Teacher performance is a critical determinant of educational quality and student achievement, making the identification of factors that influence teacher effectiveness an important area of educational research. Among these factors, principal leadership has been recognized as a key organizational variable that shapes teachers’ professional practices and instructional performance. This study aimed to examine the relationship between principal leadership and teacher performance at State Elementary School Raya Kahean, Simalungun Regency, Indonesia. The study employed a quantitative correlational research design involving 52 teachers selected through total sampling. Data were collected using two structured questionnaires measuring principal leadership and teacher performance. The principal leadership instrument was adapted from the Principal Instructional Management Rating Scale (PIMRS), while the teacher performance instrument was adapted from established teacher performance appraisal indicators. Data were analyzed using descriptive statistics, Pearson Product–Moment Correlation, and t-test analysis with the assistance of SPSS version 22. The results revealed a strong positive relationship between principal leadership and teacher performance (r = .699, p < .001). Furthermore, hypothesis testing showed that principal leadership significantly influenced teacher performance (t = 6.905, p < .05). These findings indicate that effective principal leadership contributes substantially to improving teacher performance through instructional guidance, professional support, and the creation of positive school environments. The study concludes that strengthening instructional leadership practices may serve as an effective strategy for enhancing teacher effectiveness and improving educational quality in elementary schools.
Penelitian ini bertujuan mengoptimalkan kinerja SSH server melalui implementasi algoritma kompresi LZ4 untuk mengatasi bottleneck transfer data pada protokol SSH, khususnya dalam lingkungan jaringan enterprise Indonesia.Metodologi eksperimental menggunakan testbed VirtualBox dengan dua VM Debian 10 Buster. Penelitian membandingkan kinerja SSH server pada tiga konfigurasi: kompresi LZ4, zlib default, dan tanpa kompresi. Pengujian mencakup berbagai jenis file dengan ukuran 1MB-1GB. Parameter yang diukur meliputi throughput, pemanfaatan CPU, konsumsi memori, rasio kompresi, dan latensi menggunakan OpenSSH 7.9 yang dimodifikasi.Kompresi LZ4 menunjukkan peningkatan throughput 35% dibandingkan zlib dengan pengurangan utilisasi CPU sebesar 22%. Throughput rata-rata mencapai 145 MB/s versus 107 MB/s untuk zlib. Penggunaan memori berkurang 18% sambil mempertahankan efektivitas kompresi 68% relatif terhadap zlib. Latensi meningkat 15% untuk sesi real-time.Integrasi LZ4 secara signifikan meningkatkan kinerja server SSH dengan keseimbangan optimal antara kecepatan kompresi dan pemanfaatan sumber daya, menawarkan manfaat praktis penerapan SSH throughput tinggi di lingkungan perusahaan Indonesia.
Education plays an important role in developing students’ abilities and potential through an effective learning process. Therefore, teachers are required to create active, creative, and enjoyable learning environments so that students can participate optimally in the learning process. One aspect that needs to be considered in Indonesian language learning at the elementary school level is students’ mastery of instruction texts. However, students’ learning outcomes in instruction text material are still relatively low, requiring efforts to improve the learning process through the implementation of the Problem-Based Learning (PBL) model. This study focuses on students’ learning outcomes before and after the implementation of the Problem-Based Learning model, as well as the improvement in their learning outcomes. This study employed a Classroom Action Research (CAR) approach involving 27 students of Class IV-B at SD Negeri 060887 Medan Sunggal. The classroom action research was conducted in two cycles, with two meetings in each cycle. Each cycle consisted of four stages: planning, action, observation, and reflection. The implementation of the Problem-Based Learning (PBL) model improved students’ learning activities in the classroom, as indicated by changes in students’ classical learning mastery, from 40.74% in the pre-cycle to 7.41% in Cycle I, and then increasing significantly to 92.59% in Cycle II. Based on the results of the classroom action research, it can be concluded that the implementation of the Problem-Based Learning (PBL) model can improve students’ learning outcomes in instructional text material. ABSTRAK Pendidikan memiliki peran penting dalam mengembangkan kemampuan dan potensi siswa, salah satunya melalui proses pembelajaran yang efektif. Oleh karena itu, guru dituntut untuk menciptakan pembelajaran yang aktif, kreatif, dan menyenangkan agar siswa dapat terlibat secara optimal dalam proses belajar. Salah satu aspek yang perlu diperhatikan dalam pembelajaran Bahasa Indonesia di sekolah dasar adalah penguasaan materi teks petunjuk. Namun, hasil belajar siswa pada materi teks petunjuk masih tergolong rendah, sehingga diperlukan upaya perbaikan pembelajaran melalui penerapan model Problem-Based Learning (PBL). Fokus masalah penelitian ini meliputi hasil belajar siswa sebelum dan setelah penerapan model Problem-Based Learning, serta peningkatan hasil belajarnya. Penelitian ini menggunakan pendekatan Penelitian Tindakan Kelas (PTK) atau Classroom Action Research (CAR) dengan subjek penelitian 27 siswa kelas IV-B SD Negeri 060887 Medan Sunggal. Penelitian tindakan kelas ini dilakukan dalam 2 siklus dengan 2 kali pertemuan pada setiap siklusnya, di mana tiap siklus terdiri dari empat tahap kegiatan, yaitu tahap perencanaan, tahap pelaksanaan, tahap pengamatan, dan tahap refleksi. Penerapan model Problem Based Learning (PBL) dapat meningkatkan aktivitas belajar siswa di kelas, di mana hal ini terlihat dari peningkatan ketuntasan belajar siswa secara klasikal dari prasiklus sebesar 40,74%, kemudian pada Siklus I sebesar 7,41%, dan meningkat secara signifikan pada Siklus II menjadi 92,59%. Berdasarkan hasil penelitian tindakan kelas yang telah dilaksanakan, dapat disimpulkan bahwa penerapan model Problem Based Learning (PBL) dapat meningkatkan hasil belajar siswa pada materi teks petunjuk.
This study aims to determine whether there is an effect of the Two Stay Two Stray learning model on students' learning outcomes in the fourth-grade IPAS subject, "Aku dan Kebutuhanku" (Me and My Needs). The research method used is an experimental method with a quantitative research design. Total sampling technique was used for sample selection. The research design employed was a one-group pretest-posttest design. The success rate of students' learning outcomes increased, as evidenced by the calculation of the correlation coefficient, where the calculated r-value (0.626) was greater than or equal to the table r-value (0.349). Furthermore, hypothesis testing compared the calculated t-value to the table t-value. The calculated t-value was 4.395, while the table t-value was 1.693. Because the calculated t-value was greater than or equal to the table t-value (4.395 ≥ 1.693), the alternative hypothesis (Ha) was accepted, and the null hypothesis (Ho) was rejected. This indicates that there is a significant effect of the Two Stay Two Stray learning model on students' learning outcomes in the fourth-grade IPAS class.
This study examines the conditional associations between institutional integrity, inflation, unemployment, and regional economic growth across ten provinces in Sumatra, Indonesia, during the 2020–2024 pandemic-to-recovery period. Annual secondary data from Statistics Indonesia (BPS) and the Corruption Eradication Commission (KPK) form a balanced panel of 50 province-year observations. The analysis considers pooled, fixed-effects, and random-effects specifications and uses the Chow, Hausman, and Breusch–Pagan Lagrange Multiplier tests for model selection. The selection evidence is mixed: the Chow cross-section F test does not reject pooled estimation at the 5% level (p = 0.0539), the Chow chi-square result supports province-specific effects (p = 0.0140), the Hausman test favors fixed effects (χ²(3) = 18.005400, p = 0.0004), and the LM test does not favor random effects over pooled estimation (p = 0.2400). The Fixed Effects Model is retained as the primary specification because the Hausman result and the research context indicate that unobserved provincial characteristics may be correlated with the regressors. Institutional integrity is negatively but not significantly associated with growth (β = −0.018254, p = 0.8662), inflation is positively associated with growth (β = 0.428665, p = 0.0070), and unemployment is negatively associated with growth (β = −2.097523, p = 0.0001). The model is statistically significant overall (F = 2.754790, p = 0.008951), with R² = 0.471862 and adjusted R² = 0.300574. Because the design is observational and does not resolve endogeneity or common year shocks, the coefficients are interpreted as conditional associations rather than causal effects. The findings suggest that regional recovery strategies may benefit from greater attention to employment conditions, the sources of inflationary pressure, and institutional strengthening linked to measurable administrative outcomes, while these implications should be interpreted cautiously given the observational design.
