Classroom Management in Improving School Learning Processes in the Cluster 2 Teacher Working Group in North Bogor City

The Education Council was established based on Permendiknas Noumber 044/U/2002. The Education Council as an independent institution takes a role in improving the quality of education services as well as providing consideration, direction and support for personnel, and SARPRAS. It is also recommended as educational supervision at the national, provincial, district/city levels that does not has a hierarchical relationship. The research objectives described: 1) The role of the Education Council in improving educational services in Ternate, such as providing consideration, direction and support, SARPRAS and education supervision; 2) Obstacles of the Education Council in improving education services in Ternate. The research location was on the Secretariat of the Education Council. The research subjects were the administrators of the Ternate Education Council. The sources of data were informants, places and events/events, documentation. The data collection techniques were using interviews, observations, and documentation. The data analysis technique was carried out by data reduction, data presentation and drawing conclusions. The results of the study indicated that the existence of the Education Council as a partner of the government has been effectively going on, although there are still many shortcomings. The role of the Board of Education basically covers; (1) giving consideration to the government in order to form a Mayoral Regulation Number 42 of 2017 concerning Compulsory Hours of Study for the Ternate Community, (2) supporting the DPRD in discussing the momentclature of transferring SMA, SMK/MA to the North Maluku Provincial Government, (3) controlling the transparency and accountability in the use of BOS and BOSDA. (4) taking a part as a mediator to bridge the community's rejection of two elementary school principals in Ternate. The obstacles faced by the Board of Education lays on; finances, lack of socialization, and the busyness of each board due to different work backgrounds.

Section: Pendahuluanunclassified

Peran Dewan Pendidikan Dalam Peningkatan Pelayanan Pendidikan Di Ternate

Saleh

Boko

2022

“…Secara lengkap (I Wayan Suandi, Wayan Lasmawan, 2018) menjelaskan bahwa gaya kepemimpinan situasional merupakan pengembangan dari kepemimpinan tiga dimensi, yang didasarkan pada hubungan antara tiga faktor, yaitu perilaku tugas (task behavior), perilaku hubungan (relationship behavior), dan kematangan (maturity). Perilaku merupakan pemberian petunjuk oleh pimpinan terhadap bawahan meliputi penjelasan tertentu, apa yang harus dikerjakan, bilamana, dan bagaimana mengerjakannya, serta mengawasi mereka (Setyaningsih & Suchyadi, 2021a). Kepemimpinan situasional ini merupakan teori kontingensi yang menfokuskan pada anggota organisasi sebagai bawahan.…”

Section: Gaya Kepemimpinan Situasionalunclassified

Hubungan Gaya Kepemimpinan Situasional Dan Efikasi Diri Dengan Kinerja Guru Sekolah Dasar Kecamatan Rancakalong Kabupaten Sumedang

Agustini¹,

Patras²,

Rosita³

2022

THE RELATIONSHIP OF SITUATIONAL LEADERSHIP STYLE AND SELF EFFICACY TO THE PERFORMANCE OF ELEMENTARY SCHOOL TEACHERS AT KECAMATAN RANCAKALONG SUMEDANG DISTRICTThis study was intended to formulate efforts that could be implemented in order to improve teacher’s performance by studying its relationship with situational leadership style and self-efficacy. The population of this study were 183 PNS teachers and 126 samples were selected using the Yamane formula with an error tolerance was 5%.. Data were collected using an instrument in the form of questionnairies and analyzed by descriptive and inferential statistical analysis. The results showed that therewere three positive and significant relationships. Firstly, there was a positive and significant relationship between situational leadership style and the performance of PNS teacher, where the correlation coefficient was 0.648. Secondly, there was a positive and significant relationship between self-efficacy and teacher performance, where the correlation coefficient value was 0.585. Thirdly, there was a positive and significant relationship between situational leadership style and self-efficacy altogether with teacher performance, where the correlation coefficient value was 0.719.

“…Kualitas pendidikan salah satunya ditentukan oleh kualitas pendidik/guru, sehingga diperlukan perhatian besar guna meningkatkan profesionalitas guru (Hardinata, Suchyadi, & Wulandari, 2021). Guru mempunyai fungsi, peran, dan kedudukan sangat penting dalam mencapai visi Kemendikbud 2025 yaitu Menciptakan Insan Indonesia Cerdas dan Kompetitif (Setyaningsih & Suchyadi, 2021). Mengingat peranan guru yang begitu besar dalam peningkatan mutu pendidikan, maka peningkatan profesionalisme guru merupakan suatu kebutuhan (Suchyadi & Karmila, 2019).…”

Section: Pendahuluanunclassified

Evaluasi Program Peningkatan Profesionalisme Guru Geografi Sma Melalui Musyawarah Guru Mata Pelajaran

Nursetianti¹,

Setyaningsih

Wulandari

2022

Self Cite

EVALUATION OF PROFESSIONALISM IMPROVEMENT PROGRAM FOR HIGH SCHOOL GEOGRAPHY TEACHERS THROUGH THE SUBJECT TEACHER MANAGEMENT (MGMP) IN BOGOR CITY (Stake Countenance Model Program Evaluation)This study aimed to determine the process of professionalism improvement program on geography teachers through The Subject Teacher Management (MGMP) in Bogor City by using the evaluation of the stake countanance model program. This program evaluation research focused on three components, namely the Antecedent, Transaction, and Outcomes components. The research method was a qualitative program evaluation. Data collection was done by interview, observation and documentation. Based on the results of the research obtained on the evaluation of the antecedent components, from the eight aspects studied namely: needs analysis (needs assessment), formulation of program goals, objectives and policies, legality of program implementation, human resources (HR), facilities and infrastructure, budget /finance, it was indicated that the aspect of facilities and infrastructure must be improved. The availability of facilities and infrastructure for the needs of the teacher professionalism improvement program has not been able to fully support the implementation of the program, while the other seven aspects can be continued in accordance. In the transaction component, there were five aspects studied, such as activity procedures, program scheduling, program implementation, supports from school principal on program implementation, as well as monitoring and evaluation. In the transaction component, there were three aspects must be improved; activity procedures, program scheduling, and program implementation, while the other two aspects can be continued. The outcomes component examined one aspect as the results of program implementation. The aspect of the program implementation result has been in accordance with the standard, namely the professionalism increase of geography teachers.