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INDONESIA
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan
Published by Pusat Pengembangan Pendidikan dan Penelitian Indonesia
ISSN : 28078829     EISSN : 28078659     DOI : https://doi.org/10.51878/educator.v2i1
Core Subject : Education,
Education Other
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan berisi tulisan/artikel hasil pemikiran dan hasil penelitian yang ditulis oleh para guru, dosen, pakar, ilmuwan, praktisi, dan pengkaji dalam smua disiplin ilmu yang berkaitan dengan Pendidikan Menengah.
Arjuna Subject : Umum - Umum
Articles 48 Documents
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IMPLEMENTASI PENDIDIKAN INTEGRATIF-INKLUSIF DI SEKOLAH: TINJAUAN LITERATUR TERJADAP PENGEMBANGAN KURIKULUM, PEMBELAJARAN DAN EVALUASI Nuita Alifia Hasanah; M. Misbah
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v6i3.12786

Abstract

ABSTRACT Integrative-inclusive education has increasingly been recognized as an effective approach to overcoming the dichotomy between religious and general knowledge while promoting equitable learning for diverse students. However, previous studies have generally discussed curriculum development, instructional strategies, or assessment separately, providing limited comprehensive understanding of their integrated implementation in schools. Therefore, this study is important to provide a conceptual synthesis that can serve as a reference for developing integrative-inclusive education. This study aims to examine the implementation strategies of integrative-inclusive education in schools, focusing on curriculum development, learning strategies, and assessment practices. A systematic literature review was conducted by analyzing relevant articles retrieved from Google Scholar, ERIC, Scopus, and DOAJ using appropriate keywords. The findings reveal that the implementation of integrative-inclusive education involves integrating religious and general knowledge into the curriculum, applying active learning, cooperative learning, experiential learning, and deliberative learning models, and conducting comprehensive assessments covering cognitive, affective, and psychomotor domains. Successful implementation is further supported by continuous teacher professional development and collaborative projects, although challenges remain, including limited teacher competence, inadequate integrative teaching materials, and weak institutional coordination. In conclusion, integrative-inclusive education has significant potential to foster holistic and well-rounded learners, provided that it is supported by sustainable policies and strong collaboration among educational stakeholders. ABSTRAK Pendidikan integratif-inklusif semakin dipandang sebagai pendekatan yang mampu mengatasi dikotomi antara ilmu agama dan ilmu umum serta mewujudkan pembelajaran yang menghargai keberagaman peserta didik. Namun, berbagai penelitian masih membahas aspek kurikulum, pembelajaran, atau evaluasi secara terpisah sehingga belum memberikan gambaran komprehensif mengenai strategi implementasinya di sekolah. Oleh karena itu, penelitian ini penting untuk merumuskan sintesis konseptual yang dapat menjadi acuan dalam pengembangan pendidikan integratif-inklusif. Penelitian ini bertujuan mengkaji strategi implementasi pendidikan integratif-inklusif di sekolah, khususnya pada aspek pengembangan kurikulum, strategi pembelajaran, dan evaluasi. Penelitian menggunakan metode studi literatur sistematis dengan menelaah artikel ilmiah yang diperoleh dari Google Scholar, ERIC, Scopus, dan DOAJ menggunakan kata kunci yang relevan. Hasil kajian menunjukkan bahwa implementasi pendidikan integratif-inklusif dilakukan melalui pengembangan kurikulum yang memadukan ilmu agama dan ilmu umum, penerapan pembelajaran aktif, kooperatif, experiential learning, dan deliberative learning, serta evaluasi yang mencakup ranah kognitif, afektif, dan psikomotorik. Keberhasilannya didukung oleh pelatihan guru dan proyek kolaboratif, namun masih menghadapi kendala berupa keterbatasan kompetensi guru, minimnya bahan ajar integratif, dan lemahnya koordinasi antarlembaga. Dengan demikian, pendidikan integratif-inklusif berpotensi membentuk peserta didik yang holistik dan berkarakter apabila didukung kebijakan serta kolaborasi yang berkelanjutan.
OTONOMI DAERAH DAN DINAMIKA KEBIJAKAN PENDIDIKAN ISLAM DI INDONESIA PADA JENJANG SMP DAN MTS Nada Dikurnia Raharjo; Muhammad Munadi; Abdul Matin Bin Salman
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v6i3.13311

Abstract

ABSTRACT The implementation of regional autonomy in Indonesia has fundamentally transformed educational governance through the decentralization of authority to local governments. However, Islamic education provided by madrasahs remains under the centralized authority of the Ministry of Religious Affairs. This dual governance structure has created policy disparities, particularly in funding, human resource management, and institutional coordination, which have not been comprehensively examined at the levels of Junior High Schools (SMP) and Madrasah Tsanawiyah (MTs). This study aims to analyze the dynamics of Islamic education policy in the era of regional autonomy and its implications for the administration of SMP and MTs. This research employed a qualitative approach using a policy study method. The primary data were obtained from the analysis of legal documents, particularly Law Number 20 of 2003 on the National Education System and Law Number 23 of 2014 on Regional Government, supported by relevant scholarly literature. The data were analyzed using content analysis and comparative analysis to examine policy implementation in both educational institutions. The findings indicate that the dual governance system has contributed to disparities in educational funding, infrastructure, and teacher management. Nevertheless, several local governments have introduced adaptive policies through grant schemes and regional regulations to support Islamic education. The study concludes that stronger regulatory harmonization between the central and local governments is essential to establish a more equitable, integrated, and inclusive educational governance system. ABSTRAK Implementasi otonomi daerah di Indonesia menghadirkan perubahan mendasar dalam tata kelola pendidikan melalui desentralisasi kewenangan kepada pemerintah daerah. Namun, pada saat yang sama, pendidikan Islam yang diselenggarakan melalui madrasah tetap berada di bawah kewenangan pemerintah pusat melalui Kementerian Agama. Perbedaan tata kelola tersebut menimbulkan kesenjangan kebijakan, terutama terkait pendanaan, pengelolaan sumber daya manusia, dan koordinasi antarlembaga, yang hingga kini masih belum banyak dikaji secara komprehensif pada jenjang Sekolah Menengah Pertama (SMP) dan Madrasah Tsanawiyah (MTs). Penelitian ini bertujuan menganalisis dinamika kebijakan pendidikan Islam pada era otonomi daerah serta implikasinya terhadap penyelenggaraan pendidikan di SMP dan MTs. Penelitian menggunakan pendekatan kualitatif dengan metode studi kebijakan. Data utama diperoleh melalui analisis dokumen peraturan perundang-undangan, terutama Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional dan Undang-Undang Nomor 23 Tahun 2014 tentang Pemerintahan Daerah, serta didukung oleh berbagai literatur ilmiah yang relevan. Data dianalisis menggunakan teknik analisis isi (content analysis) dan analisis komparatif terhadap implementasi kebijakan pada kedua lembaga pendidikan. Hasil penelitian menunjukkan bahwa dualisme kewenangan menyebabkan ketimpangan pendanaan, kesenjangan infrastruktur, serta hambatan koordinasi dalam pengelolaan guru. Meskipun demikian, sejumlah pemerintah daerah mampu mengembangkan kebijakan adaptif melalui dana hibah dan peraturan daerah sebagai bentuk dukungan terhadap pendidikan Islam. Penelitian ini menegaskan pentingnya harmonisasi regulasi antara pemerintah pusat dan pemerintah daerah untuk mewujudkan tata kelola pendidikan yang lebih adil, terintegrasi, dan inklusif.
PENGARUH MINAT MAHASISWA MENJADI GURU DAN PENDAPATAN ORANG TUA TERHADAP MOTIVASI MENGIKUTI PENDIDIKAN PROFESI GURU (PPG) Sri Melika Daud; Meyko Panigoro; Abdulrahim Maruwae; Roy Hasiru; Maya Novrita Dama
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v6i3.12691

Abstract

ABSTRACT Student motivation to participate in Teacher Professional Education (PPG) is an important aspect of preparing competent and professional prospective teachers. However, research simultaneously examining interest in becoming a teacher as an internal factor and parental income as an external factor influencing motivation to participate in PPG remains limited, particularly among education students. This study aims to analyze the effects of students’ interest in becoming teachers and parental income on motivation to participate in PPG, both partially and simultaneously, among Economics Education students at Universitas Negeri Gorontalo. This study employed a quantitative approach with a correlational survey design. The sample consisted of 66 respondents selected using purposive sampling. Data were collected through questionnaires and analyzed using multiple linear regression, t-test, F-test, and the coefficient of determination. The results showed that interest in becoming a teacher had a positive and significant effect on motivation to participate in PPG (p = 0.007). Parental income also had a positive and significant effect on motivation to participate in PPG (p < 0.001). Simultaneously, both variables had a significant effect, with F = 130.994 (p < 0.001), and explained 57.7% of the variance in motivation to participate in PPG. These findings highlight the importance of strengthening students’ career orientation toward the teaching profession while expanding economic support and access to professional education funding. ABSTRAK Motivasi mahasiswa mengikuti Pendidikan Profesi Guru (PPG) merupakan aspek penting dalam mempersiapkan calon guru yang profesional dan kompeten. Namun, penelitian yang secara simultan mengkaji minat menjadi guru sebagai faktor internal dan pendapatan orang tua sebagai faktor eksternal yang memengaruhi motivasi mengikuti PPG masih terbatas, khususnya pada mahasiswa kependidikan. Penelitian ini bertujuan menganalisis pengaruh minat mahasiswa menjadi guru dan pendapatan orang tua terhadap motivasi mengikuti PPG, baik secara parsial maupun simultan, pada mahasiswa Jurusan Pendidikan Ekonomi Universitas Negeri Gorontalo. Penelitian ini menggunakan pendekatan kuantitatif dengan desain survei korelasional. Sampel penelitian berjumlah 66 responden yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui kuesioner dan dianalisis menggunakan regresi linear berganda, uji t, uji F, serta koefisien determinasi. Hasil penelitian menunjukkan bahwa minat menjadi guru berpengaruh positif dan signifikan terhadap motivasi mengikuti PPG (p = 0,007). Pendapatan orang tua juga berpengaruh positif dan signifikan terhadap motivasi mengikuti PPG (p < 0,001). Secara simultan, kedua variabel berpengaruh signifikan dengan nilai F = 130,994 (p < 0,001) dan mampu menjelaskan 57,7% variasi motivasi mengikuti PPG. Temuan ini menegaskan pentingnya penguatan orientasi karier keguruan sekaligus perluasan dukungan ekonomi dan akses pembiayaan pendidikan profesi.
ANALISIS KEMAMPUAN KOMUNIKASI SISWA DALAM PEMBELAJARAN BERBASIS METODE INTERAKTIF Muhamad Rijal; Endan Hamdan Ridwan; Hilman Mubaroq
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v6i3.13533

Abstract

ABSTRACT Communication skills are essential competencies that support students' learning success and social interaction. However, previous studies have shown that many students still experience difficulties in expressing opinions, asking questions, and actively participating in classroom activities. Furthermore, most existing research has focused on learning outcomes, while studies examining the development of communication skills through interactive learning methods, particularly in Islamic schools, remain limited. Therefore, this study aims to analyze students' communication skills in interactive learning at SMA Islam Al-Qodiriyah. This study employed a qualitative approach using a case study design. Data were collected through observations, interviews, and documentation and analyzed using the Miles and Huberman interactive model. The findings indicate that interactive learning methods enhance students' participation in discussions, question-and-answer sessions, presentations, and collaborative group activities, leading to improvements in expressing opinions, asking and answering questions, engaging in discussions, and building social interactions, although the level of achievement varied among students. These developments were influenced by both internal and external factors. The study concludes that interactive learning methods play a significant role in fostering students' communication skills through active participation and meaningful interaction throughout the learning process. ABSTRAK Kemampuan komunikasi merupakan kompetensi penting yang mendukung keberhasilan pembelajaran dan interaksi sosial siswa. Namun, berbagai penelitian menunjukkan bahwa kemampuan komunikasi siswa masih rendah, terutama dalam menyampaikan pendapat, mengajukan pertanyaan, dan berpartisipasi aktif di kelas. Selain itu, penelitian terdahulu lebih banyak berfokus pada hasil belajar, sedangkan kajian mengenai proses pengembangan kemampuan komunikasi melalui metode pembelajaran interaktif, khususnya di sekolah Islam, masih terbatas. Oleh karena itu, penelitian ini bertujuan menganalisis kemampuan komunikasi siswa dalam pembelajaran berbasis metode interaktif di SMA Islam Al-Qodiriyah. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa metode pembelajaran interaktif meningkatkan keterlibatan siswa dalam diskusi, tanya jawab, presentasi, dan kerja kelompok sehingga kemampuan menyampaikan pendapat, mengajukan dan menjawab pertanyaan, berdiskusi, serta membangun interaksi sosial berkembang, meskipun tingkat pencapaiannya berbeda pada setiap siswa. Perkembangan tersebut dipengaruhi oleh faktor internal dan eksternal. Penelitian ini menyimpulkan bahwa metode pembelajaran interaktif berperan penting dalam mengembangkan kemampuan komunikasi siswa melalui partisipasi aktif dan interaksi yang bermakna selama proses pembelajaran.
PENGARUH GAYA MENGAJAR GURU TERHADAP PEMBENTUKAN KARAKTER SISWA DI SMP NEGERI 4 BATANG ANAI Husnul Qatimah; Sara Eriza; Sz Aisyah; Khoiriah Khoiriah
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v6i3.14154

Abstract

ABSTRACT Students' character development has not yet been fully optimized, as reflected in the persistence of undisciplined behavior, dishonesty, and a lack of responsibility, highlighting the need to strengthen character education in schools. Although character education has been widely investigated, empirical studies examining the influence of teachers' teaching styles on junior high school students' character development remain limited. This study aimed to analyze teachers' teaching styles, students' character development, and the influence of teachers' teaching styles on students' character development at SMP Negeri 4 Batang Anai. A quantitative correlational approach was employed involving 120 students selected through proportionate stratified random sampling. Data were collected using a validated and reliable questionnaire and analyzed using Pearson's Product-Moment correlation and simple linear regression with the assistance of SPSS. The findings revealed that both teachers' teaching styles and students' character development were categorized as good, with mean scores of 76.82 and 79.45, respectively. The correlation analysis yielded r = 0.612 with a significance value of 0.000 (p < 0.05), indicating a positive and statistically significant relationship between teachers' teaching styles and students' character development. The coefficient of determination (R² = 37.5%) indicates that teachers' teaching styles contributed substantially to students' character development. These findings suggest that democratic and interactive teaching styles can serve as effective strategies for strengthening character education and provide empirical evidence for schools to improve instructional practices that foster students' character development. ABSTRAK Karakter siswa yang belum terbentuk secara optimal, seperti rendahnya disiplin, kejujuran, dan tanggung jawab, menunjukkan pentingnya penguatan pendidikan karakter di sekolah. Meskipun pendidikan karakter telah banyak dikaji, penelitian yang menguji secara empiris pengaruh gaya mengajar guru terhadap pembentukan karakter siswa SMP masih terbatas. Penelitian ini bertujuan menganalisis gambaran gaya mengajar guru, pembentukan karakter siswa, serta pengaruh gaya mengajar guru terhadap pembentukan karakter siswa di SMP Negeri 4 Batang Anai. Penelitian menggunakan pendekatan kuantitatif korelasional dengan sampel 120 siswa yang dipilih melalui proportionate stratified random sampling. Data dikumpulkan menggunakan kuesioner yang telah dinyatakan valid dan reliabel, kemudian dianalisis dengan korelasi Product Moment dan regresi linear sederhana menggunakan SPSS. Hasil penelitian menunjukkan bahwa gaya mengajar guru dan pembentukan karakter siswa sama-sama berada pada kategori baik dengan skor rata-rata masing-masing 76,82 dan 79,45. Nilai korelasi sebesar r = 0,612 dengan signifikansi 0,000 (<0,05) menunjukkan adanya hubungan positif dan signifikan, sedangkan koefisien determinasi sebesar 37,5% menunjukkan kontribusi gaya mengajar guru terhadap pembentukan karakter siswa. Temuan ini menunjukkan bahwa penerapan gaya mengajar yang demokratis dan interaktif dapat menjadi strategi efektif untuk memperkuat pendidikan karakter serta menjadi dasar pengembangan praktik pembelajaran yang lebih berorientasi pada pembentukan karakter siswa.
VISI, MISI, DAN TUJUAN LEMBAGA PENDIDIKAN ISLAM: FONDASI MANAJEMEN STRATEGI DALAM MENINGKATKAN MUTU PENDIDIKAN Eva Maya Sari; Defni Bukhari; Nini Maswati; H. Naswin; Mahdayeni Mahdayeni
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v6i3.14214

Abstract

ABSTRACT Many Islamic educational institutions have formulated their vision, mission, and goals as institutional documents; however, their implementation is often limited to administrative requirements and has not been fully integrated into strategic management systems. This condition indicates a gap between the ideal function of vision, mission, and goals as strategic directions for institutional development and the actual practices of quality-oriented Islamic education management. This study aims to analyze the concepts of vision, mission, and goals in Islamic educational institutions from a strategic management perspective and to formulate their relationship with strategies for improving educational quality. This study employed a qualitative approach using a library research method through an analysis of 30 relevant sources, including scholarly articles, academic books, and policy documents. Data were analyzed using content analysis through coding, categorization, interpretation, and conceptual synthesis. The findings reveal that vision, mission, and goals form an integrated strategic system connected with curriculum development, leadership, human resource management, organizational culture, and continuous evaluation. The study concludes that the success of Islamic educational institutions in improving quality is strongly influenced by their ability to consistently align strategic planning with institutional implementation in a sustainable manner. ABSTRAK Banyak lembaga pendidikan Islam telah memiliki visi, misi, dan tujuan sebagai dokumen kelembagaan, namun implementasinya masih sering terbatas pada aspek administratif dan belum sepenuhnya terintegrasi dalam sistem manajemen strategis. Kondisi tersebut menunjukkan adanya kesenjangan antara fungsi ideal visi, misi, dan tujuan sebagai pengarah pengembangan lembaga dengan praktik pengelolaan pendidikan Islam yang berorientasi pada mutu. Penelitian ini bertujuan menganalisis konsep visi, misi, dan tujuan lembaga pendidikan Islam dalam perspektif manajemen strategis serta merumuskan keterkaitannya dengan strategi peningkatan mutu pendidikan. Penelitian menggunakan pendekatan kualitatif dengan metode studi kepustakaan (library research) melalui analisis terhadap 30 sumber literatur yang relevan berupa artikel ilmiah, buku akademik, dan dokumen kebijakan. Data dianalisis menggunakan teknik analisis isi melalui tahap pengkodean, kategorisasi, interpretasi, dan sintesis konseptual. Hasil penelitian menunjukkan bahwa visi, misi, dan tujuan membentuk sistem strategis yang saling terintegrasi dengan pengembangan kurikulum, kepemimpinan, sumber daya manusia, budaya organisasi, dan evaluasi berkelanjutan. Penelitian menyimpulkan bahwa keberhasilan lembaga pendidikan Islam dalam meningkatkan mutu sangat dipengaruhi oleh kemampuan menghubungkan perencanaan strategis dengan implementasi kelembagaan secara konsisten dan berkelanjutan.
PENGARUH MODEL PROJECT BASED LEARNING (PjBL) TERHADAP KEMANDIRIAN BELAJAR SISWA PADA BIDANG STUDI PENDIDIKAN AGAMA ISLAM KELAS VIII DI SMP NEGERI 5 KOTA SOLOK Lasri Rahmadia Fitri; Arifmiboy
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v6i3.14489

Abstract

The This research is motivated by the low independence of student learning, this can be seen from the teaching and learning process, if a teacher is unable to enter class, students are more likely to carry out activities such as playing, chatting with friends and students who do not have their own initiative. to learn, complain when given assignments, have a tendency to copy the results of the theme's assignments, students are less active, students only speak or answer when asked only in learning. This study aims to overcome the problem of lack of student learning independence, as well as increase student learning independence by using a learning model, namely the Project Based Learning model. The type of research is Quasi Experiment with Posttest Only nonequivalent Control group Design design, the population of this research is the entire class VIII students of SMP Negeri 5 Kota Solok, the sample in this study is class VIII.5 As the Control Class in class VIII.6 As the experimental class, the sampling technique uses Random sampling samples, data collection techniques here using questionnaires, and hypothesis testing analysis techniques using the t-test. After conducting research and testing the hypothesis, the researcher used the One Sample t-test, with the results of Sig. (2-tailed) is greater than 0.05, namely 0.173 > 0.05, so Ho is accepted based on the results of the study. It is concluded that the average student learning independence using the Project Based Learning model equals a score of 75 in the field of study of Islamic Religious Education class VIII at SMP Negeri 5 Kota Solok, and student learning independence using the Project Based Learning model is better than the conventional model. this can be seen based on the results of hypothesis testing using the Independent sample t-test on SPSS 22 software, a sig (2-tailed) value of 0.044 is obtained, which means it is smaller than 0.05 (0.046 <0.05) thus Ho is rejected and Ha is accepted, and is proven by the results of the average experimental class learning independence questionnaire of 72.61 while the average control class learning independence questionnaire is 69.96.
ANALISIS BERPIKIR KRITIS SISWA SMP BERKEPRIBADIAN INTROVERT DAN EKSTROVERT MELALUI ETNOMATEMATIKA LEGENDA SUMUR GILING LAMONGAN Almas Nabilah As Sa'adah; Luluk Faridah; Khafidhoh Nurul Aini
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v6i3.14748

Abstract

Mathematical critical thinking is one of the essential competencies that should be developed in twenty-first-century mathematics education. However, students' critical thinking skills remain relatively low and are influenced by various factors, including personality type and instructional approach. This study aimed to describe the profile of mathematical critical thinking skills of introverted and extroverted students in solving ethnomathematics-based problems derived from the Sumur Giling Lamongan legend through the Contextual Teaching and Learning (CTL) approach. This research employed a descriptive qualitative design. The participants consisted of four eighth-grade students of MTs Ma'arif 15 Tarbiyatul Huda Sendang Duwur selected through purposive sampling, including two introverted students and two extroverted students with relatively similar mathematical abilities. Data were collected through a personality questionnaire, a mathematical critical thinking test, semi-structured interviews, and documentation. Data were analyzed using the Miles, Huberman, and Saldaña model involving data condensation, data display, and conclusion drawing, while data credibility was ensured through technique triangulation and member checking. The findings revealed that introverted students fulfilled all six critical thinking indicators proposed by Facione, namely interpretation, analysis, evaluation, inference, explanation, and self-regulation. In contrast, extroverted students fulfilled only three indicators, namely interpretation, analysis, and inference, while evaluation, explanation, and self-regulation were not optimally demonstrated. The study concludes that integrating CTL with the ethnomathematical context of the Sumur Giling Lamongan legend facilitates meaningful mathematical understanding, whereas personality type mainly influences the depth of reasoning, argumentation, and reflective thinking rather than students' initial understanding of mathematical problems. ABSTRAK Kemampuan berpikir kritis matematis merupakan salah satu kompetensi penting yang perlu dikembangkan dalam pembelajaran abad ke-21. Namun, kemampuan tersebut masih relatif rendah dan dipengaruhi oleh berbagai faktor, di antaranya tipe kepribadian siswa serta pendekatan pembelajaran yang digunakan. Penelitian ini bertujuan mendeskripsikan profil kemampuan berpikir kritis matematis siswa berkepribadian introvert dan ekstrovert dalam menyelesaikan soal berbasis etnomatematika legenda Sumur Giling Lamongan melalui pembelajaran Contextual Teaching and Learning (CTL). Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian terdiri atas empat siswa kelas VIII MTs Ma’arif 15 Tarbiyatul Huda Sendang Duwur yang dipilih secara purposive sampling, yaitu dua siswa berkepribadian introvert dan dua siswa berkepribadian ekstrovert dengan kemampuan matematika yang relatif setara. Pengumpulan data dilakukan melalui angket tipe kepribadian, tes kemampuan berpikir kritis matematis, wawancara semi-terstruktur, dan dokumentasi. Analisis data menggunakan model Miles, Huberman, dan Saldaña yang meliputi kondensasi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diperoleh melalui triangulasi teknik dan member check. Hasil penelitian menunjukkan bahwa siswa berkepribadian introvert mampu memenuhi seluruh indikator berpikir kritis menurut Facione, yaitu interpretation, analysis, evaluation, inference, explanation, dan self-regulation. Sementara itu, siswa berkepribadian ekstrovert hanya memenuhi indikator interpretation, analysis, dan inference, sedangkan indikator evaluation, explanation, dan self-regulation belum terpenuhi secara optimal. Temuan ini menunjukkan bahwa integrasi CTL dengan etnomatematika legenda Sumur Giling Lamongan mampu memfasilitasi pemahaman konsep matematika secara kontekstual, sedangkan perbedaan tipe kepribadian lebih memengaruhi kedalaman penalaran, kemampuan memberikan argumentasi, dan refleksi terhadap proses berpikir daripada kemampuan memahami masalah.
PENGARUH GAYA KEPEMIMPINAN, KOMUNIKASI TERHADAP KINERJA KARYAWAN DENGAN MOTIVASI SEBAGAI VARIABEL MEDIASI PADA PT WASTE CYCLE INDONESIA Dary Sagi; Dhani Ichsanuddin Nur; Hesty Prima Rini
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v6i3.14787

Abstract

ABSTRACT Employee performance is an important factor in achieving organizational goals; therefore, declines in company target achievement and employee attendance may indicate suboptimal employee performance. This condition highlights the importance of examining the factors that influence employee performance, particularly leadership style, communication, and work motivation. This study aims to analyze the effects of leadership style and communication on employee performance, with work motivation as a mediating variable at PT Waste Cycle Indonesia. This study employed a quantitative approach with an explanatory research design. Data were collected through questionnaires using a 1–5 Likert scale from 125 production employees selected using a census sampling technique. The data were analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM) to examine the relationships among variables and the mediating role of work motivation. The results showed that leadership style and communication had positive and significant effects on employee performance. Furthermore, work motivation was found to mediate the effects of leadership style and communication on employee performance. These findings indicate that effective leadership, open communication, and strengthened work motivation, when implemented in an integrated manner, can improve employee productivity, responsibility, and performance achievement. Therefore, the company needs to develop effective leadership strategies, improve internal communication systems, and strengthen work motivation as continuous efforts to achieve optimal organizational performance. ABSTRAK Kinerja karyawan merupakan salah satu faktor penting dalam pencapaian tujuan organisasi, sehingga penurunan capaian target perusahaan dan tingkat kehadiran karyawan dapat menjadi indikasi belum optimalnya kinerja karyawan. Kondisi tersebut menjadi dasar pentingnya mengkaji faktor-faktor yang memengaruhi kinerja karyawan, khususnya gaya kepemimpinan, komunikasi, dan motivasi kerja. Penelitian ini bertujuan untuk menganalisis pengaruh gaya kepemimpinan dan komunikasi terhadap kinerja karyawan dengan motivasi kerja sebagai variabel mediasi pada PT Waste Cycle Indonesia. Penelitian ini menggunakan pendekatan kuantitatif dengan desain penelitian eksplanatori. Data dikumpulkan melalui penyebaran kuesioner menggunakan skala Likert 1–5 kepada 125 karyawan bagian produksi yang dipilih menggunakan teknik sampling jenuh. Data dianalisis menggunakan metode Partial Least Square-Structural Equation Modeling (PLS-SEM) untuk menguji hubungan antarvariabel serta peran mediasi motivasi kerja. Hasil penelitian menunjukkan bahwa gaya kepemimpinan dan komunikasi berpengaruh positif dan signifikan terhadap kinerja karyawan. Selain itu, motivasi kerja terbukti berperan sebagai variabel mediasi dalam pengaruh gaya kepemimpinan dan komunikasi terhadap kinerja karyawan. Temuan ini menunjukkan bahwa penerapan gaya kepemimpinan yang efektif, komunikasi yang terbuka, dan penguatan motivasi kerja secara terpadu dapat meningkatkan produktivitas, tanggung jawab, serta pencapaian kinerja karyawan. Dengan demikian, perusahaan perlu mengembangkan strategi kepemimpinan, memperbaiki sistem komunikasi internal, dan meningkatkan motivasi kerja sebagai upaya berkelanjutan untuk mencapai kinerja organisasi yang optimal.
ENHANCING VOCATIONAL EDUCATION: INTEGRATING LEVEL 6 OF THE SKKNI TO DEVELOP A SCREENCAST-BASED LEARNING KIT FOR THE AUDITING SUBJECT Tuti Sriwedari; Andri Zainal; Haryadi Haryadi; Ramdhansyah Ramdhansyah; Khafi Puddin; Pasca Dwi Putra
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v6i3.14793

Abstract

ABSTRACT The increasing demand for professional competencies in accounting requires Audit learning to integrate theoretical knowledge with workplace competencies. This study aimed to develop and validate screencast-based learning materials integrated with Level 6 Indonesian National Work Competency Standards (SKKNI) for Accounting Technicians, specifically competency unit M.692000.024.02. The study employed a Research and Development (R&D) method using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation. The participants were 63 seventh-semester Accounting Education students at Universitas Negeri Medan. Data were collected through expert validation questionnaires, lecturer assessments, and student responses and analyzed using descriptive quantitative analysis. This study focused on product development and validation; therefore, comprehensive practicality and effectiveness testing was not conducted. Lecturer assessments and student responses were used as initial information regarding product usability, while effectiveness testing requires broader implementation using a quasi-experimental design to measure improvements in students’ competencies. The results showed that the learning materials obtained a validation score of 4.51 out of 5.00, categorized as highly valid, with a high level of alignment with the targeted SKKNI competency unit. The validation results also indicated the technical feasibility and contextual relevance of the media in connecting academic concepts with auditing practices. Thus, the SKKNI-integrated screencast-based learning materials are considered valid and suitable as supporting materials for competency-based Audit learning. Future research should conduct comprehensive practicality and effectiveness testing through broader implementation and a quasi-experimental design, as well as integrate the materials into a Learning Management System (LMS). ABSTRAK Perkembangan kebutuhan kompetensi profesional di bidang akuntansi menuntut pembelajaran Audit yang mengintegrasikan teori dengan kompetensi dunia kerja. Penelitian ini bertujuan mengembangkan dan memvalidasi perangkat pembelajaran berbasis screencast yang terintegrasi dengan SKKNI Level 6 Teknisi Akuntansi Ahli pada unit kompetensi M.692000.024.02. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Subjek penelitian terdiri atas 63 mahasiswa Pendidikan Akuntansi semester tujuh Universitas Negeri Medan. Data dikumpulkan melalui angket validasi ahli, penilaian dosen, dan respons mahasiswa, kemudian dianalisis secara deskriptif kuantitatif. Penelitian ini difokuskan pada pengembangan dan validasi produk, sehingga uji kepraktisan dan efektivitas secara komprehensif belum dilakukan. Penilaian dosen dan respons mahasiswa digunakan sebagai informasi awal mengenai keterpakaian produk, sedangkan uji efektivitas memerlukan implementasi lebih luas dengan desain kuasi eksperimen untuk mengukur peningkatan kompetensi mahasiswa. Hasil penelitian menunjukkan bahwa perangkat pembelajaran memperoleh skor validasi sebesar 4,51 dari 5,00 dengan kategori sangat valid dan memiliki kesesuaian yang tinggi terhadap unit kompetensi SKKNI yang ditargetkan. Hasil validasi juga menunjukkan kelayakan teknis dan relevansi kontekstual media dalam menghubungkan konsep akademik dengan praktik audit. Dengan demikian, perangkat pembelajaran berbasis screencast terintegrasi SKKNI dinyatakan valid dan layak digunakan sebagai pendukung pembelajaran Audit berbasis kompetensi. Penelitian selanjutnya perlu melakukan uji kepraktisan dan efektivitas melalui implementasi yang lebih luas dan desain kuasi eksperimen serta mengintegrasikannya dengan Learning Management System (LMS).

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