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All Journal Jurnal Manajemen Pendidikan Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences
Bintang Simbolon
Unknown Affiliation
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Social Sciences

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HUBUNGAN BUDAYA ORGANISASI DAN MOTIVASI DENGAN KINERJA GURU DI SEKOLAH YAYASAN SANTO ANTONIUS JAKARTA Bintang Simbolon
Jurnal Manajemen Pendidikan Vol 5 No 1 (2016): Januari
Publisher : Pascasarjana Universitas Kristen Indonesia Program Magister Administrasi/Manajemen Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (220.1 KB)

Abstract

ABSTRAK Penelitian ini bertujuan untuk mengetahui dan menganalisa hubungan budaya organisasi dan motivasi dengan kinerja guru. Penelitian ini dilakukan terhadap guru-guru di Sekolah Yayasan Santo Antonius Jakarta. Metode penelitian yang dipakai adalah metode survey dengan pendekatan korelasional. Populasi penelitian ini adalah guru-guru di Sekolah Yayasan Santo Antonius sebanyak 40 guru. Jumlah sampel penelitian ini sebanyak 30 guru. Sampel ujicoba sebanyak 10 guru dengan menggunakan teknik pengambilan sampel secara acak (Simple random sampling). Data diperoleh melalui instrumen penelitian berupa kuesioner dengan skala Likert. Dilakukan uji validitas dan reliabilitas terhadap kuesioner. Pengujian persyaratan analisis dilakukan dengan menggunakan uji normalitas, dan linieritas. Hasil perhitungan menunjukkan bahwa data penelitian berdistribusi normal dan hubungan variabel-variabel bersifat linear. Hasil penelitian adalah: 1)terdapat hubungan positif dan signifikan antara budaya organisasi dan kinerja guru. Hal itu dapat dilihat dari nilai koefisien korelasi (r) sebesar 0, 564 yang berarti korelasi positif dan bersifat kuat. Dengan demikian semakin baik budaya organisasi maka semakin baik kinerja guru di Sekolah Yayasan Santo Antonius. 2) terdapat hubungan positif dan signifikan antara motivasi kerja dengan kinerja guru. Hal ini dapat terlihat dari nilai koefisien korelasi (r) sebesar 0, 604 yang berarti korelasi positif dan bersifat kuat. Dengan demikian semakin baik motivasi kerja, maka semakin baik kinerja guru di Sekolah Yayasan Santo Antonius. 3)terdapat hubungan positif dan signifikan antara budaya organisasi dan motivasi kerja secara bersama-sama dengan kinerja guru. Hal itu ditunjukkan dengan korelasi ganda (r) sebesar 0,686 yang berarti korelasi positif dan bersifat kuat.. Dengan demikian semakin baik budaya organisasi dan motivasi kerja, maka semakin baik kinerja guru di Sekolah Yayasan Santo Antonius. Berdasarkan hasil penelitian di atas penulis memberikan saran agar kepala sekolah perlu meningkatkan kinerja guru dengan cara menciptakan dan meningkatkan budaya organisasi yang kondusif dan memberikan motivasi kepada para guru melalui refleksi dan evaluasi diri guru agar para guru dapat meningkatkan motivasi kerjanya. Bagi para guru perlu untuk meningkatkan kinerjanya dengan cara menumbuhkan semangat dan motivasi kerjanya, serta mendukung terciptanya budaya organisasi yang kondusif. Dalam penelitian terbukti adanya hubungan positif dan signifikan antara budaya organisasi dn motivasi dengan kinerja guru di sekolah Yayasan Santo Antonius Jakarta. Kata kunci: Budaya organisasi, motivasi, kinerja guru
Personal Development of Professional Teachers Total Quality Management (TQM) Approach in Improving the Quality of Education in SMP Negeri 2 Rantepao, Toraja Utara Regency Emi Liku; Bintang Simbolon; Dameria Sinaga
Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 5, No 3 (2022): Budapest International Research and Critics Institute August
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v5i3.6452

Abstract

This study uses a qualitative method with a research design that has 3 main constructs, namely self-development to improve professional competence with the Sheward's Cycle approach including Plan, Do, Check, and Act. The place of research is the State Junior High School 2 Rantepao, while the object of the research is certified teachers, totaling 52 teachers and 178 students as respondents whose function is to verify the answers to the interview results. The results of this study indicate that the quality of education at SMPN 2 Rantepao based on the report card of quality achievements for 3 years has decreased significantly, especially in the standard of graduate competence, content, process, and educational assessment. This is due to the lack of self-development of professional teachers who use Sheward's Cycle at each stage of self-development. The initial stage begins with self-acceptance for certified teachers with less than 7 years of teaching experience, the self-reflection stage for teachers with 8-15 years of teaching experience, the adjustment stage for teachers with 15-20 years of teaching experience, and the self-actualization stage for certified teachers with teaching experience. more than 20 years. Professional teacher self-development uses the assumptions of Abraham Maslow's hierarchy of needs theory and Theory Y developed by Douglas McGregor where self-adjustment and self-actualization needs are upper-level needs that can be met after the needs of adjustment and self-reflection as lower-level needs are met. The self-development of professional teachers has not run optimally, especially at the stage of adjustment and self-actualization of professional teachers. The indicator is that professional teachers are still conventional so carrying out professional duties is only limited to fulfilling the teaching load (24 hours of meetings). The non-optimal self-development of professional teachers has implications for the quality of teacher competencies that do not experience quality improvement both in terms of planning, implementation, analysis, and follow-up to the application of quality culture.
Co-Authors Dameria Sinaga Emi Liku