Penelitian ini bertujuan untuk mengetahui besarnya pengaruh: (1) motivasi kerja guru terhadap kinerja guru, (2) kepemimpinan demokratik kepala sekolah terhadap kinerja guru dan (3) motivasi kerja guru dan kepemimpinan demokratik kepala sekolah terhadap kinerja guru.Populasi dalam penelitian ini adalah guru SMP Negeri Se Kecamatan Pemalang tahun pelajaran 2015/2016 sebanyak 367 orang dengan sampel 111 orang. Alat pengumpul data yang digunakan adalah kuesioner dan analisis data yang digunakan adalah analisis deskriptif, uji persyaratan, uji hipotesis yang dianalisis menggunakan regresi linear sederhana dan ganda.Hasil uji prasyarat menunjukkan bahwa data berdistribusi normal, homogen, linear, tidak terjadi heteroskedastisasi, dan tidak terjadi multikolinier. Berdasarkan uji hipotesis dapat dijelaskan: (1) motivasi kerja guru berpengaruh terhadap kinerja guru, dinyatakan dengan persamaan Y = 103,622 + 0, 624 X1. Nilai R squere menunjukkan 0,339 setara 33,9% motivasi kerja mempengaruhi kinerja guru, (2) kepemimpinan kepala sekolah berpengaruh terhadap kinerja guru, dinyatakan dengan persamaan Y = 92,694 + 0, 630 X2 dan Nilai R squere menunjukkan 0,338 setara 33,8% kepemimpinan kepala sekolah dapat mempengaruhi kinerja guru, dan (3) motivasi kerja dan kepemimpinan kepala sekolah berpengaruh terhadap kinerja guru, dinyatakan dengan persamaan Y= 88,355 + 0,379 X1 + 0,368 X2 dan nilai R squere menunjukkan sebesar 0,396 setara 39.6%, selebihnya (60,4%) kinerja guru dipengaruhi oleh variabel lain.Berdasarkan hasil penelitian, motivasi kerja guru dan kepemimpinan kepala sekolah berpengaruh positif dan signifikan terhadap kinerja guru, baik secara parsial maupun simultan.
The purpose of this study are: (1) to determine the influence of principal's democratic leadership style towards work motivation teacher (2) to determine the influence of academic supervision towards work motivation teacher (3) to determine the influence of principal's democratic leadership style and principal's supervision academic towards work motivation of private MTs's teacher in sub-district Margoyoso Pati Regency.The population in this research are all teachers of private MTs in sub-district Margoyoso Pati Regency they are 186 peoples, with a sample of 110 peoples by using proportional random sampling technique. Data collection method were used a questionnaire. The analysis of the data was used descriptive analysis, test requirements and test hypotheses include simple linear regression used SPSS for Window.The results of this research is the average acquisition score of work motivation of teacher 134,51 categorized medium category, the average acquisition score of principal's democratic leadership style 110,35 categorized democratic enough category, and the average acquisition score of principal's supervision academic 114,26 categorized good enough category. The test results of the research data are obtained prerequisite normal distribution of data, homogeneous, linear, and not multikolinier. The hypothesis tests are found: (1) there is a positive influence principal's democratic leadership style to work motivation of teacher that is expressed by the equation Y = –2,783 + 1,244X1; the strength of correlation is 0,808 with a contribution about 0,653 or 65,3%, (2) there is a positive influence in principal's supervision academic to work motivation of teacher that is expressed by the equation Y = –2,292 + 1,197X2; the strength of correlation is 0,809 with a contribution about 0,654 or 65,4% and (3) there is a positive influence on principal's democratic leadership style and principal's supervision academic together towards work motivation of teacher expressed by the equation Y = –15,376 + 0,680X1 + 0,658X2; the strength of correlation is 0,846 with a contribution about 0,716 or 71,6%.
This article examines the characteristics of school effectiveness and how the school effectiveness policy works in the context of education decentralization. The research approach is qualitative exploratory and was conducted in 2016 in 10 out of 35 districts/cities in Central Java Province. The results showed that there are eight characteristics of effective schools: effective school leadership, efficient learning processes, active community participation, a conducive school environment, increased professionalism of educators, heightened expectations of students, the commitment of teachers, which together lead to good student achievement. Local government policy has not been mentioned explicitly to build an effective school. The government system should contribute to creating effective schools through human resource development, community participation, provision of facilities and infrastructure, professional development of educators, guiding students' and teachers' achievement, monitoring student progress, education financing to some degree, and the commitment of local governments to give appreciation to education actors.
Covid-19 has changed the learning process from class attendance to distance learning using the Internet.Early childhood education is threatened to enter into the lost generation, due to distance learning, which causes confusion for teachers and parents to be able to provide the best stimulation for them.Therefore, the Indonesian government made a new policy on online learning. The objectives of this research are to find how effective at online learning policy formulation, howproductiveit is in policy implementation, and what are the obstacles oftheimplementation at Early-Childhood Education (ECE). This qualitative research uses a mixed method approach with an iterative analysis design, conducted in Central Java Province in 35 districts / cities with 1,899 respondents. Data collection techniques with open-closed questionnaires, study from 15 documentation, and in-depth interviews. Data analysis uses quantitative-qualitative software Nvivo12+, with Miles and Huberman models. The results showedthe policy formulation of online learning at ECE has been effective.However, the implementation of online learning policy at ECE still takes a lot of effort to become more powerful in preventing a decline in learning.There are five obstacles in in applying this in the field,namely the ability of teachers, the ability of parents, economic capability, facility constraints, and pedagogical constraints. Keywords: Online Learning Policy; Children Engagement; Learning Management System References Allen, I. E., Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. ERIC, ISBN 0984028838. Asilestari, P. (2016). Komputer Interaktif sebagai Media Pengajaran Bahasa Inggris pada Anak Usia Dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 2, n. 1, p. 55-62. Association, I. I. S. P. (2018). Penetrasi & Profil Perialku Pengguna Internet Indonesia. Coates, H. (2006). Student engagement in campus-based and online education: University connections. Routledge, ISBN 1134161530. Ha, Young. & Im, Hyunjoo. (2020). The Role of an Interactive Visual Learning Tool and its Personalizability in Online Learning: Flow Experience. Online Learning, 24, n. 1. Harjanto, T. & Sumunar, D. S. E. W. (2018). Tantangan Dan Peluang Pembelajaran Dalam Jaringan: Studi Kasus Implementas Elok (E-Learning: Open For Knowledge Sharing) Pada Mahasiswa Profesi Ners. Jurnal Keperawatan Respati Yogyakarta, 5, p. 24-28. Imron, A. (1995). Kebijaksanaan pendidikan di Indonesia: Proses, produk dan masa depannya. Bumi Aksara, ISBN 9795262319. Inoue, Y. (2007). Online education for lifelong learning. IGI Global, ISBN 1599043211. Irma, C. N., Nisa, K. & Sururiyah, S. K. (2019). Keterlibatan Orang Tua dalam Pendidikan Anak Usia Dini di TK Masyithoh 1 Purworejo. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 3, n. 1, p. 214-224. Jebba, A. M. & Umaru, N. N. (2019). The role of social media in reshaping the academic activities of vocational and technical education lecturers in Nigeria. Int. J. Eval. & Res. Educ. Vol, 8, n. 4, p. 735-741. Johnson, K. & Manning, S. (2010). Online education for dummies. Canada: John Wiley & Sons Publishing ISBN 0470536209. Juwah, C. (2006). Interactions in online education: Implications for theory and practice. Routledge, ISBN 1134247494. Kemendikbud. (2020). Surat Edaran Nomor 4 Tahun 2020 Tentang Pelaksanaan Kebijakan Pendidikan Dalam Masa Darurat Penyebaran Corona Virus Disease (Covid-19). Kong, S. C., Chan, T.-W., Griffin, P. & Hoppe, U. et al. (2014). E-learning in school education in the coming 10 years for developing 21st century skills: Critical research issues and policy implications. Journal of Educational Technology & Society, 17, n. 1, p. 70-78. Kwon, J. B., Debruler, K. & Kennedy, K. (2019). A Snapshot of Successful K-12 Online Learning: Focused on the 2015-16 Academic Year in Michigan. Journal of Online Learning Research, 5, n. 2, p. 199-225. Layne, M., Boston, W. E. & Ice, P. (2013). A longitudinal study of online learners: Shoppers, swirlers, stoppers, and succeeders as a function of demographic characteristics. Online Journal of Distance Learning Administration, 16, n. 2, p. 1-12. Lynch, M. M. (2002). The online educator: A guide to creating the virtual classroom. Routledge, ISBN 1134542542. Novianti, R. & Garzia, M. (2020). Penggunaan Gadget Pada Anak; Tantangan Baru Orang Tua Milenial. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4, n. 2. Nugroho, R. (2008). Kebijakan Pendidikan: Pengantar untuk Memahami Kebijakan Pendidikan Sebagai Kebijakan Publik. Yogyakarta: Pustaka Pelajar. Nugroho, R. (2017). Public Policy: Dinamika Kebijakan, Analisis Kebijakan, dan Manajemen Politik Kebijakan Publik. Jakarta: Elex Media Komputindo. Palloff, R. M. & Pratt, K. (2002). Lessons from the cyberspace classroom: The realities of online teaching. California: John Wiley & Sons Publishing, ISBN 0787959960. Pangondian, R. A., Santosa, P. I. & Nugroho, E. (2019). Faktor-Faktor Yang Mempengaruhi Kesuksesan Pembelajaran Daring Dalam Revolusi Industri 4.0. Panjaitan, N. Q.; Yetti, E. & Nurani, Y. (2020). Pengaruh Media Pembelajaran Digital Animasi dan Kepercayaan Diri terhadap Hasil Belajar Pendidikan Agama Islam Anak. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4, n. 2, p. 588-596. Pebriana, P. H. (2017). Analisis penggunaan gadget terhadap kemampuan interaksi sosial pada anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 1, n. 1, p. 1-11. Pertiwi, W. K. (2020). Penetrasi Internet di Indonesia Capai 64 Persen. https://tekno.kompas.com/read/2020/02/20/14090017/penetrasi-internet-di-indonesia-capai-64-persen. Ramadhan, B. (2020). Ini Data Pengguna Internet Di Seluruh Dunia Tahun 2020. Jakarta https://teknoia.com/data-pengguna-internet-dunia-ac03abc7476. Roach, V. & Lemasters, L. (2006). Satisfaction with online learning: A comparative descriptive study. Journal of Interactive Online Learning, 5, n. 3, p. 317-332. Rohita, R. (2020). The Ability of Ece Teachers to Use ICT in The Industrial Revolution 4.0. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4, n. 2, p. 502-511. Rostaminezhad, M., Mozayani, N., Norozi, D. & Iziy, M. (2013). Factors related to e-learner dropout: Case study of IUST elearning center. Procedia-Social and Behavioral Sciences, 83, p. 522-527. Sari, K. M. & Setiawan, H. (2020). Kompetensi Pedagogik Guru dalam Melaksanakan Penilaian Pembelajaran Anak Usia Dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4, n. 2, p. 900-912. Seok, S. & Dacosta, B. (2020). Relationships Between Young South Koreans' Online Activities and Their Risk of Exploitation. Journal of Online Learning Research, 6, n. 1, p. 77-101. Setyaji, A., Iskak, A., Sukmaningrum, R. & Hawa, F. (2015). Komputer Interaktif Sebagai Media Pengajaran Bahasa Inggris Pada Anak Usia Dini. E-Dimas: Jurnal Pengabdian kepada Masyarakat, 6, n. 1, p. 1-12. Sharoff, L. (2019). Creative and Innovative Online Teaching Strategies: Facilitation for Active Participation. Journal of Educators Online, 16, n. 2, p. n2. Suhartanto, H. (2010). Survei 2009: Mutu Situs E-Learning Sekolah Indonesia Masih Sangat Minim. Jurnal Sistem Informasi,6, n. 1, p. 80-83. Sum, T. A. & Taran, E. G. M. (2020). Kompetensi Pedagogik Guru PAUD dalam Perencanaan dan Pelaksanaan Pembelajaran. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4, n. 2. Swan, K. (2003). Learning effectiveness online: What the research tells us. p.13-47. Taufik, A., Apendi, T., Saidi, S. & Istiarsono, Z. (2019). Parental Perspectives on the Excellence of Computer Learning Media in Early Childhood Education. Jurnal Pendidikan Usia Dini, 13, n. 2, p. 356-370. Tilaar, H.; Nugroho, R. (2009). Kebijakan Pendidikan: Pengantar untuk Memahami Kebijakan Pendidikan dan Kebijakan Pendidikan sebagai Kebijakan Publik. Yogyakarta: Pustaka Pelajar. Ulya, S. I. (2019). Analisis Penggunaan Gedget Terhadap Kemampuan Interaksi Sosial Dan Komunikasi Pada Anak Usia Dini. 89-96. Vonderwell, S. & Zachariah, S. (2005). Factors that influence participation in online learning. Journal of Research on Technology in education, 38, n. 2, p. 213-230. Wang, Q., Zhu, Z., Chen, L. & Yan, H. (2009). E‐learning in China. Campus-Wide Information Systems. Winter, J., Cotton, D., Gavin, J. & Yorke, J. D. (2010). Effective e-learning? Multi-tasking, distractions and boundary management by graduate students in an online environment. ALT-J, 18, n. 1, p. 71-83. Yu, E. (2020). Student-Inspired Optimal Design of Online Learning for Generation Z. Journal of Educators Online, 17, n. 1, p. n1. Zaini, M. & Soenarto, S. (2019). Persepsi Orangtua terhadap Hadirnya Era Teknologi Digital di Kalangan Anak Usia Dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 3, n. 1, p. 254-264.
The purpose of this study to find out (1) the steps of continuous professional development (CPD) of teachers, (2) the methods and techniques of CPD, (3) the models of CPD, (4) thefinancing of CPD, and (5) the constraints of CPD. The research approach is qualitative while the type is phenomenological. The study was conducted in Demak Regency in 2019. Data collection techniques used questionnaires, interviews, and documentation. The research step follows the Miles and Huberman model. Analysis of data using qualitative research software NVivo 11 Plus. The results showed (1) the steps of CPD consist of need assessment, implementation, and evaluation, (2) the most widely used methods were education and training, lectures, simulations, discussions, and behavior modeling, (3) the models most widely used professional learning groups, (4) the biggest funding source from the personal of teachers and local government, and (5) the main constraints are in terms of time, funding, lack of programmability, and lack of assistance. The intensive CPD implementation has succeeded in improving the quality of education in Demak District. In order for CPD to improve more quality of education, it is suggested that several things (1) CPD steps need to be improved starting from the measurement of teacher needs to evaluation, (2) the methods, techniques, and models that are still rarely used should be tried to apply, (3) it needs to explore funding from the public, (4) minimize the main obstacles that arised, and (5) the need of operational policy from District Education Office of Demak.
Abstract.Birocracy can be mean aswork procedure, organization system, and power to make decisions. This analisys of education birocracy through four approachs.First, the attitude of birocrat either at school, subdistrict, district, provinsi and national level besides organization caracteristics.Second, level of services given by education birocrats.Thirth, the power to make decisions.Fourth, the quality of personel. The result of analisys shows as follows. First, attitude of birocrats and organizational caracteristics did?óÔé¼Ôäónt support to finish their duties well. It was proven from the the low of budget absorbtion, usually the budget ubsorbtion happen on the last two month of the year. When it?óÔé¼Ôäós happen the program and activities in eduation sector will not effective. Second, level of services given by education birocrast are still low as shown from the apaty of personel, brush off, coldness, condesclusion, robotism, role book, and round around.Thirth, education birocrat have no power to make decision of education problems especially on evaluation and finance of education. Fourth, the quality of education personel did not qualified because they were selected politically rather than by their capability background. The betterment of education birocracy will happen through the betterment of attitudes of education personel, organizational system and prosedures, give higher power to make decisions, and capacity building to education personel.Abstrak.Birokrasi dapat dipahami sebagaiprosedur kerja, sistem keorganisasian, dan kekuasaan untuk mengambil keputusan.Analisis birokrasi pendidikan dapat dilakukanmelalui empat pendekatan.Pertama, melalui tingkah laku para pelaku pendidikan mulai dari sekolah/UPT pendidikan, serta dinas pendidikan dan karakteristik birokasi. Kedua, dilihat dari tingkat pelayanan dalam konsep administrasi publik (karena membahas birokrasi tidak lengkap tanpa melongok bahasan administrasi public).Ketiga, kewenangan untuk mengambil keputusan pendidikan secara mandiri.Keempat, kualitas para birokrat bidang pendidikan.Hasil analisis birokrasi dari keempat telaah tersebut adalah sebagai berikut.Pertama, tingkah laku para pelaku pendidikan belum menunjukkan perilaku yangbaik sebagai birokrat dan dikukung belum adanya sistem organisasi yang baik. Hal ini dapat ditunjukkan dari rendahnya penyerapan anggaran secara merata, dan biasanyaserapan anggaran terjadi besar-besaran terjadi pada 2 bulan terakhir pada setiap tahun sehingga hasilnya tidak efektif. Kedua, dilihat dari tingkat pelayanan para penyedialayanan pendidikan banyak sekali sikap apatis, menolak berurusan, sikap dingin, memandang rencah masyarakat, para pegawai pendidikan bekerja secara mekanis dantaat prosedur.Ketiga, lembaga pendidikan di kabupaten dan sekolah tidak memiliki kewenangan dalam mengambil keputusan pendidikan secara mandiri terutama dalampenilaian pendidikan dan pembiayaan pendidikan.Keempat, kualitas birokrat pendidikan banyak yang tidak berkualitas karena pengangkatan birokrat pendidikan tidak didasarkanpada kompetensi tapi lebih banyak pertimbangan politis.Untuk memperbaiki birokrasi pendidikan maka dapat dilakukan melalui perbaikan tingkah laku karyawan, sistem danprosedur keorganisasian, pemberian kewenangan yang lebih kepada para pelaku pendidikan, dan peningkatan kapasitas para birokrat pendidikan.Kata Kunci: birokrasi pendidikan, otonomi pendidikan, pengambilan keputusan.
The main problem in this research is how the model of secondary education management in Central Java Province. Issues divided into a) what are the expectations of various parties regarding the transfer of secondary education management, b) how are the challenges of various parties related to the transfer of secondary education management, and c) which management model is most effective for managing secondary education in Central Java Province. This research is descriptive qualitative. Data collection through FGD was recorded with video and government policies related to secondary education. The number of informants is nine people. Research data is processed using qualitative research software, NVivo 11 Plus for Windows. The study was conducted over three months from October to December 2016. The results were a) some expectations: improving the quality of education, improving access and equity of education, improving teacher welfare and promoting professionalism. teacher; b) some of the challenges faced: the province will ignore the welfare of non-civil servant teachers and reduce the free education of secondary education; c) the most effective model is co-administration. It is recommended that the government immediately make government regulations on the management of secondary education. At the provincial level was directly made education policy. East Java provincial government has now chosen alternative "based region" in six regions of former residency in Central Java. This alternative needs to be tested for its effectiveness, if it is not effective then it is advisable to use co-administration.
Abstract: Teacher is one important factors that influent education quality in general and especially student achievement. The quality of education can be realized if the teachers are qualified. To make qualified teacher, we need effective teacher management starting from recruitment, deployment, induction, good remuneration, and career development of the teacher.The method of analysis by comparing teacher management which has been implemented so far with the ideal one. By doing that comparison, we found the differences and the recommendation of solution.In fact teacher management in Indonesia was not effective from time to time. Teacher management was influenced by local politics and frequently politiced by local government. Teacher management was not managed participatively, transparently, and accountable. Its need to make fundamental reform in teacher management which is started from constitution and government regulation reform. Abstrak: Guru adalah salah satu faktor yang sangat penting yang mempengaruhi kualitas pendidikan secara umum dan secara khusus prestasi peserta didik. Pendidikan yang berkualitas hanya akan dapat diwujudkan jika tersedia guru yang berkualitas. Untuk mewujudkan guru yang berkualitas diperlukan manajemen guru yang efektif mulai dari pengangkatan, penempatan, induksi, kesejahteraan, dan pengembangan profesi guru.Metode analisis dilakukan dengan membandingkan manajemen guru yang telah dilakukan selama ini dengan manajemen guru yang ideal. Dengan demikian dapat diketahui perbedaannya yang selanjutnya diberikan saran-saran pemecahannya.Kenyataannya manajemen guru di Indonesia dari waktu-kewaktu semakin tidak efektif. Manajemen guru banyak dipengaruhi oleh politik lokal dan sering dipolitisasi oleh penguasa. Manajemen guru belum dilaksanakan secara partisipatif, transparan, dan akuntabel. Oleh karena itu diperlukan perubahan yang mendasar dalam manajemen guru yang dimulai dari perubahan undang-undang dan peraturan pemerintah.Key words: manajemen guru, rekrutmen, induksi, kesejahteraan, dan pengembangan profesi.
