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<![CDATA[IMPLEMENTASI SISTEM INFORMASI MANAJEMEN DI SEKOLAH MENENGAH KEJURUAN (SMK) MUHAMMADIYAH 1 PADANG ]]>
<![CDATA[Utama, Hendri Budi]]>;
<![CDATA[Wachidi, Wachidi]]>;
<![CDATA[Somantri, Manap]]>
<![CDATA[ JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) Vol 4, No 2 (2019): JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) ]]>
Publisher : <![CDATA[Graduate Program Magister Manajemen Pendidikan ]]>
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DOI: 10.31851/jmksp.v4i2.2915
<![CDATA[Technological advances will be very useful and meaningful to life if used properly and properly. One of the uses of technology in the field of education is in the management information system (SIM). Padang Muhammadiyah 1 Vocational School has made use of these technological advancements to support the smoothness and progress of education with the implementation of management information systems. This has been proven by web / sisfo assessment, attendance and report card management. The management information system has been computerized and well-automated, to improve work effectiveness and efficiency. Reducing the use of paper and ink. Then the most important thing is tidying up and securing the data. Data can be input, accessed, and printed anytime anywhere as long as there is an internet connection, can be accessed via a computer and smartphone (Android).]]>
<![CDATA[Blended Learning Model Based on Massive Open Online Courses (MOOCs) Assisted by Augmented Reality (BMA) Model as the Electronic Learning Media in the Pandemic Covid-19 ]]>
<![CDATA[Eko Risdianto]]>;
<![CDATA[Wachidi Wachidi]]>;
<![CDATA[Riyanto Riyanto]]>;
<![CDATA[Alexon Alexon]]>;
<![CDATA[Irwan Fathurrochman]]>;
<![CDATA[Kusen Kusen]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 13, No 1 (2021): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v13i1.470
<![CDATA[This study aims to analyze educators' responses to implementing the blended learning model based on MOOCs assisted by augmented reality or the so-called BMA model. This BMA model is applied to the learning process using the MOOCs system that has been developed with augmented reality assistance in the midst of the COVID-19 pandemic. To determine the response of prospective educators in the study, data collection techniques were carried out using a questionnaire given to 47 students. This questionnaire consists of 17 question items with 4 Likert scales. The data analysis technique used qualitative, quantitative data analysis. To test the quality of the questionnaire given, data analysis was used using the Rasch model and the winsteps application. Based on the research results, it was found that the instrument data used were valid and reliable. The results of student responses obtained are in very good criteria. This is reinforced by the results of the validity calculation in the rasch analysis which was carried out which stated that 17 items were declared valid and no items were issued. In addition, the value of the calculation of data reliability using the alpha cronbach method with a score of 0.91 is higher than the r table value for α = 0.05 0.2876. Thus it can be said that the data used is reliable and prospective educators respond very well to the use of this BMA model in the implementation of the learning process through the MOOCs system during the Covid-19 pandemic. This is reinforced by the results of the validity calculation in the rasch analysis which was carried out which stated that 17 items were declared valid and no items were issued. In addition, the value of the calculation of data reliability using the alpha cronbach method with a score of 0.91 is higher than the r table value for α = 0.05 0.2876. Thus it can be said that the data used is reliable and prospective educators respond very well to the use of this BMA model in the implementation of the learning process through the MOOCs system during the Covid-19 pandemic. This is reinforced by the results of the validity calculation in the Rasch analysis, which was carried out, which stated that 17 items were declared valid and no items were issued. In addition, the value of the calculation of data reliability using the alpha cronbach method with a score of 0.91 is higher than the r table value for α = 0.05 0.2876. Thus, the data used is reliable, and prospective educators respond very well to the use of the BMA model in the implementation of the learning process through the MOOCs system during the Covid-19 pandemic.]]>
<![CDATA[Validitas Kurikuler Soal Tes EBTANAS Sekolah Dasar dan Menengah ]]>
<![CDATA[Wachidi Wachidi]]>
<![CDATA[ Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 28, No 2 (2001) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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<![CDATA[Curricular Validity of the Test Items for the Elementary School and Secondary School Ebtanas. This study was carried out to know if the test items in the Ebtanas fulfilled curricular validity. Data were collected by documentary study from the Bahasa Indonesia test items administered in the elementary school, junior high school and senior high school Ebtanas since 1985/1986. The data were analyzed by percentages. It was found out that, in terms of items relevance to the curricular objectives and material representativeness in each topic, the test items did not fulfill curricular validity.]]>
<![CDATA[Evaluasi Pelaksanaan Pembelajaran Daring Pada Masa Pandemi Covid-19 Di SD Islam Terpadu ]]>
<![CDATA[Alexon Alexon]]>;
<![CDATA[Wachidi Wachidi]]>;
<![CDATA[Windayani Windayani]]>
<![CDATA[ Jurnal PGSD Vol 14, No 2 (2021) ]]>
Publisher : <![CDATA[UNIB Press, Universitas Bengkulu ]]>
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DOI: 10.33369/pgsd.14.2.160-173
<![CDATA[This research aimed to evaluate the implementation of online learning during the COVID-19 pandemic in terms of the context aspect, Input aspect,Process aspect, and Product aspect. Data collection techniques with online questionnaires through Google Forms and documentation. The samples of this research were 29 teachers, 69 students, and 68 parents from grades 4-6 SDIT Hidayatullah Bengkulu City. The evaluation used the CIPP model and analyzed descriptively quantitatively by calculating the mean. The conclusions of this research were: (1) in terms of context, online learning during the COVID-19 pandemic at SDIT Hidayatullah Bengkulu City was very well done, (2) in terms of input, online learning during the COVID-19 pandemic SDIT Hidayatullah Bengkulu City was well implemented, (3) in terms of Process aspect, online learning during the COVID-19 pandemic SDIT Hidayatullah Bengkulu City was carried out well, (4) in terms of the Product, online learning during the COVID-19 pandemic SDIT Hidayatullah Bengkulu City was quite well done.]]>
<![CDATA[Teachers’ Stage of Concern in Implementing of Elementary School Curriculum Innovation ]]>
<![CDATA[Wachidi Wachidi]]>
<![CDATA[ INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW Vol. 1 No. 2 (2019): INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/ijer.v1i2.8843
<![CDATA[The purpose of this study was to describe of teacher’ stages of concern in applicating curriculum innovation. The approach used in this study was a descriptive study. The number of population of this study were 500 primary school teachers. Meanwhile, the research sample were 50 teachers. A random sampling technique in the form of the lottery was used to get samples. Data were collected, classified, processed and analyzed by using the norms of the group in the calculation of percentile. The findings of this study were 42 % of teachers in a stage of concern called at the stage of awareness, 0 % of teachers have a stage of concern at the stage of I stage of information; 18 % of teachers have a stage of concern at the stage of personnel;10 % of teachers have a stage of concern at the stage of management); 16 % of teachers have a stage of concern at the stage of consequence; 6 % of teachers have a stage of concern at the stage of collaboration; and 12 % of teachers have a stage of concern at the stage of refocusing. The overall respondents have an average score of 2.06 (two point zero six). This means that their stage of concern for the implementation of the curriculum innovation is still low. They experience uncertainty in making decisions to adopt it. It was caused by (a) the lack of understanding of primary school teachers on information received, (b) lack of examples and evidence of the benefits of accepted curriculum innovation in school practices, (c) lack of training by trainers in applying new curriculum, (d) so complex in evaluating and (e) the curriculum is continuously changing.]]>
<![CDATA[Professional Competence Understanding Level of Elementary School in Implementing Curriculum 2013 ]]>
<![CDATA[Wachidi Wachidi]]>;
<![CDATA[Adrian Rodgers]]>;
<![CDATA[Dmitriy Yu Tumanov]]>
<![CDATA[ INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW Vol. 2 No. 1 (2020): INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/ijer.v2i1.10642
<![CDATA[The specific purpose of this study is to find out professional competence understanding level of elementary school teacher in implementing curriculum 2013 in Bengkulu city. This study used analytical descriptive. This study aimed at describing the professional competence understanding level of elementary school teacher in implementing curriculum 2013. The subject of this study was 100 teachers of elementary schools in Bengkulu City. The object of this study was related to professional competence understanding level of elementary school teacher in implementing Curriculum 2013. The data collecting was conducted by using questionnaire and document. Questionnaire was used to obtain the data about professional competence understanding level of elementary school teacher in implementing Curriculum 2013. To find out and to proof that questionnaire is valid was conducted by expert. Document was used to find out the number of elementary school teacher in Bengkulu City. After the data was collected it was verified, and was processed by using percentage statistic method. The data processing was then analyzed and concluded. In general this study concluded that elementary school teachers in Bengkulu city understands professional competence in implementing curriculum 2013.]]>
<![CDATA[Developing Management and Leadership Training Innovation Program for Higher Education at Muhammadiyah Universities ]]>
<![CDATA[Muh Samsudin]]>;
<![CDATA[Sadam Fajar Shodiq]]>;
<![CDATA[Nanan Abdul Manan]]>;
<![CDATA[Widia Nur Jannah]]>;
<![CDATA[Wachidi Wachidi]]>;
<![CDATA[Rusdarti Rusdarti]]>;
<![CDATA[Mustofa Dasuki]]>
<![CDATA[ Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 4, No. 1, January 2022 ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia ]]>
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DOI: 10.23917/ijolae.v4i1.16544
<![CDATA[The management and leadership training innovation model used by Muhammadiyah universities according to the principles of good instructional development is not yet available. The aims of this research are (1) to describe the appropriate management and leadership training for university leaders at Muhammadiyah universities today; (2) to identify current approaches to management and leadership training; (3) to develop suitable management and leadership training packages for leaders; and (4) to formulate the effectiveness of the innovation management and leadership training package. Research and Development Borg and Gall were used and combined with Dick Carey's steps Instructional Design Modern. The study resulted in the package management and leadership training for Muhammadiyah, including training design, A Handbook for Facilitators, Handbook for Participants, and Module 3 Training Materials. Product Training Package has been validated by and trials on aspects of effectiveness and feasibility. The study also produced some impli-cations and recommendations relating to the training in the PTM (Muhammadiyah Higher Education).]]>
<![CDATA[STRATEGI KEPALA SEKOLAH DALAM MENGIMPLEMENTASIKAN STANDAR NASIONAL PENDIDIKAN (SNP) PADA SMK NEGERI 2 BUKITTINGGI ]]>
<![CDATA[Eci Sriwahyuni]]>;
<![CDATA[Muhammad Kristiawan]]>;
<![CDATA[Wachidi Wachidi]]>
<![CDATA[ JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) Vol. 4 No. 1 (2019): JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) ]]>
Publisher : <![CDATA[Graduate Program Magister Manajemen Pendidikan ]]>
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DOI: 10.31851/jmksp.v4i1.2472
<![CDATA[The Issue in this paper was implementation of National Education Standards has not revealed. The informants were 17 person. The data collection was the researchers as a key instrument and supporting instruments were interview, observation guidelines, field notes, camera and HP. Data collection techniques using the participant observation, in depth interview and documentation study. Data were analyzed using models Miles and Huberman. The testing of the data validity using triangulation sources, techniques and timing. The finding revealed that in the implementing the content standards by established curriculum development team to collaborate with the business community in the curriculum development process. In implementing the process standards by implemented learning process based on Information and Technology (IT). In implementing the competency standards by improved the academic and non academic achievement, motivated the entrepreneurial spirit through the production unit and training in industry. In implementing the standards of teachers and staffs by improved the competence of teachers and staffs through training. In implementing the standards of facilities by planning, procurement, maintenance and inventory of school facilities. In implementing the management standards by arranged a school program (RKS) and school budget activity program (RKAS), formulated and socialized the vision and mission of the school. In implementing the financing standards by planning, managing and reporting of school funding. In implementing assessment standards by using Information and Technology (IT) in the assessment]]>
<![CDATA[IMPLEMENTASI SISTEM INFORMASI MANAJEMEN DI SEKOLAH MENENGAH KEJURUAN (SMK) MUHAMMADIYAH 1 PADANG ]]>
<![CDATA[Hendri Budi Utama]]>;
<![CDATA[Wachidi Wachidi]]>;
<![CDATA[Manap Somantri]]>
<![CDATA[ JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) Vol. 4 No. 2 (2019): JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) ]]>
Publisher : <![CDATA[Graduate Program Magister Manajemen Pendidikan ]]>
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DOI: 10.31851/jmksp.v4i2.2915
<![CDATA[Technological advances will be very useful and meaningful to life if used properly and properly. One of the uses of technology in the field of education is in the management information system (SIM). Padang Muhammadiyah 1 Vocational School has made use of these technological advancements to support the smoothness and progress of education with the implementation of management information systems. This has been proven by web / sisfo  assessment, attendance and report card management. The management information system has been computerized and well-automated, to improve work effectiveness and efficiency. Reducing the use of paper and ink. Then the most important thing is tidying up and securing the data. Data can be input, accessed, and printed anytime anywhere as long as there is an internet connection, can be accessed via a computer and smartphone (Android).]]>
<![CDATA[ANALISIS SISTEM PENDIDIKAN NEGARA FEDERASI RUSIA DALAM MENINGKATKAN MUTU PENDIDIKAN INDONESIA ]]>
<![CDATA[Irwan Fathurrochman]]>;
<![CDATA[Sudarwan Danim]]>;
<![CDATA[Syaiful Anwar AB]]>;
<![CDATA[Nina Kurniah]]>;
<![CDATA[Connie Connie]]>;
<![CDATA[Wachidi Wachidi]]>;
<![CDATA[Dina Hajja Ristianti]]>
<![CDATA[ PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG 2021: SEMINAR NASIONAL PENDIDIKAN 15-16 JANUARI 2021 ]]>
Publisher : <![CDATA[PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG ]]>
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<![CDATA[This study described the education system of the Russian Federation and its implementation in the education system in Indonesia. The results of the study show that there are many differences in the education system. The structure of the basic education curriculum in the Russian Federation has more hours per week than in Indonesia, but in one year the study time in Russia is shorter than in Indonesia. The assessment system for learning outcomes in Russia and Indonesia has something in common, namely that it functions as a basis of information to determine the competencies that have been obtained by students, not as a measure for classifying students into groups. Indonesia has better education management, which is able to manage all educational resources by several people in one education system to achieve educational goals both macro and micro. The State of the Russian Federation views that the management of education is an important matter in the management of educational institutions. The Indonesian state manages issues in education management in general into four main focuses of education management, namely the quality of education, expansion and equity of quality education services, relevance, effectiveness and efficiency.]]>
