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Equity in Education Journal (EEJ)
Published by Universitas Palangka Raya
ISSN : 26860031     EISSN : 27235904     DOI : https://doi.org/10.37304/eej.v2i1
Core Subject : Education, Social,
Education Social Sciences Other
Equity in Education Journal (EEJ) is and Open Access national journal that publishes articles focusing on Education Management, Educational Leadership, Educational Supervision and Education Policy that are able to make a positive contribution to improving the quality of schools and/or educational institution. - Change/classroom management, education quality - Computers in educational administration, multimedia environments - Distance education, information systems for education/training support - Education economics/finance/accountability, marketing in education - Educational leadership, systems/strategic planning - Globalization and education, organizations as learning communities - Individual professional learning portfolio, teaching staff professional development - Knowledge and education, lifelong learning, competences development - Management in higher education, management of curriculum/e-education - Policy analysis/evaluation of institutions/study programmes - Research methods in education/school/school system improvement - Transactional education, student/teaching mobility, m-learning - Rural/remote areas education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 122 Documents
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PENGARUH KEPEMIMPINAN TRANSFORMASIONAL DAN MOTIVASI TERHADAP KINERJA GURU Simanungkalit, Eva Marlina
Equity In Education Journal Vol. 7 No. 1 (2025): Edisi Maret 2025
Publisher : Program Studi Manajemen Pendidikan, FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/eej.v7i1.21227

Abstract

This study aims to analyze the influence of transformational leadership and motivation on the performance of public elementary school teachers in Kertak Hanyar District, Banjar Regency. The approach used is quantitative with a path analysis model. The research population consists of 150 teachers from 17 public elementary schools, with a sample of 110 teachers selected using proportional random sampling. The validity of each variable's questionnaire was tested using the Product Moment Correlation, while reliability was tested using Cronbach's Alpha formula. Data was collected through a questionnaire consisting of variables related to the principal's transformational leadership (41 items), work motivation (32 items), and teacher performance (24 items). Before testing the hypotheses, the data were first tested for prerequisites through normality and linearity tests, then analyzed using path analysis. The results of the study indicate a direct influence of transformational leadership and motivation on teacher performance, as well as an indirect influence of transformational leadership on teacher performance through motivation.
EFEKTIVITAS SUPERVISI AKADEMIK BERBASIS DIGITAL DALAM MENINGKATKAN KINERJA GURU DI ERA KURIKULUM MERDEKA Shelvia, Bet
Equity In Education Journal Vol. 7 No. 1 (2025): Edisi Maret 2025
Publisher : Program Studi Manajemen Pendidikan, FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/eej.v7i1.21228

Abstract

This study aims to analyze the effectiveness of digital-based academic supervision in improving teacher performance in the era of the Merdeka Curriculum at SMA Negeri 3 Palangka Raya. This research employs a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation, involving principals and teachers as the main subjects. The data were analyzed using an interactive model, which includes data reduction, data display, and conclusion drawing and verification. Data validity was ensured through triangulation and member checking. The results show that digital academic supervision facilitates performance monitoring, accelerates feedback delivery, and encourages continuous teacher self-reflection. Teachers generally responded positively to digital supervision, considering it flexible, transparent, and supportive of professional development. This supervision also had a significant impact on improving teachers' ability to design differentiated learning tools and formative assessments aligned with the Merdeka Curriculum. Nevertheless, challenges such as limited digital literacy and technology access remain obstacles to be addressed. Therefore, infrastructure support and adaptive school leadership are essential to ensure the successful implementation of digital-based academic supervision.

Page 13 of 13 | Total Record : 122

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