Faktor-faktor yang mempengaruhi kinerja guru SMA

Pramesti, Diana; Muhyadi, Muhyadi

doi:10.21831/hsjpi.v5i1.11854

Cited by 24 publications

(22 citation statements)

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“…Teacher performance was measured with performance model measurements which consisted of abilities and skills (mental and physical), background (family, social level, experience, and demographics i.e. age, origin, and gender (Pramesti & Muhyadi, 2018). All of those variables were measured using a Likert scale.…”

Section: Methodsmentioning

confidence: 99%

Teacher’s performance management: The role of principal’s leadership, work environment and motivation in Tegal City, Indonesia

Hartinah¹,

Suharso²,

Misbah³

et al. 2020

10.5267/j.msl

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The objective of this study is to describe the influence of principals' leadership, work environment, and affiliation motivation on improving the performance of certified teachers at Private Vocational Schools in Tegal City, Indonesia. To achieve this objective, the current study carried out a research survey in Private Vocational Schools of Tegal City. Therefore, data collection was achieved by using survey questionnaire and respondents of the study was school teachers. Thus, this study used quantitative research approach with cross-sectional research design. Data were analyzed by using latest technique, namely; Structural Equation Modeling (SEM) based on Partial Least Square (PLS). The results of the study showed that the leadership of the principal, the work environment, and the motivation to affiliate were well perceived by the teachers. Both principal leadership and work environment had direct effects on improving the certified teacher's performance. The teacher's performance can be explained by independent head leadership and work environment variables, however, for independent variables namely; motivation to affiliate did not have enough significant influence. Hence, teacher's performance can be improved through the leadership of principals and a conducive work environment.

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Section: Methodsmentioning

confidence: 99%

Teacher’s performance management: The role of principal’s leadership, work environment and motivation in Tegal City, Indonesia

Hartinah¹,

Suharso²,

Misbah³

et al. 2020

10.5267/j.msl

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“…learning and lack of training to develop themselves for knowledge about pedagogical aspects. To be able to increase knowledge and skills about the competency of the pedagogical aspects of teachers, it is required to read a lot of relevant books, discuss with colleagues in KKG or MGMP activities, attend seminars, workshops, and education and training (Andini & Supardi, 2018;Kusumawati et al, n.d.;Lazwardi, 2016;Martahayu & Arsisari, 2020;Murtadho, 2015;Muslimin, 2020;Pramesti & Muhyadi, 2018;Supriyono, 2017;Susanto, 2012;Tyagita & Iriani, 2018).…”

Section: Resultsmentioning

confidence: 99%

Knowledge of Physics Subject Teachers Toward Pedagogical Aspects in Public High Schools in Lhokseumawe City

Zahara

Muliani

Rahmina

et al. 2021

indones. j. integr. sci. educ.

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In the education quality survey issued by the PISA (Program for International Student Assessment), Indonesia is ranked 72nd out of 77 countries. The Teacher Competency Test (UKG) results in Indonesia are still low and still far from being targeted by the government, especially in Aceh province Aceh at the national level is still heartbreaking by being the second lowest in Indonesia. Seeing the problems faced by education in Indonesia, to improve the quality of education, the quality of teachers must be improved first, one of which is by increasing the pedagogical competence of teachers. This study aims to know the pedagogical knowledge of physics teachers in SMA Negeri Lhokseumawe which includes aspects of learning planning, aspects of learning methods and aspects of learning evaluation. The research was conducted in the form of a survey with the population of this study was to take the entire physics subject teachers at SMA Negeri Lhokseumawe, totaling 7 (seven) schools with 28 physics teachers. The samples in this study were 3 schools that were taken by simple random sampling, namely 8 physics teachers at SMA Negeri 2 Lhokseumawe, 3 physics teachers at SMA Negeri 5 Lhokseumawe, and SMA Negeri 7 Lhokseumawe with 2 physics teachers. The results showed that the physics teacher's knowledge on the learning planning aspect was in the category of having good knowledge, meanwhile the physics teacher's knowledge on the learning method aspect already had a fairly good knowledge, while the physics teacher's knowledge on the learning evaluation aspect also had fairly good knowledge. So it can be concluded that physics teachers in the pedagogical aspect are in a fairly good category, meaning that most physics teachers already have a pretty good knowledge of pedagogical aspects

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“…Motivasi kerja guru merupakan faktor penting dalam peningkatan kinerja guru karena sebagai pendorong utama setiap guru melaksanakan tugas profesinya sesuai ketentuan yang berlaku. Menjadi guru tanpa motivasi kerja akan cepat merasa jenuh karena tidak adanya unsur pendorong (Pramesti & Muhyadi, 2018). Pendapat Mulyasa dalam Ardiana (2017) "Para pegawai (guru) akan bekerja dengan sungguh-sungguh apabila memiliki motivasi yang tinggi.…”

Section: Pengaruh Faktor Psikologis Terhadap Kinerja Guruunclassified

Faktor-Faktor yang Berpengaruh terhadap Kinerja Guru Taman Kanak-Kanak

Pratiwi

Prasetyo

Shabrina

2021

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Penelitian ini bertujuan untuk mengetahui faktor-faktor yang mempengaruhi kinerja guru di Taman Kanak-kanak se-Kabupaten Sukoharjo Jawa Tengah. Penelitian ini menggunakan penelitian kuantitatif. Teknik pengumpulan data menggunakan kuesioner/angket. Teknik analisis data dalam penelitian ini menggunakan analisis faktor atau disebut CFA (Confirmatory Factor Analysis). Hasil penelitian menunjukkan bahwa faktor individu (kompetensi guru) yang terdiri dari kompetensi pedagogik, kompetensi kepribadian, kompetensi profesional dan kompetensi sosial berpengaruh terhadap kinerja guru, hal ini dibuktikan dengan nilai Eigenvalues sebesar 2,506. Hasil penelitian menunjukkan bahwa faktor psikologis yaitu motivasi guru berpengaruh terhadap kinerja guru, hal ini dibuktikan dengan nilai Eigenvalues sebesar 1,462. Hasil penelitian menunjukkan bahwa faktor organisasi yaitu disiplin guru berpengaruh terhadap kinerja guru, hal ini dibuktikan dengan nilai Eigenvalues sebesar 1,005.

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Faktor-faktor yang mempengaruhi kinerja guru SMA

Cited by 24 publications

References 0 publications

Teacher’s performance management: The role of principal’s leadership, work environment and motivation in Tegal City, Indonesia

Teacher’s performance management: The role of principal’s leadership, work environment and motivation in Tegal City, Indonesia

Knowledge of Physics Subject Teachers Toward Pedagogical Aspects in Public High Schools in Lhokseumawe City

Faktor-Faktor yang Berpengaruh terhadap Kinerja Guru Taman Kanak-Kanak

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