nan Sasmoko

The Role of Peer Group, Parental Involvement and Classroom Climate on Students' Achievement

The development of students is often marked by the success of achieving student achievement in school. The achievement is often used as one of the benchmarks of the success and performance of a school. However, it is possible that on the other hand the development of students is also influenced by family and environmental factors. This study aims to find empirically factors such as Peer Group, Parental Involvement and Classroom Climate in forming Student Achievement. Research method with the correlational approach. The sample of the study were 148 students. Data collecting technique with Likert Scale questionnaire ranges from 1 to 5. Construct validity of each questionnaire with Principle component axis through Varimax Rotation with the eigen value of 0.600. The results showed that: first, there was positive influence of Peer Group (X1), Parental Involvement (X2) and Classroom Climate (X3) both individually and collectively to Student Achievement with Ry123 of 0.710 with variance determination of 0.504. That is, the contribution of Peer Group (X1), Parental Involvement (X2) and Classroom Climate (X3) together in form Student Achievement students of 50.4% while the rest of which is 49.6% formed by at least 1 (one) other variables Based on the residual sum of squares ratio of 2482.448 with sum of squares regression of 2520.579. While Fregression generated at 48.737 is very significant at α <0.01. The decisive main role of forming Student Achievement is Classroom Climate (X3) with t of 5.182 is very significant at α <0.01. The second determinant role of forming Student Achievement is Peer Group (X1) with t equal to 4,047 is very significant at α <0.01. Secondly, there is a difference in Student Achievement if the differentiated level of education with F of 3.991 is significant at α <0.05. Apparently fourth-grade elementary school better achievement than class student 5 and 6 with average equal to 30.5294 and standard deviation equal to 4.86207 significantly at α <0,05. The implication of the research is the need to develop new policies in education governance through the realization of an educational model that creates Transformational Classroom Climate and learning that focuses on Peer Group through Cooperative Learning in order to increase the capacity and potential of students to be maximal in order to maximize Student Achievement.

The Influence of Emotional Intelligence toward Life Satisfaction of Elementary School Teachers (Case Study in South Jakarta Region)

Low teachers’ welfare contributes to low quality of education in Indonesia. So naturally if teachers then do side jobs in order to meet the needs of everyday life. Problem of research how tendency of Life Satisfaction and Emotional Intelligence of elementary school teachers? Research was conducted in all elementary schools in South Jakarta. Research method is explanatory and confirmatory method called Neuroresearch Method with population 697 teachers. The results is: (1) elementary school teachers in South Jakarta significantly tend to Life Satisfaction Praised significantly at α <0.05; (2) elementary school teachers in South Jakarta were significantly more likely to have high Emotional Intelligence significantly at α <0.05; (3) there is positive and significant influence of Emotional Intelligence to Life Satisfaction of elementary school teachers in South Jakarta is very significant at α <0.01; (4) Emotional Intelligence is the most dominant variable determining the formation of Life Satisfaction of elementary school teachers in South Jakarta, and (5) female teachers have a more lively Life Satisfaction than male teacher significantly on α <0.05; There is no difference in Life Satisfaction of primary school teachers in South Jakarta, if differentiated by teacher gender significantly on α <0.05.

Analysis of Student Empowerment Role in forming Student Wellbeing

Creating classroom conditions to the degree of realization of student wellbeing is the most important thing for educational institutions because it is closely related to the outcome both academically and non-academically. Therefore it takes various efforts so that students can feel wellbeing. One of them is by doing student empowerment. This study aims to examine the role of student empowerment in forming student wellbeing. Research method with the survey is correlational. A technique of collecting data with Likert scale questionnaire range 1 to 5. Calibration of each instrument of student wellbeing and student empowerment with construct validity through Orthogonal Iteration approach and resulted in instrument reliability of 0.86 and 0.87. The sample of the study were 148 students of grade 4, 5 and 6. The result showed that: Firstly, students in grades 4, 5 and 6 tend to be quite wellbeing significantly at α <0.05. Second, that students in grades 4, 5 and 6 have felt in empowerment significantly at α <0.05. Third, there is a positive and significant influence Student Empowerment (X) with Student Wellbeing (Y) is evident in this study. Fourth, there are differences of wellbeing male students with women. So male students are more wellbeing than female students. Fifth, There is a difference in the case of the wellbeing of elementary students if differentiated education level with F of 3.116 is significant at α <0.05. There is a difference in the case of elementary students who feel that they have in teacher empowerment if differentiated education level by F equal to 5.475 is significant at α <0.05. It turns out that fourth-grade elementary school students feel more in teacher empowerment than 5th-grade students with a significance value of 0.012 are significant at α <0.05. The sixth-grade students felt more in the empowerment of teachers than the 5th-grade elementary students with a significance value of 0.012 is significant at α <0.05.

Indonesian teacher engagement index (ITEI): Decision support system for education

Indonesian Teacher Engagement Index (ITEI) is an instrument designed to help teachers to detect themselves through self diagnostic. The results of self-diagnostic is then systemally developed with the goal of becoming a decision support system for the central government to the areas in the field of education. This study aims to develop ITEI design as a Decision Support System in education especially related to teacher engagement. This research uses Neuroresearch method with exploratory research and explanatory research stages at the development stage of IT model. The result of research is 1) construct theoretical construct of ITEI, and 2) design the ITEI model as a Decision Support System through several stages of arrange the Database Design, arrange the Flowchart Responder, Designing the ITEI Model as a Decision Support System and arrange the System Profile Scheme.