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This study aims to see the Effect of Training on Teacher Performance with Employee Engagement as an Intervening Variable at MAN Insan Cendekia Jambi. This study uses a quantitative method with data collection techniques by distributing questionnaires to 35 respondents. Hypothesis testing uses Descriptive Analysis Techniques using SmartPLS software as a data processing tool. The results of this study indicate that Training has a significant positive effect on MAN Insan Cendekia Jambi Teacher Performance. Training has a significant positive effect on Employee Engagement. Employee Engagement has a significant positive effect on Teacher Performance. Training has a significant positive effect on Teacher Performance through Employee Engagement as an intervening variable. Suggestions in this study: teacher performance variables to be more skilled in completing each job and must also have ideas that can solve problems in schools. The principal recommends that the training that has been programmed can be carried out properly to all existing teachers and the training carried out is in accordance with the teachers' areas of expertise so that the results of the training are more optimal and the teachers continue to develop and have better competence. Employee Engagement Variables are recommended by schools in providing support to teachers, namely by providing a comfortable and conducive work environment, clear communication, giving appreciation to teachers, and existing policies that are not focused on one party.  

Abstract. Understanding opportunity material is often a challenge for students at primary to secondary education levels. This article aims to discuss the factors that influence students' understanding of opportunity material. These factors include students' cognitive abilities, learning styles, teaching methods used by teachers, learning motivation, previous learning experiences, and a supportive learning environment. By understanding these factors, it is hoped that teaching opportunity material can be more effective and help students understand the basic concepts of opportunity.   Keywords:Student understanding, opportunity material, influencing factors, mathematics learning.   Abstrak. Pemahaman materi peluang seringkali menjadi tantangan bagi siswa di tingkat pendidikan dasar hingga menengah. Artikel ini bertujuan untuk membahas faktor-faktor yang mempengaruhi pemahaman siswa terhadap materi peluang. Faktor-faktor tersebut mencakup kemampuan kognitif siswa, gaya belajar, metode pengajaran yang digunakan oleh guru, motivasi belajar, pengalaman belajar sebelumnya, serta lingkungan belajar yang mendukung. Dengan memahami faktor-faktor ini, diharapkan pengajaran materi peluang dapat lebih efektif dan membantu siswa dalam memahami konsep-konsep dasar peluang.   Kata kunci: Pemahaman siswa, Materi peluang, Faktor-faktor yang mempengaruhi, Pembelajaran matematika.

Islamic Religious Education (PAI) plays an important role in the formation of students' character and understanding of religious teachings. However, in practice, not a few students face difficulties in understanding PAI material, both in terms of cognitiveness and affective. These difficulties can be caused by a variety of factors, such as differences in academic ability, lack of motivation, or socio-cultural problems. Therefore, the right strategy from PAI teachers in overcoming learning difficulties is very necessary. This article aims to identify various strategies that PAI teachers can apply to help students overcome learning difficulties. Based on a literature review, there are several approaches that have proven to be effective, including the use of varied learning methods, the use of educational technology, the provision of intensive guidance, and the strengthening of student motivation and character. In addition, the importance of constructive evaluation and feedback in the learning process is also one of the keys in improving the effectiveness of PAI learning. By implementing these strategies, it is hoped that the learning difficulties faced by students can be overcome, and the quality of PAI learning can be improved.

Penelitian ini bertujuan untuk menganalisis penerapan metode tematik dalam pembelajaran bahasa berdasarkan perspektif siswa dan guru. Penelitian dilakukan melalui pendekatan kualitatif dengan melibatkan wawancara mendalam, observasi kelas, dan analisis dokumen. Hasil penelitian menunjukkan bahwa metode tematik mampu meningkatkan pemahaman siswa terhadap materi bahasa melalui integrasi berbagai keterampilan bahasa, seperti membaca, menulis, berbicara, dan mendengar, dalam konteks tema tertentu. Guru memandang metode ini sebagai strategi efektif untuk memotivasi siswa, meskipun terdapat tantangan dalam perencanaan dan pelaksanaannya, terutama terkait waktu dan sumber daya. Perspektif siswa mengungkapkan bahwa metode ini mempermudah mereka memahami materi dan meningkatkan partisipasi aktif dalam pembelajaran. Penelitian ini juga mengidentifikasi faktor-faktor yang memengaruhi keberhasilan implementasi metode tematik, termasuk kesiapan guru, kurikulum, dan dukungan fasilitas. Temuan ini memberikan wawasan penting bagi pengembangan pedagogi bahasa dan menyarankan peningkatan pelatihan bagi guru dalam penerapan metode tematik.

Penelitian ini bertujuan untuk menganalisis penerapan metode tematik dalam pembelajaran bahasa berdasarkan perspektif siswa dan guru. Penelitian dilakukan melalui pendekatan kualitatif dengan melibatkan wawancara mendalam, observasi kelas, dan analisis dokumen. Hasil penelitian menunjukkan bahwa metode tematik mampu meningkatkan pemahaman siswa terhadap materi bahasa melalui integrasi berbagai keterampilan bahasa, seperti membaca, menulis, berbicara, dan mendengar, dalam konteks tema tertentu. Guru memandang metode ini sebagai strategi efektif untuk memotivasi siswa, meskipun terdapat tantangan dalam perencanaan dan pelaksanaannya, terutama terkait waktu dan sumber daya. Perspektif siswa mengungkapkan bahwa metode ini mempermudah mereka memahami materi dan meningkatkan partisipasi aktif dalam pembelajaran. Penelitian ini juga mengidentifikasi faktor-faktor yang memengaruhi keberhasilan implementasi metode tematik, termasuk kesiapan guru, kurikulum, dan dukungan fasilitas. Temuan ini memberikan wawasan penting bagi pengembangan pedagogi bahasa dan menyarankan peningkatan pelatihan bagi guru dalam penerapan metode tematik.

The purpose of this community service is to provide training on Service Excellence to Widyatama Kindergarten Teachers in order to improve their understanding of the challenges, skills and competencies needed to succeed in the service process. Customer service requires speed and awareness of comfortable and satisfying service in today's competitive era. Good service improves the school's reputation. This training will discuss how to improve teacher skills for reliable, comfortable and satisfying customer service. Initial observations showed that Widyatama Kindergarten Teachers provided mediocre service to students and parents due to limited circumstances. This made the owner of Widyatama Kindergarten concerned because of the lack of understanding of excellent service that could increase the number of students at Widyatama Kindergarten. The lack of knowledge about providing excellent service to students and parents made the team want to help find a solution about understanding excellent service to Widyatama Kindergarten teachers through Service Excellent Training. The process is to gather these teachers in the classroom and provide material on understanding and practicing Service Excellent in the form of lectures, stories and games as well as group discussions. The service team's hope for TK.Widyatama teachers is to be able to understand the results of the training, with an increased understanding of Service Excellent, it can improve the ability of these teachers to be even better in serving students and their parents, so that it can increase the number of students entering TK.Widyatama.

The advancement of artificial intelligence (AI) has significantly impacted education, particularly in providing personalized learning and administrative efficiency. However, questions arise about whether the teacher's role remains relevant in this technological era. This study aims to examine the role of teachers in the context of AI development through a literature review method, analyzing previous research on AI integration in education. The findings reveal that while AI excels in data processing and adaptive learning, teachers maintain an irreplaceable role in building emotional connections, instilling moral values, and guiding students' character development. Teachers also act as mentors who provide motivation and facilitators who create interactive learning environments. These findings highlight the importance of collaboration between AI and teachers to create more inclusive and effective education. Therefore, AI should be seen not as a replacement but as a tool to enhance the teacher's role in fostering holistic student development.  

Abstract. Traditional Javanese architecture, especially joglo houses, reflect the harmonious relationship between humans, nature, and God through designs that are loaded with symbolism and philosophy. The joglo house not only serves as a place to live, but also as a space for religious and social rituals, reflecting the spiritual values and belief system of the Javanese people. In this article, we discuss the elements of joglo house design, such as soko guru, towering roofs, and spatial layouts that depict social and spiritual hierarchies. This study uses a qualitative approach based on literature studies to analyze how traditional Javanese architectural design reflects the cultural values and spirituality of its people. The results of the study show that the preservation of joglo houses as a cultural heritage is very important, but it faces great challenges due to modernization and urbanization. Preservation efforts through cultural education, culture-based tourism, and cross-sectoral cooperation are relevant solutions to maintain the continuity of this traditional architecture.

The abstract of this research aims to explore the strategies implemented by Madrasah Ibtidaiyah (MI) teachers in forming digital ethics in students in the era of social media. With the increasing use of social media among children and teenagers, digital ethics education has become crucial to ensure that students can use technology wisely and responsibly. This research uses a qualitative approach with data collection methods through in-depth interviews, direct observation, and analysis of curriculum documents. The research results show that MI teachers integrate character values ​​into digital ethics learning, utilize group discussions, and use technology as a learning tool. Apart from that, collaboration with parents has also proven important in supporting digital ethics education. Despite challenges such as limited technological infrastructure and differences in student backgrounds, suggestions for increasing the effectiveness of digital ethics education include increasing teacher capacity, systematic curriculum development, and parental involvement. Thus, this research provides insight into the importance of digital ethics education in MI and the strategies that can be implemented to form an intelligent and characterful young generation in the era of social media. without any references or formulas.

Numeracy is not only the responsibility of mathematics teachers, but also the responsibility of all non-mathematics teachers, namely teachers who teach subjects other than mathematics. The approach needed is cross-subject numeracy. Based on the results of interviews with partner schools, it was obtained that teachers in these schools still have minimal knowledge about numeracy literacy and numeracy reinforcement in non-mathematics lessons. The solution offered is to provide reinforcement of numeracy literacy materials and provide reinforcement of non-mathematics or cross-subject numeracy literacy materials so that non-mathematics teachers can also improve students' numeracy in subjects other than mathematics. The implementation mechanism consists of 3 main stages, namely the planning stage, the implementation stage, and the evaluation stage. Evaluation of program implementation is measured from the increase in participants' knowledge from pretest to posttest and the participant's response questionnaire to this activity. Based on the results of the community service, it can be concluded that this activity makes a good contribution to increasing the knowledge and understanding of SMP Terpadu Darul Dakwah teachers regarding cross-subject numeracy literacy and examples of learning activities to strengthen numeracy literacy in subjects other than mathematics. The number of participants who experienced an increase in score from pretest to posttest was 100%, meaning that all participants in the activity experienced an increase in knowledge. In addition, it can also be seen from the average pretest of 48 and the average posttest of 75.5. The overall process of implementing this activity went well and smoothly. This activity also received a positive response from the participants with a score percentage of 90.25%.

Clinical approach or clinical supervision assumes that the teacher's learning process to develop is always related to the teacher's own individual learning process. The clinical approach is a face-to-face process between the supervisor and the teacher. This meeting discusses teaching problems and those related to it. Therefore, in clinical supervision, the supervisor and teacher act as colleagues in solving learning problems. For different types of teachers, the supervisor must also distinguish the types of clinical supervision strategies that will be used. The type of professional teacher is suitable for using non-directive strategies, the type of critical teacher and busy teacher can use collaborative strategies. Meanwhile, for teachers who are not qualified, supervisors are expected to be more active in guiding and teaching these teachers, so that the right strategy is direct clinical supervision.  

The development of digital technology has a major impact on Arabic language learning, both in terms of opportunities and obstacles. This journal aims to identify opportunities and obstacles in Arabic language learning from the perspective of teachers and students. This research approach uses qualitative methods with interviews and literature studies to obtain a comprehensive picture of how digital technology can improve or hinder the Arabic language learning process. The results of the study indicate that the existence of digital technology provides many great opportunities for Arabic language learning, including: First, access to learning materials becomes wider. Second, there is global interaction. Third. Learning becomes more innovative and interesting. Fourth. Efficiency of time and place of learning. Fifth. The existence of digital technology can help advance educational institutions to the international level. However, there are also significant challenges from the existence of digital technology in Arabic language learning, including: First, the lack of maturity of teachers and students in using and utilizing digital technology. Second, there is digital distraction. Third, there is a technological gap and others.

Kegiatan pengabdian ini bertujuan untuk meningkatkan kualitas pengajaran guru MGMP Sejarah melalui digitalisasi metode penelitian sejarah. Dengan memanfaatkan sumber-sumber digital seperti Delpher, Leiden University Libraries, dan Nationaal Archief, pelatihan daring dilaksanakan untuk memperkenalkan penggunaan teknologi dalam pengajaran. Metodologi yang digunakan meliputi survei awal untuk mengidentifikasi kebutuhan peserta, diikuti dengan pelatihan interaktif dan praktik penggunaan sumber digital. Analisis data menunjukkan bahwa 85% peserta mengalami peningkatan pemahaman, 90% merasa lebih percaya diri, dan 75% berencana mengintegrasikan sumber digital dalam pengajaran. Hasil ini menunjukkan bahwa digitalisasi dapat memperkaya materi ajar dan meningkatkan keterlibatan peserta didik. Kegiatan ini memberikan kontribusi signifikan terhadap pengetahuan guru dalam memanfaatkan teknologi untuk pengajaran sejarah yang lebih efektif

The development of competent human resources (HR) is a top priority for improving the quality of life in society. In education, teachers' ability to enhance their skills is key to successful learning. However, many teachers struggle to adapt teaching methods to the demands of the digital era, especially in utilizing Artificial Intelligence (AI) technology. AI offers innovative solutions such as personalized learning and adaptive platforms that enhance the effectiveness of teaching and learning processes. This study examines the implementation of AI-based learning models and teacher training programs in Muhammadiyah schools in Semarang. Using the Training of Trainer (ToT) approach, the program equips teachers with skills such as using adaptive learning tools and AI-based evaluation systems. The study employs a mixed-methods approach involving practical training and result evaluation. The findings reveal improved digital literacy and confidence among teachers in using AI for interactive learning. In conclusion, AI has great potential to transform education, but its success depends on comprehensive, ethical, and sustainable strategies. The ToT program serves as a strategic step to empower teachers to face educational challenges in the digital era.

This study aims to analyze how teacher pedagogical competence influences improving student learning outcomes. Efforts to improve teacher competence so that the implementation of teaching and learning activities is effective for students. This study applies literature studies, a method that utilizes sources such as journals, books, articles, and other publications to collect information. The results of the study revealed that teacher competence has a real contribution to improving student learning outcomes. The influence of teacher competence is an important factor in creating and maintaining an environment that supports student learning outcomes in order to achieve maximum learning goals.  

The purpose of this research is to evaluate the methods implemented by the teacher and their impact on students' understanding and dance skills. The method used is qualitative research, including direct observation, interviews with teachers, and analysis of the audiovisual materials used. The results of the study show that the use of audiovisual media in dance education increases students' interest and motivation, as well as improves their learning outcomes. This media helps explain the material more effectively and makes learning more engaging. The application of this method has also proven effective in enhancing students' self-confidence, such as encouraging them to try new things, take responsibility for tasks, and participate actively in discussions. In conclusion, audiovisual media plays an important role in supporting the teaching and learning process. However, there are some challenges faced, such as limited equipment and teachers' knowledge. It is recommended that schools provide adequate equipment and that teachers continue to develop their skills in using educational media to achieve optimal results.

This research was motivated by field observations at MAN 2 Payakumbuh City in October 2021, which found that most students did not perform dhuha prayer. The reasons found include lack of facilities such as clean mukena, laziness, and lack of understanding of the virtues of dhuha prayer. This habit shows the low awareness of students of the importance of familiarizing dhuha prayer as part of daily life. This study used a descriptive qualitative approach with data collection techniques in the form of observation, interviews, and documentation. The research informants consisted of MAN 2 Payakumbuh students as key informants, and PAI teachers as supporting informants. The results showed that PAI teachers' efforts in developing students' disciplinary character through habituation of dhuha prayers included the application of punishments such as ruku for several minutes and additional assignments, such as memorizing verses of the Qur'an. In addition, teachers provide motivation, advice, and good examples. Support from the school, teachers, and student guardians is a supporting factor for the success of this program. However, there are obstacles such as differences in student characters, lack of collaboration between teachers, and lack of parental support. One of the main obstacles is the lack of understanding provided by other teachers about the importance of dhuha prayer, which results in low participation.

This study aims to analyze the implementation of child-friendly schools at the elementary school level, as a form of instilling effective communication between students and teachers. The method used in this study is a literature study by reviewing several scientific sources, journals, and articles. The implementation of child-friendly schools is a program that is aligned by the government in order to help with problems in the world of education so that a pleasant learning and teaching situation is created in the classroom. The results of the study show that implementing child-friendly schools can improve effective communication between teachers and students. This study shows the importance of implementing child-friendly schools as an effort to improve effective communication between teachers and students as a support for an exciting and enjoyable learning process.

The purpose of this study is to determine the pedagogic competence of classroom teachers in planning learning materials for grade 6 students of SDN Kutajaya 2. In accordance with the Regulation of the Minister of Education and Culture number 62 of 2013 concerning Educational Standards, teachers and schools have an important role in planning or preparing learning materials to be used in learning as a medium so that the material taught is conveyed properly. This research is a descriptive qualitative research that uses observation, interviews, and documentation as data collection techniques. This research involved the Principal, 3 sixth-grade homeroom teachers, and subject one teachers. The results of the study showed that sixth grade teachers were ready to create learning materials. Teachers' skills and creativity, collaboration between teachers, students and parents, learning elements, and adequate facilities and infrastructure are supporting components that affect planning subject matter.  

This study aims to analyze the influence of teachers' personality competencies on the formation of students' character in Senior High School (SMA). Teachers' personality competencies, such as discipline, responsibility, empathy, and example, play an important role in the character education process in schools. Teachers with positive personalities are able to create a conducive learning environment and provide good examples of behavior for students, thus helping the formation of strong and moral student character. Through social interaction in the school environment, students can develop positive attitudes, such as a sense of responsibility, hard work, honesty, and independence, which are essential for community life. This research is included in a qualitative research with a literature study approach to explore the influence of personality competence on character formation. The results of the study show that the teacher's personality competence has a significant influence on the development of students' character. The conclusion of this study is that teacher personality competence is one of the key factors in character education in high school.