Penelitian ini bertujuan untuk meningkat kedisiplinan guru melalui pemberian reward di SD Muhammadiyah Sapen Yogyakarta. Penelitian ini dilatar belakangi oleh permasalahan terjadinya kondisi kedisiplinan guru dalam hal jam kedatangan yang rendah. Penelitian ini merupakan Penelitian Tindakan Sekolah (PTS). Subyek penelitian ini adalah guru SD Muhammadiyah Sapen Yogyakarta yang berjumlah 113 orang. Teknik pengumpulan data menggunakan observasi dan dokumentasi. Observasi digunakan untuk mengambil data terkait perilaku guru dalam hal kedisiplinan kehadiran. Dokumentasi digunakan untuk merekam data jam kedatanga guru. Hasil penelitian menunjukkan bahwa pemberian reward dapat meningkatkan kedisiplinan guru dalam hal jam kedatangan. Pada kondisi awal diperoleh data bahwa guru yang hadir melebihi pukul 06.15 WIB sebanyak 27,8%, atau 72,2% kehadirannya tepat waktu. Setelah dilakukan siklus pertama dengan memberi reward berupa tambahan insentif kehadiran guru yang melebihi pukul 06.15 WIB menurun menjadi 15, 9%. Pada akhir siklus pertama artinya terjadi peningkatan kedisiplinan kehadiran guru menjadi 84,1%. Selanjutnya dilakukan siklus kedua yaitu pemberian reward berupa tambahan insentif dan sertifikat karakter, guru yang datang melebihi pukul 06.15 WIB menurun lagi menjadi 2%. Artinya pada akhir siklus kedua, terjadi peningkatan kedisiplinan kehadiran guru menjadi 98%. Dengan demikian dapat disimpulkan bahwa pemberian reward dapat meningkatkan kedisiplinan guru dalam hal jam kehadiran. Reward yang diberikan tidak cukup hanya tambahan insentif, tetapi perlu disertai sertifikat karakter. Peran sertifikat karakter di sini adalah sebagai pemberi label tentang kedisiplinan guru.
<p>Gading Indah Agency (GIA) is a company that has over than 25 years serving the<br />needs of print media distribution for its customers. By comparing customer complaint data in<br />June and December 2010, it is known that an increase in the number of customer complaints<br />against the service company by 0.73% which may indirectly indicate the declining performance<br />of the company. Therefore GIA requires a performance management that can measure the<br />performance of the company as a step to determine the position of the company and then used<br />as feedback for evaluation. Performance measurement in accordance with the GIA CRM<br />Scorecard is a method that has the perspective of customer-focused orientation. Stages of<br />designing a model of CRM Scorecard in the company's vision begins with the translation<br />company's mission to the CRM Scorecard in four perspectives, namely Customer Value,<br />Customer Satisfaction, Customer Interaction, Customer Knowledge and GIA have 10 strategic<br />objectives from the perspective of translation CRM Scorecard.</p>
<p class="Titleofthepaper"><span lang="EN-US">Utilizing learning materials that meet the requirements with the content of activities in learning activities is a form of teacher's efforts to create learning that actively develops student development. One form of teaching material that teachers can use is an activity-based learning module. The mentoring activity for the preparation of activity-based learning modules aims to improve the ability of teachers to develop activity-based modules as mentoring teaching materials for students at SD Muhammadiyah Sapen Yogyakarta. The number of teachers who participated in this activity was 92 teachers. Activities are carried out through several stages, namely activity-based learning module workshops, assistance in the preparation of activity-based learning modules, and evaluation of the results of activity-based learning module preparation. Based on the data obtained after participating in mentoring activities, they are in an outstanding category, where as many as 122 activity-based learning modules are declared feasible. The learning modules prepared by the teachers have been implemented in learning activities for the odd and even semesters of the 2021/2022 school year.</span></p>
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