RELATIONSHIP OF SCHOOL CULTURE AND WORK MOTIVATION WITH ORGANIZATIONAL CITIZENSHIP BEHAVIOUR (OCB) TEACHER OF MUHAMMADIYAH VOCATIONAL SCHOOL IN BANJARMASIN, INDONESIA

The purpose of this study was to find out: (1) Relationship between school culture and OCB of Muhammadiyah Vocational Schools in Banjarmasin, (2) Relationship between work motivation and OCB of Muhammadiyah Vocational Schools in Banjarmasin, (3) The relationship between school culture and work motivation together with OCB of Muhammadiyah Vocational Schools in Banjarmasin. The research used a quantitative research approach with descriptive methods. The population in this study were all teachers of Muhammadiyah Vocational School in Banjarmasin City. The sampling technique used in this study was simple random sampling. The sample used amounted to 90 teachers. Data collection techniques used were questionnaire and observation techniques. While the data analysis techniques used statistical tests, regression analysis, T test and F test. The results showed that: (1) there was a relationship between school culture with OCB of Banjarmasin Muhammadiyah Vocational School teachers, (2) there was a relationship between work motivation and OCB teachers Muhammadiyah vocational school in Banjarmasin, (3) The relationship between school culture and work motivation together with OCB of Muhammadiyah Vocational School teachers in Banjarmasin. The conclusion that can be drawn from this study is that there is a relationship between school culture and work motivation with OCB which means that the school culture and quality work motivation will increase the OCB of the teacher.  Article visualizations

Meningkatkan Aktivitas, Hasil Belajar Siswa Menggunakan Model PRONOPA Check Muatan IPS

Permasalahan pada penelitian ini dikarenakan siswa kurang aktif saat proses pembelajaran, kurangnya interaksi antar siswa saat kegiatan pembelajaran, dan siswa sering merasa bosan saat kegiatan pembelajaran sehingga mengakibatkan rendahnya aktivitas siswa kelas IV pada muatan IPS. Salah satu upaya meningkatkan Aktivitas dan hasil belajar melalui model pembelajaran PRONOPA. Tujuan penelitian ini untuk meningkatkan aktivitas guru, aktivitas siswa, dan meningkatkan hasil belajar siswa.Subjek dari penelitian ini kelas IV sebanyak 29 orang. Pada penelitian ini didapatkan hasil aktivitas guru dari skor 22  kriteria kurang baik  menjadi 35  kriteria sangat baik, aktivitas siswa dari skor 17%  kriteria kurang aktif  menjadi 83%  kriteria sangat aktif, dan hasil belajar aspek kognitif dari skor 14% menjadi 83%, aspek afektif skor 14%  menjadi 62%, aspek psikomotorik skor 14%  menjadi 79%. Berdasarkan data yang telah didapatkan model pembelajaran PRONOPA berhasil dilaksanakan dalam pembelajaran

Meningkatkan Kemampuan Memecahan Masalah Siswa pada Pelajaran Matematika menggunakan Model Pembelajaran PINTAR

Masalah kemampuan memecahkan masalah ini sangat penting bagi anak SD karena dengan adnaya kemampuan memecahkan masalah ini dapat membuat mereka lebih mampu memahami masalah yang terjadi pada diri mereka dan pembelajaran matematika. Salah satu cara dengan menggunakan model PINTAR. Tujuan pembelajaran adalah untuk meningkatkan kemampuan memecahkan masalah siswa pada mata pelajaran Matematika dengan menggunakan model pembelajaran pintar pada kelas V SDN 2 Tantaringin. Hasil penelitian menunjukkan bahwa hasil aktivitas guru yang telah diamati dalam melaksanakan langkah-langkah pembelajaran menggunakan model PINTAR dengan skor 30 termasuk dalam kategori sangat baik terlaksana. Hal ini berarti bahwa ada peningkatan aktivitas belajar siswa sehingga dapat memahami pelajaran dengan baik. Hasil kemampuan memecahkan masalah siswa dalam belajar 96,66% termasuk dalam kategori sangat terampil dalam memahami pelajaran. Hasil tes yang telah dilakukan bahwa hasil belajar siswa 80,6 termasuk kategori tuntas sesuai dengan KKM

RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE, SPIRITUAL INTELLIGENCE AND TEACHER PERFORMANCE THROUGH WORK MOTIVATION AS INTERVENING VARIABLE IN ISLAMIC ELEMENTARY SCHOOL IN BANJARMASIN, INDONESIA

The teacher is an important subject in the education system, so that its performance becomes a matter that needs attention. Implementation of teacher performance will be greatly influenced by several factors such as work motivation, spiritual intelligence and emotional intelligence. The phenomenon that often occurs is the lack of competence, integrity, and discipline of teachers related to classroom learning that is closely related to the factors that influence teacher performance. The research method used is descriptive research with correlational techniques. The sample used was 150 teachers from a total of around 240 Integrated Islamic Primary School teachers in the Banjarmasin city. Data collection in the form of questionnaire results from respondents. The results of the study show that there are significant results in the direct relationship between variables but the opposite results in indirect relationships. This finding shows that there is no influence of work motivation as a mediating variable on the indirect relationship between spiritual intelligence and emotional intelligence on teacher performance.  Article visualizations

Strategi Kepemimpinan Kepala Sekolah, Guru, Orang Tua, dan Masyarakat dalam Membentuk Karakter Siswa

: This study was aimed to analyze the strategies of the school principals, teachers, parents, and communitiesinbuilding the student character in elementary schools. This study used the qualitative approach using the case study type. The research instrumentswere researhers themselves. The data were collected using the in-depth interview, participation observation, and documentation. The respondents were selected using the snowball sampling technique. The data were analyzed using the model developed by Creswell (2014). The verification of the data was done through credibility, transferability, dependability, and confirmability criteria. The findings showed that the strategies of the school principals in building the students' character were the philosophy of leadership, modelling, discipline, instructional leadership, quality leadership, and teacher and staff empowerment. The strategies of the teachers were modelling, habituation, and through touching the heart. The strategies of the parents and communities were effective communication and partnership

SCHOOL PRINCIPAL’S ROLE IN THE IMPLEMENTATION OF SCHOOL-BASED MANAGEMENT FOR ADIWIYATA PROGRAM

School management is one of the three pillars of implementing school-based management. Three things are the main emphasis in the implementation of school-based management, namely school management, standards and community participation. School management cannot be separated from the management of school principals whose transparency and accountability, including one of them is the management of the school environment (Adiwiyata). School-based management in the adiwiyata program is a manifestation of shared hopes and ideals, so there needs to be cooperation with the community, especially parents of students in the school. School-based management in the adiwiyata program is a manifestation of shared hopes and ideals, so cooperation with the community is needed parents of students at school. This research is a qualitative descriptive type from primary and secondary sources, with data collection techniques in the form of: interviews, observation and documentation. Data analysis using interactive analysis, data reduction, data presentation and conclusion drawing. The validity of the data is done by triangulation. The results of the research: (1) The role of principal in preparing adiwiyata work plans: (a) teachers, parents and committees to participate, (b) formulating the vision, mission, goals, objectives and program, (c) the Education Office and the Environmental Service to plan adiwiyata. (2) The principal implement the work plan: (a) invites parents, committees, Education Offices and LH in organizing, (b) division of tasks in adiwiyata, (c) make is achievement of the implementation of school adiwiyata, (d) make is APBS cultivation and environment, complement the infrastructure of cleanliness and beauty, (e) curriculum is based on the environment, carry out reforestation. (3) principals carry out adiwiyata monitoring and evaluation: (a) divide the task of supervising adiwiyata, (b) class guardian is record in books, (c) adiwiyata coordinators and homeroom supervisors monitor Clean Friday activities, (d) caring motivating parents, (e ) instruments of monitoring and supervision, (f) replacing damaged plants, (4) supporting and inhibiting factors: (a) active teachers and students, (b) support of the environmental service, Education OfficeRegency, (c) government policy, (d) land is cover 6000 m2, large yard, (d) student are working together, (e) funding from the community, (f) inhibiting factors from nature, flooding, high temperatures. Suggestions: (1) the head office Education Pulang Pisau Regency and LH Pulang Pisau Regency are make the MOU adiwiyata, provide technical and non-technical assistance. (2) the principal is advised to collaborate with companies around developing participatory-based management in schools, (3) the teachers are advised to integrate the adiwiyata (green school) program concept in learning materials and teaching and learning in the classroom, plays an active role as an environmental lover model for students at school.  Article visualizations

HUBUNGAN BUDAYA SEKOLAH, KOMUNIKASI, DAN KOMITMEN KERJA TERHADAP KINERJA GURU SEKOLAH DASAR NEGERI

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan hubungan: budaya sekolah dengan kinerja guru; komunikasi dengan kinerja guru; budaya sekolah dengan komitmen; komunikasi dengan komitmen, komitmen dengan kinerja guru; budaya sekolah dengan kinerja melalui komitmen; komunikasi dengan kinerja guru melalui komitmen. Sampel penelitian sebanyak 250 orang guru di 100 Sekolah yang dipilih secara stratified proporsional random sampling dari populasi sebesar 2.276 orang guru yang tersebar di 274 SD Negeri di Kota Banjarmasin. Pengumpulan data dilakukan dengan menggunakan instrumen yang telah diuji validitas dan reliabilitasnya. Data penelitian dianalisis secara deskriftip dan analisi jalur. Hasil penelitian menemukan bahwa budaya sekolah memiliki hubungan dengan kinerja, komunikasi memiliki hubungan dengan kinerja, budaya sekolah memiliki hubungan dengan komitmen, komunikasi memiliki hubungan dengan komitmen, komitmen memiliki hubungan dengan kinerja guru, komitmen merupakan perantara hubugan budaya sekolah dengan kinerja guru dan hubungan komunikasi dengan kinerja guru. Kata Kunci: budaya sekolah, komunikasi, komitmen, kinerja THE RELATIONSHIP BETWEEN SCHOOL CULTURE, COMMUNICATION, AND COMMITMENT AND THE STATE ELEMENTARY SCHOOL TEACHERS’ PERFORMANCE Abstract: This study was aimed to describe the relationship between: school culture and tea- chers’ performance; communication and teachers’ commitment; school culture and commitment; communication and commitment; commitment and teachers’ performance; school culture and performance through commitment; communication and teachers’ performance through commitment. The sample consisting of 250 teachers from 100 schools was selected using the stratified proportional random sampling technique from a population of 2,276 teachers teaching in 274 state elementary schools in Banjarmasin Municipality. The data were collected using an instrument which had been validated and which was reliable. The data were analyzed using the descriptive analysis and the path analysis. The findings showed that there was relationship between: school culture and teachers’ performance, communication and performance, school culture and commitment, communication and commitment, commitment and teachers’ performance. Commitment became an intervening variable between school culture and teachers’ performance and between communication and teachers’ performance. Keywords: school culture, communication, commitment, performanc

THE INTEGRATION OF SENTRA-BASED LEARNING AND INVOLVEMENT OF FAMILY PROGRAM AT EARLY CHILDHOOD IN DEVELOPING CHARACTER BUILDING (MULTI CASE AT PAUD MAWADDAH AND PAUD ALAM BERBASIS KARAKTER SAYANG IBU BANJARMASIN, INDONESIA)

This study aims to describe and analyze in depth the center learning model, family involvement program and parental involvement in schools in the development of early childhood character. The research approach used is qualitative with the type of multi-case study research. The research instrument is the researcher himself. Data collection uses in-depth interview techniques, participatory observation and documentation. Data analysis techniques used in this study are the Miles and Huberman models namely data collection, data reduction, data presentation and conclusion drawing. Data validity testing was used to extend participation, persistence of observation and triangulation. The results of this study are the implementation of learning centers in the development of early childhood characters carried out through four quality playing scaffolding, namely the playing environment, footing before playing, footing when playing and footing after playing. Family involvement programs in schools are carried out through activities such as inspirational classes (parents as resource persons), formation of school committees, family days, parent clubs, involving parents in learning activities, tour work with parents, mother and mother club classes, consultation days parents, invite speakers from early childhood education experts and carry out parenting activities. Parental involvement in schools in the development of early childhood characters is through building positive communication on a regular basis between teachers, other schools and establishing relationships with other parents to exchange information. Get involved in parenting programs, school commitess, teacher meetings with parents, support child developmen by participating in activities at sentra learning, tourism work, peak themes, religious holidays and national holidays.  Article visualizations

Model Pembelajaran Protection Landing Meningkatkan Keterampilan Berpikir Kreatif Siswa SD Muatan IPA

Penelitian ini dilatarbelakangi oleh rendahnya aktivitas belajar dan keterampilan berpikir kreatif siswa yang berdampak terhadap rendahnya hasil belajar pada pembelajaran IPA. Upaya untuk mengatasi masalah ialah menerapkan model pembelajaran Protection Landing melalui Penelitian Tindakan Kelas sebanyak 4 kali pertemuan di kelas VA SDN 1 Sungai Ulin Banjarbaru dengan objek penelitian sebanyak 25 siswa serta bertujuan untuk mendeskripsikan aktivitas guru, aktivitas siswa dan menganalisis keterampilan berpikir kreatif serta hasil belajar siswa. Teknik pengumpulan data yang digunakan meliputi teknik observasi, dokumentasi dan tes evaluasi. Hasil penelitian menunjukkan bahwa performa guru terus meningkat di setiap pertemuan yang diikuti oleh aktivitas siswa terus meningkat pula di setiap pertemuan. Selain itu, keterampilan berpikir kreatif siswa dan hasil belajar siswa di semua aspek terus meningkat di setiap pertemuan. Sehubungan dengan hasil dari penelitian dapat di simpulkan bahwa kegiatan pembelajaran yang menerapkan model pembelajaran Protection Landing mampu meningkatkan aktivitas, keterampilan berpikir kreatif dan hasil belajar siswa

THE MODEL OF RELIGION-BASED CHARACTER EDUCATION (MULTI-SITE INTEGRATED ISLAMIC PAUD SABILAL MUHTADAIN AND PAUD ISLAM MAWADDAH BANJARMASIN, INDONESIA)

This study uses a qualitative method with multi-site design, aims to find out and describe the religious-based character education model, the implementation strategy used, the attitude values implemented and the supporting factors and constraints faced in the implementation of religious-based character education in Islamic PAUD Integrated Sabilal Muhtadin and PAUD Islam Mawaddah in Banjarmasin. From this study, it is known that the foundation used by both schools is the Qur'an, Sunnah and Pancasila which aims to form personal students who are faithful and devoted to Allah SWT and have a character that is in accordance with the teachings of Islam. Educators, students, organizations (foundations, heads of PAUD, and employees), curriculum and role of parents are important elements in the success of the learning process. Religious-based character education is carried out in daily and extra learning programs with assignment, direction, exemplary, environmental conditioning and habituation methods. Character values are implemented, namely respect (polite and friendly), honest, quality, clean and healthy, affection, patience, gratitude, sincerity, discipline, responsibility, khusyu, diligent (clever, hard work, endeavor, thorough), positive thinking, friendly, humble, Qanaah (simplicity, frugality), taqwa, istiqomah, cooperation, friendship and struggle. Parental support, quality teachers, environment (infrastructure), and partnerships are supporting factors, while parents who are less supportive and the condition of children are obstacles to the process of religious-based character education.  Article visualizations