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Jurnal Inovasi Pembelajaran di Sekolah
Published by Persatuan Guru Republik Indonesia KOTA SEMARANG
ISSN : 27749363     EISSN : 27749746     DOI : 10.51874
Core Subject : Education,
Education Mathematics
Jurnal Inovasi Pembelajaran di Sekolah merupakan jurnal ilmiah inovasi dari multidisiplin ilmu yang diteliti di sekolah. Jurnal Inovasi Pembelajaran di Sekolah diterbitkan oleh Persatuan Guru Republik Indonesia (PGRI) Kota Semarang dengan ISSN 2774-9363 (Cetak) dan ISSN 2774-9746 (Online). Terbit dua kali dalam satu tahun pada bulan Desember dan Mei. FOCUS AND SCOPE Jurnal ini menerima segala artikel dari berbagai bidang studi yang ada di sekolah
Arjuna Subject : Umum - Umum
Articles 241 Documents
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Analisis Kebijakan Program Sekolah Penggerak di SD Pangudi Utami Temanggung Astuti, Anastasia Nana; Egar, Ngasbun; Abdullah, Ghufron
Jurnal Inovasi Pembelajaran di Sekolah Vol 5 No 1 (2024): Jurnal Inovasi Pembelajaran di Sekolah
Publisher : PGRI Kota Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51874/jips.v5i1.201

Abstract

The Sekolah Penggerak program is an effort to promote educational unit transformation toward a holistic improvement of the study result among students, which covers the literation, numeration, and character aspects. The transformation begins with building high-quality human resources, i.e., the Principal and Teachers. This study is aimed at further analyzing the implementation of the Sekolah Penggerak policy, which is a part of the Independent Learning (Merdeka Belajar) policy, in Pangudi Utami elementary school. The Public Policy Implementation theory by Edward III is used, which consists of four aspects, i.e., communication, resources, disposition, and bureaucratic structure that takes part in the policy implementation. The study uses the descriptive-qualitative approach, which enables addressing the problem statement as made by the researcher. Data are collected through observation, interviews, and documentation. As to the data analysis method, the researcher went through the data collection, data processing, data presentation, and conclusion drawing stages. The result of the study indicates that the implementation of the Sekolah Penggerak program in Pangudi Utami elementary school in Temanggung has covered the communication aspect, both with the teachers, educational staff, and the relevant Education Office, the BBPMP, and the BBGP as the agency of the Ministry of Education, Culture, Research, and Technology of Indonesia. It also addresses the resources, disposition, and bureaucratic structure aspect despite the constraints during the first year of the implementation.
Pengaruh Kepemimpinan Transformasional dan Pemanfaatan PMM Terhadap Kompetensi Pedagogik Guru SMA Supartiningsih, Supartiningsih; Abdullah, Ghufron; Nurkolis, Nurkolis
Jurnal Inovasi Pembelajaran di Sekolah Vol 5 No 1 (2024): Jurnal Inovasi Pembelajaran di Sekolah
Publisher : PGRI Kota Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51874/jips.v5i1.202

Abstract

The background to this research problem is related to the pedagogical competence of teachers at SMA Negeri Sub Rayon Barat Batang Regency who are not good at understanding students in depth, designing learning, implementing learning, designing and carrying out learning evaluations, developing students' potential. The transformational leadership of school principals and the use of the independent teaching platform (PMM) have not been able to optimally improve teachers' pedagogic competence. Based on the explanation above, research was carried out on the influence of the principal's transformational leadership and the use of PMM on the pedagogic competence of teachers at the West Batang Sub Rayon State High School, Batang Regency.This research aims to determine: (1) the influence of the principal's transformational leadership on teachers' pedagogical competence, (2) the influence of the use of PMM on teachers' pedagogical competence, (3) the simultaneous influence of the principal's transformational leadership and the use of PMM on teachers' pedagogic competence.Population of 196 people, sample of 130 people. The instrument test used is the validity and reliability test. Test the classical assumptions/prerequisites using the normality test, homogeneity test, linearity test, and heteroscedasticity test. Data analysis uses regression test, F test and t test.Based on the research results, it can be concluded as follows: (1) the principal's transformational leadership has a positive and significant effect on the pedagogic competence of teachers at Batang Sub Rayon State High School as proven by a Sig value of 0.000 < 0.05 and tcount 10.828 > ttable 1.979. The magnitude of the influence is 66.7%; (2) the use of the independent teaching platform (PMM) has a positive and significant effect on the pedagogic competence of teachers at West Batang Sub Rayon State High School as proven by the Sig value of 0.005 < 0.05 and tcount 7.738 > ttable 1.979. The magnitude of the influence is 51.9%; (3) the principal's transformational leadership and the use of PMM simultaneously have a positive and significant effect on teacher pedagogic competence as proven by the Fcount value of 47.033 > Ftable 3.070 with a significance level of 0.000 < 0.05. The magnitude of the influence is 62.6%.The suggestions put forward by researchers are: (1) for school principals, be able to continue to improve their transformational leadership, especially the inspirational motivation dimension and encourage teachers to utilize PMM; (2) for teachers, they are able to increase their competence, especially developing the potential of students, one of which is by optimizing the use of PMM.
Implementasi Proyek Penguatan Profil Pelajar Pancasila dalam Mengembangkan Karakter Peserta Didik Bertari, Tri Adhi; Abdullah, Ghufron
Jurnal Inovasi Pembelajaran di Sekolah Vol 5 No 1 (2024): Jurnal Inovasi Pembelajaran di Sekolah
Publisher : PGRI Kota Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51874/jips.v5i1.203

Abstract

Character education is a continuous and never-ending process. Character education emphasizes example, creating an environment, and habituation through various scientific tasks and activities. The aim of this research is to find out how management strengthens and develops character education at SMA Negeri 1 Subah, Batang Regency. The implementation of the project to strengthen the profile of Pancasila students in developing the character of SMA Negeri 1 Subah students is closely related to school management. Management of strengthening and developing students' character education includes: (1) Planning stage for strengthening and developing character education; (2) Stage of organizing the strengthening and development of character education; (3) Implementation stage of strengthening and developing character education; (4) and Supervision stage of strengthening and developing character education.This research uses a qualitative approach. Data collection techniques use observation, interviews and documentation. The data collected from this technique was analyzed using data reduction, data presentation, and verification through several informants, namely: the principal, head of curriculum, head of student affairs, P5 facilitator coordinator and class X students. Meanwhile, to test the validity of the data through a credibility test using using observation and grouping data from various sources, transferability, triangulation (sources and techniques), certainty and discussion. Based on the results of the research and discussion, it can be concluded that the strengthening and development of character education at SMA Negeri 1 Subah is carried out in four main activities, namely: learning activities, Pancasila Student Profile Strengthening Project activities (P5), extracurricular activities, habituation activities with the results stating that students can Carry out your role as a good citizen by continuing to play an active role in strengthening and developing character which is realized by familiarizing yourself with all aspects of activities at school and to increase competence in the role of teacher and coach, competency training is needed in stages.
Peran Kepala Sekolah Sebagai Manajer dalam Implementasi Kurikulum Merdeka Sudjiati, Sudjiati; Muhdi, Muhdi
Jurnal Inovasi Pembelajaran di Sekolah Vol 5 No 1 (2024): Jurnal Inovasi Pembelajaran di Sekolah
Publisher : PGRI Kota Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51874/jips.v5i1.204

Abstract

This research uses a qualitative method with a phenomenological approach. The research was carried out at SD Negeri Srondol Kulon 02, Banyumanik District, Semarang City starting in June 2023. Data collection techniques in this research used interviews, observation and documentation. Data analysis techniques include data collection, data reduction, data presentation, and drawing conclusions. Research results (1) The role of the school principal as a manager in planning the independent curriculum includes a) setting goals for implementing the independent curriculum; b) preparing an independent curriculum program; c) prepare a budget for implementing the independent curriculum; d) organize a team of implementing coordinators. (2). The role of the school principal as a manager in organizing the independent curriculum is 1) allocating resources; 2) formulate and assign tasks; 3) establish necessary procedures; 4) establish an organizational structure that shows the lines of authority and responsibility. (3) The role of the school principal as a manager in implementing the independent curriculum, such as a) consultative and asymmetric mentoring activities; b) provide strengthening of school human resources; c) learning activities through a new paradigm; d) data-based planning; e) digitalization of schools (4) The role of the principal as a manager in supervising the independent curriculum includes internal supervision carried out by the school principal and supervisor, then external supervision carried out by the school committee, seen from a technical perspective, supervision is carried out with two approaches, namely technical direct supervision and indirect supervision in report form. Apart from that, supervision of 1) assessment standards; 2) assessment; 3) the results of the assessment are in the form of a project report; 4) follow-up of project activities. The conclusion is that the role of the school principal as a manager in implementing the independent curriculum goes through the stages of planning, organizing, implementing and monitoring, all carried out continuously and together with school stakeholders. Suggestions that in the future school principals should embrace all parties more in policy making
Profil Pembelajaran Berdeferensiasi Berorientasi ESD pada Materi Ekologi dan Keanekaragaman Hayati di SMP N 1 Wirosari Kabupaten Grobogan Erlinawati, Banundari; Dewi, Endah Rita Sulistya; Nugroho, Ary Susatyo; Roshayanti, Fenny
Jurnal Inovasi Pembelajaran di Sekolah Vol 5 No 1 (2024): Jurnal Inovasi Pembelajaran di Sekolah
Publisher : PGRI Kota Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51874/jips.v5i1.207

Abstract

The aim of this research is to obtain an overview of the use of ESD-oriented differentiated learning in science learning Ecology and Biodiversity material at SMP N 1 Wirosari, Grobogan Regency. Currently differentiated learning is very necessary in the Merdeka curriculum, because by using differentiated learning a teacher can find out students' readiness to receive lessons and find out students' heterogeneous learning styles. Education for Sustainable Development (ESD) is defined as education that encourages change in knowledge, skills, values and attitudes to enable a more sustainable and equitable society for all. The type of research used is field research. The data collection techniques used were observation, questionnaires, interviews and documents. The data analysis technique uses qualitative description techniques with a sample of 2 science teachers at SMPN 1 Wirosari, Grobogan district
Manajemen Supervisi Kepala Sekolah dalam Meningkatkan Kompetensi Profesional Guru Bahasa Inggris Program Keahlian Perhotelan di SMK HKTI Temanggung Rositasari, Inggit; Wuryandini, Endang; Rasiman, Rasiman
Jurnal Inovasi Pembelajaran di Sekolah Vol 5 No 1 (2024): Jurnal Inovasi Pembelajaran di Sekolah
Publisher : PGRI Kota Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51874/jips.v5i1.208

Abstract

Abstrak Supervisi merupakan bantuan teknis yang diberikan kepada guru sebagai upaya untuk peningkatan kapasitas dan peningkatan kompetensi guru. Fokus dari penelitian yaitu mendeskripsikan dan menganalisis manajemen supervisi kepala sekolah dalam meningkatkan kompetensi profesional guru. Pendekatan penelitian yang digunakan adalah kualitatif. Jenis penelitian ini merupakan studi kasus. Desain penelitian kualitatif melalui1) tahap pra lapangan atau orientasi, 2) tahap pekerjaan lapangan atau eksplorasi fokus, 3) analisis data. Teknik pengumpulan data yaitu wawancara, observasi dan dokumentasi. Penelitian ini menggunakan triangulasi sumber dan metode. Analisis data dengan tiga langkah: reduksi data, menyajikan data, dan menarik simpulan. Hasil penelitian menunjukkan bahwa: 1) perencanaan manajemen supervisi kepala sekolah dalam meningkatkan kompetensi profesional guru dilakukan dengan identifikasi kebutuhan supervisi, penetapan program, priotitas program supervisi dan sosialisasi program supervisi, 2) pengorganisasian manajemen supervisi kepala sekolah dalam meningkatkan kompetensi profesional guru dilakukan dengan meliputi penempatan sumber daya sekolah, pengembangan organisasi, penugasan dan pendelegasian wewenang. 3) penggerakkan manajemen supervisi kepala sekolah dalam meningkatkan kompetensi profesional gurudilakukan oleh kepala sekolah meliputi pengarahan kepala sekolah dan motivasi kepala sekolah. 4) pengawasan manajemen supervisi kepala sekolah dalam meningkatkan kompetensi profesional gurudilakukan oleh kepala sekolah meliputi membuat penilaian, evaluasi kegiatan pelaksanaan, dan tindak lanjut. Kata Kunci: Manajemen Supervisi Kepala Sekolah, Kompetensi Profesional Guru, Pembelajaran Bahasa Inggris
Peran Kepala Sekolah Sebagai Supervisor dalam Meningkatkan Kompetensi Pedagogik Guru di SD Negeri 1 Gandulan Rochayati, Panggih; Wuryandini, Endang; Rasiman, Rasiman
Jurnal Inovasi Pembelajaran di Sekolah Vol 5 No 1 (2024): Jurnal Inovasi Pembelajaran di Sekolah
Publisher : PGRI Kota Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51874/jips.v5i1.209

Abstract

Abstrak Kepala sekolah memiliki peran strategis dalam mendayagunakan sekolah. Kepala sekolah dituntut memiliki kemampuan untuk melakukan supervisi dalam kegiatan pembelajaran di sekolah, agar dapat meningkatkan kompetensi pedagogik guru. Fokus dari penelitian yaitu 1) mendeskripsikan dan menganalisis peran kepala sekolah sebagai supervisor dalam meningkatkan kompetensi pedagogik guru di SD Negeri 1 Gandulan. Pendekatan penelitian yang digunakan adalah kualitatif. Jenis penelitian ini merupakan studi kasus. Langkah-langkah penelitian kualitatif melalui kondensasi data (data condensation), menyajikan data (data display), dan menarik simpulan atau verifikasi (conclusion drawing and verification). Teknik pengumpulan data yaitu wawancara, observasi dan dokumentasi. Penelitian ini menggunakan triangulasi sumber dan metode. Analisis data dengan tiga langkah: reduksi data, menyajikan data, dan menarik simpulan. Hasil penelitian menunjukkan bahwa: 1) peran kepala sekolah sebagai supervisor dalam perencanaan dilakukan dengan prosedur perencanaan meliputi merumuskan tujuan, menentukan instrument, menentukan jadwal supervisi, menentukan pendekatan supervisi, menentukan teknik supervisi dan melakukan sosialisasi supervisi. 2) peran kepala sekolah sebagai supervisor dalam pelaksanaan dilakukan oleh kepala sekolah meliputi menelaah pelaksanaan pembelajaran dan pelaksanaan supervisi. 3) peran kepala sekolah sebagai supervisor dalam tindak lanjut dilakukan oleh kepala sekolah meliputi evaluasi pelaksanaan supervisi, analiasis hasil supervisi dan tindak lanjut supervisi. Kata Kunci: Kompetensi Pedagogik Guru, Peran Kepala Sekolah, Kepala Sekolah Sebagai Supervisor
Pengaruh Kompetensi Kepala Sekolah, Budaya Organisasi dan Kompensasi terhadap Motivasi Kerja Guru SMP Swasta di Wilayah Kendal Timur Kabupaten Kendal Hadiyanto, Nur; Yuliejantiningsih, Yovitha; Sudana, I Made
Jurnal Inovasi Pembelajaran di Sekolah Vol 5 No 1 (2024): Jurnal Inovasi Pembelajaran di Sekolah
Publisher : PGRI Kota Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51874/jips.v5i1.210

Abstract

Abstrak Pengaruh Kompetensi Kepala Sekolah, Budaya Organisasi dan Kompensasi terhadap Motivasi Kerja Guru SMP Swasta bertujuan: 1) untuk menganalisis pengaruh kompetensi kepala sekolah terhadap motivasi kerja guru, 2) untuk menganalisis pengaruh budaya organisasi terhadap motivasi kerja guru, 3) untuk menganalisis pengaruh kompensasi terhadap motivasi kerja guru, dan 4) untuk menganalisis pengaruh kompetensi kepala sekolah, budaya organisasi dan kompensasi secara bersama-sama terhadap motivasi kerja guru SMP Swasta di Wilayah Kendal Timur Kabupaten Kendal. Pendekatan penelitian kuantitatif dengan metode survey. Jenis penelitian korelasional. Populasi penelitian 146 guru dan sampel penelitian 107 guru. Pengumpulan data dengan angket. Teknik analisis data dengan analisis data diskriptif, uji prasyarat yang meliputi uji normalitas, uji multikolinearitas, uji heteroskedastisitas, uji linieritas dan uji hipotesis meliputi regresi linier sederhana dan berganda. Hasil penelitian menunjukkan bahwa: 1) Kompetensi kepala sekolah terhadap motivasi kerja guru sebesar 42,6%, dengan persamaan regresi Ŷ = 40,281 + 0,295 X1dengan nilai koefisien korelasi sebesar 0,653. 2) budaya organisasi terhadap motivasi kerja guru sebesar 48,5%, dengan persamaan regresi Ŷ = 20,468 + 0,375 X2 dengan nilai koefisien korelasi sebesar 0,697. 3) kompensasi terhadap motivasi kerja guru sebesar 41,3%, dengan persamaan Ŷ = 37,682 + 0,302 X3. dengan nilai koefisien korelasi sebesar 0,642. 4) kompetensi kepala sekolah, budaya organisasi dan kompensasi terhadap motivasi kerja guru sebesar 55,5 %, dengan persamaan Ŷ = 21,492 + 0,118 X1 + 0,194 X2 + 0,098 X3. Kemudian nilai koefisien korelasi r adalah sebesar 0,745. Simpulan penelitian ini adalah kompetensi kepala sekolah, budaya organisasi dan kompensasi berpengaruh terhadap motivasi kerja guru sebesar 55,5%. Saran dari peneliti adalah guru dapat meningkatkan kompetensi profesi melalui pendidikan dan pelatihan serta mengikuti kegiatan kolektif guru, sekolah memberikan kepastian peningkatan jenjang karir guru. Kepala sekolah dapat menyusun program supervisi secara terstuktur, melaksanakan supervisi dengan tepat dan melaksanakan program tindak lanjut supervisi lebih tepat sasaran dan dapat memberikan solusi terbaik terhadap permasalahan yang dihadapi guru. Kepala sekolah mengarahkan guru untuk cekatan dalam menghadapi pekerjaan, kompetitif dalam bekerja dan menumbuhkan persaingan positif dalam bekerja. Kepala sekolah memberikan kesempatan yang sama kepada guru untuk meningkatkan kompetensi. Keterbaruan penelitian ini menggunakan variabel kompetensi kepala sekolah, budaya organisasi dan kompensasi terhadap motivasi kerja guru di tingkatan sekolah menengah pertama. Kata Kunci: Kompetensi Kepala Sekolah, Budaya Organisasi, Kompensasi dan Motivasi Kerja Guru.
Pengaruh Supervisi Akademik, Kompetensi Guru, dan Motivasi Kerja Terhadap Kinerja Guru SD Negeri Inti dan Imbas Se-Kecamatan Ringinarum Kabupaten Kendal Kustanti, Wiwik; Sudana, I Made; Soedjono, Soedjono
Jurnal Inovasi Pembelajaran di Sekolah Vol 5 No 1 (2024): Jurnal Inovasi Pembelajaran di Sekolah
Publisher : PGRI Kota Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51874/jips.v5i1.211

Abstract

Abstrak Penelitian ini menggunakan pendekatan kuantitatif.Uji instrument menggunakan uji validitas dan reliabilitas, uji prasyarat menggunakan uji normalitas,uji linieritas, uji heteroksidasitas, uji homogenitas. Analisis data menggunakan uji regresi linier sederhana dan uji regresi linier berganda. Hasil penelitian 1) Supervisi Akademik (X1) berpengaruh signifikan terhadap kinerja guru (Y) berdasarkan Fhitung dari supervisi akademik sebesar 496,065 sedangkan Ftabel sebesar 3,90 (496,065 > 3,90) dengan nilai Sig sebesar 0,000 < 0,05 yang berarti H0 ditolak dan Ha diterima. 2) Kompetensi Guru (X2) berpengaruh signifikan terhadap kinerja guru (Y) berdasarkan Fhitung dari kompetensi guru sebesar 446,139 sedangkan Ftabel sebesar 3,90 (446,139 > 3,90) dengan nilai Sig sebesar 0,000 < 0,05 yang berarti H0 ditolak dan Ha diterima. 3) motivasi kerja guru (X3) berpengaruh signifikan terhadap kinerja guru (Y) berdasarkan Fhitung dari motivasi kerja guru sebesar 334,654 sedangkan Ftabel sebesar 3,90 (334,654 > 3,90) dengan nilai Sig sebesar 0,000 < 0,05 yang berarti H0 ditolak dan Ha diterima.. 4) berdasarkan Fhitung dari supervisi akademik, kompetensi guru dan motivasi kerja guru secara bersama-sama sebesar 337,995 sedangkan Ftabel sebesar 3,90 (337,995 > 3,90) dengan nilai Sig sebesar 0,000 < 0,05 yang berarti H0 ditolak dan Ha diterima. Hasil analisis tersebut dapat disimpulkan bahwa supervisi akademik, kompetensi guru dan motivasi kerja guru secara bersama-sama berpengaruh signifikan terhadap kinerja guru. Kata Kunci Supervisi Akademik, Kompetensi Guru, Motivasi Kerja, Kinerja Guru.
Pengaruh Gaya Kepemimpinan Kepala Sekolah terhadap Kepuasan Kerja Guru Taman Kanak-Kanak (TK) di Kecamatan Bergas Endarini, Amelia Dian; Kusumaningsih, Widya; Ginting, Rosalina BR.
Jurnal Inovasi Pembelajaran di Sekolah Vol 5 No 1 (2024): Jurnal Inovasi Pembelajaran di Sekolah
Publisher : PGRI Kota Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51874/jips.v5i1.213

Abstract

The aim of this research is to determine the magnitude of the influence of the school principal's leadership style on the job satisfaction of Kindergarten (TK) teachers in Bergas District. The population in this study was 114 Kindergarten (TK) teachers in Bergas District, with a sample of 89 people using proportional random sampling techniques. The data collection method used is the questionnaire method. The data analysis used is descriptive analysis, prerequisite tests and simple linear regression analysis. Data were analyzed using the SPSS for Window version 25 program. From the research results, it can be seen that the average score for the teacher job satisfaction variable was 123.58, including the satisfied category, and the average score for the principal leadership style variable was 128.42, including the good category. The prerequisite test results from the research data obtained that the data was normally distributed, homogeneous, linear, not multicollinear, and there was no heteroscedasticity. From the hypothesis test, it was found that there was a positive influence of the principal's leadership style on teacher job satisfaction with the equation Y=14.617+0.916X which had a very strong correlation strength of 0.825. Kindergarten (TK) teachers' job satisfaction is influenced by the school principal's leadership style. The democratic leadership style is applied by involving teachers in every activity at school, respecting each other and giving teachers the opportunity to develop their initiative and creative abilities. Meanwhile, the supportive leadership style in providing support in completing teachers' tasks still needs to be improved. Keywords: Leadership style, Job satisfaction, Kindergarten teachers

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