors, and motivators in learning. Teachers are required to have pedagogical, personality, social, and professional competencies to create an effective learning environment. In addition, the challenges faced by PAI teachers include low student interest in learning, uncontrolled influence of technology, and limited learning facilities. To overcome these challenges, PAI teachers apply character-based learning strategies, contextual approaches, and technology integration in learning. Supporting factors for the cultivation of religious values are the support of the academic community, a conducive school environment and the role of parents. While the inhibiting factors are the lack of seriousness of students, time constraints and the role of parents. This study concludes that the role of PAI teachers is very significant in building students' morals and character, especially in instilling students' religious values.
Implementasi Kepemimpinan Transformasional Kepala Sekolah Dalam Meningkatkan Prestasi Kepramukaan Di SDN Bringin 01 Kota Semarang Arifana, Arifana; Bunyamin, Bunyamin; Rasiman, Rasiman
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 2 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i2.4156

Abstract

In the field of education, school principals play a strategic role as leaders who motivate, inspire, and empower teachers and students to enhance the quality of education. Extracurricular activities, particularly scouting, significantly contribute to the improvement and development of students' character and behavior. Through scouting activities, students are not only trained in practical skills but also educated and instilled with values such as leadership, teamwork, and responsibility. SDN Bringin 01 in Semarang City is very optimistic and consistent in its commitment to developing scouting activities as part of the school's efforts to improve scouting achievements. However, the challenge lies in how the principal can effectively implement transformational leadership to enhance students' scouting achievements. This challenge is particularly relevant given the central role of the principal in creating a conducive environment for developing students' potential and interests. This research employs a qualitative approach using various techniques for data collection, including interviews, observations, and document analysis. By using this approach, the study aims to deeply explore the implementation of transformational leadership by the principal at SDN Bringin 01 in Semarang City in improving scouting achievements. The research seeks to examine the dynamics of a principal's leadership, including interactions between the principal and various stakeholders such as the school committee, teachers, scout trainers, and students. Additionally, this study will analyze how these interactions influence the success of scouting activities at the school. The results of this research indicate that the principal has successfully implemented transformational leadership principles effectively, including modeling behavior, motivation, effective communication, and wise decision-making. This leadership approach has proven to enhance teachers' motivation, dedication, collaboration, and competence in improving scouting achievements. Furthermore, there has been a significant increase in student participation in scouting activities, reflected in better achievements at both the sub-district and city levels.
Implications of Transformational Leadership of School Principals and Work Culture on Teacher Work Motivation at SMP Negeri Sub Rayon 11 Semarang City Wasminto, Bambang; Kusumaningsih, Widya; Violinda, Qristin
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 2 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i2.4159

Abstract

Teachers' work motivation is one of the main challenges in improving the quality of education in Indonesia, especially in SMP Negeri Sub Rayon 11 Semarang City which still records a teacher work motivation rate of only 41.5%. This condition requires intervention from the managerial aspect, especially in terms of the principal's leadership style and the work culture applied in the school. This study aims to analyze the influence of transformational leadership of school principals and work culture on teachers' work motivation at SMP Negeri Sub Rayon 11 Semarang City. This study uses a quantitative approach with a survey method involving 116 ASN teachers. Data was collected through a questionnaire and analyzed using the Structural Equation Modeling-Partial Least Square (SEM-PLS) method with Smart PLS 3.3.3 software. The results showed that transformational leadership had a positive and significant effect on teachers' work motivation (β = 0.301; p = 0.001) and work culture also had a positive and significant effect (β = 0.365; p = 0.000). Simultaneously, these two variables contributed 45.6% to the variation in teachers' work motivation (R² = 0.456). The conclusion of this study is that strengthening a conducive work culture and the implementation of transformational leadership by school principals can effectively increase teachers' work motivation. These findings also provide practical implications for school managers to create an inspiring and collaborative work environment in supporting the optimal performance of teachers in schools. These findings are expected to be a reference for school managers and policy makers in efforts to improve the quality of education at the junior high school level.
Pengaruh Kepemimpinan Instruksional Dan Motivasi Kerja Guru Terhadap Kualitas Pembelajaran Sekolah Penggerak SMA Negeri Kota Semarang Suratmin, Suratmin; Soegeng Ysh, A. Y.; Kusumaningsih, Widya
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 2 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i2.4160

Abstract

Education report card data shows that the quality of learning in the indicators of learning methods and teacher motivation is not optimal. There is still a gap in each school that has the status of a school mover. The objectives of this study are: (1) to analyze the influence of instructional leadership on the quality of learning, (2) to analyze the influence of teachers' work motivation on the quality of learning, and (3) to analyze the joint influence of instructional leadership and teachers' work motivation on the quality of learning of the Semarang City State High School Mover. Quantitative research approach with survey method. Type of correlational research. The research population is 270 teachers and the research sample is 162 teachers. Data collection with questionnaires. Data analysis techniques with descriptive data analysis, prerequisite tests including normality tests, multicollinearity tests, heteroscedasticity tests, linearity tests and hypothesis tests including simple and multiple linear regression. The results of the study showed that: (1) the influence of instructional leadership on the quality of learning was 45.50%, with the regression equation Ŷ = 44.388 + 0.756X1 with a correlation coefficient value of 0.455. (2) the influence of teacher work motivation on the quality of learning was 36.80%, with the regression equation Ŷ = 56.466 + 0.758 X2 with a correlation coefficient value of 0.368. (3) the influence of instructional leadership and teacher work motivation on the quality of learning was 51.40%, with the equation Ŷ = 24.383 + 0.543 X1 + 0.384 X2. Then the correlation coefficient value r is 0.514. The conclusion of this study is that instructional leadership and teacher work motivation have an effect on the quality of learning by 51.40%.
Pengaruh Supervisi Akademik, Budaya Organisasi Dan Motivasi Kerja Guru Terhadap Kompetensi Profesional Guru Sekolah Dasar Negeri Nurwati, Dian; Bunyamin, Bunyamin; Rasiman, Rasiman
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 2 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i2.4161

Abstract

Professional teachers must be able to master learning planning, learning implementation, and evaluation of the learning process. The objectives of the study: 1) to determine the magnitude of the influence of academic supervision on teacher professional competence, 2) to determine the magnitude of the influence of organizational culture on teacher professional competence, 3) to determine the magnitude of the influence of teacher work motivation on teacher professional competence, and. 4) to determine the magnitude of the influence of academic supervision, organizational culture and teacher work motivation together on teacher professional competence. The research approach used is quantitative. This type of research is correlational. The population of the study was 377 teachers and the research sample was 194 teachers. Data collection using a questionnaire. The analysis technique of this study was descriptive data analysis, prerequisite tests including normality tests, multicollinearity tests, heteroscedasticity tests, linearity tests and hypothesis tests including simple and multiple linear regression. The results of the study: 1) The influence of academic supervision has a significant effect on professional competence variables by 80.0%. 2) The influence of organizational culture has a significant effect on professional competence variables by 71.5%. 3) The influence of work motivation has a significant effect on the variable of professional competence by 70.7%. 4) The significant influence of academic supervision, organizational culture and work motivation on teacher professional competence is 82.9%. The conclusion of this study is that there is a significant influence of academic supervision, organizational culture and work motivation on teacher professional competence by 82.9%.
Implementasi Supervisi Akademik dalam Meningkatkan Kompetensi Pedagogik Guru di SMA Negeri 1 Gubug Pratiwi, Ari Suci; Kusumaningsih, Widya; Violinda, Qristin
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 2 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i2.4162

Abstract

Education plays a strategic role in improving the quality of human resources, which is highly dependent on teacher competence, especially pedagogical competence. However, research shows that teacher pedagogical competence still needs to be improved. Academic supervision by the principal is the main strategy in improving this competence. This study aims to describe and analyze the implementation of academic supervision at SMA Negeri 1 Gubug with a descriptive qualitative approach. Data were collected through interviews, observation, and documentation, then analyzed through presentation, reduction, and drawing conclusions. The results of the study showed that 1) academic supervision planning was carried out periodically at the beginning of the school year and reviewed every semester. The supervision team consisting of the principal, vice principal, and senior teachers, prepared a supervision program based on the results of previous supervision and analysis of educational report cards, making schedules, preparing instruments, and selecting appropriate supervision approaches and techniques, 2) the implementation of academic supervision was carried out according to schedule without disrupting learning covering three stages: pre-observation, observation, and post-observation. Pre-observation was carried out by checking the learning administration and discussing teacher self-development in a relaxed atmosphere. Observation was carried out by observing the learning process directly in the classroom. Post-observation focuses on evaluating learning that has been carried out by teachers, 3) evaluation and follow-up of academic supervision involves joint reflection between supervisors and teachers to provide constructive feedback. individually through direct input and motivation to teachers, and classically through training facilitation such as In House Training (IHT), Workshops, and participation in Learning Communities (Kombel) and Subject Teacher Deliberations (MGMP). With structured academic supervision, improving teachers' pedagogical competence can be done optimally and sustainably.
Korelasi Implementasi Kurikulum Merdeka Dan Platform Merdeka Mengajar Dengan Kompetensi Profesional Guru Di Sekolah Dasar Negeri Ristianni, Hajar; Yuliejantiningsih, Yovitha; Prayito, Muhammad
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 2 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i2.4165

Abstract

Competence is defined as knowledge, skills, and abilities mastered by a person who has become part of himself so that he can carry out cognitive, affective, and psychomotor behaviors as well as possible. The purpose of this study is to: 1) ascertain the magnitude of the influence of the implementation of the independent curriculum on teacher professional competence, 2) ascertain the magnitude of the influence of the independent teaching platform on teacher professional competence, and 3) ascertain the magnitude of the influence of the implementation of the independent curriculum and the independent teaching platform collectively on teacher professional competence. The research approach employed in this study is quantitative. The type of research conducted is correlational research. The research population comprised 377 teachers, from which a research sample of 194 teachers was determined. Data collection was executed through the administration of a questionnaire. The data analysis techniques utilized encompassed descriptive data analysis, prerequisite tests including normality tests, multicollinearity tests, heteroscedasticity tests, linearity tests, and hypothesis tests comprising simple and multiple linear regression. The results of the study are: 1) The effect of the implementation of the independent curriculum has a significant and strong effect on the variable of teacher professional competence by 69.4%. 2) The effect of the independent teaching platform has a significant and strong effect on the variable of teacher professional competence by 69.5%. 3) The significant influence of X1, and X2 on Y is 86.5%. The conclusion drawn from this study indicates that the significant influence of the implementation of the independent curriculum and the independent teaching platform on teacher professional competence is 86.5%.
Manajemen Digitalisasi Sekolah Untuk Meningkatkan Mutu Akademik Di SMA Negeri 1 Karangrayung Marginingsih, Peni; Kusumaningsih, Widya; Violinda, Qristin
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 2 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i2.4174

Abstract

The Industrial Revolution 4.0 has brought major changes in various fields, including education, by triggering significant innovation and digital transformation. The Ministry of Education and Culture (Kemendikbud) launched a school digitalization program as an effort to prepare human resources to face the industrial revolution 4.0. School digitalization is an intervention that encourages the provision of fast, automatic, and open services so that they can be in line with current technological and information developments and not be left behind by other countries.This study aims to describe and analyze the planning, organization, implementation, evaluation of school digitalization to improve academic quality at SMAN 1 Karangrayung. In this study, the informants selected with a total of 23 people consisting of the Principal, 2 Vice Principal, 8Teachers and 12 Students. This study uses a qualitative approach using observation, interview and documentation methods for data collection. The data analysis technique in this study uses quantitative descriptive. Based on the results of the study, the Planning carried out by SMA Negeri 1 Karangrayung in carrying out school digitalization management to improve academic quality is fairly good. There are five components in the planning stage, namely planning goals, researching problems and work, collecting data and information, determining the management stage, formulating problem solving. For organizing there are three components, namely effective division of labor, team formation, and implementation of meetings. For Implementation there are five components, namely determining the start of implementation, providing examples, providing motivation, communicating the entire direction of work, fostering school digitalization management. For Evaluation there are four components, namely determining standards or basis for supervising, and measuring the implementation of teacher work, comparing implementation with standards, taking corrective actions.
Pengaruh Media Interaktif Educaplay terhadap Hasil Belajar IPA Peserta Didik Kelas V Sekolah Dasar Ge’e, Ros Suryaningsih; Dahlan, Zaini
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 2 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i2.4184

Abstract

Science education in elementary schools requires innovative learning media to improve student learning outcomes. One of the interactive media that can be used is educaplay media, which offers various educational game-based activities. However, the effectiveness of this media in improving students' science learning outcomes in elementary schools still needs further research. Therefore, this study aims to analyze the effect of using educaplay interactive media on the science learning outcomes of fifth grade students. Quasi-experimental design was applied as a method of this research with nonequivalent control group design as its design. The research sample consisted of 70 students, who were divided into two groups, namely, the experimental group using educaplay media and the control group using conventional media. The research instruments were in the form of learning outcome tests and documentation. The data obtained were analyzed using normality tests, homogeneity tests, and hypothesis tests through independent sample t-tests. The results of the study showed that there were significant differences between the experimental group and the control group. The results of the independent sample t-test showed a sig value (2-tailed) = 0.001 <0.05, which means that the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. Thus, the use of educaplay media has been proven to have a positive effect on students' science learning outcomes. Students who learn with educaplay media show better conceptual understanding and are more motivated than students who learn using conventional media. In conclusion, educaplay as an interactive learning media can improve the science learning outcomes of grade V elementary school students. Therefore, its use can be considered as an alternative in science learning to increase student involvement and understanding.
Pengaruh Supervisi Akademik Kepala Sekolah Terhadap Kompetensi Pedagogik Guru Di SD Negeri Kecamatan Margadana Kota Tegal Jayanti, Rowi; Yuliejantiningsih, Yovitha; Prayito, Muhammad
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 2 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i2.4186

Abstract

This study analyzes the influence of academic supervision of school principals on the pedagogic competence of teachers at SDN Margadana Tegal. Pedagogic competence is focused on the teacher's ability to design, implement, assess, and evaluate learning. The background of the research is based on the low pedagogic competence of teachers identified through initial observation. Teachers still experience obstacles in the preparation of learning tools, the implementation of learning is not as planned, and has limitations in classroom management and the use of teaching aids. The 2024 Teacher Performance Assessment (PKG) shows pedagogic competence as the lowest competence. Education Report Data supports these findings with a decrease in achievement from the "Good" category to "Adequate" in 2024. This condition states that teachers' pedagogic competence must be improved, one of which is through academic supervision. The approach used is quantitative correlational design which involved 205 teachers, and a randomly selected sample of 134 teachers. Descriptive data analysis, correlation coefficient, determination coefficient, and regression analysis to collect data, which were distributed through questionnaires. Test prerequisites such as normality, linearity, and multicollinearity. The findings of the study stated that the academic supervision of the principal affects pedagogic abilities. This is indicated by the f-value of 392.717 > f table 3.91, the Sig value of 0.000 < 0.05, the contribution of 74.8% for the medium category. The correlation between the academic supervision of the principal and the pedagogic competence of the teacher is 0.865 in the very strong category. These results indicate that there is a very significant relationship between the academic supervision of the principal and the pedagogic competence of the teacher. For the value of the constant coefficient is 24.215, the coefficient of the academic supervision variable is 0.876. The results of this study show that the better the academic supervision of the principal contributes to the improvement of teachers' pedagogic competence. 

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