Perilaku kerja inovatif bagi guru dan tenaga kependidikan

Hardianto, Hardianto; Wang, Li; Zulkifli, Zulkifli

doi:10.29210/02021937

Cited by 6 publications

(6 citation statements)

References 15 publications

(22 reference statements)

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“…Pertama, berkaitan dengan peningkatan kemampuan guru dalam membuat karya tulis ilmiah untuk menyebarluaskan ide baru pembelajaran. Perilaku kerja inovatif sangat penting (Hosseini & Haghighi Shirazi, 2021) begitupun untuk guru (Pangestu, 2021) dan untuk meningkatnya maka guru harus dilatih keterampilan meneliti (Annury, 2019), melalui publikasi hasil penelitian guru dapat saling bertukar ilmu dan berkolaborasi (Nordgren et al, 2021) dan terhubung dengan guru lainya dalam kerjasana yang produktif (Sannen et al, 2021) sehingga perilaku kerja inovatif guru terus meningkat (D. Nguyen et al, 2021) khususnya periku kerja inovatif dalam melaksanakan pembelajaran (Hardianto et al, 2021). Kedua, berkaitan dengan peningkatan pembelajaran yang melebihi stadar yang ditetapkan sekolah.…”

Section: Volunclassified

Inventori perilaku kerja inovatif guru indonesia: analisis rasch model

Hidayat

Baharuddin

Sampaleng³

et al. 2022

JPPI

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The purpose of this research was to find the items of the teacher's innovative work behavior instrument during the Covid 19 pandemic and recommend several things to improve it. The teacher's innovative work behavior instrument was developed through a study of concepts and theories of innovative work behavior until a draft instrument was obtained that met content validity, logical validity, examination by experts to obtain expert validity, and testing of 10 teachers. Instruments that have been corrected based on input from the teacher are then distributed via google-form. Determination of the number of samples in this study using purposive sampling. In this study, researchers chose teachers as respondents with a sample size of 1200. Data analysis used the Rasch model. The findings of this research are that the teacher's innovative work behavior instrument during the Covid 19 period, which consists of 11 indicators based on the Rasch model, has met the requirements for use in research. This study recommends 5 things to improve PKIG, namely: (i) making scientific papers, (ii) learning that exceeds the standard, (iii) mentoring other teachers, (iv) pioneering the use of ICT for learning, and (v) struggling to get new ideas/products accepted by others. Based on these recommendations, the implications of this research are that teachers need to be encouraged to conduct research in schools, teach exceeding standards, monitor each other among teachers, cultivate a culture of using learning technology, and promote all teacher innovation products to other parties.

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Section: Volunclassified

Inventori perilaku kerja inovatif guru indonesia: analisis rasch model

Hidayat

Baharuddin

Sampaleng³

et al. 2022

JPPI

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“…Guru yang memiliki motivasi dalam bekerja akan lebih mudah berinovasi (Monoyasa et al, 2017). Dengan inovasi yang dimiliki guru akan mampu meningkatkan kinerja dan OCB mereka (Hardianto et al, 2021).…”

Section: B Pembahasanunclassified

Peningkatan Inovasi Kerja Guru Dalam Proses Pembelajaran Melalui Model Supervisi Klinis

Nuraisah¹,

Kennedy²,

Sumarni³

et al. 2022

Al-Ibda

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ABSTRAK Latar belakang masalah dalam penelitian ini adalah masih rendahnya inovasi guru dalam bekerja. Guru terkesan melakukan pekerjaan seperti kebiasan tanpa adanya inovasi. Hal ini tentu menyebabkan tujuan pendidikan tidak tercapai secara optimal. Salah satu cara yang dapat dilakukan kepala sekolah untuk meningkatakan inovasi kerja guru adalah dengan pemberian supervisi klinis. Subjek dalam penelitian ini adalah guru di SD Negeri 026 Rambah yang berjumlah 8 orang. Jenis penelitian ini adalah penelitian deskriptif. Pengumpulan data dilakukan dengan angket dan wawancara. Supervisi klinis terbukti secara ilmiah dapat meningkatkan inovasi kerja guru dalam menyusun silabus, Rencana Pelaksanaan Pembelajaran (RPP) dan Observasi Kelas. Hal ini terbukti dengan meningkatnya penilaian silabus guru sebesar 28,59%, peningkatan penilaian Rencana Pelaksanaan Pembelajaran (RPP) sebesar 28,61% dan peningkatan kegiatan observasi kelas sebesar 26,19%. Keywords : Inovasi kerja, Proses pembelajaran dan Supervisi Klinis

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“…Likewise, in innovation in the education world, new ideas could be top-down from policymakers then instructed to lower ranks, or bottom-up where innovation ideas came from below or field actors, in this case, were teachers. Top-down took time so that the teacher, as the implementer, understood the intent and technical instructions for implementing the innovation (Hardianto, Hidayat, & Zulkifli, 2021).…”

Section: Introductionmentioning

confidence: 99%

Development of Teacher Innovativeness Instruments in the Face of Educational Innovation

Jumini¹

2023

ideguru

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Teachers had different responses in facing top-down educational innovation. Hence, policymakers must create a map to implement a more effective strategy for innovation success. This study aimed to develop a teacher innovativeness instrument through theoretical development methods. Based on the synthesis of the theoretical research, five indicators were obtained and expanded into 25 four-scale Likert statements. Content validity was proven by eight experts and then quantified by the Aiken formula, resulting in a coefficient of 0.84 or a high category. The trial was conducted on 85 teachers from various levels and regions in Indonesia to get empirical data. Construct validity was proven by Exploratory Factor Analysis (EFA) and resulted in four factors with Eigenvalue > 1 which were factors that underlie the level of teachers innovativeness, namely volition, coverage novelty, structural obedience, and environmental communication. The Principal Component Analysis (PCA) extraction and Varimax rotation proved that all items had good criteria because their factor loading was> 0.4, proving the construct validity. The instrument reliability estimated by the Cronbach Alpha formula resulted in a reliability coefficient of 0.954, or a very high category. Thus, this instrument qualifies as a good instrument and could be utilized singly or with the addition of supporting instruments.

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Perilaku kerja inovatif bagi guru dan tenaga kependidikan

Cited by 6 publications

References 15 publications

Inventori perilaku kerja inovatif guru indonesia: analisis rasch model

Inventori perilaku kerja inovatif guru indonesia: analisis rasch model

Peningkatan Inovasi Kerja Guru Dalam Proses Pembelajaran Melalui Model Supervisi Klinis

Development of Teacher Innovativeness Instruments in the Face of Educational Innovation

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