Abstrak. Pada suatu sekolah dasar, sebut saja X, pencapaian akademis siswa dalam pelajaran matematika diukur oleh tingkat penguasaan konsep. Kemampuan penalaran matematis, kemampuan memecahkan masalah dan efikasi diri siswa dapat memiliki pengaruh terhadap tingkat penguasaan konsep. Penelitian ini dilakukan dengan tujuan untuk mengetahui pengaruh dari kemampuan penalaran matematis, efikasi diri dan kemampuan memecahkan masalah terhadap penguasaan konsep pelajaran matematika. Metode penelitian ini adalah metode kuantitatif dengan jenis penelitian kausal-komparatif. Pengolahan data dengan teknik analisis jalur menggunakan software smart PLS 3.0. Hasil analisis data menunjukkan bahwa kemampuan penalaran matematis, efikasi diri dan kemampuan memecahkan masalah berpengaruh positif terhadap penguasan konsep dengan koefisien jalur secara berurutan adalah 0.453, 0.175 dan 0.395. Selanjutnya, kemampuan penalaran matematis juga berpengaruh positif terhadap efikasi diri dan kemampuan memecahkan masalah dengan koefisien jalur secara berurutan adalah 0.425 dan 0.560. Melalui hasil penelitian ini, ketika siswa mengalami penurunan saat ujian, sekolah dasar X dapat memberikan pelajaran yang mampu meningkatkan kemampuan penalaran, efikasi diri dan kemampuan memecahkan masalah.

At various schools, there are problems related to teacher commitment for carrying out their work. In schools that were the object in this study, problems related to low teacher commitment can be seen in the exit interview process when teachers submit resignations. This study objective is to look for the influence of leadership, motivation and perceived workload on teacher commitment at the school. This research was conducted at an Islamic school in the southern city of Tangerang.The method of sampling is census of 61 permanent teachers under the organization. The analizing method is SEM  using SmartPLStm software. The result from SEM intrepertation shows there is significant influence on leadership and perceived workload, motivation and commitment as well as perceived workload and commitment. Leadership can also influence commitment through mediating perceived workload. Base on the results, the conclusios are, to increase teacher’s commitment, we need to see the leadership style of the principles of the school (as direct supervisor), gave a good insight for their perceived workload so that they do not feel overwhelming. Thus their commitment will also increasing.

Studying abroad, including in the United Kingdom is one of the aspirations for students and parents in Indonesia. In comparison to directly continuing study overseas, the availability of BTEC UK curriculum in Indonesia allows students to study for 20 months then continued their final year in the country they are planning to go to, including in the UK. Unfortunately, there is no record of the experience of students undergoing this curriculum in Indonesia, even though the curriculum already exists in Indonesia for more than ten years. This study then explores the motivations behind the decisions of students undergoing the BTEC curriculum in Indonesia, their experiences and the outcomes that occur after. Interviews with the 7 BTEC alumni in Indonesia were conducted and analyzed using qualitative phenomenology study. The results obtained that internal motivation is the main trigger whereas external motivation also applies, which is built up through social influence. The experience felt at the beginning was generally difficult to follow because the students were not used to the system, even though some felt excited about the curriculum learning system. In the middle and end of the semester, some of them feel more accustomed to it while some still find it difficult to follow this curriculum. The results in the form of a variety of positive attitudes including courage, self-confidence, and the development of communication skills.

Tujuan penelitian ini adalah menguji asumsi usia guru senior dan tingkat pendidikan guru, dalam pengaruhnya terhadap prestasi siswa dilihat dari hasil Ujian Nasional Bahasa Indonesia 2019. Dalam paper ini kami menguji asumsi-asumsi tersebut, dengan menggunakan data sekunder dari Kementerian Pendidikan dan Kebudayaan (kemendikbud) dengan batasan yang dimaksud guru senior ada yang berusia lebih dari atau sama dengan 60 tahun (generasi baby boomer), sementara untuk variable tingkatan pendidikan guru digunakan guru dengan tingkat pendidikan lebih dari sarjana S1. Metode pengujian statistik menggunakan uji multi regresi. Hasil yang didapatkan adalah: Ada pengaruh positif dari jumlah guru senior dan jumlah guru berpendidikan lebih dari S1, terhadap hasil ujian nasional mata pelajaran Bahasa Indonesia tahun 2019. Dengan kesimpulan bahwa semakin banyak jumlah guru senior dan jumlah guru berpendidikan lebih dari S1 di suatu propinsi, maka semakin baik nilai ujian nasionalnya (dilihat dari nilai UN bahasa Indonesia). Asumsi Terbukti. Semoga penelitian ini dapat memberi motivasi untuk guru menempuh pendidikan yang lebih tinggi dan bagi guru yang berusia senior untuk tetap semangat mengajar.

This article reports on a study that attempts to fill the gap of research focusing on school performance measurements, especially those which involve curriculum types. It established the factors that measured school performance using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) and analyzed any differences in the performance of schools adopting national curriculum and those adopting mixed curriculum in Greater Jakarta. From 29 items, eight invalid items were dropped, and the EFA identified eight factors, which were categorized into social-emotional learning, school participation, relationship, physical-mental health, physical safety, emotional safety, academic growth, and discipline. Then, the scale was validated using data collected from 684 secondary students using CFA. Chi-square goodness-of-fit test was not statistically significant. However, other indices such as Incremental Fit Index, Comparative Fit Index, Tucker-Lewis Index, Root Mean Squared Error of Approximation, and Standardized Root Mean Square Residual were within acceptable limits, indicating that the eight EFA factors had been validated. Moreover, this study found that schools with mixed curricula had higher performance than those with a national curriculum. Nevertheless, it cannot be generalized because the linear regression shows that the p-value was higher than 0.05 (0.164).