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This research was conducted based on observations made on fifth-grade students, regarding their self-confidence, which still requires stimulation due to a lack of self-confidence. Based on this problem, an improvement is needed that can enhance students' self-confidence through engaging and enjoyable activities that are not frequently done, one of which is the role-playing method. The objective of this research is to determine the increase in self-confidence of fifth-grade students through the role-playing method at SD Negeri 26/IV Kota Jambi. This research is a Classroom Action Research (CAR). It was conducted at SD Negeri 26/IV Kota Jambi from March 2025 to April 2025. The research subjects were 15 students and the class teacher. Data collection methods included observation, documentation, and interviews. Data analysis involved data collection, data reduction, data presentation, and drawing conclusions. The performance indicator to be achieved is an increase in children's self-confidence by 75% out of 15 children using the role-playing method. The results of this study indicate that the role playing method is proven to be effective in increasing the self-confidence of fifth grade students at SDN 26/IV Jambi City. The increase in children's self-confidence can be seen from cycle I to cycle II. In cycle I, the children's self-confidence ability was categorized as developing well by 44% with a good category. and in cycle II it increased to 94% with a very good category. So it can be concluded that the role playing method can increase self-confidence in fifth grade students at SDN 26/IV Jambi City.

Depression in adolescents, especially high school students, is a serious mental health problem with significant impacts on psychological well-being, academic performance, and social life. Risk factors such as academic pressure, family conflict, negative mindset, and social media addiction contribute to the increasing prevalence of depression. Early detection in the school environment is a critical step to prevent adverse effects such as self-harm and suicidal ideation. Depression in adolescents is multifactorial and requires a holistic approach. Early detection through symptom screening, mental health education, and school-family-professional collaboration are essential preventive strategies. Recommendations include the integration of mental health modules into the school curriculum and teacher training for early risk identification.

This study aims to improve the learning outcomes of Social Studies (IPS) for class VIII C students at MTs Negeri 1 Pasuruan through the implementation of the cooperative learning model Teams Games Tournament (TGT) assisted by Educaplay media. The background of this research is based on the low student achievement, with only 06,25% of students scoring ≥70 in the pre-action stage. This research is a Classroom Action Research (CAR) conducted in three cycles, each consisting of planning, implementation, observation, and reflection stages. Each cycle included two meetings. The results showed a gradual improvement in student learning outcomes: 46,88% in the first cycle, 59,38% in the second cycle, and 78,12% in the third cycle. This increase was due to improvements in teaching strategies, including engaging introductory activities, contextualizing materials with students’ surroundings, and group-based reward systems. The implications of this study indicate that the TGT model assisted by Educaplay successfully fosters an active, enjoyable, and competitive learning environment, which positively impacts students’ academic performance. This model can serve as an effective alternative teaching strategy for teachers seeking to enhance student engagement and achievement in the classroom.

This research aims to examine the reading comprehension abilities of fourth-grade elementary students. The primary goals are to assess the level of students' comprehension skills, investigate the underlying factors contributing to their difficulties in understanding texts, and develop applicable strategies to address these challenges. This study employed a qualitative approach using a case study method. The participants were four students from the fourth grade. Data were gathered through various techniques, including observation, interviews, testing, and documentation. The findings indicated that students' reading comprehension abilities remained relatively weak. In terms of interpreting the meaning of words and expressions used by the author, students demonstrated performance at a moderate level. However, regarding the ability to understand both explicit and implicit meanings, as well as to draw conclusions from the text, their performance fell into the low or inadequate category. The factors that influence this low ability come from both internal and external factors. To overcome this problem, it is recommended that teachers motivate students more, manage the class more effectively, and apply reading comprehension strategies such as Know, Want, Learn (KWL).

This research aims to examine the reading comprehension abilities of fourth-grade elementary students. The primary goals are to assess the level of students' comprehension skills, investigate the underlying factors contributing to their difficulties in understanding texts, and develop applicable strategies to address these challenges. This study employed a qualitative approach using a case study method. The participants were four students from the fourth grade. Data were gathered through various techniques, including observation, interviews, testing, and documentation. The findings indicated that students' reading comprehension abilities remained relatively weak. In terms of interpreting the meaning of words and expressions used by the author, students demonstrated performance at a moderate level. However, regarding the ability to understand both explicit and implicit meanings, as well as to draw conclusions from the text, their performance fell into the low or inadequate category. The factors that influence this low ability come from both internal and external factors. To overcome this problem, it is recommended that teachers motivate students more, manage the class more effectively, and apply reading comprehension strategies such as Know, Want, Learn (KWL).

This study aims to assess how well the Problem-Based Learning learning model improves the learning outcomes of Science High School Negeri 1 Nanusa grade XI students studying the Structure and Function of Plant Tissues. Learning biology frequently calls both a thorough conceptual grasp as well as an instructional strategy that may best engage pupils. The Classroom Action Research methodology is used in this study in two cycles, each with two meetings. Pre-tests, post-tests, observation of teacher and student activities, and documentation of the learning process were used to gather data. The study's findings demonstrated that using the Problem-Based Learning paradigm improved student learning outcomes' average score from 70 in the first cycle to 82 in the second. Additionally, the percentage of classical completeness rose dramatically from 40% to 90%. Furthermore, the second cycle appeared to have better results regarding students' active participation in group discussions, comprehension of the subject matter, and capacity to communicate group work outcomes. These results suggest that biology instruction at the secondary school level benefits greatly from using problem-based learning. This methodology promotes students' active participation, conceptual comprehension, and improved academic performance.

This study aims to analyze the effect of certification and motivation on teacher performance. The location of this research was carried out at public high schools in the Kayuagung District. This type of research is quantitative research with a research design using an ex post facto research design. The sample in this study was a total of all teachers in public high schools in the Kayuagung District, consisting of 122 teachers. data collection technique using a questionnaire. Data analysis techniques using descriptive quantitative analysis techniques, and multiple regression. The results of this study state that 1) there is a significant influence between school teacher certification on the performance of public high school teachers in the Kayuagung District; 2) there is a significant influence between motivation on the performance of State Senior High School teachers in the Kayuagung District; 3) there is a significant effect of teacher certification and motivation together on the performance of teachers in public high schools in the Kayuagung District. These results suggest that the higher the qualification of a certified teacher, the higher the performance. Then, motivation within the teacher will have an impact on teacher performance.

This study aims to determine (1) The influence of principal leadership on the performance of elementary school teachers. (2) The influence of work discipline on the performance of elementary school teachers. (3) The influence of principal leadership and work discipline on the performance of elementary school teachers. This study is a quantitative study with data collection techniques using questionnaires. The hypothesis was tested using multiple linear regression analysis. The population in this study was 158 teachers in Cluster III in Kayuagung District, Ogan Komering Ilir Regency. The techniques used in data collection used questionnaires and documentation. Data analysis techniques and prerequisite tests consisting of normality tests, linearity tests, multicollinearity tests, and heteroscedasticity tests. For hypothesis testing using simple linear regression analysis, multiple linear regression, R test, t test, and F test. The results of the study indicate that (1) There is a significant positive influence of principal leadership on teacher performance in Cluster III in Kayuagung District, Ogan Komering Ilir Regency, this can be seen from the results of the t test obtained t count of 0.414 with a significance value of 0.001 <0.05 (2) There is a significant positive influence of teacher discipline on teacher performance in Cluster III in Kayuagung District, Ogan Komering Ilir Regency, this can be seen from the results of the t test obtained t count of 0.268 with a significance value of 0.000 <0.05. (3) There is a simultaneous/joint influence between principal leadership and teacher discipline on teacher performance in Cluster III in Kayuagung District, Ogan Komering Ilir Regency, this can be seen from the results of the simultaneous test obtained 0.005 <0.05. This means that there is a significant influence simultaneously or together between the independent variables on the dependent variable.

The Correlation Between Learning Motivation and Academic Achievement in Indonesian Language of Fifth-Grade Students at SDN Samata, Gowa Regency. Undergraduate Thesis. Elementary School Teacher Education, Faculty of Teacher Training and Education, Muhammadiyah University of Makassar. This study employed a quantitative approach with an ex-post facto research design and a correlational test to investigate the relationship between learning motivation and Indonesian language achievement of fifth-grade students at SDN Samata, Gowa Regency. The population of this study consisted of 28 students of SDN Samata, Gowa Regency. Data was collected through questionnaires and documentation. Data analysis techniques used were descriptive statistics, normality test, and product moment correlation. The results showed that the learning motivation of fifth-grade students at SDN Samata, Gowa Regency was very strong, and their Indonesian language achievement was excellent. It can be concluded that there is a significant correlation between learning motivation and Indonesian language achievement of fifth-grade students at SDN Samata, Gowa Regency. The results of the correlation analysis are used to measure the relationship in a research variable. In table 4.7 Analysis Correlations, the correlation value is 0.925 and the sig. value is 0.000 with N = 28. It turns out that the correlation value of 0.925 is greater than the value of the r product moment table, which is 0.374. So r count 0.925> r table 0.374 means that there is a correlation analysis coefficient between Learning motivation and Indonesian language learning achievement of grade V students of SD Negeri Samata, Gowa Regency. The conclusion of the research results is that there is a significant relationship between Learning motivation and Indonesian language learning achievement of grade V students of SD Negeri Samata, Gowa Regency. The greater the value of the correlation coefficient of the variable (X), the greater the value of the correlation coefficient on the variable (Y). This means that the higher the student's Learning Motivation, the higher the Indonesian language learning achievement of grade V students of SD Negeri Samata, Gowa Regency.

This study aims to examine the impact of the Jigsaw cooperative learning strategy on student learning outcomes at the secondary school level. Using a literature review method, the research synthesizes theoretical perspectives on cooperative learning, detailed applications of the Jigsaw model, and empirical findings from previous studies that focus on its effects across cognitive, affective, and psychomotor domains. The findings indicate that the Jigsaw strategy significantly improves students’ cognitive achievements and fosters affective development such as motivation, empathy, and positive attitudes toward learning. In addition, this strategy enhances students’ social interaction skills and promotes collaborative behavior, contributing to a more inclusive and engaging classroom environment. The collaborative nature of the Jigsaw model allows students to take responsibility for their own learning while also supporting their peers, which contributes to deeper understanding and retention of the material. These outcomes suggest that the Jigsaw method is an effective instructional approach for enhancing student engagement and academic performance. The implications of this study emphasize the importance of providing professional development opportunities for teachers to effectively implement the Jigsaw strategy. Furthermore, schools are encouraged to foster a classroom climate that supports teamwork and active student participation. Overall, this review highlights the Jigsaw model as a promising pedagogical tool for improving student outcomes and fostering 21st-century skills in secondary education settings.

The aim of this research is to describe and analyze. 1). To describe and analyze the influence of the principal's leadership on teacher performance at the Lempuing Jaya elementary school, Ogan Komering Ilir. 2). to describe and analyze teacher discipline on teacher performance in elementary schools located in Lempuing Jaya, Ogan Komering Ilir. 3). To describe and analyze the influence of principal leadership and teacher discipline on teacher performance at Lempuing Jaya elementary school, Ogan Komering Ilir. This research explains the important role of effective school leadership in fostering an environment conducive to high teacher performance. It emphasizes that teacher discipline, defined as compliance with established regulations and commitment to professional responsibility, significantly impacts an educator's overall effectiveness. The methodology used was quantitative, correlational research type with a total of 265 people for drawing research samples using proportional random sampling, so that a sample of 73 respondents was obtained. Data collection techniques use documentation and questionnaires. The data analysis technique uses the t test. The results of this research indicate that the principal's leadership style and discipline among teachers are very important in improving teacher performance results in elementary schools in Lempuing Jaya Ogan Komering Ilir subdistrict.

This study aims to examine the application of situational leadership theory by the principal of SMP Negeri 2 Sampanahan, Kotabaru Regency, and its impact on organizational behavior within the school environment. A qualitative approach with a case study method was employed, involving in-depth interviews with the principal, teachers, and students. The main focus of the research is to understand how the principal adapts leadership styles according to the needs and conditions of the individuals being led. The findings reveal that the principal successfully applied various leadership styles—ranging from directive, supportive, participative, to delegative—flexibly based on the specific situations encountered. This adaptability positively influenced the organizational climate, fostered harmonious working relationships, and enhanced the motivation and active participation of both teachers and students. The school environment became more conducive and collaborative, ultimately leading to overall performance improvement. These findings highlight the importance of adaptive leadership in education to support the achievement of organizational goals and the development of human resources within schools. This study contributes to the development of leadership practices in educational settings, particularly in the context of educational management that is responsive to both internal and external institutional dynamics.

This study investigates the dual impact of teacher competence on student academic performance and the development of leadership qualities in Senior High Schools and Vocational High Schools in Kabupaten Serang, Banten Province. Using a qualitative research approach, data were collected through interviews, focus groups, and classroom observations involving teachers and students. The findings reveal that teacher competence encompasses not only mastery of subject matter and pedagogical skills but also emotional intelligence and leadership modeling. Competent teachers create supportive and participatory learning environments that enhance both academic achievement and leadership development among students. The research highlights that effective teachers are those who not only deliver content but also engage students in meaningful ways, fostering a sense of belonging and motivation. This engagement is crucial, as it encourages students to take ownership of their learning and develop critical thinking skills. Furthermore, the study identifies that teachers who model leadership behaviors—such as ethical decision-making, effective communication, and collaboration—significantly influence students' perceptions of leadership and their willingness to adopt similar traits. However, challenges such as limited access to professional development and resource constraints affect the full realization of teacher competence. Many teachers express a desire for ongoing training and support to enhance their skills, yet systemic barriers often hinder their professional growth. The study underscores the need for comprehensive teacher development programs and policy support to improve educational outcomes holistically. These insights are valuable for educators, policymakers, and school administrators aiming to foster academic excellence and leadership skills in students. By prioritizing teacher competence and providing the necessary resources, schools can create an environment that not only promotes academic success but also prepares students to become effective leaders in their communities. 

This reserch aims to analyze the student motivation and teacher performance at Mts Almukhtariyah 1 Cihalimun. The method used was a descriptive qualitative approch with a survey invloving one teacher and two students. The data colletion tecnique used was by means of interviews, observation and in-dept documentation of informationts. The research results show thats student’learning motivation at Mts Almukhtariyah 1 Cihalimun is very good so that teachers play an important role in their enthusiasm for learning. As an educational workforce, good teacher performance can increase student motivaton, thereby improving learning outcomes and academic achievement. In this reserch, teacher performance at Mts Almukhthariyah 1 Cihalimun was assessed by their ability to convey material and use of varied methods.

The world of education has undergone a major shift as a result of advances in information and communication technology. This study compares conventional and digital learning methods for distance learning (PJJ) across the board, with the aim of finding out what is effective, what is not effective, and how the two methods affect student learning outcomes and experiences. Conventional learning, which relies on direct interaction between teachers and students, emphasizes elements such as giving feedback, easy to do, structured, and routine. It has the advantage of being able to facilitate direct interpersonal communication, provide intensive supervision and guidance, and create a competitive learning environment. However, this method has some limitations, especially in terms of time and space flexibility. It is also not able to meet the learning needs of individuals in large groups. On the other hand, digital learning offers greater flexibility, access to a wide range of educational resources, and increased interactivity through the use of online collaboration tools, e-learning platforms, and video conferencing. The use of technology allows learning content to be presented in a systematic, structured and engaging manner, increasing student motivation and participation. In addition, it allows materials to be tailored to each student's learning style and conditions, and supports collaborative and independent learning. Challenges include the possibility of misuse of technology, limited access in some areas, lack of direct social interaction, and reliance on digital infrastructure and capabilities. The research results indicate that digital learning generally enhances student learning outcomes more significantly compared to conventional learning, especially in terms of distance learning (PJJ). Digital strategies such as structured instructional design, integration of practical experiences, motivational support, and time management have been shown to improve student interaction, understanding, and independence. However, digital and conventional learning methods can complement each other to achieve optimal effectiveness. The application of these strategies not only boosts students' academic performance but also equips them with the essential skills to tackle future challenges. 

Principal management plays a crucial role in the development of teachers, significantly influencing their professional competence and performance in carrying out educational responsibilities. This study aims to describe and analyze (1) principal management strategies in teacher development, (2) obstacles encountered during the implementation of these strategies, and (3) solutions to overcome the identified obstacles. The research was conducted at SMA Muhammadiyah 8 Palembang using a qualitative descriptive method. Data collection techniques included interviews with school leaders and teachers, direct observations of school activities, and document analysis related to teacher development programs. Data were analyzed using an interactive model consisting of data collection, data reduction, data presentation, and conclusion drawing. The findings show that principal management in teacher development involves structured planning, implementation of professional training, performance evaluation, mentoring programs, and the establishment of collaborative work teams aligned with the school's vision and mission. However, several obstacles were identified in the implementation process, such as limited human and financial resources, differences in teacher readiness and motivation, resistance to new policies or changes, and difficulties in maintaining consistent monitoring and supervision. To address these challenges, school leaders have adopted various strategies, including intensifying teacher training and mentoring, promoting teamwork among staff, utilizing digital technology to support learning and supervision, and building partnerships with external education stakeholders. Additionally, regular evaluations and feedback mechanisms are conducted to ensure that teacher development programs remain responsive to current needs. This research emphasizes the importance of effective leadership and adaptive strategies in fostering continuous professional growth for teachers within the school environment.

This study examined whether pedagogic competence influences teacher performance in the Az-Zahra Integrated Islamic School, Gorontalo City This study used a descriptive quantitative approach on 30 respondents. The instrument used was a questionnaire. The data analysis technique used was simple linear regression analysis. Based on the correlation coefficient test results, the value of the Pearson correlation coefficient was obtained at 0.728. This indicated a strong relationship between pedagogic competence (X) and teacher performance (Y). The results of the determination coefficient test obtained an R-Square value of 0.530, which indicated that 53% of the variability regarding teacher performance can be explained by pedagogic competence and other unexamined variables influence 47%.

This study aims to analyze the contribution of academic supervision by the headmaster and professional teacher discipline to the professional performance of teachers at Madrasah Ibtidaiyah (MI) in Banjarmasin City. Optimal teacher performance is greatly influenced by both internal and external factors, one of which is academic supervision and work discipline. This research uses a quantitative method with a survey approach and descriptive analysis. Data were collected through questionnaires distributed to 100 teachers from various Madrasah Ibtidaiyah in Banjarmasin City, using random sampling techniques. The results show that academic supervision by the headmaster has a significant positive effect on improving teacher performance, where intensive and directed supervision can increase teachers' motivation and teaching competencies. In addition, professional teacher discipline also proves to have a significant contribution to improving teacher performance, where a high level of discipline correlates with an improvement in the quality of classroom learning. Overall, this study concludes that both academic supervision by the headmaster and professional teacher discipline simultaneously have a positive impact on the professional performance of teachers, which in turn contributes to the improvement of education quality in Madrasah Ibtidaiyah in Banjarmasin City. Therefore, improving the quality of supervision and teacher discipline should be a primary focus for the education management at Madrasah Ibtidaiyah.

The orientation of educational institutions is busy with exam scores, and academic grades are the main prerequisites for graduation. As a result, the product produced by students is how high the report card score is and discredits the values of character, life and morality. This causes students to lose focus on character education. For this reason, teachers as the main milestone in learning in the classroom are required to create a learning atmosphere with character based on DOOR (Diversity, Optimism, Option for The Poor, Respect). This is because the character based on DOOR is a guideline in the ministry at the Bethlehem Bandar Baru Foundation. The objectives of the study are: (1) To describe the management model of character education training based on DOOR; (2) Determine the feasibility of the character education training management model based on DOOR; and (3) Determine the effectiveness of the implementation of character education training management based on DOOR at the Bethlehem Bandar Baru Foundation. The research uses a research and development approach to develop a model to improve teacher performance at the Betlehem Bandar Baru Foundation. The research sample is 59 teachers at the Bethlehem Bandar Baru Foundation. The results of the study show: (1) The training model developed is feasible to be used in an effort to improve the performance of teachers of the Bethlehem Bandar Baru Foundation, through the following stages: planning, organizing, moving, and supervising; (2) The training model is effectively used to improve the performance of teachers of the Betlehem Bandar Baru Foundation. There was an increase in teacher performance in the following aspects: learning planning by 42.05%; the implementation of learning is 29.74%; and assessed learning outcomes by 59.49%; and (3) a character training model developed practically for improving teacher performance at the Bethlehem Bandar Baru Foundation, obtained N-Gain Score g = 0.76 > 0.7 (small group trial) and g = 0.79 > 0.7 (limited wide trial); The resulting products were 76.40% (small group trials) and 79.08% (limited wide trials) with the effective category. Based on the results of the study, it is suggested that the improvement of teacher performance at the Bethlehem Bandar Baru Foundation must be carried out with integrated planning, organization, implementation and supervision between the Archdiocesan Foundation, the Foundation's internal supervisors, principals, and teachers.  

This study aims to determine the influence of principal leadership and motivation on teacher performance in public junior high schools (SMP) in Keluang District, Musi Banyuasin Regency. The background of this research lies in the crucial role of school principals as leaders who guide, direct, and motivate teachers to carry out their duties and responsibilities effectively. This study employed a quantitative approach using a survey method. The population consisted of all public junior high school teachers in Keluang District, with samples selected through proportional random sampling. Data were collected using a questionnaire that had been tested for validity and reliability. The data were analyzed using multiple linear regression to determine the effect of leadership and motivation variables on teacher performance. The results revealed that principal leadership had a positive and significant effect on teacher performance, meaning that better leadership skills in managing and directing schools lead to higher teacher performance. Likewise, work motivation had a positive and significant impact on teacher performance, indicating that highly motivated teachers tend to be more disciplined, creative, and productive in their work. Simultaneously, principal leadership and teacher motivation significantly contributed to improving teacher performance in public junior high schools in Keluang District. These findings emphasize the importance of strengthening school leadership capacity and enhancing teacher motivation as key efforts to improve the overall quality of education.