Junior High School Teachers Research Articles

Hubungan Kepemimpinan Transformasional Kepala Sekolah, Kreativitas Guru dan Kepuasan Kerja Guru terhadap Kinerja Guru Sekolah Menengah Pertama Se-Kecamatan Tanjung Kabupaten Tabalong

This research analyzes the relationship between principals' transformational leadership, teacher work creativity, and teacher job satisfaction and performance in junior high schools in Tanjung District, Tabalong Regency. This research approach is quantitative. The population of this study consisted of all junior high school teachers in Tanjung District, with a total of 148 teachers, and the sample size was 110 people. The data collection technique uses a questionnaire distributed widely to the sample. Analysis of research results using descriptive statistics, simple regression, and multiple regression using SPSS Window Version 25. The research results show that there is a relationship between the transformational leadership of school principals on teacher performance, work creativity on teacher performance, job satisfaction on teacher performance, transformational leadership principals on work creativity, principals' transformational leadership on job satisfaction, principals' transformational leadership on teacher performance through job creativity, transformational leadership on teacher performance through job satisfaction. In conclusion, there is a relationship between the transformational leadership of school principals, teacher work creativity, and teacher job satisfaction and teacher performance in junior high schools in Tanjung District, Tabalong Regency. Keywords: Job Satisfaction, Transformational Leadership, Work Creativity, Performance

Pengaruh Peran Kepala Sekolah dan Iklim Organisasi Terhadap Produktivitas Kerja Guru pada SMP Se-Kecamatan Batanghari Lampung Timur

This study aims to determine (1) the influence of school principal's role on teacher work productivity, (2) organizational climate influence on teacher work productivity, and (3) influence of principal role and organizational climate together to productivity of junior high school teacher Kecamatan Batanghari Kabupaten Lampung Timur, as many as 170 teachers, were used as research samples of 63 teachers and 20 teachers of sample experiments outside the specified sample. Instruments used in the form of questionnaires previously tested for validity and reliability. Data analysis using Regression analysis.Based on the analysis, the following results are obtained: 1) The role of principal contributes to teacher work productivity of 3.2%; 2) Organizational climate contributes to teacher work productivity of 21.6%; and 3) Roles of school principals and organizational climate together contributes to teacher work productivity of 13.5%. The conclusion is taken that the productivity of junior high school teachers in Kecamatan Batanghari Kabupaten Lampung Timur will increase, which is influenced by the effective role of headmaster along with the conducive organizational climate applied.

Assessment on the Use of the 2C2IR Approaches in Teaching Junior High School Mathematics: Basis for Teacher’s Training Program

This study aims to measure the extent of the utilization of the 2C2IR pedagogical approach in teaching mathematics. This study will also examine the respondents’ level of performance in mathematics in terms of assessment, written works, and performance tasks to identify if there is a significant relationship between the extent of the utilization of the 2C2IR pedagogical approach and the respondents’ level of performance in mathematics. Based on the conclusions, future research may replicate this study using different schools with an increased number of respondents. Future researchers can make a training program as an output of the research based on the answers of the respondents. Future researchers validate the training program. Future researchers could use this study as their guide or reference for follow-up and future studies.

Utilization of Historical Site Media by Teachers in Building Student Character in Junior and Senior High Schools in the Central Amanuban Sub-District

This community service activity aims to explore the positive impact of using historical site media in an educational context, with a focus on student character development. Training and mentoring are directed at improving teachers' skills in integrating such media into the curriculum, so that students can develop a better understanding of historical values and character. The activity method involves intensive training, mentoring, and evaluation of the impact on the success of the activity with the main target being social studies teachers in junior high schools and senior high schools in Amanuban Central District. The stages of the activity are planning, implementation, evaluation, and reflection. The results obtained show 94.5% of teachers are very satisfied with this training activity and can provide practical guidance for teachers, schools, and related parties to more effectively integrate historical site media as a learning tool that can shape students' positive character

The Influence of Teachers' Readiness Level and Motivation on The Implementation of The Merdeka Curriculum (IKM) in North Ternate City

This research explores the implementation of The Merdeka Curriculum (IKM) in North Ternate City, focusing on the influence of teachers' readiness level and motivation. The research used quantitative, using surveys to gather data from 68 junior high school teachers in North Ternate City who implemented The Merdeka Curriculum (IKM). The research indicates that the readiness level of teachers influences 0.65, while teacher motivation has an influence of 0.72 on the success of implementing the Merdeka Curriculum (IKM) in Ternate City. With significant coefficients, it can be concluded that both teacher readiness and motivation have a positive and significant impact on the quality of teaching IKM and student success in Ternate City. Enhancing teacher readiness and motivation can be an effective strategy to improve the quality of education through the effective implementation of IKM.

PARENTS’ INVOLVEMENT AND LEARNERS’ ENGAGEMENT IN SCHOOL

Positive parent-school communications benefit parents. The manner in which schools communicate and interact with parents affects the extent and quality of parents' home involvement with their children's learning. For example, schools that communicate bad news about student performance more often than recognizing students' excellence will discourage parent involvement by making parents feel they cannot effectively help their children. This study will make use of a descriptive-co-relation non-experimental quantitative research method. It is descriptive because the data are presented in quantitative descriptions on “Parents Involvement and Learners Engagement in School. The study will be conducted in Davao del Sur School of Fisheries, Division of Davao Del Sur. The respondents of this study will be the junior and senior high school teachers of the research locale to answer the first and second set of questionnaires on the parent involvement and engagement of learners. This revealed that when parents oftentimes involved in school activities, their children also engaged in school activities. This happens because leaners are motivated to the support afforded by their parents in studies not only on financial support but on moral support as well. Students that have involved parents typically do better academically, on tests, and in school. Improved social skills, less disciplinary problems, and better behavior are all associated with higher levels of parental participation. When parents are involved, children often have higher self-esteem and motivation towards their schoolwork. For future researchers, it is strongly recommended that a relative study on the involvement of parents in school activities along with other potential variables will be conducted. Future studies should include diverse populations across different socioeconomic, cultural, and geographical contexts to understand how parental involvement impacts learner engagement in varied settings. KEYWORDS: parents’ involvement and learners’, engagement in school

Differences in the implementation of physical education (pe) planning containing 21st-century skills based on period of work and gender

This research aims to determine the implementation of PE planning incorporating 21st-century skills based on the length of service and gender of junior high school teachers in Yogyakarta. This research was conducted using a 2 x 2 factorial design with length of service and gender as factor variables, while the implementation of PE planning contains 21st-century skills as the dependent variable. The sample in this study was 68 junior high school PE teachers with a working period of 1 - 17 years and 18 - 32 years with male and female gender. The sampling technique uses probability sampling technique. Data were collected through questionnaires distributed to PE teachers. Data were analyzed using descriptive statistics and inferential. This research concludes that the first hypothesis shows no difference in the implementation of PE planning containing 21st-century skills when viewed from the work period. The mean difference in the performance of PE planning having 21st-century skills based on years of service is minimal, and it can be said that the implementation of PE planning containing 21st-century skills among teachers between working periods 1-17 and 18-32 tends to be the same. The second hypothesis shows no difference in the implementation of PE planning containing 21st-century skills regarding gender. The mean difference in the performance of PE planning having 21st-century skills based on gender is minimal. It can be said that the implementation of PE planning containing 21st-century skills for male and female teachers tends to be the same. The third hypothesis shows an interaction between length of service and gender in determining the implementation of PE planning containing 21st-century skills. This means that length of service and gender together influence the achievement of implementing PE planning and having 21st-century skills among junior high school teachers. This research recommends that each school's PE planning formulation team be assigned to competent teachers with sufficient teaching experience and consider gender in certain conditions and situations in each school. Keywords: Planning, Physical Education, 21st Century Skills, Work Period, Gender

Information and Communications Technology Retooling Program: Optimizing Teachers’ Competency

The main purpose of this study is to evaluate the ICT retooling program for teachers and its influence on their competency and performance. A research-made questionnaire was distributed to 260 Junior High School teachers in Bulacan District II, including Baliwag, Bustos, and Plaridel. Additionally, School Principals, Master Teachers, Head Teachers, and Education Program Supervisors in Bulacan were evaluated using a modified research questionnaire. The findings revealed that teachers viewed the ICT Retooling Program positively, noting its encouragement of participation and diverse perspectives rather than a sole focus on technical skills. However, this led to relatively low post-program enthusiasm for educational innovation. Teachers rated themselves competent in ICT, excelling in knowledge creation, deepening, and acquisition dimensions, and demonstrated proficiency in utilizing ICT for teaching and learning, particularly in positive ICT use criteria. The study concluded that a balance between soft skills development (confidence, assertiveness, networking) and technical skills is necessary to foster innovation in education. Continuous professional development in ICT is crucial for translating policy directives into classroom actions and creating inclusive learning environments. Recommendations include conducting a needs assessment to identify areas for improvement in teachers' ICT skills and aligning ICT retooling programs with broader school improvement goals. These recommendations should be integrated into the school improvement plan for increased effectiveness. A long-term sustainability plan, including continuous professional development and technology integration, is essential. Financial aid for graduate degree programs should be provided to sustain teacher competency. Lastly, the Sobel Test is recommended to measure the significance of the teachers' ICT Competency Framework (CFT) and PPST results in the ICT retooling program.

Evaluating the Regional Contracted Teachers Appointment Program at the Junior High School Level in Tambrauw Regency, Southwest Papua Province : Context of Education in Remote Areas

This study aims to assess the achievements and impacts of the program regarding the appointment of contract teachers at the junior high school (SMP) level in Tambrauw Regency, Southwest Papua Province. This research used an evaluation method with the Context, Input, Process, and Product (CIPP) Evaluation Model developed by Stufflebeam. Respondents consist of representatives from the Department of Education, School Principals, and Teachers. Data collection methods include interviews, observations, and document studies. The collected data are then analyzed qualitatively and presented verbally. The utilization of triangulation and qualitative analysis methods in this study enhances the credibility of the data and the validity of the resulting findings. The analysis results indicate that: Firstly, in terms of context, the implementation of this program still aligns with the existing needs. Secondly, in terms of input, the program can proceed due to the availability of adequate financial support and resources. Thirdly, during the implementation process, external interventions influence the achievement of program objectives. Lastly, in terms of product, this program successfully achieves its predetermined goals and positively impacts the improvement of educational quality. In conclusion, the program regarding the appointment of contract teachers in junior high schools in Tambrauw Regency has a significant impact on enhancing the quality of education. This assessment is crucial for refining and optimizing existing programs. This study provides a valuable contribution to the program evaluation literature, particularly in the context of education in remote areas.

Study on the Effect of Digital Technology Adoption and Farmers’ Cognition on Fertilizer Reduction and Efficiency Improvement Behavior

Based on the field survey data for 1216 apple growers in three provinces from China’s Loess Plateau Region, this paper adopted Multivariate Probit (MVP) model and intermediary effect model to analyze the influence mechanisms of digital technology adoption (DTA) on farmers’ choices of Fertilizer-reduction and Efficiency-improving Technologies (FETs) from the perspective of farmers’ cognition (FC). The correlation effects of three typical FETs of soil testing and formula fertilization, integrated water-fertilizer fertilization and slow/controlled release fertilizer, were tested empirically. The results showed that DTA could significantly affect the adoption of FETs by apple growers, and FC played a partial mediating role, and there were complementary effects among the three typical FETs. The results were further confirmed by the propensity score matching (PSM) robustness test and the instrumental variable (IV) endogeneity test conducted in the conditional mixed-process (CMP). The results of our heterogeneity analysis showed that the promotion effect of DTA on FETs in the group with junior high school education or below was more significant than that in the group with higher education, and the promotion effect was more significant in the group with large operation scale. Therefore, the improvement in Internet penetration should not be taken as the ultimate goal, but more attention should be paid to farmers’ mastery and effective use of DTA, promote the improvement in farmers’ cognitive level, and implement the “bundled” publicity and guidance strategy of FETs adoption, so as to help in the green transformation of agriculture.

The Influence of Training Programs, Academic Qualifications, and School Principal Leadership on Improving the Competence of Junior High School Teachers in North Sangatta, East Kutai Regency

The quality of education needs to be improved, including the lack of facilities for learning and the professional abilities of teachers. Teachers can enhance their competence through training programs and by improving their academic qualifications, which are expected to have an impact on their competence. School principal leadership plays a role in enhancing teacher competence. The purpose of this research is to determine the influence of training programs, academic qualifications, and school principal leadership on teacher competence, as well as the combined effects of these factors. The research method used was quantitative research, with a population of 321 teachers and a sample size of 106 teachers. Simple random sampling was employed as the sampling technique, and data were collected through questionnaires and documentation, with regression analysis used for data analysis. The results of the research indicate that there is an influence of training programs, academic qualifications, school principal leadership, the combination of training programs and academic qualifications, the combination of academic qualifications and school principal leadership, the combination of training programs and school principal leadership, the combination of training programs, academic qualifications, and school principal leadership on teacher competence. This research concludes that teacher competence in North Sangatta District, East Kutai Regency, is influenced by the training programs attended, academic qualifications, and the leadership of the school principal, all of which contribute to improving teacher competence.

Education Financing Planning Strategy in the Field of Middle School Education Development, Maybrat Regency Education Office

This research aims to examine education financing planning strategies in the field of junior high school education development at the Maybrat District Education Office. This study was carried out using a bibliographic approach, which involved collecting secondary data from various relevant literature sources. The main findings of this research show that the main source of education financing in Maybrat Regency comes from the Regional Revenue and Expenditure Budget (APBD) and School Operational Assistance Funds (BOS). However, this funding allocation is often insufficient to meet school operational and development needs. In addition, some schools are trying to find alternative funding sources through collaboration with private institutions and non-governmental organizations, although these initiatives are still limited. This research also found that transparency and accountability in the management of education funds need to be improved through financial management training and the implementation of an integrated financial information system. In addition, annual budget planning carried out by schools in Maybrat Regency needs to be performance-based and more flexible in dealing with changing needs. Other challenges include limited facilities and infrastructure, as well as limited accessibility due to remote geographical conditions. Recommendations from this research include diversifying funding sources through developing partnerships with the private sector and non-governmental organizations, strengthening financial management capacity through regular training, optimizing the use of funds through performance-based budgeting, and increasing community involvement in planning and monitoring education financing. It is hoped that the implementation of these strategies can improve the quality of education and create a more conducive learning environment for students in Maybrat Regency.

Status quo and factors of depression and anxiety in patients with non-muscle invasive bladder cancer after plasma electrocision

BACKGROUND Bladder cancer is a type of cancer with a high incidence in men. Plasma electrosurgery (PES) is often used in the treatment of bladder cancer. Postoperative complications often cause depression and anxiety in patients after surgery. AIM To investigate the current state of depression and anxiety after PES in patients with non-muscle-invasive bladder cancer and analyze the factors affecting them. METHODS A retrospective study was conducted to compare the baseline data of patients by collecting their medical history and grouping them according to their mental status into negative and normal groups. Logistic regression analysis was used to explore the risk factors affecting the occurrence of anxiety and depression after surgery in patients with bladder cancer. RESULTS Comparative analyses of baseline differences showed that the patients in the negative and normal groups differed in terms of their first surgery, economic status, educational level, and marital status. A logistic regression analysis showed that it affected the occurrence of anxiety in patients with bladder cancer, and the results showed that whether the risk factors were whether or not it was the first surgery, monthly income between 3000 and 3000-6000, secondary or junior high school education level, single, divorced, and widowed statuses. CONCLUSION The risk factors affecting the onset of anxiety and depression in bladder cancer patients after PES are the number of surgeries, economic status, level of education, and marital status. This study provides a reference for the clinical treatment and prognosis of bladder cancer patients in the future.

Desain Pembelajaran Matematika Topik Transformasi Geometri dengan Pendekatan Realistic Mathematics Education Berbasis Etnomatematika

The purpose of writing this article is to present a learning design using the Ethnomathematics-based Realistic Mathematics Education learning model to provide several learning design options that can be used by junior high school teachers in providing learning material on geometric transformations. This learning design is devoted to material on geometric transformations, reflection, rotation, dilation and translation which relate to regional culture. This learning design uses steps based on the characteristics of RME. As well as using needs analysis, student analysis, and task analysis.

The Effect of Self-Efficacy and Knowledge on a Teacher’s Task Performance: A Case Study on Public Junior High School Teachers in South Bengkulu

The Effect of Self-Efficacy and Knowledge on a Teacher’s Task Performance: A Case Study on Public Junior High School Teachers in South Bengkulu

PERCEPTIONS, PRACTICES, AND ASSESSMENT LITERACY NEEDS OF EFL TEACHERS: ENHANCING READING LITERACY INSTRUCTION UNDER AKM POLICY

Since the discontinuation of national examinations (UN) in 2020, the Indonesian Government introduced the Minimum Competency Assessment (Asesmen Kompetensi Minimum-AKM) to assess students' fundamental abilities. Consequently, teachers are pivotal in integrating AKM-based reading literacy questions to enhance students' reading skills. This study aims to explore teachers' perceptions, practices, and assessment literacy needs concerning teaching and assessing students' reading literacy based on AKM. Ten EFL junior high school teachers participated in interviews. Findings revealed varying perceptions among teachers regarding AKM. While some supported the policy for its positive impact on students and learning, others doubted its effectiveness for certain reasons. In terms of teaching and assessment practices, most teachers partially integrate the three components of AKM reading literacy into their classrooms. They also utilize various stimuli and question types similar to those in AKM, yet complex multiple-choice assessments are underutilized. Lastly, teachers expressed diverse literacy assessment needs, including strategies for teaching reading, designing critical reading questions, creating stimulus materials, gaining AKM knowledge, enhancing student interest in reading, and identifying intended learning outcomes to improve their teaching and evaluation of students' literacy.

Empowering Internet of Educational Things (IoET) to Develop Digital Capabilities for Wahid Hasyim Junior High School Teachers

Empowering Internet of Educational Things (IoET) to Develop Digital Capabilities for Wahid Hasyim Junior High School Teachers

Strategy to Increase the Effectiveness of Differentiated Learning

Implementing differentiated learning is a challenge for schools that are not yet “Sekolah Penggerak”. This research aims to formulate a strategy to increase the effectiveness of differentiated learning, especially in private junior high schools that implement the "Independent Curriculum" independently. The strategy is formulated based on a structural model between the effectiveness of differentiated learning variables with academic supervision and exogenous organizational culture variables and achievement motivation as an intervening variable. This cross-sectional research was conducted on 182 private junior high school teachers in Cibinong District, Bogor, who were randomly selected proportionally. SmarPLS 3 software was used to help analyze the data. The results of this research conclude that academic supervision, organizational culture, and achievement motivation are important factors in increasing the effectiveness of differentiated learning. Achievement motivation mediates the influence of academic supervision and organizational culture on the effectiveness of differentiated learning. The effectiveness of differentiated learning can be increased by implementing academic supervision strategies and organizational culture that can increase teacher achievement motivation.

Motivation-Building to Provide Quality Teaching through ICT-Based Training and Mentoring Sessions: A Case of Junior High School Teachers

The community service programme was designed and conducted in response to the need of the school partner, SMP Negeri 2 Purwosari Gunungkidul, to improve the motivation of the teachers to provide quality teaching for the low-motivated students. The programme lasted from February 2023 until November 2023 and was carried out in the form of training sessions and mentoring sessions. In total, there were four main activities in the programme: a motivation-building session intended to remind the teachers of the altruistic purposes of the profession, the writing-up of a module on how to utilise technological tools to motivate students, a training session on how to effectively use technological tools in the class instruction, and team-teaching sessions where we team-taught classes with selected three teachers using technological tools to engage students in class. Though throughout the programme there were challenges on our part and the teachers, generally the programme was a success. The programme evaluation suggested that teachers were generally satisfied with the programme and were more confident in using technology in teaching. Future similar programmes can be conducted with school partners sharing similar characteristics with those of our present school partner, to allow a higher quality of class instruction and eventually students' learning.

How Cultural Intelligence-Based Principal Leadership Affects Teacher Task Performance: The Mediating Role of Organizational Culture and School Governance

The effective significance of leadership for school organizations focuses on several elements, such as collaboration motivation and educational environment establishment. Therefore, this study aimed to explore the effects of cultural intelligence-based principal leadership (CI-BPL) on organizational culture, school governance, and teacher task performance, accompanied by the analysis of a new empirical model prioritizing the mediation mechanism. A survey-based causal design approach was subsequently implemented by distributing questionnaires to 450 Indonesian teachers in junior high schools. The results of data analysis using structural equation modeling (SEM) found a new empirical model of the influence of CI-BPL on teacher task performance through the mediating mechanism of organizational culture and school governance. The conclusion is that organizational culture and school governance mediate the effect of CI-BPL on teacher task performance. As an implication, educational practitioners can adopt the model as a strategy to improve teacher task performance, while researchers can adapt or modify the model in their future research work.