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INDONESIA
Jurnal Pendidikan
Published by Universitas Terbuka
ISSN : 14111942     EISSN : 24433586     DOI : -
Core Subject : Education,
Education
Jurnal Pendidikan diterbitkan oleh Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Terbuka. Jurnal ini memuat artikel yang ditulis berdasarkan hasil penelitian dan analisis konseptual mencakup berbagai dimensi pendidikan, seperti kurikulum, pembelajaran, evaluasi, manajemen, kualitas Pendidikan, dan pemanfaatan teknologi komunikasi dan informasi, dalam berbagai jenjang pendidikan dan modus penyampaian pembelajaran
Arjuna Subject : -
Articles 257 Documents
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PEMBELAJARAN INTEGRATIF DALAM MATAKULIAH MATERI DAN PEMBELAJARAN IPA SD DENGAN KONSEP DASAR IPA PADA MAHASISWA S1 PGSD UT SURABAYA Surasmi, Wuwuh Asrining; Supardiyono, Supardiyono
Jurnal Pendidikan Vol 15 No 1 (2014)
Publisher : LPPM Universitas Terbuka

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Abstract

To improve the quality of science education in elementary first step is to improve the quality of teachers and prospective science teachers in primary schools, especially in teacher education institutions, one of which is in UT. This study aims to describe the first implementation model of integrative learning in the course material and tutorial activities Elementary Science Lesson with IPA Basic Concepts in the S-1 student PGSD pokjar Tuban. Secondly to describe the effectiveness of the implementation of integrative learning in the course material and tutorial activities Elementary Science Lesson with IPA Basic Concepts in improving the mastery of basic science concepts and the ability to plan student learning in the S-1 PGSD pokjar Tuban. Third to describe the influence of the implementation of integrative learning in the course material and tutorial activities Elementary Science Lesson with IPA Basic Concepts on learning achievement and course materials to students of elementary Science Lesson S-1 PGSD Pokjar Tuban. This research is the development of learning tools such as: Design Activity Tutorial (RAT), Unit Events Tutorial (SAT), Draft Evaluation (RE), and the Student Worksheet (MFI). Software development refers to the four D model proposed by Thiagarajan and Semmel (1974:6). Learning tools developed quite fit for use, can improve the ability to make lesson plans and student learning outcomes. Untuk meningkatkan kualitas pendidikan IPA di SD langkah pertama yang dilakukan adalah meningkatkan kualitas guru dan calon guru IPA di SD, khususnya di lembaga pendidikan guru, salah satunya adalah di UT. Penelitian ini bertujuan untuk pertama mendeskripsikan model implementasi pembelajaran integratif dalam kegiatan tutorial matakuliah Materi dan Pembelajaran IPA SD dengan Konsep Dasar IPA pada mahasiswa S-1 PGSD pokjar Kabupaten Tuban. Kedua untuk mendeskripsikan efektifitas implementasi pembelajaran integratif dalam kegiatan tutorial matakuliah Materi dan Pembelajaran IPA SD dengan Konsep Dasar IPA dalam meningkatkan penguasaan konsep dasar IPA dan kemampuan membuat perencanaan pembelajaran pada mahasiswa S-1 PGSD pokjar Kabupaten Tuban. Ketiga untuk mendeskripsikan besar pengaruh implementasi pembelajaran integratif dalam kegiatan tutorial matakuliah Materi dan Pembelajaran IPA SD dengan Konsep Dasar IPA terhadap prestasi belajar matakuliah Materi dan Pembelajaran IPA SD pada mahasiswa S-1 PGSD Pokjar Kabupaten Tuban. Penelitian ini merupakan penelitian pengembangan perangkat pembelajaran yang berupa: Rancangan Aktivitas Tutorial (RAT), Satuan Acara Tutorial (SAT), Rancangan Evaluasi (RE), dan Lembar Kerja Mahasiswa (LKM). Pengembangan perangkat mengacu pada four D model yang dikemukakan oleh Thiagarajan dan Semmel (1974:6). Perangkat pembelajaran yang dikembangkan cukup layak digunakan, dapat meningkatkan kemampuan membuat RPP dan hasil belajar mahasiswa.  
EFEKTIVITAS PENGAWASAN SEKOLAH DASAR DI KOTA BAU-BAU Laalisa, Laalisa
Jurnal Pendidikan Vol 12 No 1 (2011)
Publisher : LPPM Universitas Terbuka

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Abstract

The teacher profesionalism and accountability must be oriented to increase output quality. School supervising is part of the effort to increase student output and school quality. This research was aimed to elaborate: (1) the school's supervisor intensity in increasing elementary schoolteachers quality; (2) the quality of teachers at elementary school; and (3) the condition of elementary school supervisory management in Bau-Bau City. Data were analyzed descriptively.Results showed that the school's supervising were done regularly once or twice a month in the forms of evaluation and counseling. Teachers' mastery of the teaching skills were good. Mastery of classroom skills is the result of interaction of various factors, and one of these factors is the effectiveness of school supervision. Management factors that influence the regulatory policy of the school classroom teachers quality is generally considered adequate, except for the availability of financial resources which considered inadequate.
PENGARUH SARANA BELAJAR DAN MOTIVASI BELAJAR TERHADAP KEMANDIRIAN BELAJAR MAHASISWA (Studi Empirical Pada Mahasiswa Beasiswa Bidikmisi UPBJJ-UT Ternate) Sudarwo, Raden; Yusuf, Yusuf; Anfas, Anfas
Jurnal Pendidikan Vol 19 No 2 (2018)
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/jp.v19i2.p68-83.2018

Abstract

This study aims to determine the influence of learning facilities and student learning motivation towards the independence of student learning. The result of the research shows that there is positive and significant influence of learning tool (X1) on learning independence (Y). It is obtained by tvalue (2,159) with p = 0,034 <0,05 and ttable at 5% significant level with df = 78 equal to 1,991. There is a positive and significant influence of learning motivation (X2) on learning independence (Y). It is obtained tvalue (7,858) with p = 0,000 <0,05 and ttable at 5% significant level with df = 78 equal to 1,991. There is a positive and significant influence of learning facilities (X1) and learning motivation (X2) simultaneously to the independence of learning (Y). This shows the coefficient of double correlation RY (1,2) = 0,746 and R² = 0,557 and price Fvalue equal to 48,980 with p = 0,000 <0,05 and Ftable = 3,11 at 5% significant level. Coefficient value X1 = 0,186 and X2 = 0,647, constant number equal to 8,650 so that can be made regression equation Y = 8,650 + 0,186X1 + 0,647X2. The higher the learning means (X1) and the learning motivation (X2), the higher the learning independence (Y). Coefficient of Determination is R² of 0,557. Means 55,7% learning independence is explained by learning tools and learning motivation. Meanwhile, 44,3% is explained by other factors not discussed in this study. The study concludes that partially, learning facilities and student learning motivation has a positive and significant effect on student independence (self-sufficiency) in learning.  In addition, both learning facility and motivation have a positive and significant effect on student learning independence or sense of self-sufficiency. Penelitian ini bertujuan untuk mengetahui pengaruh fasilitas belajar dan motivasi belajar siswa terhadap kemandirian belajar siswa. Hasil penelitian menunjukkan bahwa ada pengaruh yang positif dan signifikan sanara belajar (X1) terhadap kemandirian belajar (Y). Hal ini diperoleh dengan nilai thitung (2,159) dengan p = 0,034 <0,05 dan ttabel pada 5% tingkat signifikan dengan df = 78 sama dengan 1,991. Ada pengaruh positif dan signifikan motivasi belajar (X2) pada kemandirian belajar (Y). Diperoleh nilai thitung (7,858) dengan p = 0,000 <0,05 dan ttabel pada taraf signifikan 5% dengan df = 78 sebesar 1,991. Ada pengaruh yang positif dan signifikan dari fasilitas belajar (X1) dan motivasi belajar (X2) secara bersamaan terhadap kemandirian belajar (Y). Hal ini menunjukkan koefisien korelasi ganda RY (1,2) = 0,746 dan R² = 0,557 dan harga Fhitung sebesar 48,980 dengan p = 0,000 <0,05 dan Ftabel = 3,11 pada taraf signifikan 5%. Nilai koefisien X1 = 0,186 dan X2 = 0,647, bilangan konstan sebesar 8,650 sehingga dapat dibuat persamaan regresi Y = 8,650 + 0,186X1 + 0,647X2. Semakin tinggi nilai sarana belajar (X1) dan motivasi belajar (X2), semakin tinggi kemandirian belajar (Y). Koefisien Determinasi adalah R² 0,557. Berarti 55,7% kemandirian belajar dijelaskan oleh alat belajar dan motivasi belajar. Sementara itu, 44,3% dijelaskan oleh faktor-faktor lain yang tidak dibahas dalam penelitian ini. Penelitian ini menyimpulkan bahwa secara parsial, baik ketersediaan sarana prasaran belajar dan motivasi berpengaruh positif dan signifikan pada kemandirian mahasiswa, dari dari kedua variable tersebut motivasi mempunyai pengaruh lebih besar. Secara simultan ketersediaan sarana prasarana dalam belajar dan pembelajaran, serta motivasi berpengaruh positif terhadap kemandirian belajar.
PENINGKATAN HASIL BELAJAR MATEMATIKA MATERI BANGUN DATAR SEGIEMPAT MELALUI MODEL PEMBELAJARAN ELPSA DENGAN PERMAINAN KSD BAGI SISWA KELAS VII A SMPN 2 PATEAN KENDAL SEMESTER 2 TAHUN PELAJARAN 2015/2016 Mustakim Mustakim
Jurnal Pendidikan Vol. 17 No. 1 (2016)
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/jp.v17i1.255.2016

Abstract

The problems of classroom action research are for students of class VII A SMPN 2 Patean Kendal 2nd Semester Academic Year 2015/2016: (1) Is ELPSA learning with the game KSD can improve learning outcomes Mathematical quadrilateral material?, (2) What ELPSA learning with games KSD can increase the activity of learning mathematics quadrilateral material?, and (3) How to change the behavior of students of class VII A after following learning learning ELPSA with KSD game on material quadrilateral? The study was conducted in two cycles each consisting of planning, implementation, observation, and reflection. Data collected through observation activities, teacher journals, student questionnaire, and test. Subjects were increased activity and results study A class VII SMPN 2 Patean Kendal, amounting to 22 learners with a composition of 12 male students and 10 female student. The study was conducted in January to April 2016. The indicators in this study were (1) More than 75% of students are actively involved in the learning process; (2) The average grade formative test at least 75 to 75% of students reach the minimum KKM is 75; (3) At least 85% of students are well behaved during the learning process. The results showed that (1) increased student learning outcomes seen from the highest value, lowest value, average, and mastery learning. In the first cycle the highest grade 86 increased 14 points to 100 in the second cycle, the lowest value of 54 increased 4 points to 58 in the second cycle, the average value of 74 increased by 12 points to 86, and the learning completeness 51% increase 35% to 86%; (2) All aspects of the students in learning activities is experiencing an increase in both activity visual, oral, listening, writing, drawing, metrics, mentally, and emotionally. The conclusions of this Class Action Research is a learning game ELPSA with KSD on quadrilateral materials can improve learning outcomes and activities as well as change the behavior of students of class VII A SMPN 2 Patean Kendal 2nd Semester Academic Year 2015/2016. Rumusan masalah dalam Penelitian Tindakan Kelas di SMP2 kelas VII A tahunajaran 2015/2016 adalah (1) Apakah pembelajaran ELPSA dengan permainan KSD dapat meningkatkan hasil belajar Matematika materi segiempat Semester 2 Tahun Pelajaran?, (2) Apakah pembelajaran ELPSAdengan permainan KSD dapat meningkatkan aktivitas belajar Matematika materi segiempat?, dan (3) Bagaimana perubahan perilaku siswa Semester 2 setelah mengikuti pembelajaran pembelajaran ELPSA dengan permainan KSD pada materi segiempat? Penelitian dilakukan dalam dua siklus yang terdiri dari perencanaan, pelaksanaan, pengamatan, dan refleksi. Pengumpulan data, melalui pengamatan, jurnal guru, angket siswa, dan tes. Subjek penelitian adalah peningkatan aktivitas dan hasil belajar siswa kelas VII A SMPN 2 Patean Kendal yang berjumlah 22 siswa dengan komposisi 12 siswa putra dan 10 siswa putri. Penelitian dilakukan pada bulan Januari sampai dengan April 2016. Indikator dalam penelitian ini adalah (1) Lebih dari 75% siswa terlibat aktif dalam proses pembelajaran; (2) Rata-rata nilai tes formatif minimal 75 dengan 75% siswa mencapai batas minimal KKM yaitu 75; (3) Minimal 85% siswa berperilaku baik selama mengikuti proses pembelajaran. Hasil penelitian menunjukkan bahwa (1) hasil belajar siswa meningkat dilihat dari nilai tertinggi, nilai terendah, rata-rata, dan ketuntasan belajar. Pada Siklus I nilai tertinggi 86 meningkat 14 point menjadi 100 pada Siklus II, nilai terendah 54 meningkat 4 point menjadi 58 pada Siklus II, rata-rata nilai 74 meningkat 12 point menjadi 86, dan ketuntasan belajar 51% meningkat 35% menjadi 86%.; (2) Semua aspek aktivitas siswa dalam belajar mengalami peningkatan baik aktivitas visual, oral, mendengarkan, menulis, mengambar, metrik, mental, maupun emosional. Simpulannya adalah pembelajaran ELPSA dengan permainan KSD pada materi segiempat dapat meningkatkan hasil belajar dan aktivitas serta mengubah perilaku siswa.
ISU GENDER DAN SERTIFIKASI GURU VERSUS PRESTASI BELAJAR SISWA Sukarti, Sri
Jurnal Pendidikan Vol 14 No 1 (2013)
Publisher : LPPM Universitas Terbuka

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Abstract

This study aimed to identify achievement differences among elementary student connected with teaching professionalism and gender issues. Samples were retrieved randomly from elementary teachers in District KaranglewasBanyumas Regency consisted of 60 certified teachers and 60 non-certified teachers, in which each group consists of 30 male teachers and 30 female teachers. Data were obtained from the test scores. Results showed nonsignificant differences between the learning outcomes of students taught by certified teachers and students taught by non-certified teacher (tvalue0.789< ttable1.980). Significant differences between the learning outcomes of students taught by male teachers and female teachers (t value4.610)>ttable=1.980). Non significant differences in teaching ability between certified teacher and non-certified teachers. On average male teachers performed better than female groups. Suggested to review the certification system/model to improve teaching profesionalism. Penelitian ini bertujuan mengidentifikasi perbedaan prestasi belajar siswa SD ditinjau dari aspek profesionalitas guru dan isu gender. Sampel ditarik secara acak di Kecamatan Karanglewas Banyumas, terdiri dari 60 guru yang bersertifikat dan 60 guru non-sertifikat, dan masing-masing terdiri dari 30 guru laki-laki dan 30 guru perempuan. Data prestasi belajar siswa diperoleh dari nilai ulangan umum. Hasil analisis data menunjukkan tidak terdapat perbedaan yang signifikan antara hasil belajar siswa yang diajar oleh guru yang sudah bersertifikasi dengan guru yang belum bersertifikasi dengan nilai t hitung0,789, dan ttabel1,980. Terdapat perbedaan yang signifikan antara hasil belajar siswa yang diajar guru laki-laki dan guru perempuan (thitung= 4,610)>ttabel=1,980). Tidak terdapat perbedaan kemampuan mengajar yang signifikan antara guru yang sudah bersertifikasi dengan guru non-sertifikasi, guru laki-laki menghasilkan siswa dengan rata-rata nilai ulangan umum lebih baik dibanding guru perempuan. Disarankan peninjauan ulang sistem sertifikasi guru.
KEMAMPUAN GURU SD DALAM MENGEMBANGKAN KETERAMPILAN BERPIKIR KREATIF PADA PELAJARAN IPA Fauziah, Yuli Nurul
Jurnal Pendidikan Vol 11 No 2 (2010)
Publisher : LPPM Universitas Terbuka

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Abstract

This study aims to analyze the ability of elementary school teacher to develop creative thinking skills in teaching science. The research was conducted at grade 5 of 11 elementary schools in the city of Bandung during the 2010-2011 school year. Research subjects were 5 certified teachers through portfolio program, 5 certified teachers through training program, and 5 uncertified teachers. Data collection include analyzing lesson plans, observing learning processes, recording the process of learning through vidoegraph and conducting  evaluation tests. Data were analyzed based on the characteristics of creative thinking; which were fluency, flexibility, originality and elaborateness. Results revealed that elementary school teacher had drawn up plans to develop creative thinking skills in their lesson plans, but still could not implemented them in learning activities in classroom. It was concluded that the development of creative thinking skills in science teaching had not been executed effectively. It is suggested that teachers should be encouraged to carry out the learning process that is able to develop creative thinking skills.
PENGARUH TUNJANGAN PROFESI DAN KOMPETENSI GURU TERHADAP KINERJA GURU SEKOLAH DASAR DI KECAMATAN CIRUAS Arifah, Ifah
Jurnal Pendidikan Vol 19 No 1 (2018)
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/jp.v19i1.p1-11.2018

Abstract

This study is conducted to analyse the partial and simultaneous effect of professional allowance and teacher competence on teacher performance of elementary school teachers. Data is collected using questionnaire sent to 174 elementary school teachers who received professional allowances. Analysis statistic was done using multiple linear regression. The result of research indicate that professional allowance and teacher competence partially has positif and significant effect on teacher performance. Simultaneously, professional allowance and teacher competence have a positive and significant effect on teacher performance, and predicts 87,4% of teacher performance,  with the regression equation Y = 42,561 + 0,653X1 + 0,853X2. Penelitian ini bertujuan untuk menganalisis pengaruh partial dan simultan tunjangan profesi dan kompetensi guru terhadap kinerja guru SD. Data dikumpulkan menggunakan kuesioner yang diisi oleh 174 guru sekolag dasar yang telah menerima tunjangan profesi guru. Data analisis menggunakan regresi linier berganda. Hasil penelitian menunjukkan bahwa tunjangan profesi dan kompetensi guru, secara partial, mempunyai pengaruh yang positif dan signifikan terhadap kinerja guru. Demikian pula secara simultan, tunjangan profesi dan kompetensi guru mempunyai pengaruh yang positif dan signifikan terhadap kinerja guru, dan memberi kontribusi sebesar 87,4%, dengan persamaan regresi  = 42,561 + 0,653X1 + 0,853X2.
DAMPAK PROGRAM DIKLAT ONLINE TIK GURU PUSTEKKOM TERHADAP AKSESBILITAS KONTEN PEMBELAJARAN PADA FITUR RUMAH BELAJAR Eni Susilawati
Jurnal Pendidikan Vol. 19 No. 2 (2018)
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/jp.v19i2.153.2018

Abstract

The research objective is to analyze the impact of the participation of online ICT teacher training to increase the number of accessibility the learning content of features in Rumah Belajar. This research used the quantitative research approach with descriptive quantitative analysis methods to be able to describe how the increase in accessibility features of Rumah Belajar and utilization in learning in school. Samples were selected in this study are all online training participants at 15 locations online training that has been conducted by Pustekkom in 2015 and 2016 in 2015. The data was collected using a questionnaire and a list of open questions in accordance with the purpose of research. The results showed that 1) online ICT teacher training participants, after completing the Pustekkom training online using become more motivated to access other feature in Rumah Belajar; 2) The order of the percentage of the intensity level of accessibility to the other features of Rumah Belajar are: Sumber Belajar 23%, BSE 23%, Bank Soal 21%, Kelas Maya 13%, Lab Maya 6%, Karya Guru 4%, Wahana Jelajah Angkasa 4%, Peta Budaya 4% and Karya Komunitas 2%, and ICT training online using the application PKB Rumah Belajar can be used as a reference for efforts to develop a web-based learning applications, in particular for the development of Rumah belajar portal belongs Pustekkom Kemendikbud. Tujuan penelitian yaitu untuk menganalisis dampak keikutsertaan diklat online TIK guru Belajar terhadap peningkatan jumlah aksebilitas konten pembelajaran pada fitur-fitur rumah belajar. Penelitian ini menggunakan pendekatan penelitian kuantitatif dengan metode analisis kuantitatif secara deskriptif untuk bisa menggambarkan bagaimana peningkatan aksesbilitas fitur-fitur rumah belajar dan pemanfaatannya dalam pembelajaran di sekolah. Sampel yang dipilih dalam penelitian ini adalah semua peserta diklat online pada 15 lokasi diklat online yang telah dilaksanakan oleh Pustekkom pada tahun 2015 dan 2016. Pengumpulan data menggunakan kuesioner dan daftar pertanyaan terbuka sesuai dengan tujuan penelitian. Hasil penelitian menunjukkan bahwa 1) peserta diklat online TIK Guru, setelah mengikuti diklat online Pustekkom, menjadi lebih termotivasi untuk mengakses fitur-fitur lainnya dalam Rumah Belajar; 2) Urutan prosentase tingkat intensitas aksesbilitas terhadap fitur-fitur Rumbel selain Pengembangan Keprofesian berkelanjutan (PKB) adalah: Sumber Belajar 23%, Buku Sekolah Elektronik (BSE) 23%, Bank Soal 21%, Kelas Maya 13%, Lab Maya 6%, Karya Guru 4%, Wahana Jelajah Angkasa 4%, Peta Budaya 4% dan Karya Komunitas 2%; dan 3) diklat online TIK menggunakan aplikasi PKB. Rumah belajar bisa dijadikan referensi bagi upaya pengembangan aplikasi pembelajaran berbasis web, khususnya bagi pengembangan portal Rumah Belajar milik Pustekkom Kemendikbud.
PENDIDIKAN KARAKTER KAJIAN KONSEPTUAL DAN KEMUNGKINAN IMPLEMENTASI Wardani, I G. A. K.
Jurnal Pendidikan Vol 10 No 2 (2009)
Publisher : LPPM Universitas Terbuka

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Abstract

Facing the rapid changing world, concern on the future of the nation is increasing. This is due to the fact that a lot of practices in schools, families, as welf as in society do not conform with the etical conduct, moral, and good manner that are universially accepted by human being. Therefore, all people who concern on the future of the nation, especially educators, should aware of the importance of character education, in order to save the future generation from moral degradation. Related to the problem, this aims at trigerring the awareness of educator to the importance of character education, by discussing the conceptual meanings ( what, why, and how) of character education, then followed by the possibility for implementation, and ended with the implication on education and teacher education.
PENGARUH GAYA KEPEMIMPINAN KEPALA SEKOLAH DAN KOMUNIKASI INTERPERSONAL TERHADAP MOTIVASI MENGAJAR GURU DI SEKOLAH DASAR NEGERI KABUPATEN NIAS Batee, Odaligo
Jurnal Pendidikan Vol 17 No 2 (2016)
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/jp.v17i2.p104-112.2016

Abstract

The purpose of this study was to analyze the influence of the principal leadership style and interpersonal communication on teacher's motivation at State Elementary School in Kabupaten Nias. This study is a quantitative research using regression analysis, with 70 primary school teachers as respondents. The results showed that the simultant effect of leadership style and interpersonal communication onteacher motivation is 30% (p = 0,000). The partial analysis indicated that the leadership style of principals has a positive and significant effect on teacher motivation, with a beta value of 0,126. (p = 0,15); interpersonal communication has a positive and significant effect on teachers' motivation with a beta value of 0,56 (p = 0,02). The implication of this finding is that it is essential for the principal to adopt a conducive leadership style and personal communication, in order to produce optimal performance of the teachers that he/she leads.  Tujuan penelitian ini adalah untuk menganalisis pengaruh pengaruh gaya kepemimpinan kepala sekolah dan komunikasi interpersonal terhadap motivasi mengajar guru Pegawai Negeri di Sekolah Dasar Negeri Se-Kabupaten Nias dengan menggunakan analisis regresi, dengan responden sebanyak 70 guru sekolah dasar.Hasil penelitian menunjukkan bahwa secara simultan terdapat pengaruh anatara gaya kepemimpinan dan komunikasi interpersonal terhadap motivasi mengajar guru sebesar 30% (p = 0,000). Secara partial,gaya kepemimpinan kepala sekolah berpengaruh positif dan signifikan terhadap motivasi mengajar guru dengan nilai beta 0,126. (p = 0,15),komunikasi interpersonal berpengaruh positif dan signifikan terhadap motivasi mengajar guru dengan nilai beta 0,56 ( p = 0,02). Implikasi temuan ini adalah penting sekali bagi kepala sekolah untuk menerapkan gaya kepemimpinan dan komunikasi personal yang kondusif, untuk dapat menghasilkan kinerja optimal pada staf guru yang dipimpinnya.

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