This study aims to : 1) analyze the influence of the participatory leadership on teacher pedagogical competence, 2) analyze the influence of school culture on teacher pedagogical competence, and 3) analyze the influence of the participatory leadership and school culture on teacher pedagogical competence. This research method is using a quantitative approach. The population in this study is elementary school teachers by applying proportional random sampling technique. Data were collected using a questionnaire and analyzed using linear regression and multiple regression. The results of the hypothesis test confirmed that : 1) there was a significant influence on the participatory leadership of the principal on the pedagogical competence of teachers 2) there was a significant influence on the school culture on the pedagogical competence of teachers and 3) the results of the multiple regression test show that the participatory leadership, and school culture together with influence the teacher's pedagogical competence. There are still many variables that can be explored to further optimize the formation of policy framework models and theoretical frameworks in increase teacher pedagogical competence.

This study aims to analyze the difference in the average learning outcomes between pre-test and posttest, analyze the effect of HOTS training on teacher professional competence. This research method is quasi-experimental using a quantitative approach. The research sample was 35 elementary school teachers. Data collection in this study using the test method. The design used was one group pre-test post-test design which was analyzed using paired t-test. Hypothesis test results show that there is a difference in the average learning outcomes between the pre-test and post-test, there is a significant effect of HOTS training on the professional competence of teachers. There are still many variables that can be explored to further optimize the formation of policy framework models and theoretical frameworks to improve teacher professional competence.

This study aims to : 1) analyze the influence of the participatory leadership on teacher pedagogical competence, 2) analyze the influence of school culture on teacher pedagogical competence, and 3) analyze the influence of the participatory leadership and school culture on teacher pedagogical competence. This research method is using a quantitative approach. The population in this study is elementary school teachers by applying proportional random sampling technique. Data were collected using a questionnaire and analyzed using linear regression and multiple regression. The results of the hypothesis test confirmed that : 1) there was a significant influence on the participatory leadership of the principal on the pedagogical competence of teachers 2) there was a significant influence on the school culture on the pedagogical competence of teachers and 3) the results of the multiple regression test show that the participatory leadership, and school culture together with influence the teacher's pedagogical competence. There are still many variables that can be explored to further optimize the formation of policy framework models and theoretical frameworks in increase teacher pedagogical competence.

Karakter adalah tabiat yang ditumbuhkan kepada seseorang melalui proses pembiasaan atau habituasi. Pembiasaan yang dilakukan terus menerus maka akan menjadi budaya jika karakter sudah membudaya maka tujuan nasional pendidikan akan tercapai. Penelitian ini bertujuan untuk: 1) mendeskripsikan implementasi budaya literasi yang dapat menanamkan nilai-nilai Pancasila di SDIT Insan Kamil dan 2) menganalisis pengaruh budaya literasi terhadap karakter peserta didik. Metode penelitian menggunakan penelitian korelasional dengan pendekatan kuantitatif. Populasi dalam penelitian ini adalah peserta didik kelas III SDIT Insan Kamil. Teknik pengambilan sampel yang digunakan adalah proportional random sampling. Data dikumpulkan menggunakan kuesioner dan dianalisis menggunakan analisis deskriptif dan regresi linier sederhana. Hasil penelitian ini menyimpulkan bahwa : 1) implementasi budaya literasi di SDIT Insan Kamil sudah sesuai dengan Peraturan Menteri Pendidikan dan Kebudayaan Nomor 23 Tahun 2015, 2) ada pengaruh yang signifikan budaya literasi terhadap karakter peserta didik. Masih banyak variabel variabel selain budaya literasi yang dapat dieksplorasi untuk lebih menguatkan pendidikan karakter.

Karakter adalah tabiat yang ditumbuhkan kepada seseorang melalui proses pembiasaan atau habituasi. Pembiasaan yang dilakukan terus menerus maka akan menjadi budaya jika karakter sudah membudaya maka tujuan nasional pendidikan akan tercapai. Penelitian ini bertujuan untuk: 1) mendeskripsikan implementasi budaya literasi yang dapat menanamkan nilai-nilai Pancasila di SDIT Insan Kamil dan 2) menganalisis pengaruh budaya literasi terhadap karakter peserta didik. Metode penelitian menggunakan penelitian korelasional dengan pendekatan kuantitatif. Populasi dalam penelitian ini adalah peserta didik kelas III SDIT Insan Kamil. Teknik pengambilan sampel yang digunakan adalah proportional random sampling. Data dikumpulkan menggunakan kuesioner dan dianalisis menggunakan analisis deskriptif dan regresi linier sederhana. Hasil penelitian ini menyimpulkan bahwa : 1) implementasi budaya literasi di SDIT Insan Kamil sudah sesuai dengan Peraturan Menteri Pendidikan dan Kebudayaan Nomor 23 Tahun 2015, 2) ada pengaruh yang signifikan budaya literasi terhadap karakter peserta didik. Masih banyak variabel variabel selain budaya literasi yang dapat dieksplorasi untuk lebih menguatkan pendidikan karakter.