33 research outputs found
Model Pendampingan Adaptif dalam Implementasi Sistem Penjaminan Mutu Internal (SPMI) di Sekolah Kepulauan di SMP Negeri 15 Ambon
Get PDFThis community service initiative stems from the need to implement an Internal Quality Assurance System (SPMI) as a foundation for educational quality improvement, particularly in island regions such as Ambon with limited resources and supervision access. The program aimed to enhance teachers’ and principals’ capacities in understanding, applying, and developing the PPEPP cycle (Establishment, Implementation, Evaluation, Control, and Improvement) independently and sustainably. The activity was conducted in five public junior high schools over six months, involving 45 participants comprising teachers and principals. The method involved participatory training, technical mentoring, and collaborative evaluation between universities, schools, and local government. Results indicated significant improvement in quality management competence and the establishment of a strong quality culture. This activity developed an adaptive mentoring model grounded in local collaboration, effective for island-based schools. The recommendation emphasizes continuous mentoring policy and integration of digital-based quality system
Manajemen Sumber Daya Sekolah dalam Pelaksanaan Asesmen Nasional Berbasis Komputer di SD Kristen Piliana Kecamatan Tehoru Kabupaten Maluku Tengah (Studi Kasus)
Get PDFThe implementation of the Computer Based National Assessment requires comprehensive school resource readiness. This study aimed to examine resource management at SD Kristen Piliana, Tehoru District, Central Maluku Regency in implementing ANBK. Using a qualitative descriptive method, the study involved principals, teachers, committees, and parents as informants. Findings reveal that resource management remains suboptimal, with lack of electricity and internet access as major constraints. Nonetheless, teacher commitment and collaboration with SMPN 119 serve as key enabling factors. These findings underscore the need for inter-institutional synergy and internal strategy reinforcement. It is recommended that schools and policymakers prioritize infrastructure development and enhance teachers' technical competencies to ensure equitable digital assessment implementation in underdeveloped areas
EVALUASI GURU GURU BERSERTIFIKASI PADA GUGUS I KECAMATAN LOLONG GUBA KABUPATEN BURU
No full textPenelitian ini bertujuan untuk mengevaluasi guru bersertifikasi dalam melakukan persiapan dan perencanaan pembelajaran, mengevaluasi guru bersertifikasi dalam melakukan pengelolaan ruang kelas, mengevaluasi guru bersertifikasi dalam melakukan proses pembelajaran, mengevaluasi guru bersertifikasi terhadap tanggung jawab dan profesionalnya dalam pembelajaran. Penelitian ini dilakukan di SD Negeri 2 Lolong Guba, SD Negeri 4 Lolong Guba, SD Negeri 5 Lolong Guba, SD Al-Hilaal Wabloy dan SD Al-Hilaal Italahin dengan melibatkan 2 guru pada masing-masing sekolah. Hasil menyeluruh evaluasi guru bersertifikasi model Charlotte Danielson pada SD Negeri 2 Lolong Guba domain 1 yaitu (100%) kategori sangat baik, domain 2 yaitu (96,5%) kategori sangat baik, domain 3 yaitu (86,5%) kategori sangat baik dan domain 4 yaitu (97%) kategori sangat baik. SD Negeri 4 Lolong Guba domain 1 yaitu (100%) kategori sangat baik, domain 2 yaitu (96,5%) kategori sangat baik, domain 3 yaitu (76,5%) kategori baik, domain 4 yaitu (94%) kategori sangat baik. SD Negeri 5 Lolong Guba domain 1 yaitu (100%) kategori sangat baik, domain 2 yaitu (90%) kategori sangat baik, domain 3 yaitu (76,5%) kategori baik dan domain 4 yaitu (94%) kategori sangat baik. SD Al-Hilaal Wabloy domain 1 yaitu (100%) kategori sangat baik, domain 2 yaitu (80%) kategori baik, domain 3 yaitu (70%) kategori cukup dan domain 4 yaitu (94%) kategori sangat baik. SD Al-Hilaal Italahin domain 1 yaitu (63,5%) kategori cukup baik, domain 2 yaitu (70%) kategori cukup baik, domain 3 yaitu (67%) kategori cukup baik dan domain 4 yaitu (91,5%) kategori sangat baik
Implementasi Pendidikan Karakater di MTs Al Madinah Kecamtan Sirimau Kota Ambon
Get PDFCharacter education is a very important integral part of education in Indonesia, which can be interpreted as value education, character education, moral education, character education which aims to develop students' ability to make good decisions, maintain what is good and realize that goodness in everyday life wholeheartedly, so as to form a whole human being with character in the dimensions of heart, mind, body, taste, and spirit. The purpose of this research is to find out what character values are implemented at MTs Al Madinah, Sirimau District, Ambon City. And another goal is to find out the integration of character values in academic and non-academic activities and explore and analyze the factors that support and hinder the implementation of character education at MTs Al Madinah, Sirimau District, Ambon City. The approach used in this research is a qualitative descriptive approach. This research was conducted at MTs Al Madinah, Sirimau District, Ambon City, from February - April 2022. The subjects in this study were the head of the madrasah, the board of teachers, students and the madrasah committee. The object of this research is the implementation of character values at MTs Al Madinah, Sirimau District, Ambon City. The data collection techniques used observation, interviews, documentation and data tringulation. The results of this study indicate that MTs Al Madinah Sirimau Sub-district, Ambon City, has implemented character values such as honesty, discipline, responsibility, cooperation, respect, independence, and religion through a comprehensive approach involving academic curriculum and non-academic activities. These values are integrated in a participatory manner with strong support from the entire school community, including collaboration with external institutions. Despite challenges such as limited facilities, consistency in implementing character values at home, and limited teacher training. However, MTs Al Madinah remains committed to forming students who are noble and responsible. In accordance with the vision and mission of the madrasah which emphasizes a balance between academic achievement and character developmen
Manajemen Pembelajaran Anak Berkebutuhan Khusus (ABK) pada SD Negeri 8 Bula Kecamatan Bula Kabupaten Seram Bagian Timur
No full textEducation is a basic right for everyone, regardless of social class/strata, race, political choice, creed or physical and mental differences as stated in the 1945 Constitution article 31 paragraph (1) states "Every citizen has the right to equal educational opportunities". Law Number 4 of 1997 concerning persons with disabilities Article 10 Paragraph (1) states that "Equality of opportunity for persons with disabilities in all aspects of life and livelihood is implemented through the provision of accessibility".
The existence of children with special needs (ABK) at SD Negeri 8 Bula, Bula District, East Seram Regency consists of several categories including: Special Smart Children and Special Talents (CIBI), Slow learners, Children who have specific learning difficulties, and Autism. In the application of learning management at SD Negeri 8 Bula, of course, it must be slightly different from other public schools that do not have students with special needs ABK). In education, management is the activity of integrating educational resources to be centralized in an effort to achieve predetermined educational goals by directing people to carry out certain activities to achieve goals. That is, moving those people to organize the means, materials, tools, and costs and by certain methods carry out their respective activities. In practice the manager or principal is in charge of directing the teachers, staff, and students. Not only leading or encouraging, but also thinking about strategies or policies to regulate school physical, facilities, and infrastructure. This type of research is qualitative descriptive research Through. From the results of the research conducted, it was found that the Planning for Learning Management of Children with Special Needs (ABK) carried out by the Principal and Teachers / Educators at SD Negeri 8 Bula in identifying students must be carried out earlier when students register so that in the preparation of RPP and Syllabus a modified curriculum can be made that can accommodate learning models for students with special needs, Implementation (Actuating) of Learning Management of Children with Special Needs (ABK) at SD Negeri 8 Bula, Principals and Teachers have implemented learning strategies in accordance with references to the applicable curriculum, namely the 2013 Curriculum, and Evaluation of Learning Management of Children with Special Needs (ABK) at SD Negeri 8 Bula, Principals and Teachers evaluate the implementation of learning, evaluations are carried out on student learning outcomes common
SOSIALISASI DAN PELATIHAN APLIKASI ADMINISTRASI SEKOLAH BERBASIS WEBSITE BAGI MAHASISWA ADMINISTRASI PENDIDIKAN FKIP UNIVERSITAS PATTIMURA
Get PDFAdministration is an important part of school administration. in its development, administration is carried out as effectively and efficiently as possible through various means. Technology cannot be separated in its role in developing administrative techniques and strategies in schools and others. Community service is one of the parts of the tridharma of higher education that must be carried out by lecturers as educators from higher education. Therefore, this research was developed from the results of community service by utilizing technology through websites in the administrative process. This research was carried out through a descriptive method consisting of 3 processes, namely preparation, implementation, and follow-up plans. The research, which is the result of this community service, concluded that the participants' knowledge and skills in website-based school administration governance increased. This shows the effectiveness of the training and the enthusiasm of the training participants. After the training, what was realized from this activity was (1) an increase in knowledge of the importance of web-based school administration governance, and (2) an increase in students' skills and abilities in using administrative applications (filing correspondence & infrastructure facilities)
KINERJA GURU YANG BERSERTIFIKASI DI SMP NEGERI 4 KECAMATAN SIRIMAU KOTA AMBON
Get PDFKinerja guru bersertifikasi dilihat dan diukur berdasarkan spesifikasi atau kriteria kompetensi yang harus dimiliki oleh setiap guru. Guru sertifikasi sebagai upaya peningkatan mutu guru dibarengi dengan peningkatan kesejahteraan guru sehingga diharapkan dapat meningkatkan mutu pembelajaran dan mutu pendidikan di Indonesia secara berkelanjutan. Penelitian ini didasarkan pada masalah bagaimana kinerja guru yang bersertifikasi di SMP Negeri 4 Kecamatan Sirimau Kota Ambon. Secara operasional tujuan penelitian ini adalah (1) Mengevaluasi kinerja guru yang bersertifikasi. (2) mengetahui faktor pendukung kinerja guru yang bersertifikasi. (3) mengetahui faktor penghambat kinerja guru yang bersertifikasi. Jenis penelitian yang digunakan adalah penelitian evaluasi yang menggunakan pendekatan deskritif kualitatif, yaitu penelitian yang bertujuan untuk mendeskripsikan situasi yang komperhensif dalam konteks sesungguhnya. Dalam hal ini, mengumpulkan informasi tentang evaluasi kinerja guru yang bersertifikasi di SMP Negeri 4 Kecamatan Sirimau Kota Ambon. Hasil evaluasi kinerja guru yang bersertifikasi di SMP Negeri 4 Kecamatan Sirimau Kota Ambon yaitu proses pembelajaran yang dilakukan merupakan hal yang utama yang selalu dilakukan oleh guru yang sudah bersertifikasi. Dalam perencanaan pembelajaran guru harus menyusun silabus, RPP, penyusunan progranm tahunan, penyususnan program semester dan kemudian hasil perencaaan tersebut dapat digunakan dalam proses pembelajaran di kelas. Dalam pelaksanaan penbelajaran guru terlebih dahulu menyiapkan administrasi mengajar sebelum proses pembelajaran berjalan. Dan adapun faktor pendukung dan penghambat bagi guru yang bersertifikasi.
Berdasarkan hasil penelitian evaluasi kinerja guru sertifikasi di SMP Negeri 4 Kota Ambon yang diterapkan dalam kenyataannya sudah berjalan dengan baik namun ada juga kendala yang terdapat yakni proses pembelajaran masih belum di lakukan dengan harus ada peningkatan lagi untuk kemajuan sekolah yang lebih baik untuk kedepannya
Efektivitas Tenaga Pendidik (Studi Kasus Pada SMP Negeri 15 Kecamatan Teluk Ambon)
Get PDFEducators are central figures in the learning process, not only responsible for delivering instruction but also for continuously improving their professional competencies. This study aims to analyze the effectiveness of educators at SMP Negeri 15 in the Teluk Ambon District by examining three aspects: the mismatch between subject matter taught and teacher qualifications, the use of learning facilities, and the impact of underutilized educational resources. Using a qualitative case study approach, data were collected through interviews, observations, and documentation. The findings indicate that although some teachers lack subject-specific qualifications, they are encouraged to pursue further education, training, and professional development opportunities. The available facilities at the school are generally used effectively, despite limitations in technological resources such as internet access and computers. The study also reveals that the ineffective use of educational facilities can negatively affect learning quality and student motivation. Therefore, school management must optimize available infrastructure to enhance student learning outcomes and character development. This research contributes to the understanding of how resource constraints can be mitigated through strategic professional development and efficient facility management in secondary schools
Implementasi Kebijakan Dinas Pendidikan Kebudayaan Pemuda dan Olahraga dalam Meningkatkan Mutu Guru di SMP Kecamatan Bula Kabupaten Seram Bagian Timur
No full textPolicy implementation in principle is a way for a policy to achieve its goals. The implementation process will vary depending on the nature of the policy being implemented. Different decisions will show the characteristics, structures and relationships between the factors that influence the implementation of public policy so that the implementation process will also experience differences. The characteristics of education policy include (1) having goals, (2) having formal legal aspects, (3) having operational concepts. Compiled by the authorities, the formulator has capacity in the field of education, can be measured and evaluated, has a systematic formulation, and is prioritized. Policy implementation is seen in a broad sense, which is the stage of the policy process immediately after the enactment of the law. Implementation is seen broadly as having the meaning of implementing laws in which various actors, organizations, procedures and techniques work together to carry out policies in an effort to achieve the goals of policies or programs. Implementation of school quality assurance is a government policy to improve the quality of education. Implementation of a quality assurance system in primary and secondary education refers to standards according to applicable regulations. The results of the study show that the planned policies related to aspects of quality improvement do not indicate the direction and targets that must be achieved, this is due to the techniques and strategies in the formulation of policies related to programs that show a focus on solving educational problems related to quality. The quality of education is influenced by the competence of teachers while the academic qualifications of teachers are at the secondary school level (97.0%) for elementary schools (69.4%) for elementary schools (38.6%) for S1. For the level of certification (PAUD has been certified 0% - not yet certified 99.5%) School (Elementary has been certified 6.8% - has not been certified 93.2%) and Secondary Education (certified 8.3% and not yet certified 91.7 %)
Pengaruh Kepemimpinan Transformasional Kepala Sekolah dan Budaya Sekolah Terhadap Kinerja Guru pada Sekolah Pengerak SMA di Kecamatan Sirimau Kota Ambon
No full textSupervision needs to be prepared by the school principal and socialized to teachers through school meetings, so that teachers know and understand the aims and objectives of the supervision program. Supervision is seen from the planning, implementation and evaluation of supervision itself as a system, and leads to two elements of supervision, including (1) academic supervision and (2) managerial supervision. This research was carried out at SMP Negeri 11 East Seram, SMP Negeri 33 East Seram, and SMP Negeri 41 Seram Timur. This research aims to describe planning, implementation, evaluation and supporting and inhibiting factors for head supervision management. Qualitative data analysis methods are used to answer research results from interviews and observations. Data was analyzed through data reduction, data display and drawing conclusions. The results of this research show that school principals plan academic supervision programs by involving teachers in determining the supervision schedule. This supervision activity includes planning and assessing the learning process, planning, while implementation activities include assessing the progress of the learning process which involves the use of learning strategies/methods/techniques and classroom management, the implementation of academic and managerial supervision carried out by assigned supervisors. Academic supervision evaluations are carried out by the principal in various ways, evaluations are delivered simultaneously or to many teachers, evaluations are carried out in groups or meetings are held at the end of the month or end of the semester. Supporting factors for implementing academic supervision are availability of time, socializing the schedule and providing motivation to teachers. Meanwhile, the inhibiting factor is insufficient time allocation in carrying out academic supervision. conclusions in this research from the planning aspect. The principal makes a plan before supervising the teacher. From the implementation aspect, the principal carries out the supervision program in accordance with what has been programmed at a predetermined time. From the evaluation aspect, the supervision carried out by the principal aims to correct everything that is lacking from the teacher. in schools, evaluations are carried out in groups or meetings are held at the end of the month or end of the semester, if the evaluation is only a few teachers then the evaluation is carried out individually. In conclusion, the principal first does the planning, provides space and opportunities to develop his/her teaching competenc
