Teacher work efficiency is a crucial aspect of professional duty execution, as teachers are required to optimally manage time, effort, facilities, and educational resources without compromising the quality of instruction. This study aims to describe the work efficiency of public high school teachers in the Koto Tangah District regarding the performance of their professional duties. A quantitative approach utilizing a descriptive method was employed. The study population consisted of 168 teachers across four public high schools, with a sample of 72 teachers selected via proportionate stratified random sampling. Data were collected using a five-point Likert scale questionnaire and analyzed using descriptive statistics based on the mean scores of each item and indicator. The results indicate that the teachers' overall work efficiency achieved a mean score of 4.55, falling into the "good" category. Regarding specific indicators, the use of work time scored the highest at 4.60, followed by the use of effort and resources at 4.55, the execution of instructional duties at 4.56, and the completion of instructional administrative tasks at 4.52. These findings demonstrate that teacher work efficiency is generally effective, although there is still room for improvement in the completion of instructional administration and the timeliness of preparing instructional materials.
Objective: This study aims to identify and describe students' perceptions of the services provided by administrative staff at SMK Negeri 4 Payakumbuh, based on the indicators of empathy, reliability, assurance, and responsiveness. A quantitative, descriptive research approach was employed. The study population consisted of 678 students; the sample size was determined using Slovin's formula with a 10% margin of error, resulting in 89 respondents selected via proportionate random sampling. Data were collected using a Likert-scale questionnaire that had undergone validity and reliability testing. Analysis was conducted using descriptive statistics by calculating mean scores and categorizing them according to established criteria. The results indicate that the students' overall perception of the administrative staff's services falls into the "good" category, with a mean score of 3.98. Regarding the specific indicators, empathy received a mean score of 3.88 (good), reliability scored 4.02 (good), assurance scored 4.00 (good), and responsiveness achieved the highest score at 4.03 (good). Thus, the administrative staff's services at SMK Negeri 4 Payakumbuh are perceived positively by students in terms of attentiveness, accurate and meticulous service, assurance through polite and professional conduct, and prompt, responsive service.
This study aims to know and deeply understand the management of the Basic Education Data System (Dapodik) at SMAN 1 Padang, particularly in terms of planning, organizing, implementation, and supervision, while also identifying the obstacles and efforts made by the school to maintain data accuracy. This research employed a qualitative approach with a descriptive method. The informants consisted of the Vice principal, the head of administration, and the Dapodik operator. Data were collected through interviews, non-participant observations, and documentation, then analyzed using the Miles and Huberman model, which includes data reduction, data presentation, conclusion drawing, and verification. Data validity was ensured through source and technique triangulation. The findings indicate that Dapodik management at SMAN 1 Padang has been implemented systematically through operator appointment, task distribution, document preparation, examination, data entry, validation, synchronization, and continuous supervision. The obstacles include incomplete documents, unstable internet connections, central server congestion, and synchronization failures. The school addresses these obstacles through coordination, repeated checking, document completion, waiting for network stability, and resynchronization. Therefore, effective Dapodik management requires cooperation among all school personnel, operator accuracy, and multilayered supervision to ensure that data remain accurate, valid, complete, and consistent with the school’s actual conditions.
This study was motivated by the low learning outcomes of fourth-grade students in Natural and Social Sciences (IPAS) at SD Negeri 02 Jantiharjo Karanganyar. The learning process was still dominated by teacher-centered instruction, resulting in limited student participation and underdeveloped collaborative skills. This study aimed to determine the effect of the collaborative Project Based Learning model on students' IPAS learning outcomes. The research employed a quantitative approach using a One Group Pretest–Posttest Design. The sample consisted of 37 fourth-grade students selected through saturated sampling. Data were collected using tests, observations, and documentation. The data were analyzed using the normality test, Paired Sample t-Test, and N-Gain test with IBM SPSS Statistics 25. The findings revealed that the average score increased from 47.30 in the pretest to 70.76 in the posttest, with an improvement of 23.46 points. The Paired Sample t-Test showed a significance value of 0.000 (<0.05), indicating that the collaborative Project Based Learning model had a significant effect on students' learning outcomes. Furthermore, the N-Gain score was 0.4643, which falls into the moderate category. Therefore, the collaborative Project Based Learning model is effective as an alternative instructional approach to improve elementary students' IPAS learning outcomes.
This study aims to examine the role of principal supervision in the implementation of instructional media to enhance the quality of learning at SD Negeri 2 Metro Barat. The study focuses on the stages of planning, implementation, feedback provision, and follow-up conducted by the principal to support teachers in effectively integrating instructional media into the teaching and learning process. A descriptive qualitative approach was employed in this research. Data were collected through in-depth interviews, classroom observations, and document analysis. The collected data were analyzed through data reduction, data display, and conclusion drawing, with the assistance of NVivo software to enhance analytical rigor and strengthen the credibility of the findings. The results reveal that systematically conducted principal supervision contributes significantly to the improvement of teachers’ competencies in implementing instructional media. Furthermore, the use of instructional media that is aligned with learning objectives, subject content, and students’ characteristics promotes greater student engagement, fosters a conducive learning environment, and improves learning outcomes in both cognitive and affective domains. The novelty of this study lies in its comprehensive analysis of the interrelationship between each stage of principal supervision and the effectiveness of instructional media implementation as a strategic approach to improving learning quality in elementary education.
