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JIMAD : Jurnal Ilmiah Mutiara Pendidikan
Published by PT. Penerbit Tiga Mutiara
ISSN : -     EISSN : 3026314X     DOI : https://doi.org/10.61404/jimad
Core Subject : Religion, Education,
Religion Education Other
JIMAD : Jurnal Ilmiah Mutiara Pendidikan Adalah sebuah publikasi akademik yang secara khusus memfokuskan pada penelitian, pembahasan, dan analisis dalam bidang pendidikan. Tujuan utama dari jurnal ilmiah ini adalah untuk memajukan pengetahuan dan pemahaman tentang isu-isu pendidikan, praktik pengajaran, kurikulum, manajemen pendidikan, evaluasi, dan topik terkait lainnya.
Arjuna Subject : Umum - Umum
Articles 88 Documents
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Pengaruh Kepemimpinan Kepala Sekolah dan Beban Kerja Guru terhadap Kinerja Guru di SMKN 1 Puloampel Ramdan; Sakti Andayani; Fuad Abdul Baqi; Andriani Sariwardani
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 4 No. 2 (2026): JIMAD - MEI
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v4i2.506

Abstract

Vocational education requires teachers with optimal performance in order to produce graduates who are competent and prepared to face the demands of the workforce. Teacher performance is influenced by various factors, including principal leadership and teacher workload, both of which are directly related to the implementation of instructional duties and school administration. This study focuses on the influence of principal leadership on teacher performance, the influence of teacher workload on teacher performance, and the simultaneous influence of both variables on teacher performance at SMKN 1 Puloampel. The study employed a quantitative method with a descriptive survey approach involving 55 teachers selected through a total sampling technique. Data were collected through observation and questionnaire distribution using a Likert scale and were subsequently analyzed using the t-test and F-test with the assistance of IBM SPSS Statistics 24.0. The findings revealed that principal leadership did not have a positive and significant effect on teacher performance, whereas teacher workload had a positive and significant effect on teacher performance. Simultaneous testing further indicated that principal leadership and teacher workload collectively did not exert a significant effect on teacher performance. These findings demonstrate that teacher performance is more strongly influenced by internal factors such as professional competence, work motivation, teaching experience, and task management abilities. The novelty of this study lies in the finding that a proportionally organized teacher workload is capable of enhancing teachers’ discipline, responsibility, and work effectiveness, while principal leadership has not yet demonstrated a significant influence on teacher performance within the vocational school environment. This study contributes to the development of vocational education management through the strengthening of teacher professionalism and balanced workload management.
Penguatan Kompetensi Profesional Guru Berbasis Refleksi dan Best Practice (Studi di Sekolah Dasar Negeri Kota Cilegon) Ifa Hafiroh; Harry Budiman; Inti Hujah; Eno Astriyani; Siti Laela
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 4 No. 2 (2026): JIMAD - MEI
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v4i2.507

Abstract

This study was motivated by the low level of professional competence among elementary school teachers despite the fact that most teachers have obtained certification and adequate academic qualifications. Curriculum changes, advances in educational technology, and the demands of 21st-century learning require teachers to possess adaptive, reflective, and collaborative professional competencies. The research problem focused on the influence of reflective practice and best practice on the professional competence of teachers at A-accredited public elementary schools in Cilegon City. The study employed a quantitative approach with a causal-comparative design involving 105 teachers selected through proportionate stratified random sampling. Data were collected using Likert-scale questionnaires and analyzed through multiple linear regression using EViews 12. The results revealed that reflective practice had a positive and significant effect on teachers’ professional competence, with a t-value of 4.697 and a significance value of 0.000. Best practice also demonstrated a positive and significant effect, with a t-value of 5.065 and a significance value of 0.000. Simultaneous testing indicated that reflective practice and best practice jointly had a significant effect on teachers’ professional competence, with an F-value of 43.72 and a coefficient of determination of 52.2%. The findings confirm that reflective and collaborative cultures are capable of improving teachers’ professional quality continuously through learning evaluation, sharing teaching experiences, and developing innovative instructional strategies. The novelty of this study lies in the simultaneous examination of reflective practice and best practice through a quantitative approach within the context of A-accredited public elementary schools in Cilegon City. The findings also demonstrate that best practice exerts a greater influence than reflective practice on the professional competence of elementary school teachers.
Pengaruh Minat Belajar dan Kepercayaan Diri terhadap Hasil Belajar Kognitif Matematis pada Siswa SMK Negeri 7 Kabupaten Tangerang Charlos E. P. L. Gaol; Nerru Pranuta Murnaka; Ayatul Ulya
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 4 No. 2 (2026): JIMAD - MEI
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v4i2.481

Abstract

This study was motivated by the low mathematics learning outcomes of vocational high school students, which are influenced by affective factors, particularly learning interest and self-confidence. Mathematics plays a crucial role in developing students’ logical, critical, and systematic thinking skills; therefore, successful mathematics learning constitutes an essential component of vocational education. The research problem focused on the influence of learning interest and self-confidence on the mathematical cognitive learning outcomes of eleventh-grade students at SMK Negeri 7 Kabupaten Tangerang. The study employed a quantitative approach with a correlational survey design. The research sample consisted of 129 students selected through cluster sampling techniques. Data were collected through Likert-scale questionnaires and documentation of students’ mathematics scores. Data analysis was conducted using descriptive statistics, Pearson correlation, and multiple linear regression with the assistance of SPSS software. The findings revealed that learning interest did not have a significant effect on mathematics learning outcomes, contributing only 1.1%, whereas self-confidence had a significant effect with a contribution of 10.8%. Simultaneous testing demonstrated that learning interest and self-confidence collectively exerted a significant influence on mathematics learning outcomes with a contribution of 13.8%. The findings indicate that self-confidence is a more dominant affective factor than learning interest in improving the mathematical cognitive learning outcomes of vocational high school students. The novelty of this study lies in the finding that the vocational practice-oriented characteristics of vocational high school students cause learning interest not to directly influence mathematics learning outcomes, while self-confidence emerges as a more determining factor in students’ academic achievement. The results of this study are expected to serve as a foundation for developing mathematics learning strategies that are more oriented toward strengthening students’ psychological aspects.
Sekolah Minggu dan Era Teknologi: Strategi Menghadapi Peluang dan Tantangan Digitalisasi Mersi Nantaria Telaumbanua; Nehemia Nome
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 4 No. 2 (2026): JIMAD - MEI
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v4i2.515

Abstract

The development of digital technology has brought significant changes to Sunday School ministry and children’s faith education in the modern era. Children, as digital native generations, are increasingly connected to visual media, audiovisual content, and internet use, causing conventional learning methods to become less engaging and less effective in fostering active learner participation. This study aims to analyze Sunday School strategies in addressing the opportunities and challenges of digitalization, the utilization of digital media for children’s spiritual growth, and the roles of teachers, churches, and families in developing relevant and transformative spiritual learning. The research employed a qualitative approach with a library research design enriched through phenomenological analysis of digitalization practices in Sunday School ministry. Data were obtained through a review of literature on Christian educational theology, child pedagogy, digital literacy, and reflective observation of the use of Bible animation videos, social media, and online learning platforms. The findings indicate that the digitalization of Sunday School ministry through Bible animation videos, YouTube, Zoom, Google Meet, and Christian learning applications enhances children’s interest, participation, and understanding of God’s Word through learning experiences that are more interactive, communicative, and contextual. The challenges of digitalization are reflected in gadget-related distractions, digital dependency, reduced learning concentration, and unequal access to technology among certain families. The study concludes that the success of digital Sunday School requires the integration of technology, teacher competence, parental guidance, digital literacy, and continuous spiritual formation. The novelty of this study lies in the development of a digital Sunday School ministry model that integrates technological media, pedagogical strategies, family supervision, and children’s spiritual formation in a holistic manner, thereby ensuring that church ministry remains adaptive, inclusive, and centered on children’s faith development in the digital era.
Manajemen Supervisi Akademik Kepala Sekolah dalam Meningkatkan Kinerja Guru SD Se-Kecamatan Grogol, Kota Cilegon Inti Hujah; Ifa Hafiroh; Ramdan; Sudaryono
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 4 No. 2 (2026): JIMAD - MEI
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v4i2.518

Abstract

Principal academic supervision management is a crucial factor in improving elementary school teacher performance amid the increasing demands for educational quality and digital transformation in the Grogol District, Cilegon City. The background of the study indicates persistent issues in teacher performance, including suboptimal lesson planning, less innovative teaching methods, and limited integration of educational technology. The research problem is formulated as how principals manage academic supervision to enhance teacher performance through planning, implementation, evaluation, and follow-up processes. This study employs a qualitative case study approach involving eleven public elementary schools. The findings reveal that academic supervision is conducted systematically, collaboratively, and continuously through classroom observations, reflective discussions, workshops, and On-the-Job Training supported by the Academic Learning System. The results indicate a 15 percent improvement in teacher performance, increasing from 75 to 95, as well as an 80 percent improvement in school learning achievement. The study concludes that integrated, collaborative, and technology-based academic supervision management significantly enhances teacher professionalism. The novelty of this research lies in the development of a digital-collaborative supervision model that integrates teacher participation, continuous professional development, and real-time digital monitoring systems to ensure more effective, efficient, and measurable teacher performance management. Supporting factors include principal commitment, teacher openness, collaborative school culture, and technological support. In contrast, the main obstacles include time constraints, administrative workload, and variations in teacher competence. The findings imply that academic supervision should be managed as adaptive, participatory, and sustainable professional development oriented toward continuous improvement of learning quality in Indonesian elementary schools, serving as a reference for developing a more effective, systematic, and sustainable digital-collaborative supervision model.
Integritas Kepemimpinan Musa dalam Bilangan 12:3-8 dan Implikasinya bagi Kepemimpinan Guru Pendidikan Agama Kristen Safira
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 4 No. 2 (2026): JIMAD - MEI
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v4i2.520

Abstract

This study is grounded in the crisis of leadership integrity within Christian education, characterized by inconsistency between teaching and the lived practice of Christian Religious Education teachers, which consequently weakens the formation of students’ character. The research problem addresses how Moses’ leadership integrity in Numbers 12:3–8 is understood through exegetical analysis and how it is relevant to the leadership of contemporary Christian Religious Education teachers. This study aims to identify the principles of Moses’ leadership integrity and to formulate its theological and practical relevance for Christian education. The research employs a descriptive qualitative method through biblical exegesis, theological analysis, and practical theology based on library research. The findings indicate that Moses’ integrity is grounded in profound humility, an intimate relationship with God as the source of leadership legitimacy, and moral consistency in obedience to the divine calling despite criticism and internal conflict. The study concludes that leadership integrity is not based on formal position, but on character quality aligned with the will of God and a living spiritual relationship. Its implication for Christian Religious Education teachers is that integrity constitutes the foundation of pedagogical and spiritual authority in shaping students’ character through life example, alignment between faith and action, and deep spiritual devotion. The novelty of this research lies in integrating the exegetical study of Numbers 12:3–8 with the construction of a leadership model for Christian Religious Education teachers based on three core dimensions of Moses’ integrity, forming a coherent theological framework applicable to contemporary Christian education.
Sistem Penjaminan Mutu SMK pada Program Keahlian MPLB dalam Mencapai Penguasaan Keterampilan Abad 21 Riana Isti Muslikhah; Siti Umi Khayatun Mardiyah; Arwan Nur Ramadhan; Muhyadi; Annisa Harimukti Dian Kurniasari; Dwi Wulandari; Dewi Ayu Ningtyas; Lisa Nuraini; Linta Rosyada; Fitri Nur Handayani
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 2 No. 3 (2024): JIMAD - AGUSTUS
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v2i3.521

Abstract

The advancement of digital technology and the transformation of the labor market require vocational high schools (SMKs) to produce graduates who are not only technically competent but also proficient in twenty-first-century skills. The Office Management and Business Services (MPLB) program requires a quality assurance system capable of supporting the development of critical thinking, creativity, communication, and collaboration skills. This study aims to analyze the implementation of the quality assurance system in SMKs within the MPLB program, examine efforts to strengthen twenty-first-century skills, and identify challenges encountered in its implementation. A descriptive qualitative approach was employed in four public vocational high schools in the Special Region of Yogyakarta through interviews and document analysis. The findings reveal that the quality assurance system is implemented through the evaluation of educational report cards, program monitoring, curriculum alignment with business and industrial partners (DUDIKA), and the strengthening of a school quality culture. The development of twenty-first-century skills is promoted through active and industry-based learning approaches, including Project-Based Learning, Problem-Based Learning, Teaching Factory, and student-centered learning. However, implementation continues to face challenges, including suboptimal coordination, limited teacher competencies, inadequate technological facilities, and insufficient industrial and financial support. The novelty of this study lies in integrating the quality assurance system with the development of twenty-first-century skills specifically within the MPLB program, positioning educational quality not merely toward compliance with standards but also toward the formation of adaptive and work-ready graduates.
Resiliensi Guru PAI dalam Mengembangkan Kemampuan Adaptif pada Era Society 5.0 di SMP Asy-Syafi’iyah Lohgung Brondong Sisfiana Ajeng Anggraeni; Fathul Amin
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 4 No. 2 (2026): JIMAD - MEI
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v4i2.525

Abstract

The development of education in the Society 5.0 era has introduced new challenges for Islamic Religious Education (PAI) teachers through the integration of digital technology, changes in students’ characteristics, and increasing demands for innovative and adaptive learning, particularly in schools with limited facilities. This study aims to analyze PAI teachers’ understanding of resilience, the forms of resilience they develop, and its relevance to adaptive learning competencies at SMP Asy-Syafi’iyah Lohgung Brondong. The study employed a phenomenological qualitative approach with a case study design. Data were collected through observation, semi-structured interviews, and documentation involving PAI teachers, the school principal, and curriculum personnel selected purposively. The findings reveal that PAI teachers perceive resilience as the ability to endure, adapt, and remain productive in responding to digital educational changes through emotional, spiritual, social, and professional strengths. Resilience is manifested through the use of digital media, individualized learning assistance, and collaboration with schools and students’ families. The study concludes that resilience plays a crucial role in strengthening teachers’ adaptive capacities by fostering innovation, openness to change, and more communicative learning practices. The novelty of this research lies in the finding that the resilience of PAI teachers in coastal schools functions not merely as a coping mechanism against educational pressures but also as the primary foundation for developing adaptive learning in the Society 5.0 era. These findings underscore the necessity of strengthening resilience through continuous professional development, institutional support, and digital literacy to ensure that PAI learning remains relevant and adaptive.

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