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Edukasia: Jurnal Pendidikan dan Pembelajaran
Published by Lembaga Pendidikan Ma'arif NU Magetan
ISSN : 27211150     EISSN : 27211169     DOI : https://doi.org/10.5281/zenodo
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Edukasia: Jurnal Pendidikan dan Pembelajaran has two versions, namely print and online, all of which are registered with the ISSN established by the Indonesian Institute of Sciences (LIPI) e-ISSN 2721-1169 (online) and ISSN 2721-1150 (print). Edukasia: Jurnal Pendidikan dan Pembelajaran is a medium for publishing research results related to the thoughts and research of experts, scientists, practitioners and reviewers in the field of education and learning
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1,797 Documents
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Pengaruh Kompetensi Pedagogik dan Profesionalisme Guru Terhadap Prestasi Belajar Siswa Pada SMA se-Kecamatan Amalatu-Elpaputih Wairatta, Viona; Laurens, Th.; Sahalessy, A.; Rumfot, Sumarni
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1076

Abstract

The impact of teachers's pedagogical competence and professionalism on student learning achievement in high school in Amalatu-Elpaputih District. A teacher's pedagogical and professional competence is needed to improve the quality of learning and student achievement. This research was conducted with the aim of looking at the influence of teachers' pedagogical and professional competence on the learning achievement of high school students in the amalatu-elpaputih sub-district, western Seram district. This type of research is quantitative, with the number of samples selected using a saturated sampling technique being 80 people. The technique used to obtain this is through a closed questionnaire. Regression test statistics show that (1) there is a positive and significant influence of teacher pedagogic competence on the learning achievement of State High School students in the Amalatu-Elpaputih subdistrict, SBB district. This influence can be explained through the regression model formed, namely . The magnitude of the influence of pedagogical competence on student learning achievement, namely 34.30% and 65.70%, is another factor outside this regression model; (2) there is a positive and significant influence of teacher professionalism on the learning achievement of State High School students in the Amalatu-Elpaputih sub-district, SBB district. This influence can be explained through the regression model formed, namely . The influence of teacher professionalism on student learning achievement is 27.60%, and the remaining 72.40% is other factors outside this regression model; and (3) there is a positive and significant influence of pedagogical competence and teacher professionalism on the learning achievement of State High School students in the Amalatu-Elpaputih subdistrict, SBB district. This influence can be explained through the regression model formed, namely . The magnitude of the influence of pedagogical competence and teacher professionalism on student learning achievement, namely 38.60% and 61.40%, is another factor outside this regression model.
Manajemen Pendidikan Karakter di SMA Negeri 13 Ambon Djamaluddin, Sunardi; Rahabav, P.; Sahalessy, A.; Rumfot, Sumarni
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1077

Abstract

This research aims to (1) To find out the character education planning at SMA Negeri 13 Ambon. (2) To find out the organization of character education at SMA Negeri 13 Ambon. (3) To find out the implementation of character education at SMA Negeri 13 Ambon. (4) To find out the supervision of character education at SMA Negeri 13 Ambon. (5) To find out the factors that support and detain character education at SMA Negeri 13 Ambon. The results of this research are: (1) Educational character management planning at SMA Negeri 13 Ambon begins with a program planning meeting at the beginning of the year involving all school components including the principal, vice principal for curriculum, student affairs, infrastructure, public relations, treasurer, education staff and education and school committees. The meeting discussed determining the goals of character education, preparing programs and integrating character values ​​to students. (2) The organization of character education for students of SMA Negeri 13 Ambon was carried out based on a Decree from the principal to all stakeholders of SMA Negeri 13 Ambon, with regard to what, where and when the activities will be carried out, why it must be implemented, and how to implement it. (3) The implementation of character education at SMA Negeri 13 Ambon was carried out in integrative way by all teachers including the principal. (4) Supervision of character education at SMA Negeri 13 Ambon was carried out by internal and external supervisors. The internal supervisor is the principal, assisted by the vice principal, while the external supervisor is a school supervisor assigned by the Educational Office. The Implementation is carried out in accordance with their responsible and functions, based on the instrument of supervision activities, both monitoring and evaluation. (5) The supporting factor for character education management in SMA Negeri 13 Ambon is, there is a coordination between the principal and the vice principal, teachers and staffs in implementing various models, methods and learning strategies in character education in teaching and learning process, inside and outside the classroom, supported with adequate infrastructure. The only factor detaining the management of character education in SMA Negeri 13 Ambon is the lack of self-awareness of certain subject teachers.
The Relationship Between Anxiety and Numerical Literacy of Elementary School Students Heni Hendrik, Septiana; Anitra, Rien; Buyung, Buyung
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i2.1081

Abstract

This study aims to: 1) Describe the level of mathematics anxiety of fifth grade students of SDN 6 Singkawang, 2) Describe the level of numeracy literacy of fifth grade students of SDN 6 Singkawang, 3) Describe the relationship between mathematics anxiety and numeracy literacy of fifth grade students of SDN 6 Singkawang. This type of research is quantitative research. The research design uses a correlation design. The population in this study were all fifth grade students of SDN 6 Singkawang. The sample used saturated sampling totaling 21 students. Data collection techniques used a mathematics anxiety questionnaire and a numeracy literacy test. Data analysis techniques used descriptive percentage tests and Pearson product moment correlation tests using Excel and SPSS 27. The results of the study showed: 1) students' mathematics anxiety was in the very low category with a percentage of 48%, 2) students' numeracy literacy was in the very low category with an average value of 49, 3) there was no significant relationship between students' mathematics anxiety and numeracy literacy. The correlation value is 0.118 and the correlation coefficient is in the very low category.
Efektifitas Pemanfaatan Dana Bantuan Operasional Pendidikan (BOP) dalam Upaya Peningkatan Mutu Pendidikan Jenjang PAUD di Kecamatan Bula Kabupaten Seram Bagian Timur Faud, Nurjanah; Kempa, R.; Rumfot, Sumarni
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1083

Abstract

Permendikbud Number 2 of 2022 states that the Early Childhood Education (PAUD) Operational Assistance (BOP) is an aid fund provided by the Central Pamerintah to assist in providing funding for non-personnel operational costs in supporting early childhood education learning activities. In accordance with article 12 paragraph (1) letter (e) of the Regulation of the Minister of Finance of the Republic of Indonesia Number 116/PMK.07/2022 concerning the Management of Non-Physical Special Allocation Funds, the calculation of the allocation of Education BOP funds is carried out based on the number of students multiplied by the unit cost per student. This type of research is descriptive qualitative research with a problem formulation that combines research to explore or photograph the situation to be thoroughly researched, broadly and in depth in the early childhood education unit in Bula sub-district, namely at Bula State Guidance Kindergarten and Gumumae Bula Kindergarten. The purpose of this study itself is to determine the Effectiveness of the Management of Education Operational Assistance Funds (BOP) in an Effort to Improve the Quality of PAUD Education in Bula District, East Seram Regency and to determine the supporting and inhibiting factors in the management of educational operational assistance at Bula State Guidance Kindergarten and Gumumae Bula Kindergarten. From the results of the research conducted, it was found that BOP fund planning was carried out through the preparation of school activity plans and budgets (RKAS) by involving: school principals and staff and teacher councils, school school committees and management at the education office in charge of ECCE, the realization of the BOP Fund Program at both ECCE institutions has been completed according to the target time. Performance objectives and targets in accordance with the RKAS, the implementation/use of BOP funds at TK Pembina Bula and TK Gumumae Bula have not applied the principles of transparency and accountability in the Financial statement accountability report.At TK Pembina Bula and TK Gumumae Bula in 2022.
Manajemen Pembelajaran Anak Berkebutuhan Khusus (ABK) pada SD Negeri 8 Bula Kecamatan Bula Kabupaten Seram Bagian Timur Rumatumia, Hairudin; Kempa, R.; Rumfot, Sumarni
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1084

Abstract

Education is a basic right for everyone, regardless of social class/strata, race, political choice, creed or physical and mental differences as stated in the 1945 Constitution article 31 paragraph (1) states "Every citizen has the right to equal educational opportunities". Law Number 4 of 1997 concerning persons with disabilities Article 10 Paragraph (1) states that "Equality of opportunity for persons with disabilities in all aspects of life and livelihood is implemented through the provision of accessibility". The existence of children with special needs (ABK) at SD Negeri 8 Bula, Bula District, East Seram Regency consists of several categories including: Special Smart Children and Special Talents (CIBI), Slow learners, Children who have specific learning difficulties, and Autism. In the application of learning management at SD Negeri 8 Bula, of course, it must be slightly different from other public schools that do not have students with special needs ABK). In education, management is the activity of integrating educational resources to be centralized in an effort to achieve predetermined educational goals by directing people to carry out certain activities to achieve goals. That is, moving those people to organize the means, materials, tools, and costs and by certain methods carry out their respective activities. In practice the manager or principal is in charge of directing the teachers, staff, and students. Not only leading or encouraging, but also thinking about strategies or policies to regulate school physical, facilities, and infrastructure. This type of research is qualitative descriptive research Through. From the results of the research conducted, it was found that the Planning for Learning Management of Children with Special Needs (ABK) carried out by the Principal and Teachers / Educators at SD Negeri 8 Bula in identifying students must be carried out earlier when students register so that in the preparation of RPP and Syllabus a modified curriculum can be made that can accommodate learning models for students with special needs, Implementation (Actuating) of Learning Management of Children with Special Needs (ABK) at SD Negeri 8 Bula, Principals and Teachers have implemented learning strategies in accordance with references to the applicable curriculum, namely the 2013 Curriculum, and Evaluation of Learning Management of Children with Special Needs (ABK) at SD Negeri 8 Bula, Principals and Teachers evaluate the implementation of learning, evaluations are carried out on student learning outcomes common.
Pengaruh Kemampuan Manajemen Kepala Sekolah, Kepemimpinan Kepala Sekolah Terhadap Mutu Pelayanan Pendidikan Melalui Kinerja Guru Usran, Usran; Ratumanan, T.G.; Lekatompessy, J. E.; Rumfot, Sumarni
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1085

Abstract

The aim of this research is to explain: 1) The influence of work motivation on the performance of East Kutai Regency driving teachers, 2) The influence of self-efficacy on the performance of East Kutai Regency driving teachers, 3) The influence of resilience on the performance of East Kutai Regency driving teachers, 4) The influence of work motivation on the resilience of driving teachers in East Kutai Regency, 5) The influence of self-efficacy on the resilience of driving teachers in East Kutai Regency, 6) The indirect influence of work motivation on performance through the resilience of driving teachers in East Kutai Regency, and 7) The indirect influence of self-efficacy on the performance of driving teachers through resilience in East Kutai Regency. Type of quantitative research. The research population was school principals and driving teachers for Classes 5, 7 and 8 in East Kutai Regency. The sampling method used proportional sampling of 20 school principals and 51 teachers. Results Based on the results of the research and discussion, it can be concluded as follows: 1) Work motivation has a direct positive effect on the performance of teachers in East Kutai Regency. 2) Self-efficacy has a direct positive effect on the performance of East Kutai Regency driving teachers. 3) Teacher resilience has a direct positive effect on the performance of teachers in East Kutai Regency. 4) Work motivation has a direct positive effect on the resilience of teachers driving East Kutai Regency. 5) Self-efficacy has a direct positive effect on the resilience of teachers driving East Kutai Regency. 6) There is a significant influence between work motivation and performance through the resilience of driving teachers in East Kutai Regency. 7) There is a significant influence between self-efficacy on the performance of driving teachers through resilience in East Kutai Regency.
Pengaruh Supervisi Kepala Sekolah Dan Kompetensi Guru Terhadap Kinerja Guru Di Sekolah Dasar Negeri Se-Kecamatan Bula Fidmatan, Firdah; Kempa, R.; Sahalessy, A.; Rumfot, Sumarni
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1086

Abstract

This research aims to (1) Describe the supervision of school principals in State Elementary Schools in Bula District. (2) Describe the competency of teachers in State Elementary Schools in Bula District. (3) Describe the performance of teachers in State Elementary Schools in Bula District. (4) Describe whether or not there is a significant influence between principal supervision on teacher performance in State Elementary Schools in Bula District. (5) Describe whether there is a significant influence between teacher competency on teacher performance in State Elementary Schools in Bula District. (6) Describe whether or not there is a significant influence between principal supervision and teacher competency together on teacher performance in State Elementary Schools in Bula District. This type of research is quantitative research. The samples obtained came from state elementary schools in Bula District, East Seram Regency. The sample used was 106 respondents. The data obtained in this research was through filling out a questionnaire. The research method used by researchers in this research is descriptive quantitative with quantitative regression analysis methods. The results of descriptive analysis of principal supervision variables in Bula District Elementary Schools, East Seram Regency are classified as moderate, Teacher Competency variables in Bula District East Seram District Elementary Schools are classified as high, and teacher performance variables in Bula District Elementary Schools are classified as high, and teacher performance variables in Bula District Public Elementary Schools Eastern Seram Regency is relatively high. The results of the descriptive analysis based on the results of testing the first hypothesis show that the principal's supervision has a significant influence on teacher performance. The second hypothesis also shows that teacher competence has a significant influence on teacher performance. The third hypothesis shows that principal supervision and teacher competence together have a significant influence on teacher performance in State Elementary Schools in Bula District, East Seram Regency.
Implementasi Kebijakan Dinas Pendidikan Kebudayaan Pemuda dan Olahraga dalam Meningkatkan Mutu Guru di SMP Kecamatan Bula Kabupaten Seram Bagian Timur Kilbaren, Muh. Ali; Kempa, R.; Rumfot, Sumarni
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1087

Abstract

Policy implementation in principle is a way for a policy to achieve its goals. The implementation process will vary depending on the nature of the policy being implemented. Different decisions will show the characteristics, structures and relationships between the factors that influence the implementation of public policy so that the implementation process will also experience differences. The characteristics of education policy include (1) having goals, (2) having formal legal aspects, (3) having operational concepts. Compiled by the authorities, the formulator has capacity in the field of education, can be measured and evaluated, has a systematic formulation, and is prioritized. Policy implementation is seen in a broad sense, which is the stage of the policy process immediately after the enactment of the law. Implementation is seen broadly as having the meaning of implementing laws in which various actors, organizations, procedures and techniques work together to carry out policies in an effort to achieve the goals of policies or programs. Implementation of school quality assurance is a government policy to improve the quality of education. Implementation of a quality assurance system in primary and secondary education refers to standards according to applicable regulations. The results of the study show that the planned policies related to aspects of quality improvement do not indicate the direction and targets that must be achieved, this is due to the techniques and strategies in the formulation of policies related to programs that show a focus on solving educational problems related to quality. The quality of education is influenced by the competence of teachers while the academic qualifications of teachers are at the secondary school level (97.0%) for elementary schools (69.4%) for elementary schools (38.6%) for S1. For the level of certification (PAUD has been certified 0% - not yet certified 99.5%) School (Elementary has been certified 6.8% - has not been certified 93.2%) and Secondary Education (certified 8.3% and not yet certified 91.7 %).
Manajemen Kelompok Kerja Guru (KKG) pada Gugus Flamboyan Kecamatan Pulau Gorom Kabupaten Seram Bagiaan Timur Rumanama, Darama; Laurens, Th.; Rumfot, Sumarni
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1088

Abstract

The aim of this study is to analyze the functions of planning, organizing, implementing, and evaluating the Flamboyan Cluster KKG using qualitative testing methods. The results of the research indicate that the Flamboyan Cluster KKG has successfully established a solid foundation through a clear vision, mission, goals, and strategies in the planning aspect. The structured planning provides direction and measurable goals for the group, creating a collaborative environment for professional growth and the improvement of educational quality. In the organizational aspect, the Flamboyan Cluster KKG demonstrates commitment and a holistic approach in forming an effective teacher working group. Participatory approaches, adjustments to needs, and a focus on developing teacher competencies are key elements for the development of professionalism and teaching quality. In the implementation phase, the application of motivational strategies, focused guidance, effective coordination, and the use of digital communication media create a positive working environment. In-depth understanding of member needs, proactive response to feedback, and commitment to individual professional growth strengthen the group's performance. Regarding evaluation, the Flamboyan Cluster KKG adopts a participatory approach in formulating job standard criteria and suggesting future work program recommendations. Despite logistical challenges, the group successfully involves active members and adapts to environmental changes to enhance the effectiveness of KKG activities and the quality of teacher development in their region.
Problem Based Learning Terintegrasi Pendekatan Teaching at the Right Level untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Mulyani, Resti Eka; Masfingatin, Titin; Suparwati, Alip
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1090

Abstract

One of the abilities that students must master in the 21st century is the ability to think critically. This is because the current learning process is not enough with just the ability to remember, but students are also required to have the ability to understand, analyze, and integrate various sources of knowledge to solve problems. Indicators of critical thinking skills are interpretation, analysis, evaluation, and inference. The purpose of this study is to determine the improvement of critical thinking skills and student learning outcomes through the application of the Integrated Problem Based Learning model of the Teaching At The Right Level approach. The research method used is classroom action research which is carried out in two learning cycles. The subjects in this study are students of grade 7C SMPN 13 Madiun. Data on students' critical thinking skills and learning outcomes as supporting data were obtained from the analysis of student worksheets. The results of the study show that the Problem Based Learning learning model integrated with the Teaching At The Right Level learning approach is successful in improving students' critical thinking skills and learning outcomes. The improvement of students' critical thinking skills can be seen from the percentage of critical thinking skills in the pre-cycle of 59.64%, increasing by 3.12% to 62.76% in cycle 1. Then it increased again by 8.66% to 80.73% in cycle 2. The student learning outcomes also experienced a significant increase, namely in the pre-cycle the percentage of student completion was 28.13% with a class average of 53.28. Then in cycle 1 there was an increase of 34.37% to 62.50%, as well as the average class also increased to 73.50. In cycle 2, there was an increase of 15.63% to 78.13%, as well as the average class also increased to 79.34.

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