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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Edukasi Islami: Jurnal Pendidikan Islam Jurnal EDUTECH Undiksha Journal on Education JTP - Jurnal Teknologi Pendidikan Jurnal Pendidikan Edutama Jurnal Review Pendidikan dan Pengajaran (JRPP) Social, Humanities, and Educational Studies (SHEs): Conference Series Indonesian Journal of Instructional Media and Model Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat)
Eka Budhi Santosa
Universitas Sebelas Maret
Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Journal : Jurnal Pendidikan Edutama

 1 
Implementasi Algoritma K-Means pada Kesiapan Guru Menyelenggarakan Pembelajaran Daring Eka Budhi Santosa
Jurnal Pendidikan Edutama Vol 9, No 2 (2022): July 2022
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v9i2.2589

Abstract

Abstract: Teachers need certain characteristics to be ready to organize online learning. The purpose of this research is to see the readiness of teachers in conducting online learning. The characteristics of the teachers collected were gender, generational, last education, teacher tenure, teacher's internet self-efficacy level, learning environment and variations of online learning models. This study uses the K-Means algorithm for clustering, then the analysis of the relationship between variables is used by Spearman's rho. The K-Means algorithm was performed on a dataset of 285 teachers. The results of the K-Means analysis obtained 8 clusters with various characteristics of each cluster. Furthermore, the Spearmans Rho Correlation analysis obtained significant correlation results with probability values > 0.05 being "Generation" and "Teacher tenure" as well as "Environment" and "Variation of online learning models". The relationship between “Generation” and “Teacher tenure” is positive and moderate. Meanwhile, the relationship between "Environment" and "Variation of online learning models" is positive and moderate. That is, the better the learning environment, the teachers tend to use more varied online learning models.Keyword: K-Means, Teacher characteristics, Online learning  Abstrak: Guru membutuhkan karakteristik tertentu supaya siap menyelenggarakan pembelajaran daring. Tujuan penelitian ini adalah melihat kesiapan guru dalam menyelenggarakan pembelajaran daring. Karakteristik guru yang dikumpulkan adalah gender, kelompok generasi, pendidikan terakhir, masa kerja guru, tingkat internet self efficacy guru, lingkungan pembelajaran dan variasi model pembelajaran daring. Penelitian ini menggunakan algoritma K-Means untuk clustering, selanjutnya analisis hubungan antar variabel digunakan Spearman’s rho.  Algoritma K-Means dilakukan pada dataset 285 guru. Hasil analisis K-Means didapatkan 8 cluster dengan karakteristik tiap klaster yang beragam. Selanjjutnya analisis Korelasi Spearmans Rho diperoleh hasil korelasi yang signifikan dengan nilai probabilitas >0,05 adalah “Generasi” dan “Masa kerja guru” serta “Lingkungan” dan “Variasi model pembelajaran daring”. Hubungan antara “Generasi”  dan “Masa kerja guru” bersifat positif dan sedang. Sedangkan, hubungan antara “Lingkungan”  dan “Variasi model pembelajaran daring” bersifat positif dan sedang. Artinya, semakin baik lingkungan pembelajaran maka guru cenderung akan menggunakan model pembelajaran daring lebih variatif.Kata kunci: K-Means, karakteristik guru, pembelajaran daring
Beyond Proficiency: Assessing Coaching Competence in School Principal Candidates and Uncovering Pathways for Growth Ratna Juwita; Eka Budhi Santosa; Fatma Sukmawati
Jurnal Pendidikan Edutama Vol 11, No 1 (2024): January 2024
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v11i1.4102

Abstract

As educational leadership increasingly recognizes the pivotal role of coaching competence, this study delves into the nuanced landscape of coaching competencies exhibited by a cohort of 2022 school principal candidates. Amidst the expectations for exemplary instructional leadership, this study reveals a disconcerting reality – school principal candidates exhibit coaching competence only at a fair level, falling short of the desired excellence. Utilizing a descriptive qualitative research design, the authors scrutinized the coaching competence of a diverse cohort of principal candidates through questionnaires and in-depth interviews. Results illuminate specific challenges in coaching, ranging from limited practical application of coaching skills to gaps in mentorship opportunities. Despite the fair level of competence, the study identifies untapped opportunities for improvement, suggesting tailored training and professional development initiatives. The findings not only contribute to the current discourse on coaching competence but also underscore the critical need for targeted interventions to elevate the proficiency of school principal candidates in navigating the complexities of educational leadership. 
Co-Authors Achmad Syahri Baskoro Hadi Budi Tri Cahyono Dwi Wulandari Elisa Riani Erma Agustina Fatma Sukmawati Herry Widyastono Mamo’ Abdul Rohman Mamo’ Abdul Rohman Nur Arifah Drajati Oka Irmade Praptaningsih Praptaningsih Ratna Juwita Relly Prihatin Saeful Bachrudin Singgih Subiyantoro Sudiyanto Sudiyanto Sudiyanto Sudiyanto Suharno Suharno Suharno Sumunik Sumunik Sunardi Sunardi Suparmi Suparmi Taufiq Subhanul Qodr Tony Heriyadi Tri Murwaningsih Triana Rejekiningsih Triana Rejekiningsih Triana Rejekiningsih Wahyu Sri Lestari