scholarly journals The Influence of Leadership and Achievement Motivation on the Performance of Social Sciences Teachers at Private Junior High School Pekanbaru

2020 ◽  
Vol 4 (4) ◽  
pp. 785
Author(s):  
Nina Febriana ◽  
Syakdanur Syakdanur ◽  
Henny Indrawati
Keyword(s):  
High School ◽  
Social Studies ◽  
Achievement Motivation ◽  
Principal Leadership ◽  
Junior High School ◽  
Junior High ◽  
Teacher Performance ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
Social Studies Teachers

This study aims to identify and analyze the influence of leadership and achievement motivation on the performance of social studies (IPS) teachers at Pekanbaru Private Junior High School. The total population was 129 teachers. A sample of 32 people was obtained using a proportional random sampling technique. Data were collected by means of a questionnaire, then analyzed by descriptive analysis and path analysis. The results of the study found: (1) the leadership of the principal has an effect on the achievement motivation of social studies teachers at Pekanbaru Private Junior High School. The meaning of good leadership will be able to increase the achievement motivation of IPS teachers; (2) the leadership of the principal has a direct and indirect effect on teacher performance through the achievement motivation of social studies teachers at Pekanbaru Private Middle School. The meaning of principal leadership can improve teacher performance by increasing the achievement motivation of social studies teachers; and (3) achievement motivation has an effect on the performance of social studies teachers. The meaning of good achievement motivation will be able to improve the performance of social studies teachers at Pekanbaru Private Junior High School.

scholarly journals Kinerja guru IPS pascasertifikasi pendidik dalam melaksanakan pembelajaran pada tingkat SMP di Kota Makassar

2017 ◽  
Vol 4 (1) ◽  
pp. 14-28
Author(s):  
Shasliani Syamsul ◽  
Aman Aman
Keyword(s):  
High School ◽  
Social Studies ◽  
Junior High School ◽  
Junior High ◽  
Descriptive Analysis ◽  
Mechanical Analysis ◽  
Learning Assessment ◽  
Average Value ◽  
Social Studies Teacher ◽  
Quantitative Descriptive

Penelitian ini bertujuan untuk mengetahui kinerja guru IPS SMP pascasertifikasi Kota Makassar dilihat dari aspek perencanaan, pelaksanaan dan penilaian pembelajaran, serta untuk mengetahui perbedaan kinerja guru pascasertifikasi di Kota Makasar dilihat dari lama waktu setelah sertifikasi. Penelitian ini merupakan penelitian kuantitatif deskriptif. Sampel penelitian 6 kepala sekolah, 27 guru, dan 130 siswa. Pengumpulan data menggunakan kuesioner. Teknik analisis menggunakan analisis deskriptif. Hasil penelitian ini menunjukkann bahwa Guru IPS tingkat SMP pascasertifikasi di Kota Makassar memiliki kinerja yang baik dilihat dari aspek perencanaan pembelajaran, yang ditunjukkan dengan nilai rerata sebesar 4,04. Guru IPS pascasertifikasi memiliki kinerja yang baik dilihat dari aspek pelaksanaan pembelajaran, yang ditunjukkan dengan nilai rerata sebesar 3,77. Guru IPS pascasertifikasi memiliki kinerja yang baik dilihat dari aspek penilaian pembelajaran, yang ditunjukkan dengan nilai rerata sebesar 3,96. Kinerja guru pascasertifikasi lebih dari lima tahun dengan guru pascasertifikasi lima tahun kurang secara signifikan tidak memiliki perbedaan.Kata kunci: kinerja guru, sertifikasi, pelaksanaan pembelajaran PERFORMANCE OF SOCIAL SCIENCE TEACHER AFTER CERTIFICATION TO IMPLEMENTATION LEARNING LEVEL JUNIOR HIGH SCHOOL IN MAKASSAR CITYAbstractThis study aims to determine the performance of junior high school social studies teacher post-certification Makassar City viewed from the aspect of planning, implementation and assessment of learning, and to investigate differences in teacher performance post-certification in Makasar seen from a long time after certification. This research is quantitative descriptive. The research sample 6 principals, 27 teachers and 130 students. Collecting data using questionnaires. Mechanical analysis using descriptive analysis. The results of this study has pointed out that the Master IPS junior level after certification in Makassar has a good performance from the aspects of the learning plan, which indicated an average value of 4.04. After certification social studies teacher has a good performance from the aspects of the implementation of learning, which is shown to an average value of 3.77. After certification social studies teacher has a good performance from the aspects of learning assessment, which indicated an average value of 3.96. Post-certification of teachers' performance over five years with teacher certification after five years was significantly less no difference.Keywords: teahcer performance, certification, implementation learning

scholarly journals The Profile of Students Activities; Before, During and After Learning

2018 ◽  
Vol 3 (1) ◽  
pp. 49
Author(s):  
Fikriyanda Fikriyanda ◽  
Daharnis Daharnis ◽  
Verlanda Yuca
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Junior High School ◽  
Junior High ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Emotional Aspects ◽  
School Learning

Learning activities are a learning effort by students in physical, mental, intellectual, and emotional aspects from the to hard observed activities that happened inside or outside the classroom. This study describes students learning activities that will impact on student learning outcomes. The method used is descriptive-analysis with a 167 students sample that using proportional random sampling technique, used a questionnaire . The instrument used is a questionnaire. The result of the research is it includes the students learning activities in Junior High school in the medium category which comprises learning activities before learning in school, learning during school, and after learning in school. The implications of this research can be a reference and input for Counselor to improve students learning activities at 19 Junior High school in Bandung.

scholarly journals The Relation Between the Empowerment of Teacher's Meeting and Achievement Motivation on Teacher Performances in MTsN 3 (Islamic Islamic Junior High School 3) Simalungun

2019 ◽  
Vol 2 (2) ◽  
pp. 37-51
Author(s):  
Sumiati Lince Saragih ◽  
Rusydi Ananda
Keyword(s):  
High School ◽  
Achievement Motivation ◽  
Junior High School ◽  
Significant Relationship ◽  
Research Method ◽  
Junior High ◽  
Teacher Performance ◽  
Qualitative Design ◽  
Correlational Research ◽  
Effective Contribution

This study deals with The Relation between the Discussion Empowerments of Teacher and Achievements Motivation on Teacher Performances in MTsn (Islamic Junior High School) 3 Simalungun. This study is conducted by using descriptive qualitative design which used the correlational research method. The results shows that there are three positives and significances of each variables. 1) There is relationship between MGMP empowerment and teacher performance. It means that the higher and positive the MGMP empowerment, the higher and positive the teacher's performance by providing an effective contribution of 13.82%. 2) There is also a positive and significant relationship between achievement motivation and teacher performance. It means that the higher and positive achievement motivation is the higher and positive the teacher's performance by making an effective contribution of 8.74%. 3) There is a positive and significant relationship together between MGMP empowerment and achievement motivation with teacher performance. It means that the higher and positive MGMP empowerment and achievement motivation, the higher and positive the teacher's performance by making an effective contribution of 22.60%.

scholarly journals PERBEDAAN KESIAPAN GURU IPS SMP KABUPATEN SLEMAN DALAM IMPLEMENTASI PEMBELAJARAN IPS BERBASIS KURIKULUM 2013

JIPSINDO ◽  
2016 ◽  
Vol 3 (2) ◽  
pp. 5
Author(s):  
Saliman , Anik Widiastuti , Supardi
Keyword(s):  
High School ◽  
Social Studies ◽  
Junior High School ◽  
Junior High ◽  
Sampling Technique ◽  
Department Of Education ◽  
Level Of Education ◽  
Social Studies Teacher ◽  
Study Population ◽  
The Difference

Pemberlakuan kurikulum 2013 berdampak pada implementasi pembelajaran IPS di SMP. Penelitian ini bertujuan untuk: 1) mengetahui perbedaan kesiapan guru IPS SMP Kabupaten Sleman dalam implementasi pembelajaran IPS berbasis kurikulum 2013 ditinjau berdasar jenis kelamin; 2) mengetahui perbedaan kesiapan guru IPS SMP Kabupaten Sleman dalam implementasi pembelajaran IPS berbasis kurikulum 2013 ditinjau berdasar tingkat pendidikan; 3) mengetahui perbedaan kesiapan guru IPS SMP Kabupaten Sleman dalam implementasi pembelajaran IPS berbasis kurikulum 2013 ditinjau berdasar pengalaman mengajar; 4) mengetahui perbedaan kesiapan guru IPS SMP Kabupaten Sleman dalam implementasi pembelajaran IPS berbasis kurikulum 2013 ditinjau berdasar keikutsertaan diklat. Penelitian ini merupakan penelitian desktiptif eksploratif dengan pendekatan kuantitatif. Populasi penelitian yaitu guru IPS SMP Kabupaten Sleman yaitu sebanyak 239 guru. Sampel penelitian diambil sebanyak 25% yaitu 60 guru. Teknik pengumpulan data menggunakan angket. Hasil penelitian menunjukkan bahwa: 1) tidak terdapat perbedaan kesiapan guru IPS SMP Kabupaten Sleman dalam implementasi pembelajaran IPS berbasis kurikulum 2013 ditinjau berdasar jenis kelamin; 2) tidak terdapat perbedaan kesiapan guru IPS SMP Kabupaten Sleman dalam implementasi pembelajaran IPS berbasis kurikulum 2013 ditinjau berdasar tingkat pendidikan; 3) terdapat perbedaan kesiapan guru IPS SMP Kabupaten Sleman dalam implementasi pembelajaran IPS berbasis kurikulum 2013 ditinjau berdasar pengalaman mengajar; 4) terdapat perbedaan kesiapan guru IPS SMP Kabupaten Sleman dalam implementasi pembelajaran IPS berbasis kurikulum 2013 ditinjau berdasar keikutsertaan diklat.Kata kunci: kesiapan, kurikulum 2013, pembelajaran IPSAbstractCurriculum enactment in 2013 made an impact on the implementation of social studies learning in junior high school. This study aims to: 1) investigate the difference readiness social studies teacher at junior high school in Sleman regency in the implementation of social studies learning in curriculum 2013-based are reviewed based on sex; 2) investigate the difference readiness social studies teacher at junior high school in Sleman regency in the implementation of social studies learning in curriculum 2013-based are reviewed based on the level of education; 3) investigate the difference readiness social studies teacher at junior high school in Sleman regency in the implementation of social studies learning in curriculum 2013-based are reviewed based on the experience of teaching; 4) investigate the difference readiness social studies teacher junior at high school in Sleman regency in the implementation of social studies learning in curriculum 2013-based are reviewed based on training participation. This research is a descriptive exploratory study with a quantitative approach. The study population is a social studies teacher at junior high school in Sleman regency included in the scope of the Department of Education Youth and Sports Sleman as many as 239 teachers. Samples were taken at 25% of the population by random sampling technique as many as 60 teachers. The technique of collecting data using questionnaires. The results showed that: 1) there is no readiness difference in social studies teacher at junior high school in Sleman regency in the implementation of social studies learning in curriculum 2013-based are reviewed based on sex; 2) there is no readiness difference in social studies teacher at junior high school in Sleman regency in the implementation social studies learning in curriculum 2013-based are reviewed based on the level of education; 3) there is a readiness difference in social studies teacher at junior high school in Sleman regency in the implementation of social studies learning in curriculum 2013-based are reviewed based on the experience of teaching; 4) there is a readiness difference in social studies teacher at junior high school in Sleman regency in the implementation of social studies learning in curriculum 2013-based are reviewed based on training participation.Keywords: readiness, curriculum 2013, learning IPS

scholarly journals The Correlation between The Principle Innovation and Work Motivation toward Mathematics Teacher Performance at Junior High School

2020 ◽  
Vol 1 (2) ◽  
pp. 48-60
Author(s):  
Yenny Handayani ◽  
Rohiat Rohiat ◽  
Sumarsih Sumarsih
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Teacher ◽  
Junior High ◽  
Work Motivation ◽  
Teacher Performance ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Statistical Correlation ◽  
School Principal

The research aims to analyze the correlation between principal innovation and motivation toward the performance of mathematics teachers at State Junior High School in Bengkulu City. This research was correlation research with a quantitative approach. The sampling technique was proportionate random sampling. The sample in this study was a mathematics teacher at Junior High School in Bengkulu city, totaling 53 people. Data collection instruments were used in the form of a questionnaire with data analysis techniques using the statistical correlation test. The results showed that: (1) There was a positive correlation between school principal innovation and teacher performance in mathematics learning, it was 0.590 (2) There was a positive relationship between motivation and teacher performance in mathematics learning, it was 0.606. it was a strong and positive criterion. (3) There was a joint correlation between school principal innovation and work motivation toward teacher performance at State Junior High School in Bengkulu City.

scholarly journals OMPARATIVE STUDY OF ACADEMIC SUPERVISION, ACHIEVEMENT MOTIVATION AND TEACHER PERFORMANCE AT SOUTHEAST MALUKU REGENCY

2020 ◽  
Vol 1 (3) ◽  
pp. 153-170
Author(s):  
Patrisius Rahabav ◽  
Sumarny Rumfot
Keyword(s):  
High School ◽  
Qualitative Analysis ◽  
Achievement Motivation ◽  
Junior High School ◽  
Junior High ◽  
Teacher Performance ◽  
Teaching Experience ◽  
Senior High School ◽  
Lesson Plans ◽  
Research Approach

The purpose of this study was to test the significance of differences in academic supervision by principals on achievement motivation and teacher performance in elementary, junior high and senior high school / vocational high schools in Southeast Maluku Regency. The study population was 136 schools. Teacher samples were taken using a purposive sample technique based on criteria that had 10 years of teaching experience and were certified. The total sample of teachers was 160 people with the following details: elementary school: 52 teachers; Junior High School: 52 teachers; Senior High School: 52 teachers and Vocational High School: 4 teachers. In addition, 6 teachers and 3 principals became participants to be interviewed. Those interviewed did not include the number of samples. This research approach uses mixed methods. Data collection techniques used were questionnaires, interview guides and study documentation. Data analysis techniques used were descriptive statistics, ANOVA 1 lane and qualitative analysis. The results showed that there were no significant differences in the mean of academic supervision and teacher achievement motivation in the three sample groups and there were significant differences in teacher performance in the three samples. Based on the results of the qualitative analysis it was found that academic supervision was carried out without a program, the frequency and intensity of academic supervision conducted by the principal was very less. Supervision of school principals without using standard instruments, and the absence of the results of the analysis of supervision implementation Supervisors still use the bureaucratic-autocratic approach and are not participatory. Teacher achievement motivation is still very dominant triggered by welfare factors. The teacher has shown discipline, not delayed work. However, teachers have not displayed creative, innovative attitudes, independence in work, adaptability and have not reached high performance standards. The results of qualitative analysis of teacher performance variables, it was found that most teachers do not prepare their own lesson plans but copy and paste lesson plans from network sources or other colleagues; teacher copy paste Basic Competencies and indicators exactly as contained in the Minister of National Education Regulation. The teacher does not understand the preparation of HOTS (Higher Order Thinking Skill) questions and also has not been able to compile an assessment rubric. The lesson plans prepared by the teacher are only prerequisites for teaching; so it is only to fulfill formal-administrative demands and not be seen in class performance

scholarly journals The compatibility analysis of subject matter description with basic competence at science textbook for 7th grade of junior high school

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
F Hidayat ◽  
P Sinaga ◽  
Hernani Hernani
Keyword(s):  
High School ◽  
Junior High School ◽  
Subject Matter ◽  
Junior High ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
Quantitative Descriptive Analysis ◽  
Compatibility Analysis ◽  
Analysis Technique ◽  
Quantitative Descriptive

The aim of this research is to analyze the quality of science textbooks for 7<sup>th</sup> grade of Junior High School in Bandung City. This research use content analysis method and data analysis with quantitative descriptive analysis technique. The compatibility analysis of subject matter description with basic competence use instrument which adopted from the instrument of BSNP and based on three indicators, (1) completeness, (2) broadness, and (3) deepness. Completeness based on the presentation of subject matter, broadness based on the presentation of concept, definition, procedure, or example which support to the subject matter, and deepness based on subject matter explanation. The samples are one electronic textbook (BSE), be code in A and two non-electronic textbooks (non-BSE), be code in B and C. The samples selected by purposive sampling technique. Analysis result shows that the completeness of book A, B, and C are 100%, 96,15%, and 96,15% consecutively. The broadness of book A, B, and C are 100%, 88,46%, and 84,62% consecutively. The deepness of book A, B, and C are 92,31%, 88,46%, and 73,08% consecutively. So, book A (BSE) have better quality than book B and C (non-BSE).

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