This research was originated from students’ low learning outcomes and motivation in Mathematics Class VII-A MTs YI Rajamandala. Their average score is still below minimum criteria of mastery learning. The research objective is to improve mathematics learning outcomes on the Topic of One Variable Linear Equations and Inequalities. This research is a classroom action research conducted in 2 cycles, consisting of planning, acting, observing and reflecting. Data were analyzed using descriptive analysis. Based on the discussion and data analysis, it is concluded that; a) the initial conditions for students’ activeness and learning outcomes before Problem Based Learning model applied was low, b) there is an increase in student learning outcomes, in form of values and changes in learning motivation which consist of: seriously showing interest, trying hard to be available, and continuing to work until the task is completed, c) there is an increase in both activeness and learning outcomes after using Problem Based Learning model as much as 13%, from an initial average of 65% to 78% at the end of the cycle. Keywords:  Learning Achievement; Learning Motivation; Problem Based Learning

Tujuan penelitian ini adalah untuk mengetahui kompetensi managerial kepala madrasah sebelum dilaksanakan PKKM dan dampak PKKM terhadap kompetensi managerial kepala madrasah. Penelitian ini merupakan penelitian tindakan [action research]. Alat  pengumpulan data meliputi daftar pertanyaan pada saat wawancara, paper and pencil untuk mencatat temuan penting selama proses penelitian, dan instrumen evadir PKKM untuk kompetensi manajerial. Hasil penelitian menunjukkan bahwa kompetensi managerial kepala madrasah sebelum dilaksanakan PPKM adalah sebanyak dua puluh lima indikator bernilai sangat baik,  sepuluh indikator bernilai baik, dan lima indikator bernilai cukup. Dari keseluruhan indikator yang dinilai, diperoleh nilai rata-rata 3,625, dengan kategori baik. Terjadi peningkatan kompetensi managerial kepala madrasah setelah dlakukan PPKM, yaitu peningkatan nilai menjadi sangat baik  dari nilai baik sebesar 7 %, peningkatan nilai baik  dari nilai cukup  sebesar 10 %. Peningkatan tersebut tampak dalam unsur; menciptakan budaya dan iklim madrasah yang kondusif dan inovatif bagi pembelajaran peserta didik,  pengelolaan sarana prasarana madrasah dalam rangka pendayagunaan secara optimal, pengelolaan pengembangan kurikulum dan kegiatan pembelajaran sesuai dengan arah dan tujuan pendidikan nasional, dan masih terdapat  stagnasi kinerja manajerial dalam mengelola sarana prasarana madrasah pada pendayagunaan fasilitas penunjang. Kata kunci: Kepala Madrasah, Kompetensi Managerial, Penilaian Kinerja

The head of the madrasah as a supervisor in the education unit has a very important role in providing professional and accountable services to teachers, in particular providing motivation and support towards the development of a better learning process. The paradigm of teachers towards the implementation of supervision tends to be less good and many assume that supervision is an activity to supervise teachers in carrying out their learning by suppressing the freedom of teachers. The purpose of this study was to determine the implementation of academic supervision at MTs Islamic Foundation Rajamandala. The research method uses descriptive qualitative research and the analysis used is descriptive phenomenological. The results showed that the implementation of academic supervision in the planning aspect was still hampered by the presence of several teachers who had not completed the learning tools, in the aspect of the supervision implementation there were still some teachers who had not applied media and learning strategies/models, limited use of IT and authentic assessments that had not been able to fully implemented, while in the aspect of follow-up supervision, several teachers have been rewarded for their good performance by making them supervivors of colleagues and the Teacher Performance Assessment team. Keyword: Supervision, Principal, Teacher

This study aims to determine the impact MIKiR active learning method in training of Madrasah Ibtidaiyah mathematics teachers training. The research is Pre experimental design using one class as an experiment without a control class with a sample of 30 people. The data collection methods are observation and test. Data were analyed through descriptive statistics. The results showed that after using the MIKiR methode the average score of affective is89.60, the average score of knowledge is 90.17 and the average score of skillsis 89.88. Overall, an average of 89.94 was obtained. Researcher recommends conducting further research to measure the effectiveness of the method. Abstrak Penelitian ini bertujuan untuk mengetahui dampak pembelajaran aktif MIKiR pada Pelatihan Guru Matematika Madrasah Ibtidaiyah. Jenis penelitian yang digunakan adalah Pre-Experimental Design dengan menggunakan satu kelas sebagai eksperimen tanpa kelas kontrol dengan sampel sebanyak 30 orang. Metode pengumpulan data yang digunakan adalah metode pengamatan dan tes. Tteknik analisis data yang digunakan adalah statistik deskriptif dengan menggunakan rata-rata dan prosentase. Hasil penelitian menunjukkan bahwa pembelajaran aktif MIKiR berhasil meningkatkan kompetensi peserta pelatihan aspek sikap dengan rata-rata 89,60, pengetahuan dengan rata-rata 90,17 dan keterampilan dengan rata-rata 89,88. Secara keseluruhan diperoleh rata-rata 89,94. Selanjutnta direkomendasikan untuk menguji metode ini secara experiment.

[BLENDED LEARNING MODEL IN SUBSTANTIVE THEMATIC TECHNICAL TRAINING OF MADRASAH IBTIDAIYAH]. This study aims to determine the response and increase in learning outcomes of participants in the Thematic Substantive Technical training at Madrasah Ibtidaiyah in Blended Learning. The research approach used is descriptive qualitative with a sample of 60 people, the instruments used were observation, documentation, and closed questionnaires. The learning process is carried out in five stages, namely: live event, self-paced learning, collaboration, assessment, and performance support material. The results show that; 98% of participants were happy with the application of Blended Learning, 75% of participants admitted that it was easy to understand the training material presented in Blended Learning, and 90% of participants felt that the Blended Learning model used was effective. There was an increase of 13,49 (23.4%), namely an increase from the pre-test score with an average of 57.67 to the post-test with an average of 71.16.