cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Handri Maika Saputra, S.ST
Contact Email
gpijournal@gmail.com
Phone
+6285365202765
Journal Mail Official
gpijournal@gmail.com
Editorial Address
Komplek Perumahan Graha Indah Asri Blok A1, Kel. Air Pacah, Kec. Koto Tangah, Kota Padang, Sumatera Barat, 25176
Location
Kota padang,
Sumatera barat
INDONESIA
Gateway for Understanding Research in Education
Published by CV. Get Press Indonesia
ISSN : -     EISSN : 31234607     DOI : https://doi.org/10.69855/guru
Core Subject :
The Journal of Gateway for Understanding Research in Education (GURU) is a peer-reviewed open access journal published by CV. Get Press Indonesia. GURU is intended for academics, researchers, educators, and educational practitioners involved in the study, development, and practice of education at various levels. The journal is also relevant to those involved in curriculum design, teaching methodology, educational technology, educational evaluation, and policy making in education. Gateway for Understanding Research in Education (GURU) is used to publish research every May and November. The Gateway for Understanding Research in Education (GURU) journal contains research results and literature reviews related to the field of education, Including: Curriculum Studies, Educational Administration and Educational Management, Educational Effectiveness, Educational History, Educational Policy, Educational Philosophy and Theory of Education, Educational Technology, Learning and Teaching, Pedagogies, Sociology of Education, Special Education, Teacher Education, and Testing and Evaluation.
Arjuna Subject : -
Articles 17 Documents
 1   2 
Teacher Professionalism in Facing the Challenges of Digitization of Learning Eka Sriwahyuni
Gateway for Understanding Research in Education Vol. 1 No. 1 (2025): May 2025
Publisher : CV. Get Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69855/guru.v1i1.180

Abstract

The development of digital technology brings significant changes in the world of Education, demanding teachers to adapt quickly to various forms of digitization of learning. Teacher professionalism is a key factor in addressing this challenge, encompassing pedagogical competence, technology, and work ethics. Purpose: this study aims to analyze how teachers in Padang demonstrate professionalism in facing the challenges of digitizing learning and identify supporting and inhibiting factors. Methods: the method used is a qualitative case study in one of the public junior high schools in Padang. Data collection techniques include observation, in-depth interviews, and documentation studies. Results: the results showed that most teachers are trying to adjust to the demands of digitization through online training, the use of digital learning platforms, as well as the development of interactive teaching media. However, the challenges faced include limited ICT facilities, differences in the level of digital literacy among teachers, as well as internet network constraints in some regions. Implications: this study implies the need for stronger institutional support, both from local governments and education units, to sustainably strengthen the professional capacity of teachers. Conclusion: teacher professionalism in the digital age is determined not only by mastery of technology, but also by commitment to continuous learning and adaptability. The development of digital competencies and the creation of an inclusive learning ecosystem are key factors in effectively addressing the challenges of digitalization.
Analysis of the Problems of Educational Institutions and the Role of Education Personnel in Realizing A Conducive Learning Environment Titis Istiqomah
Gateway for Understanding Research in Education Vol. 1 No. 1 (2025): May 2025
Publisher : CV. Get Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69855/guru.v1i1.184

Abstract

A conducive learning environment is a key factor in supporting the success of the educational process within schools. However, internal challenges often hinder the creation of an ideal atmosphere. This study aims to analyze the problems faced by educational institutions and explore the strategic role of educational personnel in fostering a conducive learning environment. A descriptive qualitative approach was employed, involving participatory observation, in-depth interviews with 12 informants (educational personnel, teachers, and school leaders), and document analysis at two public secondary schools over a three-month period. The results showed that major challenges include ineffective management, weak coordination among staff, and inadequate support facilities. Educational personnel serve as mediators and facilitators in strengthening communication, ensuring order, and supporting the learning process through infrastructure management. These findings highlight the urgent need to enhance the capacity and professionalism of educational personnel through targeted training and empowerment programs. In conclusion, the active involvement of educational personnel is crucial in overcoming institutional challenges and enhancing a learning environment that promotes student achievement.
Relationship of Parental Care With Academic Achievement of Junior High School Students By Tri Agung Nusantara Kr. J. Tompong
Gateway for Understanding Research in Education Vol. 1 No. 1 (2025): May 2025
Publisher : CV. Get Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69855/guru.v1i1.185

Abstract

Student academic achievement is one of the indicators of success in the formal education process. Various factors can affect a student's academic achievement, both from the school environment and the family environment. One of the important factors of the family environment is the parenting style of the parents. Purpose: this study aims to determine the relationship between parenting patterns of parents and academic achievement of students of junior high school (SMTP). Methods: the method used is a quantitative approach with correlational design. The sample was 75 Junior High School students who were randomly selected from several schools in the study area. Data were collected through questionnaires about parental parenting styles and documentation of students ' academic grades. Results the results of the analysis showed a significant relationship between authoritative parenting patterns with higher academic achievement, while permissive and authoritarian parenting patterns tend to correlate with lower achievement. Implications: the implications of this study indicate the importance of the role of parents in supporting children's learning process through a parenting approach that is balanced between control and warmth. Conclusion: parental care plays an important role in determining the academic success of Junior High School students, so efforts to improve the quality of care needs to be a common concern between families and educational institutions.
Innovative Learning Strategies and the Role of Teacher Professionalism in Improving the Quality of Education Tisar Dewi Pratiwi
Gateway for Understanding Research in Education Vol. 1 No. 1 (2025): May 2025
Publisher : CV. Get Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69855/guru.v1i1.210

Abstract

Education is a key pillar in developing quality human resources. To meet the demands of the 21st century, innovative learning strategies and teacher professionalism are essential in creating effective and meaningful learning. This study aims to analyze the impact of innovative learning strategies and teacher professionalism on improving education quality in secondary schools. Using a quantitative approach with a correlational descriptive design, data were collected through questionnaires from 50 junior and senior high school teachers in Padang. Variables include the types of innovative strategies used, indicators of teacher professionalism (pedagogic, personality, social, and professional competencies), and indicators of educational quality such as learning outcomes and student motivation. Pearson correlation and multiple linear regression were used for data analysis. The findings indicate a positive and significant correlation between innovative strategies and teacher professionalism with improved education quality (p < 0.05). Strategies like project-based learning, interactive approaches, and digital collaboration tools increase student engagement and outcomes. Teacher professionalism supports consistency and effectiveness in the learning process. The study highlights the need for ongoing teacher training to align strategies with current educational demands and strengthen professional competence. Conclusion: A strong synergy between innovative learning strategies and teacher professionalism is vital for fostering adaptive and sustainable education quality.
Classroom Action Research as a Means of Improving Teacher Professionalism and Learning Quality in the Digital Age Nadia Sari Putri; By Tri Agung Nusantara Kr. J. Tompong
Gateway for Understanding Research in Education Vol. 1 No. 1 (2025): May 2025
Publisher : CV. Get Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69855/guru.v1i1.211

Abstract

In the digital age, challenges in education require teachers to continue to improve their professionalism and adjust learning strategies to be relevant to the needs of the 21st century. One effective approach to achieve this is through classroom Action Research (PTK).  Purpose this study aims to describe how PTK can function as a means of developing teacher professionalism and improving the quality of digital-based learning. Methods: the method used in this study is descriptive qualitative with a case study approach. The Data were collected through observation, in-depth interviews, and documentation of five teachers in Junior High School who actively implement PTK in their respective subjects. Data analysis uses Miles and Huberman interactive models, which include data reduction, data presentation, and inference. Results the results showed that the implementation of PTK encourages teachers to be more reflective of their teaching practices, adopt digital learning technologies, and be able to design interventions that have a positive impact on increasing student engagement and understanding. Significantly, teachers ' involvement in PTKS also strengthens their commitment to self-development and professional collaboration. Implications: PTK is not only a tool to improve classroom learning, but also a lifelong learning strategy for teachers in the digital age. Conclusion: in conclusion, PTK proved to be a relevant and effective means in improving teacher professionalism while improving the quality of learning systematically and contextually.  
Development of Constructivism-Based Learning Models to Improve Student Learning Outcomes Hiba Dertyana Siregar; Astuti Salim; Mirna Riazil Jannah; Ayu Nurkhayati; Nurul Hidayati
Gateway for Understanding Research in Education Vol. 1 No. 2 (2025): November, 2025
Publisher : CV. Get Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69855/guru.v1i2.335

Abstract

This study develops and evaluates a constructivism-based learning model aimed at enhancing student learning outcomes. Grounded in the philosophy that knowledge is actively constructed by learners, this model engages students through meaningful activities fostering critical thinking, creativity, and collaboration. Employing a research and development (R&D) approach with ADDIE phases (Analyze, Design, Develop, Implement, Evaluate), the model was tested across multiple schools with quantitative pretest-posttest and qualitative observations. Results demonstrated significant improvements in cognitive achievement, motivation, and active participation, with students showing deeper understanding and problem-solving skills. The study confirms constructivist strategies’ effectiveness in diverse educational contexts and highlights the crucial role of teachers as facilitators. Recommendations include integrating digital tools and extending implementation to higher education levels. Overall, this research underscores the potential of constructivism-based learning models to transform education by fostering active, learner-centered environments that improve academic success and lifelong learning skills.
Project-Based Curriculum Development to Enhance Students' Skills Wedia Hastuti; Astuti Salim; Irianto M.Ali; Mirna Riazil Jannah; Arifannisa
Gateway for Understanding Research in Education Vol. 1 No. 2 (2025): November, 2025
Publisher : CV. Get Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69855/guru.v1i2.336

Abstract

This study develops, implements, and evaluates a Project-Based Curriculum (PjBC) model to enhance core 21st-century skills: critical thinking, collaboration, communication, and time management. Using a Research and Development (R&D) mixed-methods approach following the ADDIE Model, the curriculum was tested with approximately 35 tenth-grade students at an urban high school. Quantitative skill assessments showed overall effectiveness, with Critical Thinking scoring 82.5%, Collaboration 80.7%, and Communication 78.3%. Time Management presented the primary challenge at 68.4%. The study's innovation integrates continuous teacher coaching and a structured Micro-Milestone strategy within the PjBC framework to address common implementation barriers. Findings emphasize robust teacher support and explicit project guidance for comprehensive 21st-century skill development, offering policymakers a validated model aligned with global competency standards.​
The Relationship Between Learning Motivation and Academic Achievement of High School Students Abdul Sofyan; Muhamad Fadli; Elieser Kulimbang; Hasan; Erlis Warti
Gateway for Understanding Research in Education Vol. 1 No. 2 (2025): November, 2025
Publisher : CV. Get Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69855/guru.v1i2.337

Abstract

This study investigated the significant relationship between learning motivation and academic achievement among high school students across the diverse educational landscape of Indonesia. Recognizing motivation as a core psychological determinant (Setyadi et al., 2021), the research aimed to quantify the association between these two key variables. Employing a quantitative correlational design, data were systematically collected from a nationally representative sample of 605 students (N = 605) from various regions, ensuring adequate representation across geographic and socio-economic strata. Data sources included standardized motivation questionnaires and official academic records (report card averages).The findings reveal a positive and statistically significant correlation (r = 0.41, p < 0.05) between learning motivation and academic achievement, indicating that higher levels of motivation are moderately yet strongly associated with superior academic outcomes. Further analysis demonstrated that learning motivation accounts for approximately 17%  of the variance in student achievement. The analysis of mean scores confirmed this trend, showing that highly motivated students achieved substantially higher average grades (87.2) compared to students with low motivation ( 74.5). The study concludes that fostering students' intrinsic motivation through supportive home and school environments consistent with the tenets of Self Determination Theory (Deci & Ryan, 2012) is essential for enhancing academic success in secondary education. These results provide critical, evidence-based direction for targeted interventions in educational practice and policymaking in Indonesia.
The Impact of Digital Technology Implementation on the Efficiency of Educational Administration Antik Pujihastuti; Irianto M.Ali; Lu'luil Maknun
Gateway for Understanding Research in Education Vol. 1 No. 2 (2025): November, 2025
Publisher : CV. Get Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69855/guru.v1i2.338

Abstract

The advancement of digital technology profoundly influences educational administration by enhancing efficiency and service quality. This study aims to examine the impact of digital technology implementation on administrative effectiveness across various educational institutions in Indonesia. Employing a qualitative descriptive methodology supported by extensive literature review, data were collected through interviews, observations, and institutional records from primary schools, Islamic junior high schools, and universities. The findings reveal significant reductions in processing time (up to 66%), operational costs (up to 75%), and data errors, alongside increased transparency and accessibility. Despite these benefits, challenges such as infrastructure limitations and resistance to cultural change remain. The study concludes that digitalization is crucial for modernizing educational administration, requiring strategic investment in infrastructure and human resource development. This research underscores the imperative for educational institutions to embrace digital transformation as a foundation for efficient, transparent, and accountable governance in the 4.0 era.
The Role of Information and Communication Technology (ICT) in Enhancing Educational Accessibility and Quality in Indonesia’s 3T Regions Eka Sriwahyuni; Sherly Desliyanah; Mawarda Nurodanika
Gateway for Understanding Research in Education Vol. 1 No. 2 (2025): November, 2025
Publisher : CV. Get Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69855/guru.v1i2.339

Abstract

This study investigates The Role of Information and Communication Technology (ICT) in Enhancing Educational Accessibility and Quality in Indonesia's 3T Regions. Employing a descriptive qualitative methodology, data were collected through triangulation participant observation, semi-structured interviews, and documentation involving key stakeholders (teachers, students, and officials) in Eastern Indonesia. Findings confirm that ICT significantly overcomes geographical constraints by facilitating access to diverse learning resources and enabling effective distance learning, subsequently boosting digital literacy and student engagement. However, the study identifies persistent barriers in infrastructure gaps (connectivity, device scarcity) and human resource capacity (techno-pedagogical competence) that hinder optimal integration. This research underscores the necessity of a systemic strategy combining resilient infrastructure development, continuous teacher training, and localized policy to achieve sustainable educational equity.

Page 1 of 2 | Total Record : 17

 1   2 

Filter by Year

2025 2026


Reset
Filter By Issues
All Issue Vol. 2 No. 02 (2026): November, 2026 Vol. 2 No. 1 (2026): May 2026 Vol. 1 No. 2 (2025): November, 2025 Vol. 1 No. 1 (2025): May 2025