Pengaruh Supervisi Akademik Kepala Sekolah Dan Kompetensi Paedagogik Terhadap Kinerja Guru: Studi Kasus di SMA Swasta Sub Rayon 11 Parung Kabupaten Bogor

This study aims to find the influence between the principal academic supervision and paedagogic competence on the performance of private high school teachers Sub Rayon 11 Parung Bogor Regency. In this study the authors have found the theories to gain a deeper understanding of the definitions and concepts related to the concept of principal academic supervision, the concept of paedagogic competence and the concept of teacher performance. In this research the researcher use survey method, with correlation technique and simple and multiple regression analysis. Sampling was used by using the sample saturated, with the number of respondents 104 respondents at private SMA Sub Rayon 11 Parung Bogor regency. Data collection techniques used questionnaires, tests, observations, documentation and interviews. Data analysis techniques used descriptive analysis model, correlation coefficient, simple and multiple regression analysis. The results of this study show that First; there is a positive and significant influence of the principal's supervision on the performance of private high school teachers Sub Rayon 11 Parung Bogor Regency, this can be seen from the correlation coefficient of 0.649% at 99% confidence level (α = 0.01), while the magnitude of the influence or coefficient of determination R -square of 0.422 which means academic supervision of principal can give effect of teacher performance equal to 42,2% and the rest 57,8% influenced by other factor. For the direction of influence or regression coefficient obtained Ŷ = 18.508 + 0.823 X1 which means that each increase of one unit of academic supervision principal score affects the increase in teacher performance score of 0.823. Second; there is a positive and significant influence of teacher paedagogic competence on the performance of private SMA Sub Rayon 11 Parung Bogor Regency, this can be seen from the correlation coefficient of 0.706% at 99% confidence level (α = 0.01), while the magnitude of the influence or coefficient of determination R-square equal to 0.499 which means paedagogic competence give influence teacher performance equal to 49,9% and rest 50,1% influenced by other factor. For the direction of influence or regression coefficients diproleh Ŷ = 31.858 + 0.782 X2 which means that each increase of one unit of paedagogic competence score affects the increase in teacher performance score of 0.782.  Third; there is a positive and significant impact of school principal supervision and paedagogic competence simultaneously on the performance of private high school teachers Sub Rayon 11 Parung Bogor Regency, this can be seen from the principal academic supervision and paedagogik competencies simultaneously on the performance of teachers 13.58% and the remaining 86.2% is determined by other factors. The direction of influence of the regression equation Ŷ = 0.636 X1 + 0.722 X2, which means that each increase in one unit of the principal's academic supervision score and paedagogic competence simultaneously affect an increase in the teacher performance score of 1.358

Hubungan Self-Efficacy Dan Kompetensi Profesional Dengan Kinerja Guru Pada Sekolah Menengah Atas Di Sub Rayon 11 Parung Kabupaten Bogor

This research aims to identify and test empirical data related to self-efficacy relationship and professional’s competence with teacher’s performance separately and simultaneously. Results in this research, there is a positive and significant relationship between self efficacy and professional’s competence together with teacher’s performance in sub rayon 11 parung kabupaten bogor. There is a positive and significant relationship between self efficacy and teacher’s performance with a coefficient of correlation of 0.659 point and coefficient of determination of 0.435 point which gives effect with teacher performance of 43.5%  and the remaining 56.5% is determined by other factors. There is a positive and significant relationship between professional’s competence with teacher’s performance with coefficient of correlation 0.659 point and coefficient of determination of 0.435 point which gives effect with teacher performance of 43.5% and the rest is 56.5% determined by other factors. There is a positive and significant correlation between self efficacy and professional’s competence together with teacher’s performance with coefficient of correlation = 0,662 point and coefficient of determination equal to 0,438 point which give effect simultaneously with teacher’s performance equal to 43,8% and the rest is 56, 2% is determined by other factors. The results coefficient of regression that self efficacy and professional’s competence together given affected for teacher’s performance in sub rayon 11 parung kabupaten bogor

Hubungan Antara Budaya Organisasi Dan Disiplin Dengan Produktivitas Mengajar Guru Sekolah Dasar Di Kecamatan Matraman Jakarta Timur

This study aims to find out and test empirical data related to the relationship between organizational culture, discipline and teacher teaching productivity simultaneously or separately. In this study, the authors used a survey method with a correlational and regression approach to quantitative data obtained from the object of research, namely Private Primary School teachers in Matraman sub-district. The sample of this study was 93 respondents out of a total of 120 private elementary school teacher populations in Matraman District in the odd semester of the 2018/2019 academic year. Data collection is done by using questionnaire / questionnaire, observation, and documentation techniques. The type of analysis used is correlation analysis and descriptive described regression. The results of this study are: First, there is a positive, strong and significant relationship between organizational culture and teacher teaching productivity with a correlation coefficient (r) of 0.751 and a coefficient of determination (R2) of 56.4%. The direction of influence is indicated by the regression equation Ŷ = 31,073 + 0.749 X1, it can be read that each increase in one unit score of organizational culture (X1) affects the increase in teacher teaching productivity score (Y) of 0.749 points. Second, there is a positive, strong and significant relationship between discipline and teacher teaching productivity with a correlation coefficient (r) of 0.736 and a coefficient of determination (R2) of 54.2%. The direction of influence is indicated by the regression equation Ŷ = 31,073 + 0,749 X2, it can be read that each increase in one unit of discipline score (X2) affects the increase in the teacher's teaching productivity score (Y) by 0.749 points. Third, there is a positive, strong and significant relationship between organizational culture and simultaneous discipline with teacher teaching productivity. The correlation coefficient (r) is 0.815 and the coefficient of determination (R2) is 66.4%. The direction of influence is indicated by the regression equation Ŷ = 12,191 + 0,467 X1 + 0,427 X2. From this equation it can be read that each increase in one independent unit score of organizational culture and discipline jointly affects the increase in teaching productivity scores 0.894

Pengaruh Kepemimpinan Kepala Sekolah Dan Pengelolaan Kepegawaian Terhadap Penanggulangan Stres Guru Pada Sekolah Menengah Atas Di Sub Rayon 11 Parung Kabupaten Bogor

This research aims to know and test the empirical data related to the influence of the leadership of the principal and the management of personnel against the management of stress teachers separately as well as simultaneously. In this research, the authors use quantitative methods with the corelasional approach towards quantitative data obtained from research object i.e. High school teachers in sub 11 rayon parung bogor Regency. The sample of this research is as much as 104 respondents out of a total population of 140 private high school teacher in sub 11 rayon parung bogor Regency. Data collection is done using an engineering question form/questionnaire. This type of analysis is the analysis of correlation and regression are spelled out in the descriptive. The results of this research are: First, There is a positive and significant influence among the leadership of the principal against stress management teacher the correlation coefficient of 0.660 and coefficient of determination R2 of 0.436 which give influence on stress management teacher of 43.6%. and the remaining 56.4% determined by other factors. Koefesien regression obtained Ŷ = 55.886 + 0.531X1 means that every increase of one unit of score leadership principals affect improvement score of teacher stress management 0.531. Second, There are a positive and significant influence between the management of the staffing against stress management teacher with the correlation coefficient of 0, 694 and the coefficient of determination R2 of 0, 481 that gives the effect on stress management teacher of 48.1% and the rest that is 51.9% determined by other factors. Koefesien regression obtained Ŷ = 50.334 + 0.572X2 means that each increase of one unit of score management staffing affects improvement score of teacher stress management0.572. Third, There are a positive and significant influence among the leadership of the principal and management staffing together-the same against stress management teacher with koefisen correlation = 0.706 and koefesien determination of R2 of 0 , 499 that influence is simultaneously against stress management teacher of 49.9% and the rest i.e. 50.1% is determined by other factors. Koefesien regression obtained Ŷ = 47.229 + 0.205X1+ 0.394X2means every one unit increase in score independent leadership of the principal and the management of personnel in simultaneously affect the improvement of teacher's stress management score 0.205+ 0.394 = 0.599

Manajemen Kelas Dalam Peningkatan Kualitas Pembelajaran Tematik Kelas Awal 1-3 di SDI Bina Shaliha Depok Jawa Barat

Secara umum, penelitian ini bertujuan untuk menganalisis dan deskripsikan manajemen kelas dalam peningkatan kualitas pembelajaran tematik pada kelas awal. Jenis penelitian ini adalah penelitian kualitatif deskriptif, dengan teknik pengumpulan data primer melalui obervasi, wawancara dan data sekunder melalaui dokumentasi sekolah. Sedangkan analisis data menggunakan analisis deksriptif meliputi reduksi data, penyajian data, penarikan kesimpulan dan verifikasi. Sampel atau informan utama dalam penelitian ini adalah guru wali kelas 1-3, sedangkan informan pendukung adalah kepala sekolah, guru mata pelajaran PAI dan PJOK SDI Bina Shaliha Depok Jawa Barat. Temuan penelitian ini menunjukkan bahwa: Pertama, Manajemen kelas dalam peningkatan kualitas pembelajaran di awali dari perencanaan penataan ruangan, pelaksanaan kegiatan penataan ruangan yang meliputi: (a) penetaan fisik ruangan terkait tata letak meja kursi sesuai standar, penempatan papan putih, penataan ventilasi atau pengaturan cahaya yang sesuai, pengaturan benda-benda musim, pengaturan ruang diding seperti; organisasi kelas, hasil karya peserta didik, jadwal pelajaran, jadwal piket, pojok baca, jadwal pelajaran, poster yang edukasi, hiasan dinding yang menarik, yang dapat memberikan rangsangan edukasi kepada peserta didik (b) penataan tempat duduk, terkait formasi yang guru gunakan dalam kelas, kemudia penempatan peserta didik sesuai kemampuan dan karakternya, (c) pelaksanaan kegiatan pembelajaran guru, (d) penataan administrasi guru terkait kelengkapan silabus, program semester, KKM, kelender, dan Rpp, (e) implementasi kegaiatan pembelajaran aktif, inovatif, kreatif, efektif dan menyenangkan (PAIKEM). Kedua, pendayagunaan media pembelajaran oleh guru dalam meningkatkan kualitas pembelajaran tematik meliputi; media berbasis cetakan, visual, audio visual, komputer, zoom dan papan tulis, dengan tahapan (a) perencanaan pembuatan media pembelajaran, dengan memperhatikan tujuan instruksional, ketersediaan biaya, dan faktor teknis; (b) penggunaan media pembelajaran, dengan tahapan: persiapan, pelaksanaan dan evaluasi: (c) evaluasi tentang efektivitas media yang digunakan dalam pembelajaran di SDI Bina Shaliha Depok Jawa Barat

Peningkatan Mutu Pendidikan Melalui Kualitas Pendidik Di Tpq Al Iffah Kayuringin Bekasi

This research uses a qualitative descriptive case study type approach. Data collection techniques using observation, interviews and documentation. Data analysis from the results of observations, interviews and documentation begins with data reduction, data presentation and ends with drawing conclusions. The results of this study contained five findings in this study, namely: 1) improving the quality of educators includes a number of first coverage matters, educator planning, second, coaching and development of educators. 2) The quality of education at TPQ Al Iffah, includes input, process and output quality of education, and an evaluation is carried out in every quality education activity to improve the quality of education at TPQ. 3) In terms of teaching, educators are still not good, because educators do not understand learning strategies and methods, so that the learning activities carried out are less attractive. 4) The process of recruiting educators at TPQ Al Iffah is still not well organized, namely there are several deficiencies such as no planning regarding the formation of an educator recruitment committee, no interview guidelines and no format for assessing the ability to read the Quran. 5) To improve the quality of education through the quality of educators at TPQ Al Iffah it is good because TPQ Al Iffah has provided learning workshops and how to teach the Qur'an with the yanbu'a method. Measurements carried out by TPQ include Educator indicators

Pengembangan Kecerdasan Emosi Untuk Meningkatkan Sikap Sosial Siswa Sekolah Dasar

This study aims to know the improvement of emotional intelligence of students' social attitudes at elementary school of Al Azhar Syifa Budi Telaga Bestari Tangerang. This research used case study of qualitative research methods and the instruments were interviews, observations and document studies. Data analysis used reduction, display and verification. The sample were five teachers as main informants and five students as supporting informants. The results of this study were (1) the the improvoving step of emotional intelligence on the students’ social attitudes through giving advice, good examples, character building, and a high sense of solidarity to build a sense of sympathy and empathy for others. (2) Efforts of improving students’ emotional intelligence was by increasing students’ self-motivation, fostering relationships and cooperation, training students' empathy, controlling and expressing emotions. (3) Factors that effects students’ emotional intelligence on improving the students’ social attitudes were from the family environment, the family whose had not enough religion relatively difficult to control. Then, the community environment, can affect the student’s attitude with a good or bad relationship between students and teachers. They became more responssible for their behavior. They were also more careful in their actions

PENGARUH KOMUNIKASI INTERPERSONAL DAN KOMPETENSI SOSIAL GURU TERHADAP PERILAKU SOSIAL SISWA (Studi Kuantitatif Pada Siswa Madrasah Aliayah Darul Marhamah Cileungsi Bogor Jawa Barat)

This study aims to determine and test empirical data related to interpersonal communication and teacher social competence on eacher social behavior separately or simultaneously In this study the authors used a survey method, with correlational techniques and simple and multiple regression analysis Samples were taken from a population of.83 from a total of 104 student populations at Madrasah Aliyah Darul Marhamah. Data collection techniques using questionnaires, observation, and documentary studies. The data analysis technique used descriptive analysis model, correlation coefficient, simple regression analysis and multiple regression. The type of analysis used is correlation analysis and simple regression and multiple regression which are described descriptively. The results of this study indicate that: First, there is a positive effect of interpersonal communication on students' social behavior based on the results of the partial T test.in.multiple linear.regression analysis, with a large effect of 12.3%, and the simple linear regression equation shows Ŷ = 52.151 + 0.644 X1 which means that every one unit score increase Interpersonal communication, will have an influence on increasing the score of social behavior by 52,794. Second, there is a positive influence on the social competence of teachers on students' social behavior based on the results of the partial T test in multiple linear regression analysis, with a magnitude of influence of 12%, and the simple linear regression equation shows Ŷ = 93.895 + 0.289X2 which means that every one unit increase in the social competency score will have an effect on the increase in students' social behavior scores by 94,184. Third, there is an effect of interpersonal communication and teacher social competence on student social behavior based on the results of the simultaneous F test (F test) in multiple linear regression analysis, with a large effect of 19.8%, and the multiple linear regression equation shows Ŷ = 74.673 + 0.263X1 + 0.234X2. This means that any increase in the score of interpersonal communication and social competence of teachers together or simultaneously, will have an effect on improving student social behavior, amounting to 75.17

PENGARUH KECERDASAN EMOSIONAL DAN BUDAYA SEKOLAH TERHADAP KEMAMPUAN MENGHAFAL AL-QUR’AN” DI SMP HUFFAZH DARUL MUNIR, JATIRASA JATIASIH BEKASI SELATAN

Kegiatan  menghafal Al-Qur‟an  membutuhkan kekuatan tekad dan niat yang lurus. Dibutuhkan pula usaha yang keras, kesiapan lahir dan bathin, kerelaan serta pengaturan diri yang ketat. Pengendalian diri dalam istilah psikologi dapat disebut sebagai kecerdasan emosional (intelligence emotional). Pengendalian diri merupakan proses kepribadian yang penting ketika seseorang berusaha untuk melakukan kontrol terhadap pikiran, perasaan, dorongan-dorongan dan keinginan serta kinerja mereka. Namun tidak cukup dengan kecerdasan emosional siswa dalam sebuah pendidikan formal harus ada lingkungan yang mendukung terhadap keberhasilan menghafal Al-qur’an yaitu adanya budaya sekolah yang baik. Sebab Budaya adalah segala nilai, serta simbol yang mempengaruhi perilaku, sikap, kepercayaan, serta kebiasaan seseorang dalam organisasi. Pola pembiasaan dalam sebuah budaya sebagai sebuah nilai yang diakuinya bisa membentuk sebuah pola prilaku. Ketika suatu praktek sudah terbiasa dilakukan, berkat pembiasaan ini maka akan menjadi habit bagi yang melakukannya, kemudian pada waktunya akan menjadi tradisi yang sulit untuk ditinggalkan. Hal seperti ini berlaku untuk hampir semua hal, meliputi nilai-nilai yang buruk maupun yang baik. Di sinilah kecerdasan emosional individu siswa dan budaya sekolah dituntut adanya kemampuan menghafal tersebut ditunjukkan dalam hal kelancaran, tajwid, tahsin dan kefasihannya dalam membacanya. Dengani llustrasi tersebut menunjukkan adanya hubungan yang signifikan, yakni hubungan kecerdasan emosional dengan kemampuan menghafal siswa dalam rangka menghafal al-Qur‟an al-kari