Publication Search

School snacks are foods that are usually sold at school and are known as snacks or snacks, lunches for students at school. Usually in the form of foods that are easy to carry and eat such as chips, candy or biscuits. School snacks can be snacks, drinks, ice cream or snacks that students can buy during break times or when they go home. School snacks are usually sold around or near the school, such as in the canteen, in nearby shops, or at snack outlets. School snacks need to be considered because they affect students' health and nutrition, and can affect their learning performance and behavior. Therefore, school snacks must be ensured to be quality and healthy. To ensure student health and academic success. Therefore, school snacks must be ensured to be high quality and healthy to ensure students' health, academic success and good behavior. Institutions have an important role in controlling snacks around schools. Institutions must make clear policies about permitted snacks, such as limiting oily, sweet, salty snacks, or foods with certain food additives. Schools must organize and select snack suppliers that meet quality and food safety standards. Schools must provide education about nutrition and health to ensure students understand the importance of healthy eating. Schools must provide healthy alternative foods such as fruit, vegetables or healthy biscuits for students.

This research aims to determine the role of path-goal leadership style in improving the performance of school teachers in the mentioned school. The expected outcome of implementing the path-goal leadership style is to enhance the performance of school teachers. The research method employed in this study is a descriptive qualitative approach with a case study design. The instrument used in this research is a questionnaire in the form of an online Google Form distributed via WhatsApp application. The findings of this research indicate that the path-goal leadership style plays a significant role in improving the performance of teachers at SMAN 1 Patianrowo. Among the four path-goal leadership styles (directive, supportive, participative, and achievement-oriented), the supportive leadership style appears to have a considerable impact on enhancing the performance of school teachers. This suggests that an approach focusing more on support, motivation, and cooperation is the primary preference in enhancing the performance of teachers in SMAN 1 Patianrowo.

This study aims to determine the role of Civics Teachers in the Formation of  Students’ Nationalism Attitudes at SMA Negeri 1 Roledelu in class X IPS 1This research was conducted at SMA Negeri 1 Roledelu in class X Social Studies Department in the second semester of the 2021/2022 academic year.The method used is a research method with a descritive quantitative approach.The results obtained indicate that the role of PPKn teachers is very important in increasing the nationalism attitudes of students at SMA Negeri 1 Roledelu, namely civics Teachers as mentors, Civics Teachers as bridges between generations, Civics Education teachers as a stimulus for creativity, and Civics Education teachers as authorities.

This study aims to determine the role of Civics Teachers in the Formation of  Students’ Nationalism Attitudes at SMA Negeri 1 Roledelu in class X IPS 1This research was conducted at SMA Negeri 1 Roledelu in class X Social Studies Department in the second semester of the 2021/2022 academic year.The method used is a research method with a descritive quantitative approach.The results obtained indicate that the role of PPKn teachers is very important in increasing the nationalism attitudes of students at SMA Negeri 1 Roledelu, namely civics Teachers as mentors, Civics Teachers as bridges between generations, Civics Education teachers as a stimulus for creativity, and Civics Education teachers as authorities.

This research is based on the fact that there are still OSIS administrators at SMPN 1 Ulakan Tapakis who have not been able to reflect good morals, this is because the OSIS supervisor teachers heve not provided provisions and approaches to OSIS administrators at SMPN 1 Ulakan Tapakis and there is a lack apptoach to OSIS administrators. This research aims to describe the role of the OSIS supervisor teacher in forming the moral character of the OSIS administrators at SMPN 1 Ulakan Tapakis. The research was conducted at SMPN 1 Ulakan Tapakis, Padang Pariaman regency. This research uses descriptive  research methods with a qualitative approach. The key informant in this research is the OSIS teacher, while the supporting informant is the OSIS administrator. Data collection techniques by means of beservation, interviews and documentation. The role of the OSIS supervisor teacher is very important in forming the moral character of the OSIS administrator. The role of the coaching teacher is as a guide (preceptor), providing motivation (Motivator) and providing evaluation (evaluator). Through various activities carried out by the OSIS in order to form moral character and be able to instill commendable values that exist in OSIS activites throught the form of IMTAQ development and good manners or noble morals. In order for the formation of akhlakul karimah character in OSIS administrators, it is not solely on the shoulders of religious teachers, but requires the role of the supervisor teacher as well as cooperation between the supervisor teacher and the OSIS administrators.

At Ulujami 1 Middle School in Pemalang Regency, student learning achievement is still low. There are several students whose achievements are below average. Through personal counseling services, the ten students are guided by a guidance and counseling teacher. The question is, how can guidance and counseling teachers help students excel at school? The aim of this research is to learn more about how guidance and counseling teachers can help students achieve better emotional learning outcomes. This research uses a qualitative approach with a descriptive design, specifically a field study with the aim of writing from individuals who have determined descriptions of field phenomena. Data and information in the form of narratives are obtained from observations, interviews and triangulation-based documentation as data validity in this kind of research report method. The findings of this research lead to the following conclusions: First, how guidance and counseling teachers can use personal counseling guidance services to improve student learning achievement. in providing group guidance services, especially the Guidance and Guidance Teacher carries out assessments and collaborates with related parties. Prepare an RPL-based program, as well as the necessary facilities and infrastructure. Second, by using the skills that students already have, guidance and counseling teachers are able to encourage low achieving students through individual guidance.

In the era of ever-growing globalization, the role of Agana Kristen education teachers as role models for students has become very crucial. This article discusses the significance of this role in shaping the character and moral values ​​of students amidst global change. PAK teachers must be pillars of integrity, morality and diversity for students, becoming inspiring examples in facing the complexity of today's challenges. This article describes key aspects of the role of PAK teachers as role models, including moral education, character formation, and instilling Christian religious values. In the era of globalization, where information is widely spread and diverse, PAK teachers have the responsibility to guide students so that they are able to understand and absorb universal values, while maintaining the integrity of local values ​​which are part of the nation's identity.

PAK teachers as individuals play an important role in improving student learning achievement. To improve learning achievement, PAK teachers must also play an active role in schools, in educating, teaching, directing and arousing students' enthusiasm for learning. Then PAK teachers should find out what causes students to be less interested in learning, thereby causing a decline in students' learning achievement. Lack of awareness of students' learning in learning: namely the lack of special attention from PAK teachers, the students' environment at school, and the students' environmental habits, so that students are still at school. The aim of writing this scientific work is to determine the role of PAK teachers in improving student learning achievement at SMP Negeri 3 Sompak. The research methodology used is qualitative, literature study, observation and interviews. Students need to improve their learning achievements, so they can get good results. To get good results in learning, the attention of PAK teachers is needed in encouraging students to study actively.

Dalam meningkatkan kedisiplinan Guru, sangat dipengaruhi oleh peran kepala madrasah sebagai supervisor melalui supervisi akademik. Kepala sekolah dituntut dapat memanfaatkan dan mengatasi bersama-sama semua persoalan yang terjadi di sekolah, dengan demikian kepemimpinan dapat mempengaruhi orang lain untuk mencapai tujuan yang di inginkan. Tujuan penelitian ini untuk mengetahui tentang: (1) supervise akademik dalam menyusun program madrasah.  (2) hambatan yang dihadapi kepala sekolah dalam meningkatkan kedisiplinan guru. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Data yang dikumpulkan melalui pedoman observasi, pedoman wawancara, dan dokumentasi. Subjek dalam penelitian ini adalah kepala madrasah dan guru MIN 11   Kabupaten Aceh Tengah. Teknik analisis data dalam penelitian ini dengan menggunakan reduksi data, display data dan menarik kesimpulan. Hasil penelitian ini menunjukkan bahwa: (1) supervise akademik dalam penyusunan program dilakukan pada awal tahun ajaran, dengan melibatkan guru-guru. program supervisi akademik disusun berdasarkan permasalahan dan kebutuhan guru. (2) kepala sekolah MIN 11 Kabupaten Aceh Tengah memiliki hambatan dalam meningkatkan kedisiplinan guru di sekolah. Hal ini bisa dilihat dari etos kerja guru yang masih lemah, guru berdomisili jauh dari sekolah, latar belakang pendidikan berbeda, sehingga kurang menguasai administrasi, baik administrasi guru maupun administrasi kelas. Diharapkan kepada kepala sekolah supaya dapat memberikan dorongan dan arahan dalam kinerjanya tentang disiplin guru, komitmen guru, kemampuan guru dan tanggung jawab guru secara efektif dan efisien untuk meningkatkan kedisiplinan guru di sekolah.

Christian Religious Education Teachers Play a Vital Role in Building Moral and Spiritual Values of Students. This study reveals the importance of Christian Religious Education (CRE) teachers in instilling moral and spiritual values ​​in students at school. Using a qualitative approach, this research highlights how the teaching of religious principles by CRE teachers directly contributes to the formation of students' character. Beginning with the importance of character education in Indonesian education, especially through Christian Religious Education, the study continues by outlining interactive, contextual teaching strategies, and the role of teachers as positive examples. The research findings emphasize the effectiveness of these methods in instilling strong moral and spiritual values ​​in students, which are crucial for their character formation. This study highlights the significance of CRE teachers in character education and recommends further research to support effective teaching methods in Christian Religious Education within the school environment

The role of teachers in Christian-based character education is crucial in shaping individuals who are not only intellectually smart but also rich in values and ethics, especially amidst the challenges of globalization and rapid technological advancements. This research aims to develop teaching methodologies that can support Christian religious education teachers in their duties, specifically in designing and implementing an effective curriculum to help students understand and apply Christian values in daily life. The research method to be used is literature research, involving the collection of data related to the discussed theme from primary sources such as books, scientific journals, and others. The research findings indicate that Christian Religious Education teachers play a vital role in forming students' character to reflect the teachings of Lord Jesus Christ through the teaching of Christian values and by being models in behavior, attitude, and ethics. Effective character education requires support from a conducive learning environment, including the commitment of the school community, a curriculum that is integrated with values and ethics, visionary leadership from the school principal, and solid teamwork, despite challenges such as limited resources, lack of parental support, and apathetic attitudes from some parties.

This research discusses the role of teachers in developing the spoken and written language of early childhood at RA Labschool IAIS Sambas.  Early childhood is an important period in language development. In this phase, children learn not only to speak verbally but also begin to recognize letters and numbers. The role of teachers in developing spoken and written language in early childhood is very vital. Teachers have the responsibility to create an environment that supports children's language development, both verbally and in writing. As a result of this research, researchers found that the role of teachers is very important in developing oral and written language skills in early childhood, including developing fine motor skills, understanding letter concepts, and the ability to compose words or sentences.

The role of the teacher in the management of the classroom, as reflected in Hebrews 10:24-25, was the primary foundation of education in the PAUD Rehobot Seed Cikeas Bogor. The role of the teacher is not only as the enforcer of learning, but also as the holder of social roles that influence student behavior. In this context, the teacher's role consists of a variety of actions that include assistance, encouragement, responsibility, and classroom management skills. As a class leader, the teacher is responsible for organizing a conducive learning process. They prepare teaching materials, organize classrooms, and use appropriate learning media to enhance students' skills. Not only that, teachers also act as motivators that encourage students to develop their potential. At PAUD Rehobot Seed Cikeas Bogor, the application of the teacher's role in classroom management has had a positive impact. Teachers pay attention to the obstacles that students face individually, give personal attention, and organize additional learning sessions after formal lessons. They use a variety of learning media, including visual audio, to enrich the student's learning experience. In addition, teachers also play an active role in advising and encouraging students to improve their learning performance.The overall role of this teacher is not only limited to the formal aspects of learning, but also includes a deep personal relationship with the student. This approach allows the teacher to strengthen moral values and facilitate the student's holistic development.Thus, the role of the teacher in the management of the classroom, inspired by the principles in Hebrews 10:24-25, not only optimizes the formal learning-teaching process, but also enriches personal interaction and values in education in PAUD Rehobot Seed Cikeas Bogor.

One of the problems in learning is that teachers rarely motivate students, and students are not motivated. Finally, students are less motivated and their learning outcomes are not achieved well. The research aims to determine student learning motivation in improving learning outcomes, student learning outcomes in PAI lessons before and after getting motivation, and determine the role of PAI teacher motivation in improving student learning outcomes. This research uses field research with descriptive qualitative methods. Data collection techniques were carried out using observation, interviews and documentation in the field. This research was conducted at Muhammad Al-Unaizy Elementary School. The results of this research show that providing motivation before studying at SD Muhamad Al-Unaizy has gone well. Thus, this motivational activity can improve student learning outcomes at the end of the meeting. Supporting factors in this activity include parental support, adequate infrastructure. The inhibiting factor is the level of students' varying levels of absorption in absorbing motivation from the teacher.

The quality of learning at SMAN 1 Parakansalak shows a less effective condition, indicated by the low ability of teachers to plan, implement, evaluate, assess learning and follow up on assessment results. The aim of this research is to determine the role of academic supervision in improving pedagogical competence and teacher performance at SMA Negeri 1 Parakansalak Sukabumi Regency. This research uses a descriptive qualitative method with a case study approach, data collection is carried out through observation, interviews and documentation. The results of this research show that the role of academic supervision partially has a positive and significant influence on increasing pedagogical competence and teacher performance at SMAN 1 Parakansalak, Sukabumi Regency.

The research aims to find out: 1) What is the role of the Civics teacher in shaping the disciplinary character education of students at SMK Negeri 3 Maumere. 2) What are the supporting and inhibiting factors for the teacher's role in shaping the disciplinary character of students at SMK Negeri 3 Maumere. This research is a qualitative research. The subjects of this study were school principals, student affairs and civic education teachers. Data collection techniques were carried out through interviews, observation and documentation. The data analysis technique used is data reduction, data presentation, and drawing conclusions. The results of the study revealed that 1) the role of the PPKn teacher in shaping the disciplinary character of students at SMK Negeri 3 Maumere through five (5) implementation of roles, namely: a) The role of the teacher as an example and example for students, b) The role of the teacher as a teacher, c) The role of the teacher as a supervisor, d) The role of the teacher as a communicator and e) The role of the teacher as an evaluator. 2) The supporting and inhibiting factors of the teacher's role in shaping the character of students at SMK Negeri 3 Maumere. In terms of supporting factors, they include a) the student's self-awareness factor, b) the teacher's collaboration factor with the student's parents, c) the school's cultural factor and d) the factor of giving reprimand efforts. While the inhibiting factors are a) the lack of self-awareness of students, b) the lack of cooperation between teachers and parents and c) environmental factors where students live.

This article explores the role of Catholic religious education teachers in forming a faith-based learning community in schools. Using an educational ethnography approach, this study found that teachers play roles as faith facilitators and agents of social transformation. Through reflective methods and collaborative learning, students are encouraged to live out evangelical values ​​in their daily lives. This article also offers practical strategies for teachers to integrate Catholic values ​​into cross-disciplinary curricula.

A mockup is a miniature or model of a building that will be made or has already been made, in order to facilitate visualization of the design results. Either in the form of a structural design, interior, exterior or site plan. The Budi Agung Medan School teacher's room is a teacher's room in a private school building. This site was chosen because the space in the design object requires spatial adaptation to accommodate new user activities. Apart from that, in terms of changes in working systems, uncomfortable circulation, insufficient storage requirements, and the image of the teacher's room is not yet prominent, these are the problems found. Apart from that, this is a limitation in designing the design. The Budi Agung Medan School teacher's room is a teacher's room in a private school building. This site was chosen because the space in the design object requires spatial adaptation to accommodate new user activities. Apart from that, in terms of changes in working systems, uncomfortable circulation, insufficient storage requirements, and the image of the teacher's room is not yet prominent, these are the problems found. Apart from that, this is a limitation in designing the design

Bullying is a term for acts of violence or bullying committed by stronger parties both in terms of age, strength, power to the weak. Forms of bullying behavior are physical bullying, verbal bullying and mental / psychological bullying that can have a negative impact on the victim, such as bruises, wounds, pain, timidity, etc. and for the long term namely disruption of psychological conditions and poor social adjustment. The role of educational psychologyCounselors have an important role in preventing and overcoming bullying in schools, for that efficient and comprehensive services are needed to all students by using various skills and media that can help the performance of educational psychology in dealing with bullying.

The problem with this research is that there are some students who have not been able to understand themselves positively, where these students have not been able to recognize their potential and weaknesses and have not been able to accept their physical and psychologiocal conditions well. The aim of this research is to describe the development of students’ positive self understanding and the role of guidance and caunseling teachers in developing students’ positive self understanding. The research method used is descriptive qualitative, which is a research method that describes phenomena or events that have occurred either in the present or the past. Data collection techniques used are interviews, observations and documentation. The frist informant on the study was teacher BK and supporting informant of the study was SMK student N 1 Guguk.  The results of  research continuously lead to students developing positive self understanding for themselves and the development of positive self understanding in students can develop well if the students is able to apply good self understanding to himself. The role of guidance and causeling teachers in developing positive self understanding instudents is by providing guidance, guidance and causeling services on the topic of self understanding as well as providing motivation or support to students in achieving positive self understanding in thenselves. So it can be concluded that the importance the guidance and counseling services provided by guidance and causeling teachers to students in developing positive self understanding, these services are preapared based on the assessments given to students.