educatio : jo urnal of education volume , numb er 1, may 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z natural school curriculum study in order to prevent educational character education basic school level yulianti, prihatin sulistyowati universitas kanjuruhan malang ustnie@yahoo.com published: may 11, 2017 reviewed : april 5, 2017 received: march 10, 2017 abstract: the curriculum and learning are two things that can not be separated. as a plan or program, the curriculum will not be meaningful when it is not implemented in the form of learning. and vice versa, without a clear curriculum as a reference, then learning will not take place effectively (sanjaya: 2009). what is described in the curriculum should provide clues to the learning process in the classroom; and what happens in the classroom is an input that can be taken into consideration in the improvement of the curriculum. elementary school islam (sdi) surya buana malang one of the primary schools in the city of malang that has a different character from another school dinas. this study aims to find out and describe what the concept of natural school in sd surya buana malang and how its implementation in realizing the character education of elementary school students. the research method used is qualitative research method. this study used a qualitative approach with an observational case study research design related to the concept of curriculum development of sdi bilingual school sdi surya buana malang. data collection techniques are (1) in -depth interview (2) participant observation and (3) documentation study. data analysis used in this research: data reduction, data presentation, and conclusion or verification. the result of the research shows that islamic elementary school of sdi surya buana malang apply curriculum of diknas by applying the concept of the curriculum of natural school "triple r", and in developing the character of sdi surya buana malang students using liaison book between teacher and parents. keywords: curriculum, natural school, character education. introduction the curriculum is one component that has an important role in the education system because in the curriculum is not only formulated about the goals to be achieved so as to clarify the direction of education, but also provides an understanding of the learning experience that each student has. the curriculum and learning are two things that can not be separated. as a plan or program, the curriculum will not be meaningful when it is not implemented in the form of learning. and vice versa, without a clear curriculum as a reference, then learning will not take place effectively 1 . so it can be concluded that curriculum and learning are like tw o sides of one 1 wina sanj aya,. 2009. kurikulum dan pembelaj aran (teori dan praktik pengembangan kurikulum tingkat mailto:ustnie@yahoo.com yulianti, prihatin suli styowati natural school curriculum study in order to prevent educational character education basic school level volume 2, num ber 1, may 2017 | 159 zzzzzz currency. both are very important and need each other. what is described in the curriculum should provide guidance in the learning process in the classroom; and what happens in the classroom is an input that can be taken into consideration in the improvement of the curriculum. the description of islamic elementary school (sdi) surya buana malang as one of the formal schools that apply curriculum development that comes from the national curriculum of the ministry of national education. one of the concepts of education developed by surya buana islamic elementary school (sdi) is to combine the curriculum of the ministry and the diknas curriculum by applying the concept of curriculum development of natural schools that have different designs than other natural schools. a load of subjects given in sdi surya buana malang in accordance with the structure of the curriculum contained in the standard content with the number of hours of addition. there are 4 groups of subjects in sdi surya buana lesson ye ar 2013/2014 ie core subjects, local content, plus subjects and self-development. a) the core subjects, including; religious education, civic education, indonesian language, mathematics, science, social studies, arts and culture, penjaskes and orkes. b) local content, including; regional languages, english and ict. c) plus courses; tilawati and rote and parents day. d) self-development the concept of this school of nature is to provide learning in children in accordance with the nature of children or in accordance with the development of child psychology 2 . the jakarta school of nature develops a curriculum using the concept of spiderweb, cikeas natural school to develop the concept of moral curriculum, logic, and leadership 3 . bogor natural school develops the concept of learning by qudwah, experiential learning, leadership development concept with outbound training method, and development of entrepreneurship skills. while the bandung natural school develops the essence of education refers to 3 (three) main aspects: piety scientific and leadership 4 . from the above explanation, the researcher is interested in conducting res earch on the study of curriculum in surya buana islamic elementary school (sdi) surya buana entitled "study of natural school curriculum in order to realize character education of students at elementary school level: case study at bilingual natural school sdi surya buana poor." b. discussion 1. understanding the curriculum the term curriculum was first used in the sporting world in ancient greece originating from the word courier and cure. at that time the curriculum is defined as the distance that a runner must travel. people terms it with a place race or running from start to finish 5 . so that can be concluded the curriculum is a very important tool in ensuring the success of the educational process, meaning that without a good curriculum and precisely difficult to achieve the goals and objectives of education that aspired. satuan pendidikan/ ktsp ), jakarta: pt. ken cana prenada media group . h 71 2 eve readety, 2008 3 www.sekolahal amcikeas.org/ a ccess ed wednesday, m arch 7, 2017) 4 www.sekolahal ambandung org / a ccess ed wednesday, march 7, 2017) 5 wina sanjaya. 2009. kurikulum dan pembelajaran (teori dan praktik pengembangan kurikulum tingkat satuan pendidikan/ ktsp ), jakarta: pt. ken cana prenada media group . h 3 yulianti, prihatin suli styowati natural school curriculum study in order to prevent educational character education basic school level volume 2, num ber 1, may 2017 | 160 zzzzzz 2. the cornerstone of the curriculum nana sudjana mentioned that there are 3 main things that become the foundation for the implementation, development, and development of curriculum, namely: (1) philosophical platform, which is a way of thinking radically and thoroughly study philosophy about human nature, what is human, what is the essence of life human, what is the purpose of his life and so on which includes logic, ethics and aesthetics. relation to the curriculum of the three views is very necessary, especially in applying the direction and purpose of education; (2) socio-cultural bases, where the educational curriculum should and also be able to adjust ev en anticipate the conditions that will occur in addition to the need to adapt to the conditions of society; (3) psychological foundation, which is to educate means to change the behavior of children to maturity. all this in the process of teaching and learning is always associated with theories of behavior change children 6 . 3. curriculum components some educational experts point out that in the framework of curriculum development it is necessary to note some components which, according to nasution, are 7 : 1) objectives, 2) lesson materials, 3) teaching and learning process, and 4) assessment. while hamalik argues that curriculum development should include: 1) curriculum objectives, 2) curriculum materials, 3) curriculum methods, 4) curriculum organizations and 5) curriculum evaluation. 4. principles of the curriculum in order for the curriculum to function as a guide, then there are a number of principles in the development process. below will be described a number of principles that are considered important, as suggested by some experts, among others according to abdullah idi as follows: 1) principle of relevance; 2) principle of effectiveness; 3) principle of efficiency; 4) principles of continuity (continuity); 5) flexibility principle (dexterity); 6) goal-oriented principles; 7) principles and models of curriculum development. the conclusion in the implementation of the curriculum needs basic principles as the main reference to implementation in the learning activities. without a clear principle then the curriculum will not be done properly because the direction or purpose that is used as a guideline still does not exist. 5. the basics of the curriculum the curriculum is a dynamic teaching and learning tool that needs to be asses sed and developed continuously and continuously in accordance with the existing developments in society. the development of the curriculum is a process that determines how curriculum-making will work. the following are the fundamentals of curriculum development; a). the curriculum is structured to create a national education system. b). the curriculum at all levels of education is developed with a capability approach. c). the curriculum must be in accordance with the characteristics of educational units at each level of education. d). the curriculum of elementary, secondary, and higher education is developed on the basis of national education standards for each type and level of education. e). the curriculum at all levels of education is developed in a diversified manner according to the potential needs of learners and the demands of the parties who need and have an interest. f). the curriculum is developed with attention to regional and 6 wina sanjaya. 2009. kuri kulum dan pembelajaran (t eori d an praktik pengembangan kurikulum tingkat satuan pendidikan/ ktsp ), jakarta: pt. ken cana prenada media group . h 42 7 nasution, s. 2006. asas-asas kuri kulum, jakarta: bumi aksara, cet. vii. h 53 yulianti, prihatin suli styowati natural school curriculum study in order to prevent educational character education basic school level volume 2, num ber 1, may 2017 | 161 zzzzzz national development demands, potential diversity. 6. description of the natural school curriculum the concept of curriculum development of natural schools varies. the jakarta natural school develops a curriculum using the concept of web spiders, while cikeas natural school develops a moral, logic and leadership curriculum. while the sdi surya buana natural school implements triple-based curriculum "r" that is reasoning (reasoning), research (research), and religion (religion). c. closing the concept of sdi surya buana malang natural school curriculum inte grates or combines general subjects with religious subjects between teachers 'and students' handbooks based on the curriculum of culture and education ministries based on the concept of triple "r" nature school that is reasoning (reasoning), research ( research), and religious (religious). the implementation of character education in natural school sdi surya buana malang is integrated into subject learning process and in extracurricular activities such as scout events, pmi and so on. character building activities are evaluated through a liaison book between teachers with parents ie, information books, imtak books, and a handbook of rote prayers that are targeted at every grade level. d. bibliography anggota ikapi kampus unesa, 2011, bunga rampai pendidikan karakter stategi mendidik generasi masa depan, unesa university press, cet.i bungin, burhan. 2007. penelitian kualitatif. jakarta: kencana prenada media group. faisal, sanapiah. 2006. penelitian kualitatif; dasar-dasar dan aplikasi. malang: yayasan asah asih asuh. moleong, lexy j. 2000. metodologi penelitian kualitatif, bandung: pt remaja rosdakarya. mulyasa, e. 2007. kurikulum tingkat satuan pendidikan. bandung: pt. remaja rosdakarya. muslich, mansur. 2007. ktsp, pembelajaran berbasis kompetensi dan kontekstual. jakarta: pt. bumi aksara. nasution, s. 2006. asas-asas kurikulum, jakarta: bumi aksara, cet. vii. sanjaya, wina. 2009. kurikulum dan pembelajaran (teori dan praktik pengembangan kurikulum tingkat satuan pendidikan/ ktsp ), jakarta: pt. kencana prenada media group. supriyadi, dedi. 2004. membangun bangsa melalui pendidikan. bandung: pt. remaja rosdakarya. samani, muchlas dan hariyanto, 2012, konsep dan model pendidikan karakter, bandung: pt. remaja rosdakarya. sajirun, muhammad. 2012, membentuk karakter islami anak usia dini, solo: pt. era adicitra intermedia, cet.i sulistyowati, endah. 2012, implementasi kurikulum pendidikan karakter, yogyakarta: pt. citra aji parama. komunitas sekolah alam. 2005. menemukan sekolah yang membebaskan. tangerang: kawan pustaka. kurikulum sekolah dasar islam (sdi) surya buana malang, 2013. yayasan bahana cita persada malang. yulianti, prihatin suli styowati natural school curriculum study in order to prevent educational character education basic school level volume 2, num ber 1, may 2017 | 162 zzzzzz undang-undang republik indonesia no. 20 tahun 2003. sistem pendidikan nasional. bandung: citra umbara. zuhairini & ghofir, abdul. 2004. metodologi pembelajaran pendidikan agama islam. surabaya: um press. educatio : jo urnal of education volume 2, num ber 2, novemb er 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z z efl education and teacher developments: the implementation of clc and teachers’ teaching style preference nasmah riyani 3 university of sembilanbelas november, kolaka, indonesia nasmahriyani@ymail.com accepted: august 10, 2017 reviewed: september 5, 2017 published: november 20, 2017 abstract: teachers’ teaching style preferences is undoubtedly being an essential thing in dynamic classroom language teaching. this study aimed to investigate indonesian efl teachers’ teaching style and their beliefs in the implementation of communicative language competence. additionally, this study also explored students’ speaking competence. fifty teachers were involved based on purposive sampling from one of regency of the capi tal city, kolaka indonesia. the respondents cooperatively supported the study, then they filled grasha (1996) teaching style inventory (tsi). the descriptive statistic showed that the respondents mostly implement formal authority styles and personal model respectively. the students’ speaking competence was still categorized low. regarding the nominal preference of authority styles, since the purpose of language teaching on basis of curriculum based teaching, the teacher believe d that giving students space to explore their flexibility in communicating would not help them to pass the national examination. keywords: teaching style, formal authority, curriculum, personal model introduction the educational concept nowadays is linked to be more meaningful rat her than overwhelming linguistic competence as the target. the notion of communication lies to on how communication naturally flows to the learning peripheral environment. the communication process deals with all spectrums of teaching and learning context. since learning a target language is a complex thing, which involving psychomotor, cognitive and affective, it demands the practitioners to lead communication beyond the complexity of enabling learners to actively participate using target language as medium to communicate. focusing interaction as the priority, the practitioner readiness in setting up the teaching and learning process and devices. yet impromptu tcl will probably affect negative interpretation of the earners of what the language input is about 1 . stimulating and guiding the students are expected to maintain effective communication among students and also students to teachers, they are undoubtedly put as the center of attention of learning in which most of learning activities are dominated by them. for high motivated 1 muh barid nizarudin wajdi, ―m etamorfosa perguruan tinggi ag ama islam,‖ at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. mailto:nasmahriyani@ymail.com nasmah riyani efl education and teacher de velopments… volume 2, num ber 2, novemb er 2017 | 176 zzzzzz teachers, they will be brave to take risks creating activities which are sometimes beyond of their lesson plan, to construct good environment for students to explore their ideas. what comes as the fact, that the intensity and motivation of students to learn is needed to be foster. as a result, the ctl input is more focus on natural setting with pedagogical means for communication in real life context 2 . then, the shifted of the teacher center approach into learners centered interaction is meant to develop specific purposes. teaching english across difference cultures and backgrounds needs to consider students level. the issues of student difficulties in learning continually grow hence the teachers not only feed them with the materials bu t also need to seek problem solving of severe conditions. to the optimal self-perfomance, richard and farrel (2005) assert four frames of the developmental process in terms of ―conceptualization‖ of teaching learning; skill learning, cognitive process, personal construction and reflective practice. 3 furthermore, the good language teachers consider the quality of their professionalism in teaching. in 1980, harold b. allen in brown (2007) 4 suggest the characteristics of good language teachers; competent in deciding preparation on a degree in english teaching, have passion in language learning, critical thinking upgrade their knowledge, self-subordination, readiness to teach in multi situations, cultural adaptability, professional characters being goo, the teacher also doffers on their beliefs and styles. therefore, it affects their successfulness in teaching and even in reaching the goal of communicative competence. often, the teachers tend to rely on their own teaching style based on their context without attempting to reach the professionalism purpose that is the development of their teaching and the objectivity of their teaching. accordingly, this study would be provided description on the development of teaching style on efl context in terms of communicative language competence. research problem the ctl in formal education is designed as curriculum-based learning in which the indicator of successfulness of teaching learning is on basis of what has been set up in curriculum. consequently, the teachers’ teaching creativity is restricted based on the system instruction. some of previous related studies showed from some efl countries, the teachers’ teaching styles were different in terms of different gender, age or experience, preference and beliefs. in indonesia itself, since the curriculum was changed over years it probably affecting teachers’ teaching styles. unfortunately, this changed of curriculum and teaching’ styles might not meet students’ need, and teachers’ teaching styles on basis of their preference and students’ speaking competence is needed to provide the description of teacher of how their teaching styles affect students’ speaking competence, whether they really fulfill the students’ needs for being capable to communicate or not. this also important to make them notice and analyze their own teaching development 5 . 2 muh barid nizarudin wajdi, ―paradigma perg eseran educational technology m enuju instructional technology‖ ( 2017). 3 j. ri chards and t. farrel, prof essional development for language teachers: strategies for teacher learning (cambridge: uk: cambridge university press, 2005). 4 h. douglas brown, teaching by principles: an interactive to language pedagogy (3rd ed) (white plaints, new york: pearson edu cation, 2007). 5 muh barid nizarudin wajdi, ―kawas an t eknologi pembelajaran‖ (2017). nasmah riyani efl education and teacher de velopments… volume 2, num ber 2, novemb er 2017 | 177 zzzzzz based on the issue elaborated before, the following questions were formulated: 1. what are teachers’ teaching styles i teaching speaking? 2. how do teachers’ belief in their teaching styles? teaching development is an essential issue in nowadays that needs to be considered. however, the teachers’ perspective o their own teaching development and professionalism are differ. analysis of teachers teaching development is important to be done. the deve lopment is generally associated on how the teachers carry out their classroom teaching and management. the reason why this study worthwhile is to provide description on how teacher teaching styles preference in teaching dynamic might be affect students’ speaking competence. the quality of teaching process is a key to successful classroom environment. accordingly, the findings of this research will provide new concept on teacher awareness on their teaching development and the adaptation of their teaching styles basis of the purpose of tcl focusing on clc 6 . research method the population of this study was the english teachers who teach english in different schools in one of regency of the capital city, kolaka, south east sulawesi, indonesia. the total population is 100. to be the sample of this study, they were purposively selected, hence 50 teachers from the total of population were involved. to obtain the personal information related to background of their study, age, teaching experience and so on and schools that they teach, the questionnaire were designed and distributed. after identifying their personal data, the inventory of grasha (1996) 7 covering 5 subscales of teaching styles; formal authority teaching, expert, personal model, delegator and facilitator were distributed. the teachers’ belief on theirs was also qualitatively e analyzed. the design of this research used mix method research design, the combination of descriptive quantitative and qualitative analysis. data obtained from inventory grasha (1996) based on original instruction was rated on 5 points likert scale to determine level of agreement of each statement. furthermore, the result of grasha inventory was tabulated using spss; frequency counts, percentage, mean scores and standard deviation. conducting classroom based research focused on teacher teac hing style or teaching process was hoped to contribute to the development of language teaching. practical ly, the result of this study would provide the descriptions of teaching pedagogy on how mostly efl teachers adopted the knowledge, materials, activities, strategy, methodology and approach to their classroom teaching. the exploration of this study would show the implication of curriculum based teaching on teaching dynamic how the teachers dealt with the curriculum. the result of this study would also guide teachers on how they develop to be the good practitioners. 6 muh barid nizarudin wajdi, ―landasan historis perkembangan t eknologi‖ (2017). 7 a. f. grasha, teaching with styles: a practical guide to enhance learning by understanding learning and teaching styles (new york: alli an ce publisher, 1996). nasmah riyani efl education and teacher de velopments… volume 2, num ber 2, novemb er 2017 | 178 zzzzzz result and discussion the descriptive statistics were used to examine the dominant of efl teachers’ teaching styles preference. in output of descriptive statistics which is tabulated using spss, the data revealed that teachers were predominantly categorized as formal authority (m=4.26), personal style (m=3.6), expert (m=3.7), delegator (m=2.6), and facilitator (m=2.2). table. 1 the descriptive statistics of teachers’ teaching styles descriptive statistics n range minimum maximum sum mean std. deviation varience statistic statistic statistic statistic statistic statistic std. error statistic statistic expert 50 4.00 1.00 5.00 137.00 2.7400 .12717 .89921 .809 formalauthority 50 2.00 3.00 5.00 213.00 4.2600 .10618 .75078 .564 personalstyle 50 4.00 1.00 5.00 182.00 3.6400 .13018 .92051 .847 facilitator 50 3.00 1.00 4.00 110.00 2.2000 .12778 .90351 .816 delegator 50 4.00 1.00 5.00 132.00 2.6400 .16601 1.17387 1.378 valid n (listwise) 50 from the interview, the teacher mainly believes that teacher-centered approach was more applicable to direct students in gaining the specific goals. the learning goals itself was generally not coming from students’ own ideas but more than the indicator of overall learning process based on syllabus and curriculum. therefore, the students’ creativity in doing the task was restricted on the instruction of each teaching process. compatible wit h the description of teaching style based on the data, the interview results also displayed that the teacher were less in terms of facilitating interaction among students to students also teacher to students. they rigidly concerned on how to cultivate reading comprehension and grammatical aspects on writing in teaching language. then, accuracy in all subject matters was being the central focused. although, the concept of teaching language must be integrated in all of skill s and communicative competence was still being one of the objective written in syllabus. however, reading skill was likely taking a part to the entire learning process a nd practices. consequently, the students’ speaking competence was identified still low. this study defined the efl teacher developments in terms of their teaching style preference aimed at fulfilling the students’ needs. the objective of teaching language was not originally based on the students’ needs but most for the standardized result which requires students to pass the national examination. the pedagogy of teaching language and all the compulsory subjects was the same in nature. furthermore, the practice of language teaching was then being over generalized as the same as teaching the other subjects. the development of teachers in teaching remains the same, since their perspective in teaching the language was affected by the curriculum and national examination demand. nasmah riyani efl education and teacher de velopments… volume 2, num ber 2, novemb er 2017 | 179 zzzzzz from the data and interview result, it highlights the fact that the teachers mostly create d such dependent teaching learning environment and goals to students. as the result, the material and learning process were designed to be more inflexible. they also assumed that teaching speaking was not really important since speaking was not considered as one of the subjects which was examined in national examination. on the other hand, there were still some teachers who believe that the principle of teaching language was to enable students to communicate using target language in meaningful way. therefore, they faci litate students to interact in natural setting. for further study, it needed to put lots of emphasize on examining the overall teaching styles and students’ speaking competence to get the absolute conclusion on this field. references brown, h. douglas. teaching by principles: an interactive to language pedagogy (3 rd ed). white plaints, new york: pearson education, 2007. dogruer, n., menevis, i. and eyyam, r. ―efl teachers’ beliefs on learning english and their teaching styles.‖ elt journal 3 (2010): 83-87. grasha, a. f. teaching with styles: a practical guide to enhance learning by understanding learning and teaching styles. new york: alliance publisher, 1996. __________. the dynamic of one-on-one teaching. college teaching, 50 (4 th ed). 2002. heaton, j. b. writing english language test. new york: longman handbooks for language teachers, 1998. kazemi, a. and soleimani, n. ―on iranian efl teachers’ dominant teaching styles in private language centers: teacher-centered or students-centered.‖ language learning and applied linguistics 1, no. 4 (2013): 193-202. rahimi, m. and asadollahi, f. ―teaching style of iranian efl teachers: do gender, age, and experience make difference.‖ journal of english linguistics 2, no. 2 (2012): 157-161. richards, j. and farrel, t. professional development for language teachers: strategies for teacher learning. cambridge: uk: cambridge university press, 2005. sheikh, a. and mahmmod, n. ―effect of different teaching styles on students’ motivation towards english language learning at econdary level. efl‖ journal 26, no. 2 (2014): 825-830. wajdi, muh barid nizarudin. ―kawasan teknologi pembelajaran‖ (2017). zhou, m. ―learning styles and teaching styles in college english teaching. ‖ canadian elt journal 1, no. 4 (2011): 73-77. ———. ―landasan historis perkembangan teknologi‖ (2017). ———. ―metamorfosa perguruan tinggi agama islam.‖ at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. ———. ―paradigma pergeseran educational technology menuju instructional technology ‖ (2017). educatio : jo urnal of education volume 2 , num ber 1, may 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z classroom management information technology mohammad syahidul haq universitas negeri surabaya mohammadhaq@unesa.ac.id published: may 15, 2017 reviewed april 8, 2017 received: march 7, 2017 abstract: development of information technology in the field of education today can not be avoided. in the learning process is now not limited to space and time with the presence of information technology. to realize quality of learning, information technology is one aspect of classroom management. many strategies are offered in classroom management to realize learning objectives. e-learning is a solution in the management of information technology-based classes are much used in various educational institutions. with many advantages, e-learning supports virtualbased learning process. keywords: classroom management, information technology, e-learning introduction the development of science and technology (science and technology) in the current era of globalization has evolved. the science and technology development occurs in a variety of fields, one field of education, namely with the advent of advanced technology equipment that can improve the achievement of learners to deal with global competition. one way to improve the achievement of learners can be done through effective classroom management. an educator must have the skills to manage class. the teachers required to have teaching skills, teaching and learning strategies appropriate to the material to be delivered. according dardjo sukardja (dedy 2007) there are basically three things that must be possessed by the educator in dealing with any situation, including facing global competition. the third thing is the personality of steady, broad capabilities and adequate professional capability. in the face of global competition educator should be able to follow the development of information technology very rapidly. in line with what said by hugheset 1 "teachers should be more innovative and productive in their duties. teachers should not stutter technology and able to communicate the full 1 a. yunanto, , 2015. issues of information and communication t echnology edu cation. availabl e at: http://www.apyusa.com/2015/11/isu -isu-pembelajaran-teknologi.html#. mailto:mohammadhaq@unesa.ac.id mohammad syahidul haq classroom management information technology volume 2, num ber 1, may 2017 | 152 zzzzzz technology in everyday life. options available technology options that can be accessed for the teacher provided enough variety. in essence, all of it can be used as an attempt to improve the activity and creativity of learning ". in the description educators should take advantage of information technology to support learning. the presence of information technology can enhance teaching and learning activities in class. their learning much more dynamic information technology by making use of the media as a source of learning. besides, with the presence of information technology can shift people's paradigm shift from the traditional education system education system based cyber learning. in this case the conventional learning will be developed into an online learning by using e-learning. with the presence of e-learning is the learning process is not limited to space and time can be accesse d anywhere and anytime. harnessing device with laptop, pc, smartphone and others connected to the internet network. management'sdiscussion 1. classroom classroom management is one of the cultivated fields in the field of management education. in the management class then there is the term "classroom management" which is commonly known by the public. as professionals, educators demanded to manage classes that create and maintain the condition of learning to achieve the goal of teaching. according amatembun 2 "classroom management is the effort made by teachers to create and maintain and cultivate the motivation to learn to achieve the goals that have been set". meanwhile, according to usman "effective classroom management is an absolute prerequisite for the effective learning process". classroom management is seen as one of the most important aspects in the implementation of fundamental learning system for educators. in life in the classroom, especially in the learning process, the relationship between educators and learners should be harmonious. educators and students can be equally utilized and complement each other in the learning process, so that participants can engage actively in achieving the objectives of teaching and learning. based on the above, the function of classroom management is crucial at all 2 kamil, m.z., 2010. manajemen pengelolaan kelas dal am menngkatkan prestasi b elaj ar sisw a di sekolah alternatif qoryah thayyibah sal atiga. universitas muhammadiyah yogyakarta. mohammad syahidul haq classroom management information technology volume 2, num ber 1, may 2017 | 153 zzzzzz because of the activities of educators in managing the class includes activities to manage student behavior in the classroom, creating a climate of socio-emotional and manage the group process, so that the teachers' success in creating the conditions that allow, the indicator learning process takes place effectively. of the various terms above, it was concluded that classroom management is the effort made by educators to create and maintain conditions optimal learning so that students feel comfortable, feeling of belonging and feel at home learning in the classroom, and the creation of such conditions are expected student performance bias increase in teaching and learning process. so effective classroom management is an absolute prerequisite for the implementation of an effective process of teaching and learning. some institutions have proved, with bold overhaul of the management class that the average conventional method adopted by most of the educational institutions and replace by providing innovative tailored to the needs of the students, so that eventually they were able to help the students reach the pot ential that exists within themselves as well as the boost student achievement. 2. information technology according to the gary j. anglin 3 , defines the technology is the application of the behavioral sciences and other natural and applying knowledge and to solve the various problems faced by humans. development of information technology many side benefits but there is also a downside. for that before the implementation of information technology-based learning learners should be given a basic understanding of the nature and impact of information technology development. according to sukiono for managing the information technology -based classes there are three basic components that must be prepared, including infrastructure, human resources as well as the content or application 4 . a. infrastructure development of information technology infrastructure in indonesia beginning in 1995 and began growing it center since 2000. the network infrastructure used is a 3 umi syafi fah b alqis, 2009. implementasi teknologi informasi dal am manaj emen berbasisi sekolah di ma ali maksum krapyak bantul yogyakart a, yogyakart a: uni versitas islam negeri sunan kalijaga. 4 sukiono, b., 2014. pembelaj aran berb asis proyek. jurnal pendidikan, 2. mohammad syahidul haq classroom management information technology volume 2, num ber 1, may 2017 | 154 zzzzzz lan(local area network)that connects between computers in a school building, a wan(wide area network)and the internet that allows the establishment of a wireless network to connect education offices to schools. by using wan and the internet is expected to facilitate the flow of communication and optimize data acces s and information among educational workers so that data and information is more optimal, smooth, effective and efficient. b. human resources hr development which will support the implementation of ict-based learning has been carried out from 1999 through socialization. since then a lot of training of ict such as internet training, vocational it,networking, multimedia training, computer skills and information management to java education national network as well as training jardiknas. it has also prepared a formal education to increase the competence of teachers. c. content and applications e-learning e-learning is literally an acronym of e & learning. e is the electronic'm learning= learning process, so e-learning is electronic learning system, using electronic media, internet, computer and multimedia files (sound, images, animation and video). 3. e-learning definition of e-learning by ardiansyah 5 is a learning system that is used as a means for the learning process is carried out without having to meet directly between teachers and students. e-learning in its broadest sense to encompass learning is done in electronic media (internet) either formally or informally. e-learning is formally example is learning to the curriculum, syllabus, subjects and tests are set and organized according to the schedule agreed upon relevant parties (managing e-learning and learners themselves). lessons like these are usually high and the level of interaction required by the company to its employees or distance learning is managed by universities and companies (usually consulting firms), which is engaged in the provision services of e-learning to the public. application for creating e-learning can be acquired for free(open source project)or paid(commercial). 5 ardiansyah, i., 2013. eksplorasi pola komunikasi dalam diskusi menggunakan moddle pada perkuliahan sim ulasi pembelaj aran kim ia, bandung: universitas pendidikan indonesia. mohammad syahidul haq classroom management information technology volume 2, num ber 1, may 2017 | 155 zzzzzz a. characteristics of e-learning according to rosenberg the characteristics of e-learning is a network, which makes it able to fix quickly, store or retrieve, distribute, and learning and information sharing 6 . meanwhile, according to nursalam & ferry efendi is 1) utilize the service of electronic technology; 2) utilize the power of the comput er (digital media and computer networks); 3) using the teaching materials which is independent (selflearning materials) and then stored in a computer, so it can be accessed by lecturer and students anytime and anywhere. 4) utilize the learning schedule, c urriculum, the results of the learning progress, and matters relating to the administration of education can be viewed at any time on the computer 7 . b. benefits of e-learning according to (pranoto et al., 2009) the benefits of e-learning are as follows: 1) the use of e-learning to support the implementation of the learning process can improve the absorption of the material to teach students; 2) increase the active participation of students; 3) increase the active participation of students; 4) increase self-learning ability of students; 5) improving the quality of teachers and training materials; 6) increase the ability to display information to the information technology device, where the device is extremely difficult to do. c. the advantages of e-learning according to (judge 2012) the advantages of learning electronic or often called e-learning, among others are: 1) availability of the e-moderating in which teachers and students can communicate easily through the internet facility on a regular basis or wheneve r the communication is done without being limited by distance, place, and time. 2) teachers and students can use the teaching materials structured and scheduled over the internet. 3) students can learn (reviewing) teaching material at any time and anywhere if 6 maharani, l., 2016. bl ended learning dal am pembelajaran. availabl e at: http://lasm im r.blogspot.co.id/2016/05/blended-learning-dal am -pembelajaran.html?view=flip card&m=1. 7 nursalam & ferry efendi, 2008. pendidikan dalam kep erawatan, jakarta: salemba m edika. mohammad syahidul haq classroom management information technology volume 2, num ber 1, may 2017 | 156 zzzzzz necessary given teaching materials stored in the computer. 4) when students require additional information pertaining to material he had learned, he can access the internet. 5) both teachers and students can conduct discussions over the internet that can be followed by a large number of participants. 6) the changing role of the student from passive to active. 7) relatively more efficient. for example, for those who live far from the university or conventional schools can access it. meanwhile, according to sudirman, some of the advantages of e-learning compared with traditional instruction is as follows 8 : 1) e-learning can shorten the learning time and make the cost of study is more economical 2) e-learning enables easy interaction between the learners with the material or materials, learners with teachers and fellow learners. 3) learners can share information and be able to access the learning materials at any time and repeatedly, with such conditions that lea rners can further solidify its control of the learning material 4) presence of the teacher is not absolutely necessary 5) guru will be easier to do alternative learning materials that according to the latest demands of the development of science, expand-right away or do research to improve insights, and control the activities of learners. 6) students can learn or review materials at any time and where sa -ja if necessary given teaching materials stored in the computer. 7) the changing role of the students who usually passive to active. d. disadvantages of e-learning in classroom management technology utilization in this case using e-learning cannot be separated from a variety of shortcomings. various crackling according to bullen as said ikhsan 9 , among others: 1) lack of interaction between teachers and 8 sudirman, n.l., 2012. kelebihan dan kekurangan e -learning. avail able at: http://nurlindasudirman.blogspot.co.id/2012/01/kelebihan -dan-kekurangan-e-learning.html. 9 ikhasan, c., 2014. pemanfaatan e-learning dalam pembelajaran. mohammad syahidul haq classroom management information technology volume 2, num ber 1, may 2017 | 157 zzzzzz students, or even between the students themselves; 2) the tendency of ignoring the aspect of academic or social aspects and instead encourage the growth aspects of business / commercial; 3) the process of learning and teac hing tends towards training rather than education; 4) the changing role of the teacher from the original master conventional learning technique, also demanded to know the technique of learning using ict; 5) students who do not have a high learning motivati on is likely to fail; 6) not all of the available internet facilities; 7) lack of power know and have internet skills; 8) lack of mastery of computer languages. conclusion class management is the effort made by teachers to maintain and create optimal learning conditions so that learners feel comfortable, feel at home belonging and learning in the classroom, and the creation of such conditions expected student achievement can be increased in learning process. along with the rapid development of information technology educators should be able to develop a method of teaching. many institutions evaluated conventional learning systems into modern learning. one method used is the use of e-learning in the learning process. many of the advantages offered by using e-learning, but also there are weaknesses in the use of elearning. with the development of information technology learning is not limited to space and time, can be done at home, at school and anywhere with the help of an internet connec tion. bibliography ardiansyah, i., 2013. eksplorasi pola komunikasi dalam diskusi menggunakan moddle pada perkuliahan simulasi pembelajaran kimia, bandung: universitas pendidikan indonesia. hakim, z., 2012. kelebihan dan kekurang e-learning. available at: http://www.zainalhakim.web.id/kelebihan-dan-kekurangan-e-learning.html. ikhasan, c., 2014. pemanfaatan e-learning dalam pembelajaran. kamil, m.z., 2010. manajemen pengelolaan kelas dalam menngkatkan prestasi belajar siswa di sekolah alternatif qoryah thayyibah salatiga. universitas muhammadiyah yogyakarta. maharani, l., 2016. blended learning dalam pembelajaran. available at: http://lasmimr.blogspot.co.id/2016/05/blended-learning-dalampembelajaran.html?view=flipcard&m=1. mohammad syahidul haq classroom management information technology volume 2, num ber 1, may 2017 | 158 zzzzzz nursalam & ferry efendi, 2008. pendidikan dalam keperawatan, jakarta: salemba medika. pranoto, alvini & dkk, 2009. sains dan teknologi, jakarta: pt gramedia pustaka utama. sudirman, n.l., 2012. kelebihan dan kekurangan e-learning. available at: http://nurlindasudirman.blogspot.co.id/2012/01/kelebihan-dan-kekurangan-elearning.html. sukiono, b., 2014. pembelajaran berbasis proyek. jurnal pendidikan, 2. umi syafifah balqis, 2009. implementasi teknologi informasi dalam manajemen berba sisi sekolah di ma ali maksum krapyak bantul yogyakarta, yogyakarta: universitas islam negeri sunan kalijaga. yunanto, a., 2015. isu-isu pembelajaran teknologi informasi dan komunikasi. available at: http://www.apyusa.com/2015/11/isu-isu-pembelajaran-teknologi.html#. educatio : journal of education volume 8 , number 1, may 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) z learning sejarah kebudayaan islam through google sites : empowering students with critical thinking muhammad madarik dan hairul puadi iai al-qolam gondanglegi malang accepted: marc 8th 2023 reviewed: apr 13th 2023 published: may 30th 2023 abstract; this research aims to address the issue of students shunning ski (islamic cultural history) due to its perceived boring nature and lecture-based teaching. the study suggests that educators should adopt a more student-centered approach, allowing for greater creativity and critical thinking. to facilitate this, the use of google sites is proposed as a tool for creating interactive and engaging teaching materials. the method used involves preparing students to access google sites and guiding them through its features and functions. the result shows that using google sites can make ski more interesting and effective, and promote greater student engagement and participation. the research concludes by recommending the use of google sites as a valuable teaching resource for educators.. keywords: ski, learning media, google site. introduction young islamic generations are showing signs of needing to be more connected to the history, particularly the history of islamic culture1. they should be familiar with various historical events, including prophet muhammad’s (saw) life. historical knowledge is crucial for strengthening the foundation of faith among muslim students, especially the future generations2. in the current context, knowledge of history is essential for learning valuable lessons from the past3. the qur'an emphasizes the importance of learning from the stories of past 1 muhammad ali rohmad, “the role of islamic art in enhancing the spirituality of indonesian young generation,” teosofia: indonesian journal of islamic mysticism (2020); jihan miranda, marlya fatira, and muhammad zuhirsyan, “entrepreneurial motivation of islamic young generation,” journal of trends economics and accounting research (2020); miftahur rohman and hairudin hairudin, “konsep tujuan pendidikan islam perspektif nilai-nilai sosial-kultural,” al-tadzkiyyah: jurnal pendidikan islam (2018). 2 umi wasilatul firdausiyah, “biografi nabi muhammad saw dalam sejarah perspektif karen armstrong,” jurnal ulunnuha (2020); syamsul bakri, “womens leadership in islam: a historical perspective of a hadith,” indonesian journal of islamic literature and muslim society (2020); alwi alatas, hassan suleiman, and sofiah samsudin, “nomadic and sedentary life in the time of prophet muhammad,” journal of al-tamaddun (2020). 3 putut wisnu kurniawan and sumargono sumargono, “development of history learning media based on tpack assisted by ms. powerpoint integrated with ispring suite,” international journal of multicultural and multireligious understanding (2021). volume 8, number 1, may 2023| 67 generations. the use of technology in education has become prominent, and digitalization has influenced various aspects of society, including education. technology's impact on education has been significant, and the integration of technology is crucial for the future of education. there is a need for technological education to align with the demands of the workforce and to be accessible to all students, regardless of their academic path. the covid-19 pandemic has necessitated the adoption of online learning, prompting changes in teaching methods. digitalization in various disciplines, including history, is essential for engaging students and making learning relevant to their lives. the subject of ski (sejarah kebudayaan islam or islamic cultural history) is vital for shaping muslim students' personalities, instilling love and admiration for islam and its culture, and contributing to the development of islam in contemporary society4. however, ski needs to be more approachable to students due to traditional teaching methods and the lack of recognition of its value. efforts must be made to update teaching approaches, strategies, and media to match the students' cognitive development in the digital age, ensuring they achieve their full potential. method the research conducted aims to address the problem of students showing disinterest in ski (islamic cultural history) due to its perceived monotony and lecture-based teaching approach. to overcome this issue, the researchers propose a more student-centered approach, encouraging creativity and critical thinking among the students. to implement this approach, they suggest using google sites as a tool to create interactive and engaging teaching materials. the method employed in the research involves two main steps:. 1) preparing students to access google sites: before implementing the student-centered approach, students are familiarized with google sites, an online platform that allows users to create and share web pages. they are given instructions on how to access and navigate the platform effectively. this initial step is essential to ensure that students are comfortable with using google sites for their learning. 2) guiding students through its features and functions: once the students are familiar with google sites, the researchers guide them in utilizing its features and functions effectively. they may be taught how to create visually appealing pages, add multimedia elements, incorporate interactive quizzes or activities, and encourage collaboration among students through the platform. 4 nurotul faidah and muhammad anas maarif, “literacy-based islamic cultural history learning at islamic elementary school,” jurnal pendidikan islam indonesia (2022); yuyun yunita, muhammad ali, and novita herawati, “islamic cultural history as a life paradigm,” nizham journal of islamic studies (2022). volume 8, number 1, may 2023| 68 result and discussion implementation of google sites google sites is used to implement website-based learning, and some features within google sites support blended learning activities (a mix of synchronous and asynchronous learning)5. using google sites for learning with media content is practical and effective, as educators only need to prepare materials to be inserted into google sites. during the learning process, teachers can focus on providing relevant stimuli related to the taught material to stimulate students' thinking. the rest of the learning can be conducted through google sites, where students can access and read the content themselves. to ensure effective and optimal learning, google sites is designed as an open platform accessible to all members of the community easily, affordably, and comfortably. after creating google sites as a learning medium, the next step involves evaluation using technology, such as quiz applications like quizizz, kahoot, and others. before delving further into google sites, it's essential to understand various forms of digital-based learning. first, synchronous learning refers to face-to-face learning supplemented with electronic facilities. even with distant face-to-face interactions, it is not a significant barrier, as the reference is internet support for synchronizing technology in computers to establish video links. second, asynchronous learning. in the current era of technology, learning resources for children are easily accessible from various platforms, such as youtube, classroom, and many others (often for free). some platforms may require payment, such as ruangguru or smartschool. asynchronous learning is often used when traditional school-based learning is not entirely effective, and to cater to the varying abilities of students, asynchronous learning is employed to supplement incomplete materials. third, blended learning. effective learning involves combining synchronous and asynchronous approaches, recognizing the need to keep up with the times. by integrating various elements of teaching methods, both classic and modern, some teachers have successfully combined face-to-face and computer-based learning with internet access. this type of learning is called blended learning or hybrid learning, as it combines elements of synchronous and asynchronous learning. in summary, google sites is a valuable tool for creating interactive and engaging learning experiences that align with the principles of blended learning, providing both synchronous and asynchronous elements in the learning process. google sites is indeed one of the tools provided by google, and it promotes a platform that is "easy to use and enjoyable for everyone." as with any tool, it has its advantages and disadvantages. while every creation has its pros and cons, google sites is known to have very few shortcomings, making it an attractive option for educators to choose as their teaching method. 5 riza harani bangun, jubliana sitompul, and hesti fibriasari, “google sites as learning media in the material development of advanced reading comprehension,” international journal of research and review (2022); lilis suparti suparti, poni poni poni, and pranichayudha rohsulina rohsulina, “use google sites to increase interest learning geography high school in sukoharjo,” journal of geography science and education (2021); robiul khasanah and siti miftahul muflihah, “online learning management using google sites on relations and functions in pandemic conditions,” journal of education and learning mathematics research (jelmar) (2021). volume 8, number 1, may 2023| 69 steps to use google sites: for the use of google media, there are several steps that need to be understood and considered, including: first, preparation before students access google sites: a) as blended learning is utilized with a website-based approach, educators must prepare relevant materials and sites that align with what will be presented so that students can access them during the learning process. b) syllabus, lesson plans (rpp), and other necessary materials are uploaded to the google sites account. this practical learning method ensures that teachers stay focused as the main points are covered in the syllabus, lesson plans, and other learning materials, making students more engaged as they tend to prefer learning that is purely based on their teacher's initiative and work. c) web pages within the google website should be designed to align with the students' preferences in class, including images, background appearance, color, font size, and shape. this creates a sense of appropriateness and feasibility for the students, tailored to their age group. d) after completing blended learning with web-based media using google sites, the next step is to evaluate the material presented. this can be achieved by creating weighted questions ranging from lots (lower order thinking skills), mots (middle order thinking skills), to hots (higher order thinking skills), with a quiz site like quizizz or others. this evaluation helps the teacher gauge the level of students' understanding of the blended learning material. additionally, an internet-based evaluation provides feedback to measure what needs improvement and enables teachers to understand students' responses to this web-based learning method. using google sites for blended learning with a website-based approach allows educators to create interactive and engaging learning experiences that cater to students' preferences. teachers can ensure effective learning and obtain valuable student feedback by incorporating various media elements and evaluating their understanding through internet-based quizzes. second, during students' access to google sites, there are several activities and challenges that educators may encounter, including: a) addressing student behavior: educators may need help with students' understanding of navigating the internet responsibly, as some may wander off to unrelated websites or engage in mischief and curiosity, especially among primary school-aged children. to address this, teachers should conduct periodic checks during the learning process to ensure that students visit the google sites links created by each teacher. one effective tool for tracking the number of visitors is google analytics, which is available for free and can be easily implemented. b) encouraging task completion: some students may show reluctance in completing tasks assigned by their teachers, possibly due to mischievous or curious behavior. however, in web-based learning using google sites, students can complete tasks through tools like google forms, allowing teachers to easily assess their understanding of the presented material. c) utilizing google forms for evaluation: google forms not only serve as a means to measure students' comprehension of the material, but they can also be utilized as an evaluation tool for assessing the process, strategies, methods, and web-based learning media created by the teachers. by addressing these challenges and incorporating google forms as an assessment and evaluation tool, educators can effectively monitor and enhance their students’ learning volume 8, number 1, may 2023| 70 experience during their access to google sites. integrating various google tools in the webbased learning process provides valuable insights for teachers and students, leading to improved learning outcomes. access google sites: go to the google sites website and log in with your google account credentials. 1. create a new site: click on the "+ create" button to start creating a new site. 2. choose a template: google sites offers various templates to choose from. select the one that best suits your needs, or you can start with a blank template and design the site from scratch. 3. edit site content: customize the site by adding text, images, videos, and other media elements. use the editing tools to format the content as desired. 4. organize pages: create multiple pages within the site to organize the content. you can add new pages and arrange them in a hierarchical structure. 5. set page permissions: control who can view and edit the site by adjusting the page permissions. you can make the site public, private, or limit access to specific individuals. 6. collaborate: if you're working with a team, you can collaborate on the site by inviting others to edit or provide feedback. 7. publish the site: once you're satisfied with the content and design, click on the "publish" button to make the site live and accessible to others on the web. 8. update and maintain: continuously update and maintain the site to keep the content relevant and engaging for your audience. using google sites is a straightforward process that allows you to create and manage websites easily without the need for extensive technical skills. implementation of learning based on google site implementing google sites for ski (sejarah kebudayaan islam) can be a useful and effective way to engage students and enhance their learning experience. here are the steps to implement google sites for ski: 1. content planning: plan the content you want to include in your ski google site. this could be information about the history and culture of islam, important events, significant figures, or any other relevant topics. 2. create a google site: go to google sites and create a new site. choose a suitable template or start from scratch. 3. organize pages: organize your ski content into different pages on the google site. for example, you could have separate pages for different historical periods, figures, or cultural aspects. 4. add multimedia: enhance the learning experience by adding multimedia elements such as images, videos, and interactive elements to your pages. this can make the content more engaging and memorable for students. volume 8, number 1, may 2023| 71 5. include text and descriptions: provide clear and concise text descriptions for each topic you cover. use language that is easy to understand and relevant to your students' level of knowledge. 6. incorporate external resources: link to external resources like reputable websites, articles, or videos related to ski to provide additional context and depth to the subject matter. 7. interactive activities: include interactive activities such as quizzes, polls, or discussion forums to encourage student participation and critical thinking. 8. mobile-friendly design: ensure that your google site is mobile-friendly, as many students access content through their smartphones or tablets. 9. share with students: once your ski google site is ready, share the link with your students. you can share it through google classroom, email, or any other suitable communication platform. 10. encourage exploration: encourage your students to explore the google site regularly and use it as a resource for studying ski topics. you can assign specific sections as homework or use it during classroom discussions. 11. collect feedback from your students about their experience with the ski google site. this will help you make improvements and cater better to their needs. 12. regular updates: regularly update your google site with new content, resources, or activities to keep the learning experience fresh and exciting. by implementing google sites for ski, you can create an interactive and accessible platform for students to explore islam’s rich history and culture. the versatility of google sites allows you to present information in various engaging formats, making learning more enjoyable and effective for your students. conclusion based on the criteria of suitability levels from the descriptions above, the implementation of learning using google site-based media for the experiment of ski (islamic cultural history) subjects has a sufficiently high level of validity and is suitable for use as teaching material for students. volume 8, number 1, may 2023| 72 reference alatas, alwi, hassan suleiman, and sofiah samsudin. “nomadic and sedentary life in the time of prophet muhammad.” journal of al-tamaddun (2020). bakri, syamsul. “womens leadership in islam: a historical perspective of a hadith.” indonesian journal of islamic literature and muslim society (2020). bangun, riza harani, jubliana sitompul, and hesti fibriasari. “google sites as learning media in the material development of advanced reading comprehension.” international journal of research and review (2022). faidah, nurotul, and muhammad anas maarif. “literacy-based islamic cultural history learning at islamic elementary school.” jurnal pendidikan islam indonesia (2022). firdausiyah, umi wasilatul. “biografi nabi muhammad saw dalam sejarah perspektif karen armstrong.” jurnal ulunnuha (2020). khasanah, robiul, and siti miftahul muflihah. “online learning management using google sites on relations and functions in pandemic conditions.” journal of education and learning mathematics research (jelmar) (2021). kurniawan, putut wisnu, and sumargono sumargono. “development of history learning media based on tpack assisted by ms. powerpoint integrated with ispring suite.” international journal of multicultural and multireligious understanding (2021). miranda, jihan, marlya fatira, and muhammad zuhirsyan. “entrepreneurial motivation of islamic young generation.” journal of trends economics and accounting research (2020). rohmad, muhammad ali. “the role of islamic art in enhancing the spirituality of indonesian young generation.” teosofia: indonesian journal of islamic mysticism (2020). rohman, miftahur, and hairudin hairudin. “konsep tujuan pendidikan islam perspektif nilai-nilai sosial-kultural.” al-tadzkiyyah: jurnal pendidikan islam (2018). suparti, lilis suparti, poni poni poni, and pranichayudha rohsulina rohsulina. “use google sites to increase interest learning geography high school in sukoharjo.” journal of geography science and education (2021). yunita, yuyun, muhammad ali, and novita herawati. “islamic cultural history as a life paradigm.” nizham journal of islamic studies (2022). educatio : journal of education volume 5 , number 3, february 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 274 volume 01 no. 1, 2019 page 1-10 article history: submitted: 08-12-2018 accepted: 08-20-2018 published: 07-02-2019 zzzzzz z the influence of google classroom media on the character of responsibility in smkn 3 jombang diah puji nali brata, eva fitria veranda stkip pgri jombang pujidiah37@yahoo.com, evafitria173005@gmail.com accepted: january 3rd, 2021 reviewed: january 5th, 2021 published: 20th february 2021 abstract: education has a role to form quality and quality human resources. the role of teachers as one component of learning must have creativity in creating learning media in order for the learning process to be effective. improved effectiveness of the learning process indicates the achievement of learning objectives. pkn teachers mostly still use lecture methods so that students only master knowledge. students need meaningful learning to develop aspects of knowledge, skills, and attitudes. one of the media that can be used to strengthen the learning experience of learners is google classroom media designed to help teachers create, describe and share assignments with students paperless. the google classroom app can also grow character, one of which is the responsibility of students. the purpose of this study was to reveal the influence of google classroom media on the character of responsibility in smk n 3 jombang. the method used in this study is quantitative, data collection in this study using questionnaires. the results of this study can be concluded that from testing using spss version 21 shows a calculated r value of 0.060 >r table 0.312 with a significant 0.713<0.05 so as to show there is an influence of google classroom learning media on student responsibilities. keyword: google classroom media, responsibility, students introduction education has a role to form quality and quality human resources. according to law no. 20 of 20031 concerning the national education system article (1) paragraph (1) explains that education is a conscious and planned effort to realize the atmosphere of learning and learning process so that learners actively develop their potential to have religious spiritual power, selfcontrol, personality, intelligence, noble morals, and skills. the development of potential learners requires the role of teachers to provide an authentic and meaningful learning experience. teachers are one of the learning components that serve to guide students and provide learning facilities for students2. so teachers must master the material, understand the learning model, and have creativity in creating learning media. the existence of innovative learning models 1 r i undang-undang, “nomor 20 tahun 2003 tentang sisdiknas dan peraturan pemerintah ri nomor 47 tahun 2008 tentang wajib belajar,” bandung: citra umbara (2008). 2 muh barid nizarudin wajdi and tobroni tobroni, “implications of multiculturalism and tolerance in islamic religious education,” educatio: journal of education 5, no. 2 (2020): 182–192. mailto:pujidiah37@yahoo.com mailto:evafitria173005@gmail.com educatio : journal of education volume 5 , number 3, february 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 275 volume 01 no. 1, 2019 page 1-10 article history: submitted: 08-12-2018 accepted: 08-20-2018 published: 07-02-2019 zzzzzz z supported by interesting media, the learning process will be effective. improved effectiveness of the learning process indicates the achievement of learning objectives. so teachers should be able to master the learning model and create interesting media. learners need varied, authentic learning experiences that can develop their full potential (knowledge, attitude, and skills). pkn teachers who are supposed to act as fasilisators, have problems, according to widatmaka3 explaining that teachers in the subjects of citizenship education (pkn) in carrying out their role, pkn teachers have problems. pkn teachers do not act as facilitators but as the main learning resource. pkn teachers tend to use lecture methods, so students only master knowledge. students need the right learning media to develop aspects of knowledge, skills, and attitudes. one of the media that can be used to make it easier for students to master materials is google classroom media. accordingto hakim in ernawati4 , google classroom is an internet-based service provided by google as an e-learning system designed to help teachers create and share assignments with students paperless. google classroom has functions, among others, (1) facilitate communication between teachers and students. (2) motivate the activeness of learners. (3) improving the learning facilities of learners. in addition to the above functions, google classroom can also foster the character of student responsibility. the use of the google classroom app can also strengthen the character of learners, including: the discipline of collecting assignments, commitment, honesty in doing tasks, and responsibilities. the character of responsibility is the behavior that determines how the individual reacts to the situation on a daily basis, which requires some kind of moral decision. according to kustomo5 characteristics of attitude of responsibility, among others, (1) performing routine tasks without having to be told, (2) can explain what he does, (3) able to determine the choice of several alternatives, the form of behavior of responsibility of learners can be shown through the ability of learners in determining their choices in considering alternatives that feel appropriate. using the google classroom app in school learning is one of the first steps to give students an idea and preparation for using information technology and to facilitate teacher and student interaction in cyberspace6. this application gives teachers the opportunity to explore their scientific ideas to students that aim to help create active, effective, efficient and fun learning. using google classroom can also make it easier for students to learn anytime, anywhere7. 3 pipit widiatmaka, “kendala pendidikan kewarganegaraan dalam membangun karakter peserta didik di dalam proses pembelajaran,” jurnal civics 13, no. 2 (2016): 188–198. 4 afifah zafirah et al., “penanaman nilai-nilai karakter terhadap peserta didik melalui permainan congkak sebagai media pembelajaran,” jurnal pendidikan karakter 8, no. 1 (2018). 5 kustomo kustomo, “hubungan sekolah dengan masyarakat (studi kasus di sma darul ‘ulum 2 unggulan badan pengkajian dan penerapan teknologi jombang),” in seminar nasional pendidikan 2015, 2019, 250–270. 6 abdul muhid et al., “improving islamic elementary students’ reading comprehension skill through survey, question, read, recite, review (sq3r) strategy,” international journal of psychosocial rehabilitation 24, no. 7 (2020): 9589– 9598; nisaul barokati seliro wangi et al., “gamification framework and achievement motivation in digital era : concept and effectiveness,” international journal of engineering & technology 7, no. 3.6 (july 4, 2018): 429–431, accessed august 24, 2018, https://www.sciencepubco.com/index.php/ijet/article/view/17487. 7 shampa iftakhar, “google classroom: what works and how,” journal of education and social sciences 3, no. 1 (2016): 12–18; michael j. graham and jason borgen, “google classroom,” in google tools meets middle school, 2018; educatio : journal of education volume 5 , number 3, february 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 276 volume 01 no. 1, 2019 page 1-10 article history: submitted: 08-12-2018 accepted: 08-20-2018 published: 07-02-2019 zzzzzz z based on the results of a preliminary study conducted by researchers at smkn 3 jombang, through an interview with mrs. laksmi nusantari, s.pd, m.pd as a pkn teacher showed that google classroom media has a positive impact for students and fosters the character of student responsibility. the purpose of this study is to reveal the influence of google classroom media on the character of the responsibility of students at smk n 3 jombang. methods research method is a way used to know or be interpreted as a science that learns about the ways that must be taken in an effort to achieve a goal to gain scientific knowledge. the type of research used in this research is quantitative research. quantitative research method is a method of research is based on the philosophy of positivism, so it is referred to as posivistic method. this method is referred to as a scientific method because it has fulfilled scientific rules that are empirical, objective, measurable, rational and systematic. (sugiyono,2018:7) the population in this study is all students of class xi numbering 575 at smk negeri 3 jombang based on random sampling techniques of the selected class xi tkj 1 and 2 which amounted to 72 people. researchers use questionnaire methods with questionnaire instruments including: (1) google classroommedia, and (2) attitude of responsibility that is first conducted a test of the validity and reality of the questionnaire. data analysis techniques using product moment formula with spss calculation version 21. result and discussion validity and reliability test a. validity test results validity test in this study using product moment person. a variable is valid if the resulting correlation value is from the critic value ( r table ) or p value <sig = 0.05 to know the validity of the calculation can be done by comparing r count with r table (0,312) validity test results can be seen in the following table: validity test results table ( google classroom media /variable x) variable no correlation coefficient r table conclusion media google classroom (x) 1 0, 385 0,312 valid 2 0, 364 0,312 valid 3 0, 518 0,312 valid 4 0, 649 0,312 valid 5 0, 529 0,312 valid 6 0, 610 0,312 valid sabran and edy sabara, “keefektifan google classroom sebagai media pembelajaran,” prosiding seminar nasional lembaga penelitian universitas negeri makasar (2019); idad suhada et al., “pembelajaran daring berbasis google classroom mahasiswa pendidikan biologi pada masa wabah covid-19,” digital library uin sunan gunung jati (2020). educatio : journal of education volume 5 , number 3, february 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 277 volume 01 no. 1, 2019 page 1-10 article history: submitted: 08-12-2018 accepted: 08-20-2018 published: 07-02-2019 zzzzzz z 7 0, 482 0,312 valid 8 0, 465 0,312 valid 9 0, 449 0,312 valid 10 0, 595 0,312 valid 11 0, 762 0,312 valid 12 0, 614 0,312 valid 13 0, 567 0,312 valid 14 0, 488 0,312 valid 15 0, 585 0,312 valid table test result validity ( attitude responsibility variable y) variable no correlation coefficient r table conclusion attitude of responsibility (y) 1 0, 434 0,312 valid 2 0, 677 0,312 valid 3 0, 540 0,312 valid 4 0, 357 0,312 valid 5 0, 403 0,312 valid 6 0, 479 0,312 valid 7 0, 385 0,312 valid 8 0, 421 0,312 valid 9 0, 516 0,312 valid 10 0, 573 0,312 valid 11 0, 570 0,312 valid 12 0, 464 0,312 valid 13 0, 423 0,312 valid 14 0, 336 0,312 valid 15 0, 430 0,312 valid from the tests above, all variable items consisting of google classroom media variables (x), the responsibility variable (y) has a calculated r>r table (0.312). thus it can be concluded that all research variables are valid. b. reliability test the method used in this reliability test is cronbach alpha (r alpha) method with spss 21 program shown by the magnitude of alpha value (a) reliability decision making of a variable educatio : journal of education volume 5 , number 3, february 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 278 volume 01 no. 1, 2019 page 1-10 article history: submitted: 08-12-2018 accepted: 08-20-2018 published: 07-02-2019 zzzzzz z determined by comparing the value of r alpha with r table, if r alpha>0.6 then the variable studied is reliable the analysis of variable reliability test in this study can be seen in the following table: table of reliability test results of research questionnaire variable x reliability statistics variable x cronbach's alpha n of items media google classroom (x) .696 15 based on the results of reliability test in can be the value of cronbach's alpha coefficient that is r alpha >0,6 from the overall poll item about google classroom media that got alpha cronbach's result 0.696 da r table 0.6 contained in each variable reliable because it is greater than r table. from the results of the analysis of validity and reliability tests that are above cronbach's alpha with a result of 0.696 > 0.06 can be distributed to all respondents 40 people because each item shows valid and reliable results. reliability test results of the y variable research questionnaire reliability statistics variable y cronbach's alpha n of items .696 15 based on the reliability test results obtained alpha cronbach value of r alpha >0,6. so the whole item that is in the reliable variable because it is larger than the table, from the analysis in the table above alpha cronbach's with a result of 0.696 > 0.06 can be distributed to all respondents 40 people because each item shows a valid and reliable result hypothesis test educatio : journal of education volume 5 , number 3, february 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 279 volume 01 no. 1, 2019 page 1-10 article history: submitted: 08-12-2018 accepted: 08-20-2018 published: 07-02-2019 zzzzzz z tabel correlationscorrelations x and google classroom media (variable x) pearson correlation 1 .060 sig. (2-tailed) .713 n 40 40 brush responsibilit y (variable y) pearson correlation .060 1 sig. (2-tailed) .713 n 40 40 from the test using spss version 21 shows a calculated r value of 0.060 >r table 0.312 with sig 0.713<0.05 so that it can be said ho rejected and ha accepted or with the word the result shows there is an influence between google classroom learning media variables on the attitude of responsibility of grade xi learners in smk n 3 jombang. the influence of google classroom media on the character of student responsibility, because as it is known that the media is one component of learning that has an important role in the educational process. students really need the right learning media to develop aspects of knowledge, skills, and attitudes. improved effectiveness of the learning process indicates the achievement of learning objectives. (jayawerdana & kraayenoord, 2019), teachers need to provide reinforcement to students related to mental abilities, verbal abilities, and academic skills. teachers have the autonomy to choose learning strategies, learning resources, assessment methods that are appropriate to achieve the goals and learning outcomes of learners. conclusion the dissemination of instruments that have been conducted tests of validity and realibity of questionnaires, therefore from the results of data collection by conducting tests using spss version 21 shows a calculated r value of 0.060 >r table 0.312 with sig 0.713<0.05 so that it can be said ho rejected and ha accepted or with the word the results indicate there is an influence between google classroom learning media variables on the attitude of responsibility of class xi learners in smk n 3 jombang. suggestion from the results of the study researchers can provide the following advice: 1. improved student-centered learning should give more autonomy to students and teachers in the learning and teaching process. 2. teachers in choosing learning strategies can use inquiry-based learning practices 3. teachers as fasilisators should provide opportunities for learners to develop learning independence, responsibility, help build their own knowledge, and learn to collaborate with other learners. educatio : journal of education volume 5 , number 3, february 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 280 volume 01 no. 1, 2019 page 1-10 article history: submitted: 08-12-2018 accepted: 08-20-2018 published: 07-02-2019 zzzzzz z references graham, michael j., and jason borgen. “google classroom.” in google tools meets middle school, 2018. iftakhar, shampa. “google classroom: what works and how.” journal of education and social sciences 3, no. 1 (2016): 12–18. kustomo, kustomo. “hubungan sekolah dengan masyarakat (studi kasus di sma darul ‘ulum 2 unggulan badan pengkajian dan penerapan teknologi jombang).” in seminar nasional pendidikan 2015, 250–270, 2019. muhid, abdul, yuli ani setyo dewi, imam nur aziz, m. labib al halim, and muh barid nizarudin wajdi. “improving islamic elementary students’ reading comprehension skill through survey, question, read, recite, review (sq3r) strategy.” international journal of psychosocial rehabilitation 24, no. 7 (2020): 9589–9598. sabran, and edy sabara. “keefektifan google classroom sebagai media pembelajaran.” prosiding seminar nasional lembaga penelitian universitas negeri makasar (2019). suhada, idad, tuti kurniati, ading pramadi, milla listiawati, prodi pendidikan biologi, sunan gunung, and djati bandung. “pembelajaran daring berbasis google classroom mahasiswa pendidikan biologi pada masa wabah covid-19.” digital library uin sunan gunung jati (2020). undang-undang, r i. “nomor 20 tahun 2003 tentang sisdiknas dan peraturan pemerintah ri nomor 47 tahun 2008 tentang wajib belajar.” bandung: citra umbara (2008). wajdi, muh barid nizarudin, and tobroni tobroni. “implications of multiculturalism and tolerance in islamic religious education.” educatio: journal of education 5, no. 2 (2020): 182–192. wangi, nisaul barokati seliro, nisaul barokati seliro wangi, paisal halim, syamsiah badruddin, taufan maulamin, muhammad ikhsan setiawan, muh barid nizarudin wajdi, agung kesna mahatmaharti, dwi fita heriyawati, and janner simarmata. “gamification framework and achievement motivation in digital era : concept and effectiveness.” international journal of engineering & technology 7, no. 3.6 (july 4, 2018): 429–431. accessed august 24, 2018. https://www.sciencepubco.com/index.php/ijet/article/view/17487. widiatmaka, pipit. “kendala pendidikan kewarganegaraan dalam membangun karakter peserta didik di dalam proses pembelajaran.” jurnal civics 13, no. 2 (2016): 188–198. zafirah, afifah, fardatil aini agusti, engkizar engkizar, fuady anwar, a fajri alvi, and ernawati ernawati. “penanaman nilai-nilai karakter terhadap peserta didik melalui permainan congkak sebagai media pembelajaran.” jurnal pendidikan karakter 8, no. 1 (2018). educatio : journal of education volume 8 , number 1, may 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z access and influence of the guidance office on the student’s emotional needs john mark s. santos1, mark joseph g. dadez2, john vincent l. santos3 undergraduate researcher, holy cross college, sta. rosa, ne, inc. philippines12 adviser, holy cross college, sta. rosa, ne, inc. philippines3 j.vince103@gmail.com accepted: jan 10th 2023 reviewed: marc 5th , 2023 published: may 30th 2023 abstract: this study seeks to identify and resolve a variety of issues that students face, including not only their physical behaviors but also their emotional feelings. the study focuses on students' emotions, especially during the pandemic, when many of them are dealing with difficulties that cause stress or uncertainty, and have become a major source of depression, which has been alarming at times. most students do not go to the guidance office because they are embarrassed or afraid that they will start talking about it if other students see them. the study also intends to investigate some of the more serious reasons why students keep their problems to themselves rather than seeking assistance or advice from a guidance counselor, determining whether they had encountered more difficulties with holy cross college students' emotional problems that resulted in difficult circumstances. identifying the number of students in the school population who are dealing with difficult situations that are causing them to lose focus in their studies. respondents will be all third-year college students enrolled at holy cross college in santa rosa, nueva ecija for the academic year 2021-2021. examining the study's findings, it can analyze and evaluate that data to gain a better understanding of how the guidance counselor comforts and helps students, particularly those who have stopped studying due to their circumstances, but they don't need to be stopped or do things they don't want to do if the guidance counselor comforts and helps them. keyword: personal common issues, learning concerns, guidance office services, guidance counelor, school capability introduction problems appear in the lives of individual beings from time to time as a test of their ability to be strong. emotional issues are the most difficult to overcome and can lead to suicide, particularly in young people who are struggling academically. according to a narrative by durlak, weissberg, dymnicki, taylor, and schellinger 1, students who participated in social/emotional learning programs proved significantly improved social/emotional skills, attitudes, behavior, and academic performance when compared with untreated groups. the world is facing new challenges due to the pandemic that many students have been affected by. how the society deals with these issues particularly the different institutions when it comes to engaging with their student’s emotional needs? does it depend on how the teachers solve this alone? or seek other help from the council? answering some related questions about the 1 joseph a durlak et al., “the impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions,” child development 82, no. 1 (2011): 405–432, http://dx.doi.org/10.1111/j.1467-8624.2010.01564.x. mailto:riyu.choirul57@gmail.com volume 8, number 1, may 2023 | 2 zzzzzz emotional crisis of the students, the researchers aim to uncover and determine several problems that students encounter, including not only their physical behaviors but also their emotional feelings. the school counselor is important in deciding the social and emotional needs of students 2. the study emphasizes students' emotions, particularly in this time of the pandemic, when many of them are dealing with difficulties that produce stress or uncertainty, and have become a major source of depression, which has been alarming at times. the majority of students avoid going to the guidance office because they are embarrassed or worried that if other people see them go to the office, they would talk about it. educational systems as a whole, including school counselors, should educate students who are not only competent in basic academic topics but also have the ability to socially and emotionally practice healthy habits and behave respectfully while working with people of various backgrounds 3. the study also seeks to investigate some of the more severe reasons why students keep their troubles to themselves rather than seeking help or advice from a guidance counselor. all school has their guidance office, but they have a different level of how it acts, and how it will be managed. school counselors recognize that students should equally demonstrate growth in these domains to be successful. school counselors understand these domains are not considered separate but are intertwined, each affecting the other according to schenck, anctil, & smith4. identifying the juniors' abilities and skills may help them better understand their strengths. children learn and use social/emotional domain norms as early as preschool and kindergarten to help them control their emotions and learn and apply interpersonal skills 5. every institution's guidance office and consultant are critical in assisting students in transitioning to a new environment by offering useful behavioral and academic guidance information. teenagers' school performance can decrease when they engage in high-risk behaviors including drug and alcohol abuse, sex, violence, depression, or attempted suicide 6. having supervision from an officer not only implies how beneficial it will be for every learner, but it also has a significant impact because it measures their strengths and weaknesses with the help of the guidance officer. when students begin high school, they have a 40–60 percent chance of dropping out 7. according to the asca position statement, school counselors who design programs strive to promote student growth in academics, careers, and social/emotional development 8. according to 2 lauren e bell and patricia van velsor, “counseling in the gentrified neighborhood: what school counselors should know,” professional school counseling 21, no. 1 (2017): 1096-2409–21.1., http://dx.doi.org/10.5330/1096-2409-21.1.161. 3 thomas armstrong, multiple intelligences in the classroom (ascd, 2009). 4 tina m anctil et al., “professional school counselors’ career development practices and continuing education needs,” the career development quarterly 60, no. 2 (2012): 109–121, http://dx.doi.org/10.1002/j.21610045.2012.00009.x. 5 ian martin and john carey, “development of a logic model to guide evaluations of the asca national model for school counseling programs,” the professional counselor 4, no. 5 (2014): 455–466, http://dx.doi.org/10.15241/im.4.5.455. 6 karen m eaton et al., “prevalence of mental health problems, treatment need, and barriers to care among primary care-seeking spouses of military service members involved in iraq and afghanistan deployments,” military medicine 173, no. 11 (2008): 1051–1056. 7 robert wm blum et al., “school connectedness—strengthening health and education outcomes for teenagers,” journal of school health 74, no. 7 (2004): 231–235; klemens franz and alexander k nischelwitzer, “adaptive digital storytelling : a concept for narrative structures and digital storytelling build on basic storytelling principles , adaptive story schemas and structure mapping techniques .,” digital media (2004). 8 martin and carey, “development of a logic model to guide evaluations of the asca national model for volume 8, number 1, may 2023 | 3 zzzzzz the rationale, school counselors are the first line of defense in discovering and resolving student social/emotional problems inside the school system. guidance counselors have received specialized training in treating students with social/emotional issues that may compromise with academic success. school counselors construct a school counseling curriculum, offer small-group therapy, and provide appraisal and advice to enhance students' social/ emotional well-being within a school counseling program. school counselors help promote mindsets and behaviors that enhance the learning process and create a sense of college and career readiness for all students at all grade levels in human development. school counselors play an important role in encouraging students' interest, which is essential for their social and emotional development. the counselor's office is in charge of students' social/emotional development, which reduces the likelihood of disengagement. according to the american enterprise institute and the brookings institution (2015), social/emotional skills are particularly important for all students' main contributions in today's environment. the study adopts theories of counseling stated that: history or background, personality theory, techniques of psychotherapy and counseling are the three most significant areas that will receive the most attention to students. these three elements will expose the students' different backgrounds and concerns. it can also demonstrate how counseling will deal with these concerns, as well as gain access to the guidance office and take control over the student's emotional issues methods a methodology study integrates data collection and analysis from various sources in a systematic manner. this type of research produces results through the application of computational, statistical, and mathematical tools. the data was gathered using a variety of methods, including interviews and surveys9. this is managed to accomplish by attempting to categorize the problem and determine its frequency by looking for effects that can be consistently applied to a larger population. the participants of the study are the volunteer third-year college students of holy cross college who were enrolled this academic year 2021-2022. slovin`s formula will be use in selection of participants. the data will be gathered using voluntary response sampling, which will be done through a questionnaire. due to the pandemic's health protocol, the questionnaire will be sent in google form through the use of messenger. it's split into two (2) categories describing the profiling of the respondents and the factors determining the access and influence of the guidance office to the student’s emotional needs. the first category of the questionnaire reveals the personal backgrounds of respondents to investigate their current status especially in dealing with emotional problems. it contains questions that confirmed their profiles and backgrounds. the second category of the questionnaire consists of four (4) sections to reveals common problems among students, learning concerns, office services and school capability. each section contains five (5) questions that must be answered in order to describe the possible factors of emotional problems that are causing difficulties in their studies, as well as a question about what school counseling programs.” 9 owen doody and maria noonan, “preparing and conducting interviews to collect data,” nurse researcher (2013). volume 8, number 1, may 2023 | 4 zzzzzz action plan may be used to help students recover and promote school guidance and counseling. the first section of the questionnaire will identify students' common social/emotional problems. the second section will identify their learning difficulties as a result of their personal matters. the third section is to determine how students are aware of the guidance and counseling. the final section will assess the school's capability in dealing with the most serious social and emotional issues by surveying the students. the researchers used the correlation analysis to measure the strength of the linear relationship and association between students’ alignment to their program and their academic performance. the analysis also identifies the relationship, patterns, significant connections, and trends between two variables. result and discussion table 1 – factors determining the access and influence of the guidance office to the student’s emotional needs factors gwm vd vi personal common issues without the pandemic (1.1) 2.54 agree factors agree in determining the access and influence of the guidance office to the student’s emotional needs. personal common issues during the pandemic (1.2) 2.62 agree factors agree in determining the access and influence of the guidance office to the student’s emotional needs. impact of personal issues in your studies (1.3) 2.61 agree agree in determining the access and influence of the guidance office to the student’s emotional needs. learning concerns (2) 3.00 agree learning concerns agree in determining the access and influence of the guidance office to the student’s emotional needs. guidance office services (3) 3.06 agree guidance office services agree in determining the access and influence of the guidance office to the student’s emotional needs. school capability (4) 3.31 strongly agree school capability strongly agree in determining the access and influence of the guidance office to the student’s emotional needs. volume 8, number 1, may 2023 | 5 zzzzzz overall gwm 2.86 agree all factors agree in determining the access and influence of the guidance office to the student’s emotional needs. the table 1 shows that the general weighted mean of 2.86 with the verbal description of agree which means that all the factors were determined to access and influence of the guidance office to the student’s emotional needs. it shows that students agree to have counseling program in the school. table 2 – kendall’s tau correlation test between the profile of the respondents and factors determining the access and influence of the guidance office to the student’s emotional needs 1.1 1.2 1.3 2 3 4 age correlation coefficient 1.000 -0.053 -0.074 -0.098 0.007 0.122 0.053 sig. (2-tailed) 0.492 0.330 0.195 0.928 0.120 0.502 gender correlation coefficient -0.022 -0.076 -0.108 -0.007 -0.121 -0.125 -0.142 sig. (2-tailed) 0.803 0.325 0.162 0.928 0.115 0.114 0.075 status correlation coefficient .204* -0.001 -0.082 -0.123 0.120 0.115 0.093 sig. (2-tailed) 0.022 0.991 0.288 0.108 0.121 0.147 0.242 father’s occupation correlation coefficient 0.040 0.007 -0.035 0.032 0.093 0.055 .160* sig. (2-tailed) 0.653 0.925 0.648 0.673 0.226 0.489 0.045 mother’s occupation correlation coefficient 0.010 -0.018 -0.035 -0.037 -0.075 -0.104 -0.054 sig. (2-tailed) 0.910 0.813 0.651 0.624 0.333 0.188 0.496 family income correlation coefficient 0.004 -.144* -0.070 0.056 0.082 0.014 0.037 sig. (2-tailed) 0.962 0.045 0.329 0.431 0.252 0.847 0.620 n 124 124 124 124 124 124 124 volume 8, number 1, may 2023 | 6 zzzzzz legend: 1.1 – personal common issues without the pandemic 1.2 – personal common issues during the pandemic 1.3 – impact of personal issues in your studies 2 – learning concerns 3 – guidance office services 4 school capability *. correlation is significant at the 0.05 level (2-tailed) **. correlation is significant at the 0.01 level (2-tailed) table 2 shows the significant relationship on the profile of the volunteer respondents and the factors factors determining the access and influence of the guidance office to the student’s emotional needs. the researchers used kendall’s tau correlation test for the significant relationship between variables. the data shows that there is no significant relationship between age, gender, status, mother’s occupation and personal common issues without the pandemic, personal common issues during the pandemic, impact of personal issues in your studies, learning concerns, guidance office services and school capability. therefore, the researchers failed to reject the null hypothesis suggesting that there is no significant relationship between the profile of the respondents, personal common issues, and the factors determining the access and influence of the guidance office to the student’s emotional needs. and there is no significant relationship between the father’s occupation and personal common issues without the pandemic, personal common issues during the pandemic, impact of personal issues in your studies, learning concerns, guidance office services but there is a positive relationship with the school capability. (rs = .160, p < 0.05). the null hypothesis was rejected . while in the family income, it shows that there was a negative relationship in the personal common issues without the pandemic. (rs = -.144, p < 0.05) and the rest of the factors have no significant relationship with the respondents’ family income. to test the relationship of the student’s academic performance with their interest and skills, the researchers used the spearman rank-ordered correlation, setting the margin of error at 5%, the critical value for rejecting the null hypothesis is 0.206. the tabulation of data shows that the obtained value is rs = -0.004. to reject the null hypothesis, the obtained value should be greater than or equal to the critical value which only means that we fail to reject our null hypothesis (rs = -0.004, ρ>0.05). the correlation coefficient implies a trivial or no relationship at all between the alignment and self-assessed performance of the students. table 3 – kendall’s tau correlation test between the factors determining the access and influence of the guidance office to the student’s emotional needs 1.1 1.2 1.3 2 3 4 1.1 correlation coefficient 1.000 .667** .378** .227** .144* 0.067 sig. (2-tailed) 0.000 0.000 0.001 0.035 0.327 volume 8, number 1, may 2023 | 7 zzzzzz 1.2 correlation coefficient .667** 1.000 .468** .297** .215** 0.024 sig. (2-tailed) 0.000 0.000 0.000 0.002 0.731 1.3 correlation coefficient .378** .468** 1.000 .295** 0.116 0.064 sig. (2-tailed) 0.000 0.000 0.000 0.083 0.340 2 correlation coefficient .227** .297** .295** 1.000 .256** .182** sig. (2-tailed) 0.001 0.000 0.000 0.000 0.008 3 correlation coefficient .144* .215** 0.116 .256** 1.000 .436** sig. (2-tailed) 0.035 0.002 0.083 0.000 0.000 4 correlation coefficient 0.067 0.024 0.064 .182** .436** 1.000 sig. (2-tailed) 0.327 0.731 0.340 0.008 0.000 n 124 124 124 124 124 124 the table shows the test for significant relationship for the personal common issues without and during the pandemic, impact of personal issues to the studies on learning concerns, guidance office services, and school capability. the data shows that there were positive relationship between the personal issues even without the pandemic on the personal issues during the pandemic, it has impact i=on the studies, learning concerns, and guidance office services. (rs = .667, p< 0.01), (rs = .378, p < 0.01), (rs = .144, p < 0.05). and there was no significant relationship between the personal issues without the pandemic and school capability. therefore, the null hypothesis was failed to reject. same with the personal issues during the pandemic, there were significant relationship on the variables. (rs = .468, p < 0.01), (rs = .297, p < 0.01), (rs = .215, p < 0.01) and also failed to reject in the school capability. conclusions this study evaluated the factors determining the access and influence of the guidance office to the student’s emotional needs of third-year college students without and during the pandemic at holy cross college. personal common issues, learning concerns, guidance office services, and school capability distance were the variables identified. the majority of the respondents' profiles did not show a significant relationship with other variables. females respond more than males. the vast majority of volunteer respondents were single. volume 8, number 1, may 2023 | 8 zzzzzz the general weighted mean was 2.86, with a verbal description of agree, indicating that all of the factors were determined to access and influence the guidance office's influence on the student's emotional needs. it demonstrates that students encourage the school's counseling program. the researchers conclude that many students have emotional problems and seek help, particularly when they are around the school. students encourage the school to regularly monitor students' behavior with the help of the guidance office. according to the study's findings, the majority of respondents were female, and they acted the most when it came to emotions. women were very emotional and weak, and they needed assistance and support to recover from their personal issues. recommendations table 4 a proposed action plan to help students recover and promote the guidance and counseling in school area of concern objectives activities person in charge outcome 1. personal common issues without pandemic to obtain counselling in helping students’ relationship make an often consultation with the students adviser/ counselor students could often and express their feelings 2. personal common issues during the pandemic to obtain counselling in helping students’ relationship make an often consultation with the students adviser/ counselor students could often and express their feelings 3. impact of personal issues in your studies to put effective strategies in overcoming difficulties monthly seminar for guidance and counselling counselor students share their problems to avoid suicidal 4. learning concerns to give students refresh and relax academic break school admin students can relax and prepared for the following lesson 5. guidance office serviced to develop an understanding not only on physical but also emotional needs of the students monitoring the emotional status of the students subject teachers/ counselor students' can access to the guidance office for their concerns 6. school capability to support and help students to recover from their emotional problems guidance and counselling school admin/ counselor school will recognized for addressing the concerns of every students emotional needs. volume 8, number 1, may 2023 | 9 zzzzzz the recommendations of the study are presented in table 4. references anctil, tina m, carol klose smith, paulette schenck, and carol dahir. “professional school counselors’ career development practices and continuing education needs.” the career development quarterly 60, no. 2 (2012): 109–121. http://dx.doi.org/10.1002/j.21610045.2012.00009.x. armstrong, thomas. multiple intelligences in the classroom. ascd, 2009. bell, lauren e, and patricia van velsor. “counseling in the gentrified neighborhood: what school counselors should know.” professional school counseling 21, no. 1 (2017): 1096-2409– 21.1. http://dx.doi.org/10.5330/1096-2409-21.1.161. blum, robert wm, heather p libbey, john h bishop, and matthew bishop. “school connectedness—strengthening health and education outcomes for teenagers.” journal of school health 74, no. 7 (2004): 231–235. doody, owen, and maria noonan. “preparing and conducting interviews to collect data.” nurse researcher (2013). durlak, joseph a, roger p weissberg, allison b dymnicki, rebecca d taylor, and kriston b schellinger. “the impact of enhancing students’ social and emotional learning: a metaanalysis of school-based universal interventions.” child development 82, no. 1 (2011): 405– 432. http://dx.doi.org/10.1111/j.1467-8624.2010.01564.x. eaton, karen m, charles w hoge, stephen c messer, allison a whitt, oscar a cabrera, dennis mcgurk, anthony cox, and carl a castro. “prevalence of mental health problems, treatment need, and barriers to care among primary care-seeking spouses of military service members involved in iraq and afghanistan deployments.” military medicine 173, no. 11 (2008): 1051–1056. franz, klemens, and alexander k nischelwitzer. “adaptive digital storytelling : a concept for narrative structures and digital storytelling build on basic storytelling principles , adaptive story schemas and structure mapping techniques .” digital media (2004). martin, ian, and john carey. “development of a logic model to guide evaluations of the asca national model for school counseling programs.” the professional counselor 4, no. 5 (2014): 455–466. http://dx.doi.org/10.15241/im.4.5.455. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 92 improving student’s speaking fluency through the implementation on direct interview activity in university mukhlisin sekolah tinggi agama islam miftahul ‘ula mukhlisin.endemic@gmail.com accepted: jan 3th 2021 reviewed: march 5th 2021 published: may 30th 2021 abstract : the objectives of this research are to find out whether the use of direct interview type improves the students’ speaking skill and the strengths and weaknesses of direct interview type. the method used in the research is collaborative classroom action research. this research consisted of two cycles in which there were four steps in each cycle, namely planning, implementing, observation, and reflection. the researcher collected qualitative data of speaking test and qualitative data of classroom situation, field note, photograph, interview, and questionnaires. the results are (1) the students’ speaking skill improved the improvement of speaking score (2) direct interview type established good communication activity between the teacher and the students and improved classroom management. keywords: speaking fluency, direct interview activity, and classroom action research introduction human always interact and communicate one another as social human. speaking is the first way to do the interaction and communication each other1. that is why speaking is very essential problem, moreover speaking english. english is international languages must be mastered by learners. english is very essential element in communicating with each other because most of foreign people who are expert to speak english. widdowson (1996: 59) states that speaking as an example of use is a part of reciprocal exchange in which both reception and production play a part where in this perspective; the skill of speaking involves both receptive and productive participant2. vilimec (2006: 11) views in research that speaking is the skills as comprising two components: production skills and interaction skills, both of which can be affected by two conditions: firstly, processing conditions, taking into considerations the fact that ‘a speech takes place under the pressure of time, secondly, reciprocity conditions connected with a mutual relationship between the interlocutors3. 1 takayuki kanda et al., “interactive robots as social partners and peer tutors for children: a field trial,” human– computer interaction 19, no. 1–2 (2004): 61–84. 2 janina brutt‐griffler and keiko k samimy, “revisiting the colonial in the postcolonial: critical praxis for nonnative‐english‐speaking teachers in a tesol program,” tesol quarterly 33, no. 3 (1999): 413–431. 3 brutt‐griffler and samimy, “revisiting the colonial in the postcolonial: critical praxis for nonnative‐ english‐speaking teachers in a tesol program.” mailto:mukhlisin.endemic@gmail.com educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 93 according to thornbury (2005;10) said that speaking is an capacity to oversee turn-taking on the utilize of production strategies such as the filling delays too contribute to familiarity at the same time as they are talking as well as take the commitments others speakers are making to conversation both phonetic and paralinguistic4. speaking is used to express their ideas and to communicate with other people, when people can do reading skill, listening skill and writing skill by themselves without somebody joining with them then however in speaking skill people need interlocutor to do this activity5. the goal of the research is improving the english education program students’ speaking fluency for islamic department for the first semester in stai miftahul ‘ula nganjuk since the researcher believes that as an english lecture to be, the students are able to speak accurately in learning. however fluency comes as new problem to be overcome. christian dustmann said to the journal that the students live at time where the ability to speak a second language fluently has become necessary, especially for those who want to advance in certain field of human endeavor6. fluency in speaking is known as the natural ability to speak spontaneously, quickly and comprehensibly with few numbers of errors that may distract the listener from the speaker’s message, when accuracy is focus on the elements of phonology, grammar and discourse in spoken output7. in other words, dustmann said that to speak fluently and confidently in variety of situations is an important goal of any language department8. generally, the issue confronted managing with familiarity was when the learners talk to the others, the learners attempted to form the listeners get it approximately what they need to say9. the author found that the learners tended to falter and fragmentary whereas talking since they have issues in recovering the lexical things, encoding the syntactic shape of their message and adjusting their claim yield. this condition made the learners talk reluctantly and divided, as cruel that the recurrence of stop filler like ”ee” “well”,”mm”,”oo”, conjointly the generation of dissiliency such as reiteration, repair, restarts and too prolongation will smoothly their talks. the first aspect came from the language speaking such as mispronunciation, showed by such word as when they said “white” but said “wait”. the students were difficult to comprehend in understanding grammar10. it was showed when they wrote the dialogue on the paper. they could not use their grammar accurately when they tried to make some interrogative sentences such as “where 4 situjuh nazara, “students’ perception on efl speaking skill development,” jet (journal of english teaching) 1, no. 1 (2011): 28–43. 5 brutt‐griffler and samimy, “revisiting the colonial in the postcolonial: critical praxis for nonnative‐ english‐speaking teachers in a tesol program.” 6 christian dustmann, “speaking fluency, writing fluency and earnings of migrants,” journal of population economics 7, no. 2 (1994): 133–156. 7 dustmann, “speaking fluency, writing fluency and earnings of migrants.” 8 dustmann, “speaking fluency, writing fluency and earnings of migrants.” 9 murray j munro and tracey m derwing, “foreign accent, comprehensibility, and intelligibility in the speech of second language learners,” language learning 45, no. 1 (1995): 73–97. 10 michael a k halliday, “some grammatical problems in scientific english,” australian review of applied linguistics. supplement series 6, no. 1 (1989): 13–37. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 94 you live? “. the other difficulty was the students’ lack of vocabularies so the learners got difficulty to speak well. it was showed when they made dialogue they would repeat one word in many times such as “tell” they did not change into other words such as “talk, say, explain,”. the second aspect came from the learning environment. the learners always felt ashamed and afraid to speak english, it was showed when the lecture asked them to read the text, they were seriously nervous11. next, the learners had never practiced and used english and also used mother tongue during teaching learning process12. the learners were silent when the lecture asked them and give some questions in discussion section always said that english is difficult to speak. d. atkinson argued in the research the last indicators in speaking class come of them were in passive students13. the other aspect that influenced the students’ familiarity in talking was the propensities in utilizing indonesian or javanese term when they seem not discover fitting english words. this wonder characterized as delay filers that ordinarily happened when they attempted to precise complex ideas14. the next important aspect is the high frequency of silent pause that produced by the students. according to pretest analyzed by the researcher, there were so many silent pause occurred when the students delivered their speech. the more silent pause produced means as the more fragmented and hesitant the speech delivered. another aspect that also affected the students’ fluency in speaking was related with the type of activities provided by lecturer in the teaching and learning process. lecturers need to be very careful in implementing and developing particular methodology including choosing the approach and technique to be implemented in teaching and learning process15. the sources of problems also came from there parts. they came from the students, the lecture and the material. from the students, most of them were not interested in joining english and english was one of the most difficult lessons16. it was showed when the lecture gave assignment, they told that it was difficult and they could not do it. secondly, the lecture did not make many varieties of teaching and learning method then the students felt bored joining the lesson. it was showed by the result of pre-observation. during teaching learning process the students seemed bored because the lecture did not communicate with the students well17. there was no joke during teaching learning process and make the classroom situation was boring. last, from the material, the teaching and learning material that was provided monotonous then the students felt bored and also the lecture used teacher centered method was create the passive students. 11 halliday, “some grammatical problems in scientific english.” 12 david atkinson, “the mother tongue in the classroom: a neglected resource?,” elt journal 41, no. 4 (1987): 241–247. 13 atkinson, “the mother tongue in the classroom: a neglected resource?” 14 atkinson, “the mother tongue in the classroom: a neglected resource?” 15 munro and derwing, “foreign accent, comprehensibility, and intelligibility in the speech of second language learners.” 16 fred hewitt and marlene clayton, “quality and complexity–lessons from english higher education,” international journal of quality & reliability management (1999). 17 halliday, “some grammatical problems in scientific english.” educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 95 development in language teaching must depend on our ability to understand the effects of our methodology18. classroom activities that develop learners’ ability to express themselves through speech would therefore seem an important component of a language. the implement and developing inappropriate approach, method, and technique in teaching and learning process may create some new problems19. the students felt bored with the activities in the classroom, most of them felt sleepy when the activities learning and finally, their motivation in following the lecturing activities decreased slowly also provide some characteristics of successful speaking activity20. there are provides some characteristics of successful speaking activity. 1. learners talk a lot. as much as possible of the period of time allotted to the activity in fact occupied by learner talk. this may seem obvious, but often most time is taken up with teacher talk or pauses. 2. participation is even. classroom discussion is not dominated by a minority of talkative participants: all get a chance to speak, and contributors are fairly evenly distributed. 3. motivation is high. learners are eager to speak: because they are interested in the topic and have something new to say about it or because they want to contributed to achieving a task objective. 4. language is of an acceptable level. learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable of language accuracy. having observed on that situation, the researcher was interested in changing the condition by conducting action research concern on implementing direct interview type to solve the problems of students’ speaking skill in the first semester islamic department stai miftahul ’ula nganjuk. widdowson (1996: 58 – 59) defines that term of speaking in two ways according its sense which in the usage sense, involves the manifestation of the phonological system or of the grammatical system of the language or both21. speaking is a kind of tactical maneuvering that can be characterized as an overtly interactive manner of communicating22. it means that talking is reciprocal because it takes the form of an exchange between two or more participant with each participant taking turns to say something with the reference to usage; it is perfectly true that speaking is active, or productive, and makes use of the aural medium23. in other words its explains that speaking as an instance of use is a part of reciprocal exchange in which both reception and production play a part where in this perspective, the skill of speaking involves both receptive and productive participation24. 18 munro and derwing, “foreign accent, comprehensibility, and intelligibility in the speech of second language learners.” 19 halliday, “some grammatical problems in scientific english.” 20 halliday, “some grammatical problems in scientific english.” 21 henry george widdowson, linguistics (oxford university press, 1996). 22 widdowson, linguistics. 23 widdowson, linguistics. 24 widdowson, linguistics. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 96 from the theories above it can be concluded that speaking is the kind of tactical maneuvering of oral interaction to express one of intelligibility which can either focus on information or interaction involving both receptive and productive participation in interactive communicative25. though components of speaking such the manifestation of phonological and grammatical system of language then accurately sufficient vocabulary26. dugan said to the research that direct interview type is a means of gathering data from one person by another or others that allows the individual to express view and opinion to others in structured ways27. direct interview type is a one in which interviewer establish the purposes of interviewing and at least at the outset, control the pacing of the communication situation. typical direct interview type includes information giving, information gathering, and employment selection. mc groarty identifies six primary benefits of direct interview type as one technique of cooperative learning. they are 1) increased frequency and variety of second language practice though different types of interaction 2) possibility for development or use of the first language in ways that support cognitive development and increased second language skill. 3) the opportunities to include a greater variety of curricular material to stimulate language as well as concept learning. 5) freedom for teachers to master new professional skills, particularly those emphasizing communication. 6) the opportunities for students act as resources for each other28. thus assuming a more active role in their learning activity. on the other hand, identify four kinds of associated with direct interview type in cooperative learning classroom management29. they are 1) to assist with classroom environment and social task. 2) to be useful in selecting content and setting goals. 3) to help in developing materials such as flash card and posters. 4) to assist in monitoring progress and evaluating tasks30. steward (2006: 13 – 14) adds the advantages of applying direct interview type in teaching language skill. it is divided into three aspects, they are 1) interviewing are more useful in discovering attitudes, feelings, thought, beliefs, and what bids them together31. 2) interviewing encourages the use of all kinds and type of questions. 3) the nature of interviewing generally does not permit kind of selectivity except in phrasing some question32. surveying and measuring speaking fluency 25 martin bygate, speaking (oxford university press, 1987). 26 widdowson, linguistics. 27 widdowson, linguistics. 28 widdowson, linguistics. 29 irma sri anggraeni and hefy sulistyawati, “improving students’speaking skill using direct interview type,” english education 2, no. 1 (2013). 30 widdowson, linguistics. 31 robert j johnston et al., “contingent valuation focus groups: insights from ethnographic interview techniques,” agricultural and resource economics review 24, no. 1 (1995): 56–69. 32 widdowson, linguistics. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 97 overall, there is qualitative assessment done by the recent studies provided by experts. in qualitative assessment, professional judge listener such as in a class of professional linguists, teachers or lectures are needed to be the scorers or assessors33. however, the goal of this research is not provide the assessment of oral fluency qualitatively since more studies has been done related to this kind of assessment. the analyst center around dissecting and assessing the information gathered qualitatively later it depicted in subtleties of each qualitatively information taken. the objective is to gauge the degree of understudies' talking familiarity through the estimation of worldly factors34. method the method of this research is a classroom action research. the researcher passed some procedures during conducting this research. it is a stated by kemmis and mc taggart35, that the procedure of each steps in this researcher is as follows: 1. identify a problem area in this research, the problems were identified by using four techniques they were a) pre observation, to know the model of classroom management and students’ behavior. b) interviewing the teacher and the students, to know problems faced by the teacher and the students. c) questionnaire to know problem of english in teaching learning process faced by the students. d) pretest, to know how far their speaking skill. 2. planning the actions the researcher made some plans before conducting this research, they were a) choosing the topic or the material, the researcher chose descriptive text as the topic of the research. b) designing lesson plan in every meeting. c) preparing for teaching. d) preparing for worksheets observation. f) preparing for camera. 3. implementation the action there were two cycles and every cycle consisted of two meetings. every meeting there were these types of activities; opening, main activities and closing. 4. observing / monitoring the action the researcher did pre – research observation before implementing the research in class that used as consideration to design the next activity. 5. reflecting the result of the observation 33 franz pöchhacker, “quality assessment in conference and community interpreting,” meta: journal des traducteurs/meta: translators’ journal 46, no. 2 (2001): 410–425. 34 pöchhacker, “quality assessment in conference and community interpreting.” 35 wilfred carr and stephen kemmis, becoming critical: education knowledge and action research (routledge, 2003). educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 98 the research the process and the result of implementation of the direct interview type. this evaluation was evaluated after finishing first cycle that purposed to know the strength and the weakness. 6. revising the plan after conducting cycle 1 the research revised this research that focused on managing students to be more active on speaking36. conclusion to solve the problems in speaking direct interview type to solve it of students’ speaking skill in the first semester islamic department stai miftahul ’ula nganjuk. to define that term of speaking in two ways according its sense this in the usage sense, involves the manifestation of the phonological system or of the grammatical system of the language or both. speaking is the kind of tactical maneuvering of oral interaction to express one of intelligibility which can either focus on information or interaction involving both receptive and productive participation in interactive communicative though components of speaking such the manifestation of phonological and grammatical system. direct interview type in cooperative learning classroom management is useful especially for learners to improve their speaking skill. direct interview type includes information giving, information gathering, and employment selection to assist with classroom environment and social task. direct interview type useful in selecting content and setting goals. direct interview type can help in developing materials such as flash card and posters and to assist in monitoring progress and evaluating tasks. 36 jupri jupri and haerazi haerazi, “teaching english using two stay two stray in improving students’ english speaking skills integrated with foreign language anxiety,” journal of language and literature studies 2, no. 1 (2022): 33–42. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 99 references anggraeni, irma sri, and hefy sulistyawati. “improving students’speaking skill using direct interview type.” english education 2, no. 1 (2013). atkinson, david. “the mother tongue in the classroom: a neglected resource?” elt journal 41, no. 4 (1987): 241–247. brutt‐griffler, janina, and keiko k samimy. “revisiting the colonial in the postcolonial: critical praxis for nonnative‐english‐speaking teachers in a tesol program.” tesol quarterly 33, no. 3 (1999): 413–431. bygate, martin. speaking. oxford university press, 1987. carr, wilfred, and stephen kemmis. becoming critical: education knowledge and action research. routledge, 2003. dustmann, christian. “speaking fluency, writing fluency and earnings of migrants.” journal of population economics 7, no. 2 (1994): 133–156. halliday, michael a k. “some grammatical problems in scientific english.” australian review of applied linguistics. supplement series 6, no. 1 (1989): 13–37. hewitt, fred, and marlene clayton. “quality and complexity–lessons from english higher education.” international journal of quality & reliability management (1999). johnston, robert j, thomas f weaver, lynn a smith, and stephen k swallow. “contingent valuation focus groups: insights from ethnographic interview techniques.” agricultural and resource economics review 24, no. 1 (1995): 56–69. jupri, jupri, and haerazi haerazi. “teaching english using two stay two stray in improving students’ english speaking skills integrated with foreign language anxiety.” journal of language and literature studies 2, no. 1 (2022): 33–42. kanda, takayuki, takayuki hirano, daniel eaton, and hiroshi ishiguro. “interactive robots as social partners and peer tutors for children: a field trial.” human–computer interaction 19, no. 1–2 (2004): 61–84. munro, murray j, and tracey m derwing. “foreign accent, comprehensibility, and intelligibility in the speech of second language learners.” language learning 45, no. 1 (1995): 73–97. nazara, situjuh. “students’ perception on efl speaking skill development.” jet (journal of english teaching) 1, no. 1 (2011): 28–43. pöchhacker, franz. “quality assessment in conference and community interpreting.” meta: journal des traducteurs/meta: translators’ journal 46, no. 2 (2001): 410–425. widdowson, henry george. linguistics. oxford university press, 1996. educatio : journal of education volume 8 , number 1, may 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z correlational analysis of academic motivational and amotivational approach among education students during covid-19 pandemic agnes m. aquino professor, holy cross college, sta. rosa, ne, inc., philippines email: aquinoagnes@holycross.edu.ph accepted: feb 10th 2023 reviewed: april 5th 2023 published: may 30th 2023 abstract: this research aims to determine the motivation of the students to study in the college and if the recent covid-19 social distancing measures motivate them to continue. this study will also measure the amotivation level of the respondents in relation to covid-19 pandemic learning experiences. using descriptive correlational design which involves the systematic investigation of the nature of relationships between and among variables, the relationships of profile, academic motivation and amotivation of the respondents were explored. following the analysis of data, respondents agreed about their motivation preference since the covid-19 social distancing measures were put in place. almost half of the respondents support the feelings of competence such as more teacher/student engagement, face-to-face meetings and provide action plans for academic future. additionally, the respondents had academic motivational in terms of striving for excellence, desire to learn, and personal incentives. however, the respondents still experienced amotivation prior to covid-19 pandemic. with this in line, the respondents are recommended to be given with sharing and learning activities to help them improve significantly their well-being regarding motivation to success in education. keyword: striving for excellence, desire to learn, personal incentives, introduction the global pandemic of corona virus disease (covid-19) afflicted the majority of individuals, including those in the philippines. on march 11, 2020, the world health organization declared covid-19 a global pandemic, which is why all universities around the world switched to online teaching to reduce the virus spread. holy cross college is one of the schools in the country that has adapted to the changing educational environment as a result of the pandemic. for the institution to comply with ched memorandum order no.04, series of 2020 about the guidelines on the implementation of flexible learning in public and private higher education institutions (heis). as a result, one of the adaptive steps for teachers and students to continue teaching and learning is to use online learning management because of its user-friendly mode and creative software specs, this learning management system is designed to facilitate teaching and learning. according to tria, technology is required for the integration of subject courses1. in terms 1 jose z tria, “the covid-19 pandemic through the lens of education in the philippines: the new normal,” international journal of pedagogical development and lifelong learning 1, no. 1 (2020): ep2001, http://dx.doi.org/10.30935/ijpdll/8311. mailto:riyu.choirul57@gmail.com yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 36 zzzzzz of teaching and learning motivation has a positive impact on the development of process skills and the ability to solve real-world problems. furthermore, vollbrecht, porter-stransky, & lackey-cornelison showed that students with a critical thinking skills background have greater systematic ability. solving real-world problems aligned with technology are also important components in allowing students to understand the lessons and get motivated fully. a number of applied learning experiences have been linked to higher levels of learning2. in relation, trolian et.al., proved that academic motivation can include things like applying concepts to real-world problems or novel situations, taking exams or assignments that require you to use course content to solve a problem, conducting research with a professor, and participating in extracurricular activities that help you put what you've learned in class into practice3. applied learning approaches enhance students' motivation as academic motivation declines during college. methods and tactics for designing and executing applied learning experiences in the classroom and outside of the classroom should be considered by higher education institutions. meanwhile, tus 4 mentioned multiple factors influence academic success which stress and motivation are two of these elements and this is a crucial factor to consider because a superior academic record leads to a better job opportunity. in life's opportunities existing circumstances the motivation and stress ideas can be found in a wide range of courses from the philippines and asia. moreover, hidajat et.al., 5 proved that the desire to be actively involved in lectures is active behavior such as listening to forums, explaining arguments, asking questions, and solving problems. this active behavior can be measured using operational scales and observational rubrics and determination to survive when faced with challenges are all indicators of students' academic motivation with challenges and issues, as well as the desire to get up and try again after failing. boredom and lethargy in attending lectures, passive attendance at lectures, and a high rate of absenteeism and dropout are all indicators of students who are lacking in motivation. as individuals developed a closer fit between their interests and new accessible possibilities, it was expected that amotivation would decrease and motivation would increase during both transitions. according to previous data, young people who viewed their main task as a way of achieving their career goals and independent living 6 considered it to be more difficult to achieve their goals. a better match between their talents and interests and the new work or academic setting 7. 2 peter j vollbrecht, kirsten a porter-stransky, and wendy l lackey-cornelison, “lessons learned while creating an effective emergency remote learning environment for students during the covid-19 pandemic,” advances in physiology education 44, no. 4 (december 1, 2020): 722–725, https://pubmed.ncbi.nlm.nih.gov/33141599. 3 teniell l trolian and elizabeth a jach, “engagement in college and university applied learning experiences and students’ academic motivation,” journal of experiential education 43, no. 3 (2020): 317–335, http://dx.doi.org/10.1177/1053825920925100. 4 jhoselle tus, “academic stress, academic motivation, and its relationship on the academic performance of the senior high school students,” asian journal of multidisciplinary studies 8, no. 11 (2020): 29–37. 5 helga graciani hidajat et al., “why i’m bored in learning? exploration of students’ academic motivation,” international journal of instruction 13, no. 3 (2020): 119–136, http://dx.doi.org/10.29333/iji.2020.1339a. 6 robert w lent and steven d brown, “social cognitive model of career self-management: toward a unifying view of adaptive career behavior across the life span.,” journal of counseling psychology 60, no. 4 (2013): 557–568, http://dx.doi.org/10.1037/a0033446. 7 jennifer symonds et al., “the development of motivation and amotivation to study and work across agegraded transitions in adolescence and young adulthood,” journal of youth and adolescence 48, no. 6 (2019): 1131– yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 37 zzzzzz furthermore, given that these tracks are found to impact study burnout such as feelings of apathy, cynicism, and inadequacy, engagement, and educational aspirations in finland, the rate of change was expected to be moderated by the track young people took at the end of schooling8. hence, this research is anchored from the attribution theory of weiner in 1986 which is concerned about the process of individuals in interpreting events in relation to their behavior and thinking. this research will consider the 3-stage processes focusing on the 1) perception and observation of behavior; 2) belief that behavior is intentionally performed; and 3) person must determine if they believe the other person was forced to conduct the said behavior may it be attributed to situation or other person. this research will determine the motivation of the students to study in the college and if the recent covid-19 social distancing measures motivate them to continue. this study will also measure the amotivation level of the respondents in relation to covid-19 pandemic learning experiences. literature review this research was anchored from the attribution theory of weiner in 1986 which was concerned about the process of individuals in interpreting events in relation to their behavior and thinking. this research considered the 3-stage processes focusing on the 1) perception and observation of behavior; 2) belief that behavior is intentionally performed; and 3) person must determine if they believe the other person was forced to conduct the said behavior may it be attributed to situation or other person. in connection, this research determined the academic motivation of the students to study in college including the recent covid-19 social distancing measures that motivate them to continue. fig. 1 research paradigm on the academic motivational and amotivational approach methods this research utilized a descriptive correlational design which involves the systematic 1145, http://dx.doi.org/10.1007/s10964-019-01003-4. 8 symonds et al., “the development of motivation and amotivation to study and work across age-graded transitions in adolescence and young adulthood.” yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 38 zzzzzz investigation of the nature of relationships between and among variables 9. the involvement of cross-sectional to examine if changes in one or more variables are directly in relation to changes in another variable will be considered in this research. the relationships of profile, academic motivation and amotivation of the respondents are the specific variables that will be explored in this study. the respondents of this research were education students of holy cross college. nonprobability sampling specifically purposive sampling was utilized in this study which was focused on the inclusion criteria considerations of selecting the participants. this research also considered the profile, academic motivation and amotivation of the college students in this time of covid-19 pandemic. the conduct of this research began during the first semester of s. y. 2021 – 2022. the inclusion criteria considered in this research were 1) college students; 2) year level 1 to 4; and lastly, 3) regular students. this research utilized a modified version of the research instrument adapted from the study of nijiru focusing on the following: part i. profile of the respondents focusing on age, sex, course and year level of the respondents. part ii. academic motivation of the respondents concentrating on: • striving for excellence pertaining to goals, tasks, effort, values, ability • desire to learn relating to interest, learning from others, responsibility for learning • personal incentives linking to extrinsic rewards, intrinsic rewards, social rewards part iii. amotivation prior to covid-19 pandemic focusing on the reasons of the respondents in continuing college courses amidst covid-19 pandemic. the cronbach alpha score of the research instrument was .92. the likert scale and description are as follows: 3.51 – 4.00 = in all of my subjects 2.51 – 3.50 = in most of my subjects 1.51 – 2.50 = in some (few) of my subjects 1.00 – 1.50 = in none or only one of my subjects the researcher secured a permit from the vice president for academic affairs and college deans of holy cross college. after securing the approved request letter, the researcher did the encoding of the research instrument using google form app. after accomplishing the encoding and validation process among the pre-testing-respondents, the data was sent to the statistician for the computation of cronbach alpha score. as the research instrument attained passing reliability score the actual data gathering procedure proceeded among the actual respondents of this research using google form app also. upon completion of the data gathering the data was analyzed, interpreted and discussed to provide the overall illustration of the findings in tables and figures. this research assured that the covid-19 inter-agency task force protocols was strictly followed to ensure the safety of the respondents. result and discussion 9 larry b christensen et al., “research methods, design, and analysis” (2011). yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 39 zzzzzz table 1 distribution of profile of the respondents according to age age frequency percent 0 1 .5 18 24 11.8 19 51 25.0 20 60 29.4 21 25 12.3 22 16 7.8 23 5 2.5 24 2 1.0 25 3 1.5 26 3 1.5 27 1 .5 28 4 2.0 29 2 1.0 30 4 2.0 33 1 .5 34 1 .5 36 1 .5 total 204 100.0 the common age of the respondents are 20 with a frequency 60 and a percentage of 29.4 meanwhile, 51 of the respondents are 19 years old with a percentage of 25. fig. 2 distribution of respondents according to sex the biggest distribution of the respondents based on sex was female (86.3%) while males were only 13.7%. table 2 distribution of profile of the respondents according to course program frequency percent yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 40 zzzzzz beed 146 71.6 bsed 58 28.4 total 204 100.0 majority of the respondents belonged to bachelor of elementary education with a 146 frequency and a 71.6 percent while bachelor of science in education were 58 and 28.4 percent. fig. 3 distribution of respondents according to year level in terms of year level there were 35.8 percent of the respondents who belonged to third year, 35.3 percent were into first year and 27 percent belonged to second year. fig. 4 motivation preference of the respondents since the covid-19 social distancing measures were put in place majority of the respondents answered yes (65.7%) while some said no (24.2%) about their motivation preference since the covid-19 social distancing measures were put in place. yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 41 zzzzzz fig. 5 preference to thinking if college can do better to help with motivation levels almost half of the respondents support the feelings of competence such as more teacher/student engagement, face-to-face meetings and provide action plans for academic future (46.6%), meanwhile, 28.4 percent prefer the provision of more autonomy in lecture, schedules, more classes, online content options, ability to study at a distance. academic motivational approach of education students the academic motivational approach of education students is illustrated in table 3 below. table 3 – academic motivation approach academic motivation weighted mean striving for excellence standards i study hard as much as i can 3.66 i think about what i want to attain in my studies 3.61 i set for myself high scores which i believe i can achieve 3.49 total 3.59 goals i try different ways to solve academic problems 3.50 i set realistic and challenging academic goals 3.51 i set highest academic goals which i can achieve 3.50 when i don’t get what i expect in my studies, i work hard so that i may achieve my goals 3.58 if i do not attain my goals, i try again and again 3.66 total 3.55 tasks i do study outside class homework 3.17 i just aim to complete homework 3.62 i try to do all studies which i think i might succeed 3.64 i try to do most studies which i think i might succeed 3.60 i only choose the easy study work which i think i will succeed 3.16 total 3.44 effort i make strong demand on myself to pass in my studies 3.55 i struggle hard to get correct answers in homework given 3.23 yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 42 zzzzzz i check my work carefully so that i can get good marks 3.70 i prepare myself to get high marks in my studies 3.58 i make string effort to achieve as high mar as i can 3.67 total 3.55 values when i have no enough time for studies, i think about the importance of education 3.65 i value achievement in studies 3.77 total 3.71 ability i have confidence that i can pass in my studies 3.62 i receive encouragement on my studies from my teachers 3.52 i receive encouragement from at least one friend on my ability in my studies 3.51 i receive encouragement from at least one of my parents on my ability in studies 3.61 total 3.57 desire to learn interest i show genuine interest in learning 3.58 i show interest in the subjects i take 3.60 i read and research widely on different topics 3.37 i get interested in solving problems that others have as well in a topic 3.37 i show interest about topics being taught 3.59 i concentrate in my academic work 3.60 total 3.52 learning from others i participate in classroom discussions 3.50 i participate in small group discussion 3.45 i ask questions on topics i do not understand from others 3.20 i try to learn from others who are better in studies than me 3.43 i seek help from experts in my studies 3.30 i pay attention to my teachers to understand what is being taught 3.66 total 3.42 responsibility for learning i take my studies as a personal responsibility 3.76 i struggle to gather information on topics so that i can master them 3.43 total 3.60 personal incentives extrinsic rewards i like the rewards that studies bring 3.51 i try to work hard because doing well in studies brings high status 3.55 i like to study in order to be the winner in my class 2.91 total 3.32 intrinsic rewards i like studies because we interact with friends while we study 3.44 i try to work hard in studies because of the challenges it brings 3.50 i like the intellectual challenge brought about by academic work 3.46 i like to solve problems in studies 3.30 total 3.43 social rewards i like the social relationships involved in studies 3.41 i have fun with peers as we study 3.46 i get honor and praise from my family for passing in my studies or exams 3.47 i get honor and praise from teachers for passing in my studies/exams 3.34 total 3.42 yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 43 zzzzzz the academic motivational approach of education students in terms of striving for excellence which had a verbal description of “in all of my subjects” and a total weighted mean were standards (3.59); goals; effort (3.55); values (3.71); ability (3.57); however, in terms of tasks (3.44) had a verbal description of “in most of my subjects”. in terms of standards, the respondents answered that in “in all of my subjects” (3.66) they study hard as much as they can and they think about what they want to attain in their studies (3.61). with regard to goals the respondents answered that “in all of my subjects” if they did not attain their goals, they will try again and again (3.66) and when they did not get what they expect in their studies, they work hard so that they may achieve their goals (3.58). as regard to tasks the respondents also answered “in all of my subjects” they try to do all studies which they thought they might succeed (3.64) and they just aim to complete their homework (3.62). regarding effort the respondents responded “in all of my subjects” that they check their work carefully so that they can get good marks (3.70) and they make string effort to achieve as high mark as they can (3.67). moreover, concerning values the respondents replied “in all of my subjects” they have confidence that they can pass in their studies (3.62) and they receive encouragement from at least one of their parents on their ability in their studies (3.61). the total weighted mean of the responses of the respondents’ desire to learn in terms of interest (3.52); responsibility of learning (3.60) had a verbal description of “in all of my subjects” although, learning from others had a total weighted mean of 3.42 with a verbal description of “in most of my subjects”. in terms of interest the respondents responded “in all of my subjects” that they were concentrated in their academic work likewise they showed interest in the subjects they took (3.60) and they showed interest about the topics being taught (3.59). as to learning from others they replied “in most of my subjects” that they pay attention to the teachers to understand what was being taught (3.66) likewise they participated in classroom discussions (3.50). their responsibility for learning response was “in most of my subjects” which they took their studies as a personal responsibility (3.76) and they struggled to gather information on topics so that they could master them (3.43). in terms of personal incentives, the total weighted mean was extrinsic rewards (3.32) whereas intrinsic rewards (3.43) with a verbal description of “in most of my subjects”. with regard to extrinsic rewards the respondents replied “in all of my subjects” that they ried to work hard because doing well in studies brings high status (3.55) and they liked the rewards that studies bring (3.51). intrinsic rewards the respondents responded that “in most of my subjects” they tried to work hard in studies because of the challenges it brings (3.50). also, they liked the intellectual challenge brought about by academic work (3.46). lastly, concerning social rewards, the total weighted mean was 3.42 with a verbal description of “in most of my subjects”. the respondents answered “in most of my subjects” that they got honor and praise from their family for passing in their studies or exams (3.47) and they have fun with peers as they study (3.46). amotivation prior to covid -19 pandemic table 4 shows the amotivational prior to covid-19 pandemic of education students. yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 44 zzzzzz table 4 – academic motivation approach amotivation weighted mean i really feel that i am wasting my time in college 1.72 i once had a good reason for studying for college however i wonder whether i should continue 2.59 i cannot see why i go to college and frankly, i could not care less 1.85 i cannot understand what i am doing in college 1.83 i cannot appreciate the lessons in college 1.70 i feel lazy attending my class 1.87 i am always late in submitting my tasks 1.70 i just check the requirements and do nothing 1.80 i cannot persuade myself in attending classes 1.67 total 1.86 the total weighted mean of the responses of the respondents for the amoitvation prior to covid-19 pandemic of the students was 1.86 with a verbal description of in some (few) of my subjects. correlation between the profile and academic motivation of the respondents table 5 illustrates the significant relationship between the profile and academic motivation of the respondents. table 5 – correlation between the profile and academic motivation of the respondents academic motivation interpretation age pearson correlation .042 not significant sex pearson correlation -.009 not significant course pearson correlation .086 not significant year level pearson correlation .150* significant *. correlation is significant at the 0.05 level (2-tailed). **. correlation is significant at the 0.01 level (2-tailed). result show that only year level had significant correlation to academic motivation with an r value of .150* and interpreted as significant at 0.05 level of significance. it implies that higher year level of students are more motivated than their lower year counterparts. correlation between the profile and amotivation of the respondents the significant relationship between the profile and amotivation of the respondents is shown in table 6. table 6 – correlation between the profile and amotivation of the respondents amotivation interpretation age pearson correlation -.094 not significant sex pearson correlation -.058 not significant course pearson correlation -.021 not significant year level pearson correlation -.101 not significant yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 45 zzzzzz *. correlation is significant at the 0.05 level (2-tailed). **. correlation is significant at the 0.01 level (2-tailed). data show that all the findings were not significant. the age, sex, course, and year level of the respondents are not indicators of the amotivation that they experiences. correlation between the academic motivation and amotivation of the respondents the significant relationship between the academic motivation and amotivation of the respondents is shown in table 7. table 7 – correlation between the academic motivation and amotivation of the respondents correlations academic motivation amotivation interpretation academic motivation pearson correlation 1 -.088 not significant amotivation pearson correlation -.088 1 not significant *. correlation is significant at the 0.05 level (2-tailed). **. correlation is significant at the 0.01 level (2-tailed). findings revealed that there was no significant correlation between academic motivation and amotivation. it means that students can be both motivated and amotivated at the same time. conclusion this research further concludes the following statements in relation to the results of this research. 1. the respondents belonged to teen and adult age classification mostly female, and belonged to bachelor of elementary education in 3rd year level who agreed about their motivation preference since the covid-19 social distancing measures were put in place. almost half of the respondents support the feelings of competence such as more teacher/student engagement, face-to-face meetings and provide action plans for academic future. 2. the respondents had academic motivational in terms of striving for excellence, desire to learn, and personal incentives. 3. the respondents experienced amotivation prior to covid-19 pandemic. 4. result show that only year level had significant correlation to academic motivation at 0.05 level of significance. 5. there was no significant correlation between academic motivation and amotivation. recommendations yuli choirul ummah dismantling paradigm book ta'limul muta'allim volume 1, number 2, november 2016 | 46 zzzzzz this research further recommends the following statements in relation to the conclusion of this research. 1. other courses and discipline may be considered as respondents to the next parallel study of this research. 2. the sense of academic motivation in terms of striving for excellence, desire to learn, and personal incentives among future respondents may be considered to assess better plans for academic success. 3. the respondents may be given sharing and learning activities to help them improve significantly their well-being regarding motivation to success in education. 4. provision of more learning materials for their academic success is encourage. 5. this further recommends the continuity of learning academically among learners. 6. future research may be recommended to determine the specific reasons of academic motivation and amotivation in relation to learning enabling technology. references christensen, larry b, burke johnson, lisa anne turner, and larry b christensen. “research methods, design, and analysis” (2011). hidajat, helga graciani, fattah hanurawan, tutut chusniyah, and hetti rahmawati. “why i’m bored in learning? exploration of students’ academic motivation.” international journal of instruction 13, no. 3 (2020): 119–136. http://dx.doi.org/10.29333/iji.2020.1339a. lent, robert w, and steven d brown. “social cognitive model of career self-management: toward a unifying view of adaptive career behavior across the life span.” journal of counseling psychology 60, no. 4 (2013): 557–568. http://dx.doi.org/10.1037/a0033446. symonds, jennifer, ingrid schoon, jacquelynne eccles, and katariina salmela-aro. “the development of motivation and amotivation to study and work across age-graded transitions in adolescence and young adulthood.” journal of youth and adolescence 48, no. 6 (2019): 1131–1145. http://dx.doi.org/10.1007/s10964-019-01003-4. tria, jose z. “the covid-19 pandemic through the lens of education in the philippines: the new normal.” international journal of pedagogical development and lifelong learning 1, no. 1 (2020): ep2001. http://dx.doi.org/10.30935/ijpdll/8311. trolian, teniell l, and elizabeth a jach. “engagement in college and university applied learning experiences and students’ academic motivation.” journal of experiential education 43, no. 3 (2020): 317–335. http://dx.doi.org/10.1177/1053825920925100. tus, jhoselle. “academic stress, academic motivation, and its relationship on the academic performance of the senior high school students.” asian journal of multidisciplinary studies 8, no. 11 (2020): 29–37. vollbrecht, peter j, kirsten a porter-stransky, and wendy l lackey-cornelison. “lessons learned while creating an effective emergency remote learning environment for students during the covid-19 pandemic.” advances in physiology education 44, no. 4 (december 1, 2020): 722–725. https://pubmed.ncbi.nlm.nih.gov/33141599. educatio : journal of education volume 8 , number 1, may 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) z implementation of multicultural education to strengthen religious tolerance character sholehuddin sulaiman 1, musawir 2 sufinatin aisda3 1,2,3 fai/universitas sunan giri surabaya 1sholehuddin@unsuri.ac.id , 2musawir11@mail.com, 3sufinatina@gmail.com accepted: marc 8th 2023 reviewed: apr 13th 2023 published: may 30th 2023 abstract: the implementation of multicultural education is a well-planned learning process that embraces the diversity of cultural backgrounds and societal norms. the character of religious tolerance cooperation is an attitude of respecting differences in beliefs without considering others' backgrounds, all for a common goal. the objectives of this research are: 1) to understand the implementation of multicultural education in strengthening the character of religious tolerance at sman 1 waru, sidoarjo; 2) to comprehend and analyze the strengthening of the character of religious tolerance at sman 1 waru, sidoarjo; 3) to understand and analyze the supporting and inhibiting factors of the implementation of multicultural education in strengthening the character of religious tolerance at sman 1 waru, sidoarjo. this study adopts a qualitative descriptive approach, and the data collection methods include observation, interviews, and documentation. the data analysis technique is inductive and involves data reduction, data display, verification, and conclusion. the results of the implementation of multicultural education in strengthening the character of religious tolerance at sman 1 waru, sidoarjo are as follows: the school adopts the 2013 curriculum, and the methods used for multicultural education are contribution and enrichment. the implementation of multicultural education at sman 1 waru, sidoarjo includes having four religions represented at the school, namely islam, christianity, catholicism, and hinduism. the school provides teachers for each religion practiced by the students. the school follows the 5 s approach and engages in various activities such as extracurricular programs, osis (student council), and school company. the results of strengthening the character of religious tolerance cooperation are as follows: teachers provide advice on multicultural education, instill values of mutual respect, appreciation, and acceptance of learning realities, support each other's religious celebrations despite different beliefs, and allow freedom to pray according to each individual's beliefs. keywords: implementation, multicultural education, character, religious tolerance. introduction when societies and civilizations around the world move towards modernity, there is a shift in attitudes and behaviors from hunting and gathering societies to the following mailto:1sholehuddin@unsuri.ac.id mailto:2musawir11@mail.com mailto:3sufinatina@gmail.com volume 8, number 1, may 2023| 93 stages1: pastoralist societies, horticultural societies, agriculturalist societies, industrial societies, and information societies. indonesia is one of the countries rich in diversity. this truth can be seen from its socio-cultural and geographical conditions, which are extremely diverse and vast. currently, there are about 13 thousand large and small islands in the territory of the republic of indonesia, with a population of over 200 million people, consisting of 300 ethnic groups speaking nearly 200 different languages2. they also adhere to various religions and beliefs such as islam, catholicism, protestant christianity, hinduism, buddhism, confucianism, and various other beliefs 3. this diversity is further reflected in the five principles of the state known as pancasila, with the first principle emphasizing the belief in one supreme god. this ensures that the state guarantees the right of every indonesian citizen to embrace their religion or belief. therefore, the first principle of pancasila does not favor any specific religious or belief system. while indonesia should take pride in having such a motto, in reality, this motto has become merely a phrase often repeated without being practiced. the values embodied in the motto have been eroding since long ago. this multicultural condition of indonesia cannot be denied to be susceptible to nepotism, corruption, violence, and even bloody conflicts, eroding the sense of humanity. one concrete and tragic event for the nation was the "islamic-christian war" in north maluku from 1999-2003. this conflict not only claimed a significant number of lives but also destroyed thousands of properties belonging to the people, including 400 churches and 30 mosques. the ethnic conflict between the dayak and madurese lasted from 1931 to 2000 and resulted in the loss of about 2,000 lives 4. although these conflicts seem to have stopped and been resolved, there may still be lingering disappointment and sorrow among the affected groups or descendants of the victims. if such conflicts are left unaddressed, they will undermine the values of diversity and unity of the nation, as promoted by the spirit of the unitary state of the republic of indonesia (nkri). to prevent or at least minimize such occurrences, efforts are needed to address the imbalance in multiculturalism5. the most suitable program to tackle this issue is "multicultural education." multiculturalism should be integrated into the education system, especially in fostering unity 1 john c caldwell, demographic transition theory (springer, 2007). 2 dinar fatmawati, “islam and local wisdom in indonesia,” journal of social science 2, no. 1 (2021): 20– 28. 3 gavin w jones, “religion and education in indonesia,” indonesia, no. 22 (1976): 19–56. 4 niels spierings, “how islam influences women’s paid non-farm employment: evidence from 26 indonesian and 37 nigerian provinces,” review of religious research 56 (2014): 399–431. 5 taylor cox jr, “the multicultural organization,” academy of management perspectives 5, no. 2 (1991): 34– 47. volume 8, number 1, may 2023| 94 and national spirit, in line with the spirit of indonesia's independence in 1945, which marks the foundation of the unitary state of the republic of indonesia (nkri)6. the term "multiculturalism" was first introduced by charles hobart, stating that "cultural differences in a society are human rights"7. according to andersen and cusher8 multicultural education can be understood as education about cultural diversity. james banks 9 defines multicultural education as education for people of color. this means that multicultural education aims to explore differences as a given fact (a divine gift/nature) and promote tolerance and egalitarianism. in indonesia, multiculturalism has existed since the establishment of the unitary state of the republic of indonesia in the mid-1940s, as reflected in the motto "bhineka tunggal ika" (unity in diversity). however, its role in the education system must be more convincing for society. indonesia has diverse population comprises individuals of different religions, ethnicities, languages, cultures, and backgrounds10. given the nation’s multicultural nature and the existing social tensions that have led to conflicts, one alternative is to promote multicultural awareness to change the mindset of society, encouraging openness and respect for diversity. according to etymology, character comes from the greek word "carving patterns" and "implementing goodness values in actions in accordance with moral norms, resulting in individuals with noble character"11. the character represents an individual's way of thinking, implementing goodness values in actions or behaviors, which become distinctive traits of each individual. individuals with good character can make decisions and take responsibility for the consequences of their actions. "tolerance" comes from the latin word "tolerantia," which means leniency, gentleness of heart, accommodation, and patience. in general, tolerance refers to an open, broad-minded, willing, and gentle attitude 12. tolerance aims to (1) maintain the existence of religion, as human beings, in all aspects of life, are interconnected with others, leading people to consider others and prioritize justice, (2) maintain national unity and national spirit, which strengthens the bond of solidarity among communities, facilitating people of different religions to realize and maintain harmony, and (3) create a religious society, reflected in harmonious cooperation among various religious groups. 6 ali miftakhu rosyad, “the integration of islamic education and multicultural education in indonesia,” al-afkar, journal for islamic studies (2020): 164–181. 7 charles w hobart, “eskimo education in the canadian arctic,” canadian review of sociology/revue canadienne de sociologie 7, no. 1 (1970): 49–69. 8 muhammad sahal, akhmad arif musadad, and muhammad akhyar, “tolerance in multicultural education: a theoretical concept,” international journal of multicultural and multireligious understanding 5, no. 4 (2018): 115, http://dx.doi.org/10.18415/ijmmu.v5i4.212. 9 james a banks, an introduction to multicultural education. (eric, 1994). 10 chang-yau hoon, “putting religion into multiculturalism: conceptualising religious multiculturalism in indonesia,” asian studies review 41, no. 3 (2017): 476–493, http://dx.doi.org/10.1080/10357823.2017.1334761. 11 aren m wilson-wright, “the helpful god: a reevaluation of the etymology and character of (ʔēl) šadday,” vetus testamentum 69, no. 1 (2019): 149–166. 12 a s hornby, “oxford advanced learner’s dictionary,” oxford advanced learners dictionary, 2005. volume 8, number 1, may 2023| 95 in the district of sidoarjo, there are several formal educational institutions, including senior high schools, with diverse backgrounds of students. one such school is sma negeri 1 waru sidoarjo, a school with a excellent reputation that has students from various ethnic, religious, racial, and social backgrounds. based on the data obtained during observation and interviews with mr. asmali, s.kom, as the vice-principal of curriculum at sma negeri 1 waru sidoarjo, the students at the school come from four religions, with the majority being muslims, followed by christians, catholics, and hindus. six recognized religions in indonesia, namely buddhism and confucianism, do not have followers in this school. additionally, most of the teachers are muslims, with four islamic religious education teachers and three non-muslim teachers, including one each for catholic, protestant, and hindu religious education. the diversity also extends to other aspects such as ethnicity, race, social backgrounds, and so on. sma negeri 1 waru sidoarjo offers extracurricular activities and has an active student council (osis). besides, there is a "school company" activity, which focuses on entrepreneurship, where students work together in their own business endeavors. the school won first place in student company (the most innovative) competition. the purpose of this research is to understand (1) the implementation of multicultural education at sma negeri 1 waru sidoarjo, (2) to comprehend and analyze the strengthening of religious tolerance character in the school, and (3) to understand and analyze the supporting and inhibiting factors of multicultural education in strengthening religious tolerance character at sma negeri 1 waru sidoarjo. based on the above discussion, the researcher is interested in conducting a study with the title "implementation of multicultural education in strengthening religious tolerance character at sma negeri 1 waru sidoarjo." method this research is a qualitative descriptive study conducted at sma negeri 1 waru sidoarjo. data collection techniques involve observation, interviews, and documentation. the data analysis technique used is inductive, including data reduction, data display, verification, and conclusions. result and discussion multicultural education multicultural education is a concept or idea that recognizes and values the importance of cultural and ethnic diversity in shaping the lifestyle, social experiences, personal identity, and educational opportunities of individuals, groups, or nations13. multicultural education is an educational strategy applied to all subjects by utilizing the cultural differences present among students, such as ethnic backgrounds, religions, languages, genders, social classes, races, abilities, and ages. its purpose is to make the learning 13 banks, an introduction to multicultural education. volume 8, number 1, may 2023| 96 process effective and easy while simultaneously developing students' character to be democratic, humanistic, and pluralistic in their environment14. multicultural education is a response to the development of diversity in school populations, as demanded by the principle of equal rights for every group. james banks explains that multicultural education has several dimensions that are closely related to each other: 1. content integration: integrating various cultures and groups to illustrate fundamental concepts, generalizations, and theories in subjects or disciplines. 2. knowledge construction process: helping students understand the cultural implications within a subject or discipline. 3. equity pedagogy: adapting teaching methods to match students' learning styles to facilitate academic achievement for diverse students in terms of race, culture, and social background. 4. prejudice reduction: identifying students' racial characteristics and determining teaching methods, promoting participation in sports and interaction with staff and students of different ethnic and racial backgrounds to create a tolerant and inclusive academic culture. (yaya suryana and rusdiana, 2019:54) according to prof. h.a.r tilaar, multicultural education emerged with the development of the idea and awareness of "interculturalism" after world war ii. this concept and awareness were related to international political developments concerning human rights, independence from colonialism, and racial discrimination and the increasing pluralism in western countries due to migration and the emergence of newly independent states in america and europe15. in the context of multicultural education, tilaar explains that the focus is no longer solely on racial, religious, and cultural groups in the domain or mainstream. multicultural education is actually about caring and understanding differences, or the politics of recognition towards people from minority groups. the term "multicultural education" can be used descriptively and normatively to describe educational issues and problems related to multicultural societies16. furthermore, it also includes considerations of educational policies and strategies in multicultural societies. in the descriptive context, the curriculum of multicultural education must include subjects such as tolerance, themes related to ethnocultural and religious differences, the dangers of discrimination, conflict resolution, and mediation, human rights, democracy and pluralism, multiculturalism, universal humanity, and other relevant subjects. multicultural education honors humanity by recognizing all people as equal, capable of working together, and respecting each other's cultural backgrounds, races, ethnicities, religions, genders, and perspectives. if implemented effectively, this education offers high 14 dharlinda suri and dharnita chandra, “teacher’s strategy for implementing multiculturalism education based on local cultural values and character building for early childhood education,” journal of ethnic and cultural studies 8, no. 4 (2021): 271–285. 15 h a r tilaar, perubahan sosial dan pendidikan: pengantar pedagogik transformatif untuk indonesia (penerbit pt. gramedia widiasarana indonesia bekerja sama dengan center for education and community development studies, 2002). 16 thor-andré skrefsrud, “enhancing social sustainability through education: revisiting the concept of multicultural education,” in ecotheology-sustainability and religions of the world (intechopen, 2022). volume 8, number 1, may 2023| 97 hopes for improving student achievement while fostering individuals who appreciate differences and can collaborate. it makes them open, friendly, tolerant citizens of indonesia who respect diversity and take responsibility as citizens. the objectives of multicultural education the primary goal of multicultural education is to shift teaching and learning approaches towards providing equal opportunities for every child17. students’ identities must be acknowledged in multicultural education, including those from ethnic and racial minorities, diverse religious groups, genders, economic backgrounds, regions/origins, physical and mental disabilities, age groups, and others. in essence, the aim of multicultural education is to create an inclusive school environment where all students receive their rights without regard to their differences, ensuring they have equal learning opportunities and the chance to achieve success. this requires the collaboration of all school stakeholders to work together towards this shared goal. multiculturalism in the qur'an and hadith the qur'an, as the source of islamic teachings, was revealed by allah to humanity through prophet muhammad (peace be upon him) to guide attaining happiness and salvation in this world and the hereafter. it serves as a book of guidance, aiming to lead people from darkness towards the bright light of god's path. as stated in the following verse: "alif, lam, ra. [this is] a book which we have revealed to you, [o muhammad], that you might bring mankind out of darknesses into the light by permission of their lord—to the path of the exalted in might, the praiseworthy." (surah ibrahim, 14:1) the qur'an, being a universal book of guidance, contains verses with guidelines and core regulations needed for people to organize their lives, including matters related to faith and behavioral conduct in both personal and communal settings. among the numerous guidelines in the qur'an, some messages should serve as guidance for maintaining harmony and peace in a multicultural society. some of these messages are as follows: 1. there is no compulsion in religion. people are free to choose their faith, and those who follow islam will not be deprived of allah's mercy. (surah al-baqarah, 2:256) 2. allah has made humanity into different nations and tribes to know one another, not to despise each other. the noblest in the sight of allah are those who are most righteous. (surah al-hujurat, 49:13) 3. the prophet muhammad (peace be upon him) stated that all humans are brothers, emphasizing the importance of avoiding suspicion, envy, hatred, and animosity towards one another. muslims are encouraged to live as brothers and sisters in harmony. (hadith: bukhari and muslim, 6724) 17 earl bradford smith, “approaches to multicultural education in preservice teacher education: philosophical frameworks and models for teaching.,” multicultural education 16, no. 3 (2009): 45–50. volume 8, number 1, may 2023| 98 from the above quranic verses and hadith, it can be understood that multiculturalism is not contradictory to islamic teachings. diversity is not a problem; it is a wealth that can complement each other in building a civilized society. in essence, islam promotes tolerance, understanding, and respect for diversity. it encourages muslims to live harmoniously with people of different cultures, beliefs, and backgrounds, fostering an environment of mutual understanding and cooperation. multiculturalism is, therefore, a concept that aligns with the principles of islam and should be embraced to create a cohesive and inclusive society. implementing multicultural education requires concrete efforts to apply the values of multiculturalism in schools and society. some steps that can be taken to implement multicultural education are as follows: 1. integration: teachers play a crucial role in integrating various cultures and groups in learning. the curriculum should reflect cultural, linguistic, and ethnic diversity. multicultural education should teach an understanding of multicultural realities so that students can develop an attitude of appreciation for diversity. 2. knowledge construction: the multicultural education curriculum should be designed with a multicultural basis. introducing the history and civilizations of various ethnic or tribal groups can be part of the curriculum. multicultural education should also teach the values of humanity, democracy, and universalism that exist in religious teachings. 3. prejudice reduction: identifying the racial and ethnic characteristics of students and fostering positive interactions between various ethnic and cultural groups in the school environment can help reduce prejudice and create a tolerant academic atmosphere. 4. equal education: multicultural education acknowledges equal rights and opportunities for all students. each student receives fair treatment regardless of their differences. 5. character strengthening: character education is essential in developing religious, nationalistic, independent, cooperative, and integrity-oriented attitudes in students. character building begins with socialization and education from an early age. 6. cooperation: enhancing cooperation among students in achieving common goals and involving fair task allocation. 7. tolerance: teaching tolerance to students, which means respecting differences and the views of others. all these efforts must be consistent and sustainable, involving all stakeholders in the school and community. effective multicultural education can create an inclusive environment that appreciates diversity and molds a generation capable of harmonious living in a multicultural society. implementation of multicultural education in strengthening cooperation and religious tolerance at sman 1 waru sidoarjo multicultural education curriculum the school's curriculum is based on the 2013 curriculum, an improved version of the previous curriculum ktsp (kucorikulum tingkat satuan pendidikan). it balances the development of students' spiritual and social attitudes, knowledge, and skills, allowing them volume 8, number 1, may 2023| 99 to apply these in various situations within the school and the community. the curriculum 2013 is an evolution from the previous ones (kbk 2004 and ktsp 2006), aiming to prepare a generation capable of competing with advanced nations like the united states, china, finland, and singapore. methods of multicultural education: 1) the school uses the contribution and enrichment methods in multicultural education. the contribution method involves students in selecting reading materials together, engaging in shared activities, and appreciating religious and cultural events in the community. the enrichment method encourages students to evaluate and appreciate different perspectives without changing their own beliefs. the school provides teachers from various religions to support students' diverse backgrounds without imposing changes to their beliefs. implementation of multicultural education: multicultural education at sman 1 waru sidoarjo is based on valuing diversity, including religious, linguistic, and ethnic differences. students from various backgrounds coexist harmoniously, and the school promotes respect, sympathy, empathy, and mutual appreciation. strengthening cooperation and religious tolerance: to foster cooperation and religious tolerance, the school follows several practices: 1. teachers provide advice on religious tolerance. 2. students are encouraged to respect, appreciate, and accept differences. 3. the school supports celebrations of various religious events, with students from different faiths participating in organizing these events. 4. students are given the freedom to pray according to their beliefs. 5. the 5 s's (salam, smile, greet, polite, and respectful) are instilled in the school culture to promote positive interactions. conclusion implementing multicultural education in strengthening religious tolerance at sman 1 waru sidoarjo includes various aspects. firstly, the school adopts the curriculum 2013, making it a model school for its application in indonesia. the curriculum encourages teachers to be creative in teaching methods, focusing on students' observation, questioning, reasoning, experimenting, and networking rather than burdening teachers with content delivery. the approach emphasizes balancing affective and psychomotor aspects alongside cognitive development. secondly, the school utilizes the contribution and enrichment methods in multicultural education. additionally, to promote religious tolerance, the school provides four religious education teachers, implements the 5 s's (salam, smile, greet, polite, and respectful) to nurture respectful interactions, and supports various activities such as extracurriculars, osis, and school company. finally, in strengthening cooperation and volume 8, number 1, may 2023| 100 religious tolerance, teachers advise on multicultural education, instill values of respect and acceptance of differences, encourage support for religious celebrations regardless of beliefs, and grant freedom for individual prayer practices. reference banks, james a. an introduction to multicultural education. eric, 1994. caldwell, john c. demographic transition theory. springer, 2007. cox jr, taylor. “the multicultural organization.” academy of management perspectives 5, no. 2 (1991): 34–47. fatmawati, dinar. “islam and local wisdom in indonesia.” journal of social science 2, no. 1 (2021): 20– 28. hobart, charles w. “eskimo education in the canadian arctic.” canadian review of sociology/revue canadienne de sociologie 7, no. 1 (1970): 49–69. hoon, chang-yau. “putting religion into multiculturalism: conceptualising religious multiculturalism in indonesia.” asian studies review 41, no. 3 (2017): 476–493. http://dx.doi.org/10.1080/10357823.2017.1334761. hornby, a s. “oxford advanced learner’s dictionary.” oxford advanced learners dictionary, 2005. jones, gavin w. “religion and education in indonesia.” indonesia, no. 22 (1976): 19–56. rosyad, ali miftakhu. “the integration of islamic education and multicultural education in indonesia.” al-afkar, journal for islamic studies (2020): 164–181. sahal, muhammad, akhmad arif musadad, and muhammad akhyar. “tolerance in multicultural education: a theoretical concept.” international journal of multicultural and multireligious understanding 5, no. 4 (2018): 115. http://dx.doi.org/10.18415/ijmmu.v5i4.212. skrefsrud, thor-andré. “enhancing social sustainability through education: revisiting the concept of multicultural education.” in ecotheology-sustainability and religions of the world. intechopen, 2022. smith, earl bradford. “approaches to multicultural education in preservice teacher education: philosophical frameworks and models for teaching.” multicultural education 16, no. 3 (2009): 45–50. spierings, niels. “how islam influences women’s paid non-farm employment: evidence from 26 indonesian and 37 nigerian provinces.” review of religious research 56 (2014): 399–431. suri, dharlinda, and dharnita chandra. “teacher’s strategy for implementing multiculturalism education based on local cultural values and character building for early childhood education.” journal of ethnic and cultural studies 8, no. 4 (2021): 271–285. tilaar, h a r. perubahan sosial dan pendidikan: pengantar pedagogik transformatif untuk indonesia. penerbit pt. gramedia widiasarana indonesia bekerja sama dengan center for education and community development studies, 2002. wilson-wright, aren m. “the helpful god: a reevaluation of the etymology and character of (ʔēl) šadday.” vetus testamentum 69, no. 1 (2019): 149–166. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 225 the development of learning management activities using the inquiry-based learning (5e) to develop analytical thinking skills in the course science and technology for students in grade 3 natthanan namonsai, angkhan intanin, sasitorn sanpundorn kalasin university, muang district, kalasin thailand email natthanan.na@ksu.ac.th, angkhan.in@ksu.ac.th, sasitorn.sa@ksu.ac.th accepted: nov 3th 2022 reviewed: dec 5th 2022 published: feb 28th 2023 abstract: this research aims to (1) develop learning management activities using the 5e inquirybased learning model. science and technology course of students in grade 3. (2) develop the analytical thinking of grade 3 students to pass the criteria of 70%. (3) to study the satisfaction of grade 3 students towards learning management using the 5e inquiry-based learning model. thus, the researchers developed our solar system learning activities. of6plans and developing analytical thinking skills of grade 3 students of 31 people. the results showed that (1) learning management using the 5e quest model amount of 6 plans and passed the evaluation of suitability efficiency by 3-experts. (2) the results of the development of analytical thinking of grade 3 students. it was found that after receiving the learning management, inquiry-based learning style 5e with an average of 7.25 representing 72.74 percent (3) satisfaction of grade 3 students towards the learning management of the 5e inquiry-based learning model. with a high level of satisfaction. keyword: inquiry-based learning management, analytical thinking, development of science learning activities introduction key skills in the 21st century, it plays an important role in the development of realities in preparing students for life in the 21st century1. it is an important aspect of the social transformation trend that takes place in the 21st century. affecting the way of life of the society thoroughly. therefore, teachers are prepared to manage learning to prepare students to have skills for life in the 21st century. the 21st-century skill is high-level analytical thinking 2. the pisa exam is assessed. emphasis is placed on the assessment of learners' competency in the application of knowledge and skills in real life rather than learning from a school curriculum. pisa exam assessment 3. conducting a survey of 15-year-old students from around the world every three years. which 1 sri rahayu et al., “the professional competency teachers mediate the influence of teacher innovation and emotional intelligence on school security,” journal of social studies education researchresearch 9, no. 2 (2018): 210– 227. 2 william huitt, “bloom et al.’s taxonomy of the cognitive domain,” educational psychology interactive 22 (2011). 3 oecd, pisa 2018 assessment and analytical framework, oecd publishing, 2019. mailto:riyu.choirul57@gmail.com mailto:natthanan.na@ksu.ac.th mailto:angkhan.in@ksu.ac.th mailto:sasitorn.sa@ksu.ac.th volume 1, number 1, february 2023 | 226 emphasizes the importance of the assessment in three main areas. is reading mathematics and science. in addition, in pisa 2018, there is another innovation assessment. is the competence of living in a global society (global competence). which pisa will assess the level of the essential knowledge and skills needed to live today. for social and economic participation. thailand is one of the countries that have the pisa test to measure various skills. is. as of 2018, thailand is at the pisa level out of 79 countries around the world for critical thinking skills. ranked 66 th the region is 20th, and the asean level is ranked 4th. by science score which emphasizes analytical thinking skills, is equal to 426 points. learning management that is appropriate to the school context4. it is linked to being successful in developing a learner's skill competency5. while observing students at a school in kalanin province. it was found that the 5e knowledge-seeking learning management. used did not have a positive effect on analytical thinking. when the researcher took the analytical thinking test to test the students. it was -found that students did not pass the critical thinking criteria at 70 percent set. from further studies, it was found that. allowing students to learn by themselves is an important factor in developing critical thinking skills. 5e quest style learning. it is a learning management that focuses on students. and allows learners to choose what they want to learn on their own. problems are set as the starting point for learning and as a stimulus for students to develop analytical thinking skills. synthetic. solve problems. the learning management process consists of 5 steps. the researcher develops the ability of analytical thinking of the students before testing the target group. the research results reflect that 5e quest-based learning management. able to develop analytical thinking skills. by critical thinking skills. relationship. previous research prasart nuangchalerm 6 cognitive development, analytical thinking and learning satisfaction of second grade students learned through inquiry-based learning science teaching needs to be able students having knowledge and understanding. also, students have to develop their thinking skills, it should help students meet real science through inquiry-based pedagogical process. this study aims to (i) investigate effective teaching criterion through inquiry-based teaching at 80/80, (ii) find out effectiveness index of inquiry-based teaching, (iii) compare analytical thinking between before and after students had learned by inquiry-based learning activities, and (iv) study learning satisfaction of second grade students after they had learned through inquiry method. participants of the study were 10 second grade students, sampled by purposive sampling technique. research instruments comprised of 8-lesson plan, 20-item achievement test, 20-item analytical thinking test, and 15-item questionnaire on learning satisfaction. data were gathered and analyzed by wilcoxon matched pairs singed–ranks test. results revealed that inquiry-based learning activities had effective criterion at 84.46/82.50; effectiveness index of inquiry-based learning activities was 0.5200; post test score of achievement test higher than those pretest score at .05 statistical 4 maya puspita dewi and muh barid nizarudin wajdi, “distance learning policy during pandemic covid-19,” edutec: journal of education and technology 4, no. 3 (2021): 325–333. 5 muh barid nizarudin wajdi et al., “advancement of e-book through automation system in department of islamic education (stai) miftahul ula nganjuk,” international journal of engineering & technology 7, no. 3.6 (july 4, 2018): 438–441, accessed august 24, 2018, https://www.sciencepubco.com/index.php/ijet/article/view/17489. 6 prasart nuangchalerm et al., “contribution of integrated learning through stem education in asean countries,” jurnal pendidikan progresif (2020). volume 1, number 1, february 2023 | 227 significance level; and students had learning satisfaction on inquiry-based learning activities at highest level. it can be concluded that inquiry-based learning activities promoted students in terms of both cognitive, analytical thinking, and learning satisfaction. it should be suggested in for pedagogical preparation and incorporate it into science curriculum. patamaporn thaiposria, panita wannapiroonb 7 enhancing students’ critical thinking skills through teaching andlearning by inquiry-based learning activities using social network and cloud computing the purposes of this research study were: 1) to design inquiry-based learning activities to enhance students’ critical thinking skills through teaching and learning using social network and cloud computing and 2) to evaluate these learning activities. the research methodology is divided into two steps. the first step involved designing the learning activities and the second step involved evaluation. the study sample was purposively selected and consisted of ten experts in higher education instructional design, inquiry-based learning activity design, social network, cloud computing and enhancing critical thinking skills. this sample either held a doctoral degree or at least three years of experience in relevant fields. this research describes the learning activities and assesses appropriateness using an evaluation form. data were analyzed using the mean (x) and standard deviation. the research findings were as follows: the learning activities consisted of three main steps: 1) pre-teaching and learning preparation, 2) enhancing students’ critical thinking skills through teaching and learning by inquiry-based learning activities using social network and cloud computing and 3) measurement and evaluation. the sample judged the learning activities as highly appropriate and applicable to real practice. suryanti, i s z arifin, and u baginda 8 the application of inquiry learning to train critical thinking skills on light material of primary school students critical thinking skills are seen as important skills for survival and have become one of indonesia's educational goals. the results of initial observation of critical thinking skills in kemangsen 2 primary school involving students of grade v, revealed that 95% students possessed score 2 (with the scale, ranging from 1 to 4). therefore, critical thinking skills of students need to be improved by applying hands-based learning of handson science; one of which is through inquiry learning. the purpose of this study is to determine the effectiveness of inquiry learning model in trained critical thinking skills of elementary students (n= 22). this research was conducted by one group pretest-posttest design. data were analyzed using t-dependent tests for overall critical thinking skills and descriptive analysis for critical thinking skills for each indicator. the critical thinking skills trained in this study include evaluation, explanation, interpretation, and inference based on the results of data analysis. to sum up, inquiry learning is classified as effective in terms of training students' critical thinking skills. the critical thinking skills of students should be continuously trained on appropriate materials or topics. bantalem derseh wale and kassie shifere bishaw 9 the aim of this study was to examine the effects of using inquiry-based learning on students’ critical thinking skills. a quasi-experimental design which employed time series design with single group participants was used. a total of 20 efl undergraduate students who took advanced writing skills course were selected using 7 patamaporn thaiposri and panita wannapiroon, “enhancing students’ critical thinking skills through teaching and learning by inquiry-based learning activities using social network and cloud computing,” procediasocial and behavioral sciences 174 (2015): 2137–2144. 8 i s z arifin and u baginda, “the application of inquiry learning to train critical thinking skills on light material of primary school students,” in journal of physics: conference series, vol. 1108 (iop publishing, 2018), 12128. 9 bantalem derseh wale and kassie shifere bishaw, “effects of using inquiry-based learning on efl students’ critical thinking skills,” asian-pacific journal of second and foreign language education 5 (2020): 1–14. volume 1, number 1, february 2023 | 228 comprehensive sampling method. tests, focus group discussion, and student-reflective journal were used to gather data on the students’ critical thinking skills. the participants were given a series of three argumentative essay writing pretests both before and after the intervention, inquiry-based argumentative essay writing instruction. while the quantitative data were analyzed using one-way repeated measures anova, the qualitative data were analyzed through narration. the findings of the study revealed that using inquiry-based argumentative writing instruction enhances students’ critical thinking skills. therefore, inquiry-based instruction is suggested as a means to improve students’ critical thinking skills because the method enhances students' interpretation, analysis, evaluation, inference, explanation, and self-regulation skills which are the core critical thinking skills a s ramadani , z a i supardi , tukiran , e hariyono 10 profile of analytical thinking skills through inquiry-based learning in science subjects the 2013 curriculum aims to form students who are ready to face the 21st century so that the 2013 curriculum is not only taught about aspects of knowledge but also aspects of skills. thinking skills are the skills used in the 2013 curriculum, where one of the thinking skills students need is expertise in analytical thinking. these skills are necessary for science learning. analytical thinking skills can be improved if the teacher trains them correctly, both from the learning model and learning strategies. this study examines learning models and learning tools that can improve analytical thinking skills. learning based on inquiry learning is expected to improve students' analytical thinking skills. the findings of this study, it is known that inquiry-based models and tools can improve analytical thinking skills because they start from a problem. the problems given are then discussed with the group to find information that fits the situation and find ways to solve the problem nicely by conducting experiments or observations, then summing up the results obtained and communicating them well. analytical thinking skills are closely related to problem-solving. so, with analytical thinking skills, students will quickly identify and solve a problem. methods this research is a developmental research model. (developmental research) type i 11. which focuses on design and innovation development, divided into 2 phases. namely development process and evaluation process. this research is in phase 2. by developing 5e science learning activities. show details as follows. phase 1 development process 1. study the current learning management problems and the need for science learning activities. development of 5e knowledge-seeking learning management activities. 2. design learning management activities in the form of 5e knowledge seeking. use the information obtained from the study of the problem of analytical thinking in learning. let's create and develop a learning management plan. and tools used to collect data after that were examined by 3 experts. 3. experiment with the 5e inquiry learning management plan. with the experimental group, 10 alifia suryatin ramadani, zainul arifin imam supardi, and eko hariyono, “profile of analytical thinking skills through inquiry-based learning in science subjects,” studies in learning and teaching 2, no. 3 (2021): 45–60. 11 rita c richey and james d klein, design and development research: methods, strategies, and issues (routledge, 2014). volume 1, number 1, february 2023 | 229 secondary 3/4 students. semester 1, academic year 2022, 28 students. acquired by selecting a specific number of 6 plans. take a critical thinking skill test. phase 2 assessment process organize 5e knowledge-seeking learning activities. 6plans with students in grades 3/5. after using the analytical thinking skills test for grade 3 students. with the sample group of students. including having the students complete the satisfaction assessment questionnaire for learning management using the 5e knowledge search method. sample group phase 1 the research samples were divided into 2groups: group of 3 experts. including 1 content expert. teaching 1-person. 1-expert in organizing and evaluating. and the group of students, namely, grade 3/4 students in the academic year 2022, totaling 28 people. choose a specific mode. phase 2 the sample group of 31 grade 3/5 students in the academic year 2022 was 31 people. choose a specific mode. because the sample group did not pass the analytical thinking skill experiment at the criterion of 70 percent. research tools the tools used in this experiment were. 1. knowledge acquisition learning management plan 5e about our solar system, 6plans namely 1.) gravitational force between the sun and its satellites 2.) phenomena caused by the movement of the earth around the sun. 3.) phenomena caused by the interaction between the sun earth and the moon 4.) space technology and its uses. ie the total time spent on learning management is 17 hours. with an average of 4.28. the suitability is at a very reasonable level. the standard deviation is 0.12. the consistency index is between 0.5-1.00. 2.) analytical thinking skill test, multiple choice4options. a total of 30 items passed the ioc reconciliation index (rovinelli, r.j. 1976.). the difficulty, discrimination, and confidence. the first aspect, the important aspect, amounting to 10 items. the second aspect of the relationship, the number 10 items. the 3rd aspect, the principles of 10 items. 3.) satisfaction questionnaire, 10items. 5-level estimation scale. which has an average of 4.69. there is a standard deviation of 0.22. have the highest level of satisfaction. data collection in this research, the researcher has tried and collected data. the procedure for collecting information is as follows: 1. use the analytical thinking skill test. for grade 3 students and the sample group of students. 2. organize learning management activities with the sample group of students. using the 5e quest model. steps according to the learning management plan 1-6. complete all 6plans in 17hours. ready to collect scores after studying and analyzing the data. 3. organize learning activities with the target group of students. using the 5e quest model. according to the learning management plan 1-6, complete all 6-plans in 17 hours. ready to collect points after studying and answer the satisfaction questionnaire. data analysis volume 1, number 1, february 2023 | 230 1. the appropriateness of the learning management plan was analyzed using the mean (�̅�). then the obtained mean was interpreted with the following level of fitness (hemphill & westie, 1950). 4.51-5.00 is most appropriate. 3.51-4.50 is very appropriate. 2.51-3.50 moderately appropriate 1.51-2.50 is less suitable. 1.00-1.50 is the least suitable. 2. analyze the data from the analytical thinking skills test. obtained from the test at the end of the learning activity by finding the mean (�̅�). standard deviation (s.d.) and percentage. students with a critical thinking score of 70 percent pass the criteria. if the analytical thinking score is lower than 70 percent, the criteria are not passed. 3. student satisfaction scores were analyzed by mean (�̅�) and standard deviation (s.d.). then, the obtained averages were used to interpret the results of the satisfaction towards the 5e knowledgeseeking learning management. therefore, the five satisfaction levels are (likert, r. (1932). 4.50 or more means the most satisfied. 3.50 4.49 means very satisfied 2.50 – 3.49 means moderate satisfaction. 1.50 – 2.49 means less satisfaction. below 1.50 means least satisfaction. result and discussion the development of 5e learning management activities. science and technology course for students in grade 3. table 1 presents the 5e inquiry-based learning management process. the design of the school. teaching process meaning of each step teaching method instructor role step 1 engagement the teacher arouses the interest of the students by using questions to enter the lesson. before entering the lesson, teachers are encouraged by asking the children. the teacher acts as a coach and facilitator. step 2 exploration teachers teach students to study the contents learned in grade 3 science and technology books, volume 1, ipst, or other learning resources such as information on the internet. the teacher had each student study a basic science textbook. the teacher acts as a coach and facilitator. step 3 explanation at this stage, the teacher explains from the textbook and gives the children a worksheet. after the teacher has finished teaching, the teacher will ask the students and explain further. when the students understand the lesson, the teacher will give them love to study and make worksheets. the teacher acts as a coach and facilitator. volume 1, number 1, february 2023 | 231 table 2 presents the 5e inquiry-based learning management process. designed by experts. teaching process meaning of each step teaching method instructor role step 1 engagemen t teachers generate student interest by asking questions. to enter the lesson the teacher will be introduced into the lesson and will encourage the students by using questions to test the children's knowledge before entering the lesson. the teacher acts as a coach and facilitator. step 2 exploration the teacher teaches the students together to study the contents learned in the textbook. and ask questions when students are unsure or do not understand so that teachers can provide answers. the teacher had each student study the information about... in the basic science textbook and divide into groups to complete the activity in equal groups of men and women. the teacher acts as a coach and facilitator. step 3 explanatio n the teacher explains and promotes the concepts to the students. so that students can understand more the students analysed the data from their group work and asked each group to design their own experimental conclusions. such as "my map summary" or "summarize the speech" the teacher acts as a coach and co-learner. step 4 elaboration the instructor will have more teaching materials to explain more so that the students understand more. in which the teacher will have teaching materials to explain and expand knowledge for the teacher acts as a coach and facilitator. step 4 elaboration teachers let students’ study on their own. at home more the teacher gave questions and asked the students to study more at home. the teacher acts as a coach and facilitator. step 5 evaluation the teacher evaluates the students' worksheets. after the students have completed the work, the teacher will evaluate each child's worksheet. the teacher acts as a coach and facilitator. volume 1, number 1, february 2023 | 232 students to understand more, and kahoot will be used to test students. step 5 evaluation the teacher evaluates the students based on activities and quizzes. the teacher evaluated the students based on activities and quizzes from kahoot. the teacher acts as a coach and facilitator. 3.2 develop analytical thinking skills by using 5e knowledge-seeking learning management activities. for grade 3 students pass the criteria of 70%. table 3 data analysis results of analytical thinking abilities. of students in grade 3. by using the 5e inquiry-based learning activities. show information as in the table. the ability to think analytically average rating standard deviation average rating (%) 70 percent criteria aspect of importance 7.23 1.02 72.26 pass relationship 7.35 1.08 73.55 pass principle 7.16 0.73 71.61 pass average 7.25 0.10 72.74 pass average from table 3 students receiving 5e inquiry-based learning arrangements. have an ability score in analytical thinking average is 7.25 the standard deviation is 0.10. representing 72.74 percent, all students passed the set criteria of 70 percent. 3.3 a study of satisfaction with learning management by using knowledge-seeking learning activities grade 3 students received 5 e in science and technology subjects. table 4: the results of the satisfaction study of grade 3 and 5 students with the 5e knowledgeseeking learning style. list average standard deviation level of satisfaction 1. students are free to study, research, and exchange ideas. 4.71 0.58 most satisfied 2. teachers allow students to do activities independently. 4.90 0.39 most satisfied 3. students have the opportunity to practise 4.58 0.71 most satisfied 4. students participate in activities. 4.81 0.53 most satisfied 5. help students gain knowledge and understanding for themselves. 4.74 0.51 most satisfied 6. teacher’s rate students for their actions. 5.00 0.00 most satisfied 7. teachers encourage students to exchange knowledge and ideas. 4.48 0.76 very satisfied. 8. students understand the content and can remember 4.29 0.92 very satisfied. volume 1, number 1, february 2023 | 233 the content for a long time. 9. happy students have fun with learning activities. 4.87 0.42 most satisfied 10. help students think more critically. 4.61 0.61 most satisfied average 4.69 0.22 most satisfied table 4 shows that grade 3/5 students who received knowledge-seeking learning management 5e performed well. the average level of satisfaction was 4.69, and the standard deviation was 0.22, which was the highest level of satisfaction. discussion the development of learning management activities in the search for knowledge in 5e science subjects and technology of grade 3 students through organizing manage learning in the search for knowledge (5e) synthesized by the researcher. which the researcher used to create a learning management plan. the quest for knowledge, 5e there are six plans in total, each with five steps of learning activities: step 1: create interest. step 2: explore and find step 3: explain and draw conclusions. step 4: increase knowledge; step 5: evaluate development of analytical thinking skills about our solar system by using learning management activities in the search for knowledge (e for grade), 3 students must meet a 70% pass rate based on the study's findings in order to develop analytical thinking skills. science and technology subjects using analytical thinking skills in learning management activities it was found that the learning management model was a 5e knowledge-seeking model, from having passed the experts and taking the test to experimenting with the sample group. the sample did not pass the test according to the set criteria. therefore, there were interviews with the students, and it was found that the students wanted to have a group with their friends and bring the media into teaching. the researcher therefore adjusted the learning management plan in accordance with the needs of the learners and made it possible to experiment with the target group. all target groups passed the 70 percent criteria set. this is due to the fact that the learning management plan, learning management style, and seeking knowledge (5e) emphasize that learners know how to do things and provide opportunities for them. a study of grade 3 students' satisfaction with learning management using knowledge seeking learning activities (5e) in science and technology subjects. 3 who received the learning management through the test by using the learning management activity model of seeking knowledge (5e) had an average satisfaction of 4.69 and a standard deviation of 0.22, which was a high level of satisfaction. conclusion the development of analytical thinking skills of grade 3 students by using an inquiry-based learning management system (5e) on our solar system to pass the criteria of 70 percent, there are 5 steps: step 1. create interest. step 2. explore and find out. step 3: explain and draw conclusions. step 4: expand your knowledge. step 5: assessment of six plans and study of the satisfaction of grade 3 students who received learning management through the test using the 5e knowledge-seeking learning activity model. the average satisfaction was 4.69 and the standard deviation was 0.22, which was a high level of satisfaction. volume 1, number 1, february 2023 | 234 references arifin, i s z, and u baginda. “the application of inquiry learning to train critical thinking skills on light material of primary school students.” in journal of physics: conference series, 1108:12128. iop publishing, 2018. dewi, maya puspita, and muh barid nizarudin wajdi. “distance learning policy during pandemic covid-19.” edutec: journal of education and technology 4, no. 3 (2021): 325–333. huitt, william. “bloom et al.’s taxonomy of the cognitive domain.” educational psychology interactive 22 (2011). nuangchalerm, prasart, veena prachagool, r. ahmad zaky el islami, and abdurrahman abdurrahman. “contribution of integrated learning through stem education in asean countries.” jurnal pendidikan progresif (2020). oecd. pisa 2018 assessment and analytical framework. oecd publishing, 2019. rahayu, sri, nurul ulfatin, bambang budi wiyono, ali imron, and muh barid nizarudin wajdi. “the professional competency teachers mediate the influence of teacher innovation and emotional intelligence on school security.” journal of social studies education researchresearch 9, no. 2 (2018): 210–227. ramadani, alifia suryatin, zainul arifin imam supardi, and eko hariyono. “profile of analytical thinking skills through inquiry-based learning in science subjects.” studies in learning and teaching 2, no. 3 (2021): 45–60. richey, rita c, and james d klein. design and development research: methods, strategies, and issues. routledge, 2014. thaiposri, patamaporn, and panita wannapiroon. “enhancing students’ critical thinking skills through teaching and learning by inquiry-based learning activities using social network and cloud computing.” procedia-social and behavioral sciences 174 (2015): 2137–2144. wajdi, muh barid nizarudin, muh barid nizarudin wajdi, paisal halim, syamsiah badruddin, . hartono, hasim a. abdullah, muhammad ikhsan setiawan, ifit novita sari, diah puji nali brata, and janner simarmata. “advancement of e-book through automation system in department of islamic education (stai) miftahul ula nganjuk.” international journal of engineering & technology 7, no. 3.6 (july 4, 2018): 438–441. accessed august 24, 2018. https://www.sciencepubco.com/index.php/ijet/article/view/17489. wale, bantalem derseh, and kassie shifere bishaw. “effects of using inquiry-based learning on efl students’ critical thinking skills.” asian-pacific journal of second and foreign language education 5 (2020): 1–14. educatio : jo urnal of education volume 2, num ber 2, novemb er 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z z the influences of vee diagram on animal ecology lab to learning outcomes and logical thinking purwati kuswarini suprapto 1 , lilis rahmawati 2 1 faculty of teacher training and education, universitas siliwangi, 2 stai miftahul ‗ula nganjuk 1 purwatik1@gmail.com accepted: august 10, 2017 reviewed: september 5, 2017 published: november 20, 2017 abstract: during this time, the student is less understanding the significance of animal ecology lectures, so that students are less able to apply it in real of life. animal ecology lecture consists of lectures and practicum. the purpose of this research was to increase knowledge of animal ecology and logical thinking of students using the diagram vee on animal ecology lab. research method was quasi experiment. the study population was student of prospective teachers biology at 6 th semester as much as 9 classes taken courses ecology animals, samples taken purposing sampling by 2 classes. this research was conducted by using a diagram vee during practicum. data obtained from the results of learning tests and logical thinking using the test of logical thinking (totl). data processing with the t test using spss. the results showed that there was influence using vee diagram of the learning outcomes and logical reasoning and i ntellectual development of students. keywords: vee diagram, animal ecology lab, learning outcomes, logical thinking introduction studying ecology is study of interaction between living things with their environment. studying ecology looks like a simple and easy, but in fact most of the students do not understand the essence of the subject 1 . this animal ecology courses divided into two activities, namely lectures and practicum. nevertheless, often students do not understand the meaning and less can be applied in everyday life. it demonstrated an average yield of the final value of animal ecology course that is still less than expected, but it was shown as well as a report or essay writing process generally results of studies on the ecology is still not qui te right. animal ecology learning outcomes that have been achieved biology student, biology teacher candidates on average in 2012 was 63 and in 2013 was 66. of these learning outcomes is still below expectations. students are less able to apply in everyday life, particularly with regard to the phenomena of nature and conservation. intellectual development of students is very important to know, in order to provide learning in a proper way. tolt measurement results still indicate the level of intellectual 1 muh barid nizarudin wajdi, ―landasan historis perkembangan t eknologi‖ (2017). purwati kus warin i suprapto & lil is rahmawat i the inf luences of vee diagram on animal ecology lab to learning outcomes and logical thinking volume 2, num ber 2, novemb er 2017 | 191 zzzzzz development of students of biology, at the stage of concrete still above 50%. 2 student is supposed to have the intellectual development of formal operational (piaget, 1964). this indicates that the student is actually some still difficult to learn abstract. s o that there should be an improvement in the learning activities 3 . vee diagram is one way to organize the process of solving an interesting problem. this chart has been developed but has not seen its potential as an organizing model of project based learning in the classroom. use of the vee diagram is intended to help the learning process using the graph to build knowledge. it can help communication between a research associate. through graphs, students can establish communication through certain stages and help students to find something new. students are able to understand where to position them in a process and how to continue making progress. hapsari d. p, suciati s, and marjono (2012) 4 research results, showed that the learning activity using vee diagrams can improve cognitive ability, affective and psychomotor. for teachers, the use of vee diagram as a graphic guide to explain the instructions on the research process. these charts provide a structure to direct and discuss the process, an important value for communications and a useful structure arrangement. activities stages of learning using vee diagrams can develop scientific capability. research method this research method used quasi experiment. the population was the sixth semester students who took courses ecology of animals in 2014 in biology education about 9 classes at the university. the university is located in a small town in west java. st udents entering the university was not through a rigorous selection 5 . the sample was taken purposively about two classes, for the treatment and control. animal ecology lecture is divided into two activities, namely in classroom lectures and laboratory experiments. lectures in class implemented before the practicum, by the method of presentation, discussion and question and answer, while the lab were done as follows: 1. practicum model used was project based learning (pjbl) 2. the media used was vee diagrams. 2 p. k. suprapto, ―pengembangan program perkuliah an anatomi tumbuhan berbasis visuospasial m el alui representasi m ikroskopis sist em jaringan tumbuhan untuk meningkatkan penel aran dan penguasaan konsep calon guru biologi,‖ (dis ert asi, bandung: universitas pendidikan indonesia, 2012). 3 muh barid nizarudin wajdi, ―met amorfosa perguruan tinggi agama isl am,‖ at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. 4 d. p. hapsari, su ciati s., and marjono ― peng aruh model inkuiri terbim bing dengan diag ram v (v ee) dalam pembelajaran biologi terhadap kemampuan berpikir kritis dan hasil b elaj ar siswa,‖ jurnal pendidikan biologi 4, no. 3 (2012): 16-28. 5 muh barid nizarudin wajdi, ―paradigma perges eran educational t echnology menuju in structional technology‖ ( 2017). purwati kus warin i suprapto & lil is rahmawat i the inf luences of vee diagram on animal ecology lab to learning outcomes and logical thinking volume 2, num ber 2, novemb er 2017 | 192 zzzzzz fig. 1. vee diagra m (novak & gowin, 1985) 6 gowin‘s vee showing 12 epistemological elements operating in the construction of knowledge or in an analysis of a unit of knowledge. 3. the study was conducted in 6 sessions 4. the material covered during the course of a study are: individual, population, community and ecosystem lectures on class control and treatment classes held together, but the control class, practicum does not use vee diagrams. practicum conducted in accordance with the instruction manual lab work. learning outcomes data collection techniques implemented based on the results of cognitive tests and then the data is processed using t test with spss. data logical thinking is measured by the results of the test of logical thinking. result and discussion cognitive learning outcomes cognitive learning outcomes measured were the result of post-test, i.e. after the students following study of animal ecology. practicum was done by using project based learning models with a scientific approach comes with a diagram and without diagram vee as a control. the results were the average post-test using vee diagram was 21.94, the maximum score was 26 and the ideal score 30, while learning without vee diagram obtained an average of cognitive postes was 19.73, the maximum score of 24 (tab.1). table 1. measurement of cognitive student learning outcomes measurement v-diagram control the average of post test 21.94 19.73 the maximum score 26 24 the minimum score 14 15 ideal score 30 30 standart deviasi 2,86 2,29 normality test data were analyzed using spss software, using the shapiro-wilk test, shows the following findings: tests of normality kolmogorovsmirnov a shapiro-wilk stats df sig. statis df sig. c c diag vee .116 36 .200 * .952 36 .122 control .133 26 .200 * .971 26 .638 *. this is a lower bound of the true significance. a. lilliefors significance correction 6 j. d. novak and d. b. gowin, learning how to learn (new york: cambridge university press, 1985). purwati kus warin i suprapto & lil is rahmawat i the inf luences of vee diagram on animal ecology lab to learning outcomes and logical thinking volume 2, num ber 2, novemb er 2017 | 193 zzzzzz number on the shapiro-wilk column sig. for the value of the class (using vee diagram) is 0.122 which was above 0.05 (x <0.05), then ho is accepted, it means that the sample came from a normal distributed population. similarly, the numbers in the column shapiro-wilk sig. for the value of the class without the vee diagram was 0.638 which was above 0.05 (x> 0.05), then ho was accepted, it means that the sample comes from a normal distributed population. guidelines for decision-making was if significant value <0.05, then reject ho and vice versa if the significance value> 0.05 then accepted ho. group statistics kelas n mean std. deviation std. error mean nilai diagr vee 36 21.94 2.858 .476 control 26 19.73 2.290 .449 table group statistics warned that the number of data/samples, the average result learning, and standard deviation. the average grade in the class using vee diagrams (21.94) was better than control (19.73) also a standard deviation using a class diagram vee (2,858) better than control (2,290). sig. column levene's test was 0.206 then the value sig. (0.628)> α (0.05), then ho was accepted. thus, both groups had the same variance (homogeneous). the t-test was used for both sets of data derived from normally distributed population, as well as two sets of data had the same variance (homogeneous) so that parametric statistical test was then performed using independent t test. by using the computer program spss, data output was obtained as follows: purwati kus warin i suprapto & lil is rahmawat i the inf luences of vee diagram on animal ecology lab to learning outcomes and logical thinking volume 2, num ber 2, novemb er 2017 | 194 zzzzzz therefore, these two numbers sig. (2-tailed) is below 0.05 (0.002 and 0.001), then ho was rejected. this means that there was significant cognitive achievement of students in the implementation of the vee diagram on animal ecology courses. making skills vee diagram skills to diagram vee judged by the work of making diagrams vee. students create charts learning vee during the process and the results are collected. task vee diagrams created per student. indicator assessment is a question of focus, principl es and concepts, objects or events, notes or transformation, knowledge claims and claim value. fig. 2. student‘s vee diagram students created diagrams vee with 11 epistemological elements for constructing knowledge. table 2. the average yield assessment vee diagram sheet student average score ideal focus question 2.4 3 objects/ events 2.4 3 principles and concept 2.7 4 notes/transformatio n 2.3 3 average 2.2 4 value claims 0.8 1 (novak & gowin, 1985) 7 the results of the above assessment (tab.2) can be explained as follows: 1. the first assessment, the average value of the student making the focus questi on was 2.4, while scores ideal was 3, so that it could be stated that the students were able to make 7 novak and gowin, le arning how to le arn. purwati kus warin i suprapto & lil is rahmawat i the inf luences of vee diagram on animal ecology lab to learning outcomes and logical thinking volume 2, num ber 2, novemb er 2017 | 195 zzzzzz inquiries focus. students were able to make inquiries identified, including the concept, showing large objects or events, or objects that were wrong and activities identified in relation to the laboratory. 2. the second assessment of sports and events, the average stude nt create objects and concepts was 2.4, while scores ideal was 3. this showed that the students were able to enter the great events and the accompanying objects identified, and was consistent with the focus of the question, some suggest what vee would be noted in the diagram. 3. the third vote on principles and concepts. the results of student assessment in this statement got the value of 2.7, while the ideal score was 4. it was clear at this stage most students could only afford one of all the relevant concepts and principles and identified, onl y a few were able to make two types of relevant principles or concepts identified. 4. the fourth assessment records or data transformation got an ideal score of 2.3 and 3, meaning that the record or transformation identified, but the transformation was not consistent with the intent of focusing questions. 5. the fifth assessment was the claim of knowledge, students gained an average of 2.2, while the ideal score was 4, indicating that knowledge claims made included the concepts used in the context improver or generalizations were still largely in accordance with the notes and transformation. 6. the sixth was the claim value assessment, the student gets a score of 0.8, while the ideal score was 1, meaning that most students were able to make a claim that wa s consistent about the importance of the investigation, described the used of scientific knowledge claims for pure or implementation effort. logical reasoning reasoning students measured through tolt (test of logical thinking) (tobin and capie, 1981), a written test consisting of 10 questions and consisted of 5 variables component of reasoning, namely the control variable, proportion, correlation, probability and combinatorial reasoning. the results indicated that the logical thinking practicum using vee diagrams could improve logical thinking better. if we look at each variable reasoning, the n the lab using vee diagrams could increase the proportional variables, correlational, and combinatorial better (tab. 3) table 3. tolt post test results of students reasoning variable item no. diagram vee (%) control (%) proportional 1 80,6 61,5 proportional 2 75 53,8 control variable 3 2,7 3.8 control variable 4 0 0 probability 5 0 3.8 probability 6 0 7,7 correlational 7 0 0 correlational 8 33,3 22,2 combinatorial 9 72,2 57.6 combinatorial 10 44.4 15.4 purwati kus warin i suprapto & lil is rahmawat i the inf luences of vee diagram on animal ecology lab to learning outcomes and logical thinking volume 2, num ber 2, novemb er 2017 | 196 zzzzzz the level of intellectual development results tolt (test of logical thinking) students were divided into three categories based on the stages of intellectual development tolt score obtained by the students, which were the concrete operational stage of development (score: 0 -1), stage of development of transitional (score: 2-3) and the stage of development of operational formal (score: 4-10). diagram vee intellectual affect the development of the students, as shown by the results of the intellectual development of concrete smaller operational and transitional phase and formal operational better (tab.4). table 4. intellectual development phase of the students after learning tahap perkembangan diagram vee (%) control (%) formal operational (4-10) 50 42.3 transitional (2-3) 36,1 34.6 concret operasional (0-1) 13,9 26.9 vee diagram on lab animal ecology effect on knowledge in this regard was the cognitive learning students. cognitive learning outcomes using vee diagram show ing better results compared with the controls, as well as to think logically, shown reasoning and intellectual development. learning and practical used vee diagrams, train students to make statements about the conceptual and methodological details and problem solving. students designed their own model of practicum through vee diagram components. the components that had to be made in making the student is the focus question vee diagram, conceptually divided into conceptual structure, concept and object (event), and the methodology is divided into records, the data transformations/interpretations, knowledge claims and value claims. some components in the diagram vee requires students to learn more seri ously. the learning model used was project based learning, forcing the students to design their own courses, ranging from observations, making hypotheses, collecting data, analyzing, evaluating to make conclusions. the combination of a learning project based learning model with vee diagram on lab could stimulate students to think and do much more active, because the student should compile a component in the diagram vee forcing students to make inquiries focus, conceptual structure, relationship, developing the concept, and events. in the methodology, vee diagram components which should be produced by the students was a record, then transform the data and then making claims to knowledge and value claims. activities in learning using vee diagrams provide positive influence on cognitive learning outcomes of students in the subject of animal ecology. sulun, evren, and sulun. (2009) 8 conducted a study the effect of the vee diagram, the network lab in vegetables. the results showed that the method of the lab network diagram v plant on vegetables, showed better results. 8 yusuf sulun, aysegul evren, and ali sulun, ―the effect of the usag e of v-diag rams on the students success in biology laboratory,‖ erzincan e␣itim fakültesi dergisi cilt-say 11-2 (2009). purwati kus warin i suprapto & lil is rahmawat i the inf luences of vee diagram on animal ecology lab to learning outcomes and logical thinking volume 2, num ber 2, novemb er 2017 | 197 zzzzzz study the ecology should have a good knowledge and have a good ability of logical thinking. interaction that occurred should be a logical relationship. the ability to predict interactions that will occur in the ecosystem needed a good logical thinking ability. logical thinking was very supportive in studying the ecology, especially in correlating one concept to another related understanding and conservation of natural events. results skill diagram vee systematic consisting of components focus question, conceptually divided into conceptual structure (thinking), concept and object (e vent), and methodology (doing) was divided into records, the data transformations/interpretations, knowledge claims and value claims good able to make students think and improve learning outcomes and think logically. from these results, it appeared that the student was skilled in making the focus question, data/events, making notes and transformation of data as well as the claim value, but still not good on the principles and concepts as well as knowledge claims. improvement of skills should continue to be implemented to get maximum results. vee diagram is heuristic and constructivism (thiessen, 1993), 9 the inquiry and scientific (calais, 2009), 10 so that vee diagrams can develop the ability to think logically. lawson, adi and karplus (1979). said there are five characteristics of reasoning formal, namely: 1) identifying and controlling variables: define the identification and control of the variables as students' ability to identify the variables most appropriate, especially in solving the problem, 2) the ability to think combinatorics: the ability to think that combines several factors later concluded as a result of the merger, especially in solving problems, 3) the ability to think of correlation: the ability to analyze problems by using relationships or causal, 4) the ability to think of probability: this way of thinking to solve problems through various trends encourage students to explore the probability 5) the ability to think in perspective: as a proportion of problem-solving skills and combine proportion to one another. thus, the child at the formal operational stage using a fifth this way in his reasoning. students use diagrams vee, looked develop better in proportional reasoning a nd combinatorics, but the least developed on correlational reasoning. using vee diagrams, control variables and probability reasoning does not develop. proportional reasoning is the ability to understand the situation of the comparison. in the real world, this is a major aspect of many everyday tasks. for example, making a perfect cup of tea with the tea bag has been steeped ensure for the proper amount of time and the correct amount of sugar and milk added. put the right amount of detergent into the wash to the amount placed into the washing machine. this reasoning has been growing since early i.e. when the concrete intellectual development. nevertheless, exercises for the development of proportional reasoning remain to be implemented, as indicated by the results of the study that the development of proportional reasoning consistently better seen in a matter of no 1 and no 2 (tab.3) using vee diagrams. with a vee diagrams train students to solve problems in proportion. bernoulli (in batanero et al, 1994) 11 described that the combinatorics as art to mention all 9 r. thi essen, ―the vee diagram: a guide fo r problem solving,‖ aims ne wsletter, may-june, 1993. 10 g. j. calais, ― the v ee diagram as a probl em solving strateg y: content area reading/writing implications,‖ national forum teacher education journal 19, no. 3 (2009). 11 c. batan ero, juan d. g., and virginia n. p., ―th e assessment chall enge in statisti cs education ‖ purwati kus warin i suprapto & lil is rahmawat i the inf luences of vee diagram on animal ecology lab to learning outcomes and logical thinking volume 2, num ber 2, novemb er 2017 | 198 zzzzzz the possible ways in which a certain number of objects can be mixed and combined so as to ensure the results are possible. according batanero, which was included in combinatorics i.e. combinations, permutations, concepts, formulas, sampling models, distribution models, reimbursement and applications. the results showed that learning using vee diagram combinatorics stimulate the development of better reasoning compared with the control. the activities of the event or designing experiments, making the data transformation makes inclusion in the form of knowledge claims and value claims in the vee diagrams can help improve the ability of reasoning combinatorics. thus, vee diagrams can assist students in combining several factors for the solution of problems encountered in everyday life. correlational reasoning is defined as the mindset of the individual is used to determine the strength of the mutual or reciprocal relationship between variables. correlational reasoning is the basis for the establishment of relations between variables; the relationship allows for predictions for scientific exploration. 12 correlational reasoning in this study showed there was a tendency to use vee diagrams better compared with controls. attributing activity on component relationships and concepts to train students to improve correlational reasoning abilities. vee diagrams in this study could not boost the ability of control variables and probability reasoning, because it was not deep vee diagrams determine vari-observation variable, and less to train students to seek opportunities or any other possibility in solving problems. reasoning (reasoning) is a general concept that refers to one of the thought process to come to a conclusion as a new statement of some other statements which are already known. copi (1986) refer to a specific way of thinking reasoning as to draw conclusions from premises. piaget (1964) provides an overview of the intellectual system of children at developmental stages that describe the extent of its reasoning, namely (a) the sensory motor (0 -2 years), (b) preoperational (2-7 years), (c) the concrete operational (7-11 years) and (d) formal operations (11 and over). the results showed that the percentage of students who were included in the lower concrete operational on student learning using vee diagram (tab. 4). in the transitional stage of development, students with learning vee diagrams higher than controls. in the formal operational intellectual development of students with learning vee diagrams higher than controls. thus, learning by using vee diagrams tend to improve the operational stage of development of the student. concrete operational development, are: 1) ordering, namely the ability to sort objects according to size, shape, or any other characteristic. 2) classification, i.e. the ability to name and identify a set of objects according to appearance, size, or other characteristics, including the idea that a series of objects can include other objects in the series. 3) decentering, the child begins to consider some aspects of a problem to be solve. 4) reversibility that children begin to understand that numbers or objects can be changed, then returned to its initial state. 5) creation, which understand that the quantity, length, or the number of objects was not related to the arrangement or appearance of the object or the objects. 6) elimination of egocentrism, i.e. the (universit y of granada), http://www.stat.auckl and.ac.nz/~iase/ publi cations/assessbkref 12 lawson a. e., adi h., and karplus r., ―development of correl ational reasoning in secondary schools: do biology courses m ake a di fferen ce?,‖ the american biology teacher 41, (1979): 420-425. purwati kus warin i suprapto & lil is rahmawat i the inf luences of vee diagram on animal ecology lab to learning outcomes and logical thinking volume 2, num ber 2, novemb er 2017 | 199 zzzzzz ability to see things from another's perspective (even if they think the wrong way). formal reasoning includes the reasoning combinatorics, correlational reasoning and proportional reasoning. flavell forward some characteristics of formal operational thinking, namely: 1) the hypothetical deductive thinking. to formulate many alternative hypot heses in response to the problem and check the data against each hypothesis to make appropriate decisions. but he does not have the ability to accept and reject the hypothesis. 2) think proportionately, a child at the formal operational stage of thinking i s not limited to objects or events that concrete, it can handle any statement or proportions that provide data concrete. it can even handle proportion contrary to fact. 3) combinatorial thinking. thinking activities covering all combinations of objects, ideas or proportions are possible. 4) the reflexive thinking. children in this period to think as adults. he can think back on a series of mental operations. he also expressed his mental operations with symbols (dahar, 1989). so that takes time and a willingness that is high enough to learn to use vee diagrams. vee diagram is less structured than conventional teaching methods. vee diagram consists of a v-shape to separate the theoretical/conceptual (idea) of the methodology (perform) an element of the investi gation. both sides are actively interact with one another through the use of focus question (s) that are directly associated with the event and/or objects. 13 vee diagrams could be used lab animal ecology. activity connecting between theory and work, as well as arrange the elements in the diagram vee able to increase knowledge and logical thinking. conclusion the results of this study could be concluded that the ecology lab animals using vee diagrams could affect: 1). student results learning to be better; 2) thinking logically better students were divided into logical reasoning student and intellectual development of students, especially proportional reasoning, correlational and combinatorics. vee diagrams could be used in animal ecology lab, students were expected to apply ecology of animals in everyday life with the correct logic. bibliography alvarez, m. c., and risko, v. j. the use of vee diagrams with third graders as a metacognitive tool for learning science concepts. tennessee state university, 2007. malvarez@coe.tsuniv.edu batanero, c., g., juan d., and p., virginia n. ―the assessment challenge in statistics education.‖ university of granada. http://www.stat.auckland.ac.nz/~iase/ publications/assessbkref calais, g. j. ―the vee diagram as a problem solving strategy: content area reading/writing implications.‖ national forum teacher education journal 19, no. 3 (2009). e., lawson a., h., adi, and r., karplus. ―development of correlational reasoning in secondary schools: do biology courses make a difference?.‖ the american biology teacher 41, 13 m. c. alvarez and v. j. risko, the use of vee diagrams with third graders as a metacognitive tool f or learning science concepts (tennessee st ate university, 2007), malvarez@ coe.tsuniv.edu mailto:malvarez@coe.tsuniv.edu mailto:malvarez@coe.tsuniv.edu purwati kus warin i suprapto & lil is rahmawat i the inf luences of vee diagram on animal ecology lab to learning outcomes and logical thinking volume 2, num ber 2, novemb er 2017 | 200 zzzzzz (1979): 420-425. hapsari, d. p., s. suciati, and marjono ―pengaruh model inkuiri terbimbing dengan diagram v (vee) dalam pembelajaran biologi terhadap kemampuan berpiki r kritis dan hasil belajar siswa.‖ jurnal pendidikan biologi 4, no. 3 (2012): 16-28. novak, j. d., and gowin, d. b. learning how to learn. new york: cambridge university press, 1985. sulun, yusuf, evren, aysegul, and sulun, ali. ―the effect of the usage of v-diagrams on the students success in biology laboratory.‖ erzincan e␣itim fakültesi dergisi cilt-say 11-2 (2009). suprapto, p. k. ―pengembangan program perkuliahan anatomi tumbuhan berbasis visuospasial melalui representasi mikroskopis sistem jaringan tumbuhan untuk meningkatkan penelaran dan penguasaan konsep calon guru biologi.‖ disertasi, bandung: universitas pendidikan indonesia, 2012. thiessen, r. ―the vee diagram: a guide for problem solving,‖ aims newsletter, may-june, 1993. wajdi, muh barid nizarudin. ―landasan historis perkembangan teknologi‖ (2017). ———. ―metamorfosa perguruan tinggi agama islam.‖ at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. ———. ―paradigma pergeseran educational technology menuju instructional technology‖ (2017). educatio : journal of education volume 8 , number 1, may 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z the development of learning management activities using the inquiry-based learning (5e) to develop analytical thinking skills in the course science and technology for students in grade 3 natthanan namonsai, angkhan intanin, sasitorn sanpundorn email natthanan.na@ksu.ac.th, angkhan.in@ksu.ac.th, sasitorn.sa@ksu.ac.th accepted: marc 8th 2023 reviewed: apr 13th 2023 published: may 30th 2023 abstract: this research aims to (1) develop learning management activities using the 5e inquirybased learning model. science and technology course of students in grade 3. (2) develop the analytical thinking of grade 3 students to pass the criteria of 70%. (3) to study the satisfaction of grade 3 students towards learning management using the 5e inquiry-based learning model. thus, the researchers developed our solar system learning activities. of6plans and developing analytical thinking skills of grade 3 students of 31 people. the results showed that (1) learning management using the 5e quest model amount of 6 plans and passed the evaluation of suitability efficiency by 3-experts. (2) the results of the development of analytical thinking of grade 3 students. it was found that after receiving the learning management, inquiry-based learning style 5e with an average of 7.25 representing 72.74 percent (3) satisfaction of grade 3 students towards the learning management of the 5e inquiry-based learning model. with a high level of satisfaction. keyword: inquiry-based learning management, analytical thinking, development of science learning activities introduction key skills in the 21st century. it plays an important role in developing realities in preparing students for life in the 21st century. it is an important aspect of the social transformation trend in the 21st century. affecting the way of life of the society thoroughly. therefore, teachers are prepared to manage to learn to prepare students to have skills for life in the 21st century. the 21stcentury skill is high-level analytical thinking 1. the pisa exam is assessed. emphasis is placed on assessing learners' competency in applying knowledge and skills in real life rather than learning from a school curriculum. pisa exam assessment 2. conducting a survey of 15-year-old students from around the world every three years. which emphasizes the importance of the assessment in three main areas. is reading mathematics and science. in addition, in pisa 2018, there is another innovation assessment. is the competence of living in a global society (global competence). pisa will assess the level of the essential knowledge and skills needed to live today, for social and economic participation. thailand is one of the countries that have the pisa test to measure various skills. is. as of 2018, thailand is at the pisa level out of 79 countries worldwide for critical thinking skills. ranked 66 th the region is 20th, and the asean level is ranked 4th. by science score, which emphasizes analytical thinking skills, is equal to 426 points. 1 c. p. ormell, “bloom’s taxonomy and the objectives of education,” educational research (1974). 2 oecd, pisa 2018 assessment and analytical framework, oecd publishing, 2019. mailto:riyu.choirul57@gmail.com mailto:natthanan.na@ksu.ac.th mailto:angkhan.in@ksu.ac.th mailto:sasitorn.sa@ksu.ac.th volume 8, number 1, may 2023| 57 zzzzzz learning management that is appropriate to the school context. it is linked to being successful in developing a learner's skill competency. while observing students at a school in kalanin province. it was found that the 5e knowledge-seeking learning management. used did not have a positive effect on analytical thinking. when the researcher took the analytical thinking test to test the students. it was -found that students did not pass the critical thinking criteria at 70 percent set. from further studies, it was found that. allowing students to learn by themselves is important in developing critical thinking skills. 5e quest style learning. it is a learning management that focuses on students. and allows learners to choose what they want to learn on their own. problems are set as the starting point for learning and as a stimulus for students to develop analytical thinking skills. synthetic. solve problems. the learning management process consists of 5 steps. the researcher develops the ability of analytical thinking of the students before testing the target group. (institute for the promotion of teaching science and technology) (est.), 2006). the research results reflect that. 5e quest-based learning management. able to develop analytical thinking skills. by critical thinking skills. relationship. principle. previous research prasart nuangchalerm 3 cognitive development, analytical thinking and learning satisfaction of second grade students learned through inquiry-based learning science teaching needs to be able students having knowledge and understanding. also, students have to develop their thinking skills, it should help students meet real science through inquiry-based pedagogical process. this study aims to (i) investigate effective teaching criterion through inquiry-based teaching at 80/80, (ii) find out effectiveness index of inquiry-based teaching, (iii) compare analytical thinking between before and after students had learned by inquiry-based learning activities, and (iv) study learning satisfaction of second grade students after they had learned through inquiry method. participants of the study were 10 second grade students, sampled by purposive sampling technique. research instruments comprised of 8-lesson plan, 20-item achievement test, 20-item analytical thinking test, and 15-item questionnaire on learning satisfaction. data were gathered and analyzed by wilcoxon matched pairs singed–ranks test. results revealed that inquiry-based learning activities had effective criterion at 84.46/82.50; effectiveness index of inquiry-based learning activities was 0.5200; post test score of achievement test higher than those pretest score at .05 statistical significance level; and students had learning satisfaction on inquiry-based learning activities at highest level. it can be concluded that inquirybased learning activities promoted students in terms of both cognitive, analytical thinking, and learning satisfaction. it should be suggested in for pedagogical preparation and incorporate it into science curriculum. patamaporn thaiposria, panita wannapiroonb 4 enhancing students’ critical thinking 3 prasart nuangchalerm and benjaporn thammasena, “cognitive development, analytical thinking, and learning satisfaction of second grade students learned through inquiry-based learning,” asian social science 5, no. 10 (2009), http://dx.doi.org/10.5539/ass.v5n10p82. 4 patamaporn thaiposri and panita wannapiroon, “enhancing students’ critical thinking skills through teaching and learning by inquiry-based learning activities using social network and cloud computing,” procedia-social and behavioral sciences 174 (2015): 2137–2144. volume 8, number 1, may 2023| 58 zzzzzz skills through teaching andlearning by inquiry-based learning activities using social network and cloud computing the purposes of this research study were: 1) to design inquiry-based learning activities to enhance students’ critical thinking skills through teaching and learning using social network and cloud computing and 2) to evaluate these learning activities. the research methodology is divided into two steps. the first step involved designing the learning activities and the second step involved evaluation. the study sample was purposively selected and consisted of ten experts in higher education instructional design, inquiry-based learning activity design, social network, cloud computing and enhancing critical thinking skills. this sample either held a doctoral degree or at least three years of experience in relevant fields. this research describes the learning activities and assesses appropriateness using an evaluation form. data were analyzed using the mean (x) and standard deviation. the research findings were as follows: the learning activities consisted of three main steps: 1) pre-teaching and learning preparation, 2) enhancing students’ critical thinking skills through teaching and learning by inquiry-based learning activities using social network and cloud computing and 3) measurement and evaluation. the sample judged the learning activities as highly appropriate and applicable to real practice. suryanti, i s z arifin, and u baginda t. 5 the application of inquiry learning to train critical thinking skills on light material of primary school students critical thinking skills are seen as important skills for survival and have become one of indonesia's educational goals. the results of initial observation of critical thinking skills in kemangsen 2 primary school involving students of grade v, revealed that 95% students possessed score 2 (with the scale, ranging from 1 to 4). therefore, critical thinking skills of students need to be improved by applying hands-based learning of hands-on science; one of which is through inquiry learning. the purpose of this study is to determine the effectiveness of inquiry learning model in trained critical thinking skills of elementary students (n= 22). this research was conducted by one group pretest-posttest design. data were analyzed using t-dependent tests for overall critical thinking skills and descriptive analysis for critical thinking skills for each indicator. the critical thinking skills trained in this study include evaluation, explanation, interpretation, and inference based on the results of data analysis. to sum up, inquiry learning is classified as effective in terms of training students' critical thinking skills. the critical thinking skills of students should be continuously trained on appropriate materials or topics. bantalem derseh wale and kassie shifere bishaw 6. the aim of this study was to examine the effects of using inquiry-based learning on students’ critical thinking skills. a quasi-experimental design which employed time series design with single group participants was used. a total of 20 efl undergraduate students who took advanced writing skills course were selected using comprehensive sampling method. tests, focus group discussion, and student-reflective journal were used to gather data on the students’ critical thinking skills. the participants were given a series of three argumentative essay writing pretests both before and after the intervention, inquiry-based argumentative essay writing instruction. while the quantitative data were analyzed using one-way repeated measures anova, the qualitative data were analyzed through narration. the findings 5 i s z arifin and u baginda, “the application of inquiry learning to train critical thinking skills on light material of primary school students,” in journal of physics: conference series, vol. 1108 (iop publishing, 2018), 12128. 6 bantalem derseh wale and kassie shifere bishaw, “effects of using inquiry-based learning on efl students’ critical thinking skills,” asian-pacific journal of second and foreign language education 5 (2020): 1–14. volume 8, number 1, may 2023| 59 zzzzzz of the study revealed that using inquiry-based argumentative writing instruction enhances students’ critical thinking skills. therefore, inquiry-based instruction is suggested as a means to improve students’ critical thinking skills because the method enhances students' interpretation, analysis, evaluation, inference, explanation, and self-regulation skills which are the core critical thinking skills a s ramadani , z a i supardi , tukiran, e hariyono 7. profile of analytical thinking skills through inquiry-based learning in science subjects the 2013 curriculum aims to form students who are ready to face the 21st century so that the 2013 curriculum is not only taught about aspects of knowledge but also aspects of skills. thinking skills are the skills used in the 2013 curriculum, where one of the thinking skills students need is expertise in analytical thinking. these skills are necessary for science learning. analytical thinking skills can be improved if the teacher trains them correctly, both from the learning model and learning strategies. this study examines learning models and learning tools that can improve analytical thinking skills. learning based on inquiry learning is expected to improve students' analytical thinking skills. the findings of this study, it is known that inquiry-based models and tools can improve analytical thinking skills because they start from a problem. the problems given are then discussed with the group to find information that fits the situation and find ways to solve the problem nicely by conducting experiments or observations, then summing up the results obtained and communicating them well. analytical thinking skills are closely related to problem-solving. so, with analytical thinking skills, students will quickly identify and solve a problem. method research methodology this research is a developmental research model. (developmental research) type i 8. which focuses on design and innovation development, divided into 2 phases. namely development process and evaluation process. this research is in phase 2. by developing 5e science learning activities. show details as follows. phase 1 development process 1. study the current learning management problems and the need for science learning activities. 1. development of 5e knowledge-seeking learning management activities. 2. design learning management activities in the form of 5e knowledge seeking. use the information obtained from the study of the problem of analytical thinking in learning. let's create and develop a learning management plan. and tools used to collect data after that were examined by 3 experts. 3. experiment with the 5e inquiry learning management plan. with the experimental group, secondary 3/4 students. semester 1, academic year 2022, 28 students. acquired by selecting a specific number of 6 plans. take a critical thinking skill test. 7 alifia suryatin ramadani, zainul arifin imam supardi, and eko hariyono, “profile of analytical thinking skills through inquiry-based learning in science subjects,” studies in learning and teaching 2, no. 3 (2021): 45–60. 8 rita c richey and james d klein, design and development research: methods, strategies, and issues (routledge, 2014). volume 8, number 1, may 2023| 60 zzzzzz phase 2 assessment process organize 5e knowledge-seeking learning activities. 6plans with students in grades 3/5. after using the analytical thinking skills test for grade 3 students. with the sample group of students. including having the students complete the satisfaction assessment questionnaire for learning management using the 5e knowledge search method. sample group phase 1 the research samples were divided into 2groups: group of 3 experts. including 1content expert. teaching 1-person. 1-expert in organizing and evaluating. and the group of students, namely, grade 3/4 students in the academic year 2022, totaling 28 people. choose a specific mode. phase 2 the sample group of 31 grade 3/5 students in the academic year 2022 was 31 people. choose a specific mode. because the sample group did not pass the analytical thinking skill experiment at the criterion of 70 percent. research tools the tools used in this experiment were. 1. knowledge acquisition learning management plan 5e about our solar system, 6plans namely 1.) gravitational force between the sun and its satellites 2.) phenomena caused by the movement of the earth around the sun. 3.) phenomena caused by the interaction between the sun earth and the moon 4.) space technology and its uses. ie the total time spent on learning management is 17 hours. with an average of 4.28. the suitability is at a very reasonable level. the standard deviation is 0.12. the consistency index is between 0.5-1.00. 2.) analytical thinking skill test, multiple choice4options. a total of 30 items passed the ioc reconciliation index 9. the difficulty, discrimination, and confidence. the first aspect, the important aspect, amounting to 10 items. the second aspect of the relationship, the number 10 items. the 3rd aspect, the principles of 10 items. 3.) satisfaction questionnaire, 10items. 5-level estimation scale. which has an average of 4.69. there is a standard deviation of 0.22. have the highest level of satisfaction. data collection in this research, the researcher has tried and collected data. the procedure for collecting information is as follows: 1. use the analytical thinking skill test. for grade 3 students and the sample group of students. 2. organize learning management activities with the sample group of students. using the 5e quest model. steps according to the learning management plan 1-6. complete all 6plans in 17 hours. ready to collect scores after studying and analyzing the data. 3. organize learning activities with the target group of students. using the 5e quest model. according to the learning management plan 1-6, complete all 6-plans in 17 hours. ready to collect points after studying and answer the satisfaction questionnaire. 9 richard j rovinelli and ronald k hambleton, “on the use of content specialists in the assessment of criterion-referenced test item validity.” (1976). volume 8, number 1, may 2023| 61 zzzzzz data analysis 1. the appropriateness of the learning management plan was analyzed using the mean (�̅�). then the obtained mean was interpreted with the following level of fitness 10 4.51-5.00 is most appropriate. 3.51-4.50 is very appropriate. 2.51-3.50 moderately appropriate 1.51-2.50 is less suitable. 1.00-1.50 is the least suitable. 2. analyze the data from the analytical thinking skills test. obtained from the test at the end of the learning activity by finding the mean (�̅�). standard deviation (s.d.) and percentage. students with a critical thinking score of 70 percent pass the criteria. if the analytical thinking score is lower than 70 percent, the criteria are not passed. 3. student satisfaction scores were analyzed by mean (�̅�) and standard deviation (s.d.). then, the obtained averages were used to interpret the results of the satisfaction towards the 5e knowledgeseeking learning management. therefore, the five satisfaction levels are (likert, r. (1932). 4.50 or more means the most satisfied. 3.50 4.49 means very satisfied 2.50 – 3.49 means moderate satisfaction. 1.50 – 2.49 means less satisfaction. below 1.50 means least satisfaction. results and discussion the development of 5e learning management activities. science and technology course for students in grade 3. table 1 presents the 5e inquiry-based learning management process. the design of the school. 10 john k hemphill and charles m westie, “the measurement of group dimensions,” the journal of psychology 29, no. 2 (1950): 325–342, http://dx.doi.org/10.1080/00223980.1950.9916035. teaching process meaning of each step teaching method instructor role step 1 engagement the teacher arouses the interest of the students by using questions to enter the lesson. before entering the lesson, teachers are encouraged by asking the children. the teacher acts as a coach and facilitator. step 2 exploration teachers teach students to study the contents learned in grade 3 science and technology books, volume 1, ipst, or other learning resources such as information on the internet. the teacher had each student study a basic science textbook. the teacher acts as a coach and facilitator. step 3 explanation at this stage, the teacher explains from the textbook and gives the children a worksheet. after the teacher has finished teaching, the teacher will ask the students and explain further. when the students understand the the teacher acts as a coach and facilitator. volume 8, number 1, may 2023| 62 zzzzzz table 2 presents the 5e inquiry-based learning management process. designed by experts. teaching process meaning of each step teaching method instructor role step 1 engagemen t teachers generate student interest by asking questions. to enter the lesson the teacher will be introduced into the lesson and will encourage the students by using questions to test the children's knowledge before entering the lesson. the teacher acts as a coach and facilitator. step 2 exploration the teacher teaches the students together to study the contents learned in the textbook. and ask questions when students are unsure or do not understand so that teachers can provide answers. the teacher had each student study the information about... in the basic science textbook and divide into groups to complete the activity in equal groups of men and women. the teacher acts as a coach and facilitator. step 3 explanatio n the teacher explains and promotes the concepts to the students. so that students can understand more the students analysed the data from their group work and asked each group to design their own experimental conclusions. such as "my map summary" or "summarize the speech" the teacher acts as a coach and co-learner. step 4 elaboration the instructor will have more teaching materials to in which the teacher will have teaching the teacher acts as a coach and facilitator. lesson, the teacher will give them love to study and make worksheets. step 4 elaboration teachers let students’ study on their own. at home more the teacher gave questions and asked the students to study more at home. the teacher acts as a coach and facilitator. step 5 evaluation the teacher evaluates the students' worksheets. after the students have completed the work, the teacher will evaluate each child's worksheet. the teacher acts as a coach and facilitator. volume 8, number 1, may 2023| 63 zzzzzz explain more so that the students understand more. materials to explain and expand knowledge for students to understand more, and kahoot will be used to test students. step 5 evaluation the teacher evaluates the students based on activities and quizzes. the teacher evaluated the students based on activities and quizzes from kahoot. the teacher acts as a coach and facilitator. 3.2 develop analytical thinking skills by using 5e knowledge-seeking learning management activities. for grade 3 students pass the criteria of 70%. table 3 data analysis results of analytical thinking abilities. of students in grade 3. by using the 5e inquiry-based learning activities. show information as in the table. the ability to think analytically average rating standard deviation average rating (%) 70 percent criteria aspect of importance 7.23 1.02 72.26 pass relationship 7.35 1.08 73.55 pass principle 7.16 0.73 71.61 pass average 7.25 0.10 72.74 pass average from table 3 students receiving 5e inquiry-based learning arrangements. have an ability score in analytical thinking average is 7.25 the standard deviation is 0.10. representing 72.74 percent, all students passed the set criteria of 70 percent. 3.3 a study of satisfaction with learning management by using knowledge-seeking learning activities grade 3 students received 5 e in science and technology subjects. table 4: the results of the satisfaction study of grade 3 and 5 students with the 5e knowledgeseeking learning style. list average standard deviation level of satisfaction 1. students are free to study, research, and exchange ideas. 4.71 0.58 most satisfied 2. teachers allow students to do activities independently. 4.90 0.39 most satisfied 3. students have the opportunity to practise 4.58 0.71 most satisfied 4. students participate in activities. 4.81 0.53 most satisfied 5. help students gain knowledge and understanding for themselves. 4.74 0.51 most satisfied 6. teacher’s rate students for their actions. 5.00 0.00 most satisfied volume 8, number 1, may 2023| 64 zzzzzz 7. teachers encourage students to exchange knowledge and ideas. 4.48 0.76 very satisfied. 8. students understand the content and can remember the content for a long time. 4.29 0.92 very satisfied. 9. happy students have fun with learning activities. 4.87 0.42 most satisfied 10. help students think more critically. 4.61 0.61 most satisfied average 4.69 0.22 most satisfied table 4 shows that grade 3/5 students who received knowledge-seeking learning management 5e performed well. the average level of satisfaction was 4.69, and the standard deviation was 0.22, which was the highest level of satisfaction. discussion the development of learning management activities in the search for knowledge in 5e science subjects and technology of grade 3 students through organizing manage learning in the search for knowledge (5e) synthesized by the researcher. which the researcher used to create a learning management plan. the quest for knowledge, 5e there are six plans in total, each with five steps of learning activities: step 1: create interest. step 2: explore and find step 3: explain and draw conclusions. step 4: increase knowledge; step 5: evaluate development of analytical thinking skills about our solar system by using learning management activities in the search for knowledge (e for grade), 3 students must meet a 70% pass rate based on the study's findings in order to develop analytical thinking skills. science and technology subjects using analytical thinking skills in learning management activities it was found that the learning management model was a 5e knowledge-seeking model, from having passed the experts and taking the test to experimenting with the sample group. the sample did not pass the test according to the set criteria. therefore, there were interviews with the students, and it was found that the students wanted to have a group with their friends and bring the media into teaching. the researcher therefore adjusted the learning management plan in accordance with the needs of the learners and made it possible to experiment with the target group. all target groups passed the 70 percent criteria set. this is due to the fact that the learning management plan, learning management style, and seeking knowledge (5e) emphasize that learners know how to do things and provide opportunities for them. a study of grade 3 students' satisfaction with learning management using knowledge seeking learning activities (5e) in science and technology subjects. 3 who received the learning management through the test by using the learning management activity model of seeking knowledge (5e) had an average satisfaction of 4.69 and a standard deviation of 0.22, which was a high level of satisfaction. conclusion the development of analytical thinking skills of grade 3 students by using an inquirybased learning management system (5e) on our solar system to pass the criteria of 70 percent, there are 5 steps: step 1. create interest. step 2. explore and find out. step 3: explain and draw conclusions. step 4: expand your knowledge. step 5: assessment of six plans and study of the satisfaction of grade 3 students who received volume 8, number 1, may 2023| 65 zzzzzz learning management through the test using the 5e knowledge-seeking learning activity model. the average satisfaction was 4.69 and the standard deviation was 0.22, which was a high level of satisfaction. references arifin, i s z, and u baginda. “the application of inquiry learning to train critical thinking skills on light material of primary school students.” in journal of physics: conference series, 1108:12128. iop publishing, 2018. hemphill, john k, and charles m westie. “the measurement of group dimensions.” the journal of psychology 29, no. 2 (1950): 325–342. http://dx.doi.org/10.1080/00223980.1950.9916035. nuangchalerm, prasart, and benjaporn thammasena. “cognitive development, analytical thinking, and learning satisfaction of second grade students learned through inquirybased learning.” asian social science 5, no. 10 (2009). http://dx.doi.org/10.5539/ass.v5n10p82. oecd. pisa 2018 assessment and analytical framework. oecd publishing, 2019. ormell, c. p. “bloom’s taxonomy and the objectives of education.” educational research (1974). ramadani, alifia suryatin, zainul arifin imam supardi, and eko hariyono. “profile of analytical thinking skills through inquiry-based learning in science subjects.” studies in learning and teaching 2, no. 3 (2021): 45–60. richey, rita c, and james d klein. design and development research: methods, strategies, and issues. routledge, 2014. rovinelli, richard j, and ronald k hambleton. “on the use of content specialists in the assessment of criterion-referenced test item validity.” (1976). thaiposri, patamaporn, and panita wannapiroon. “enhancing students’ critical thinking skills through teaching and learning by inquiry-based learning activities using social network and cloud computing.” procedia-social and behavioral sciences 174 (2015): 2137–2144. wale, bantalem derseh, and kassie shifere bishaw. “effects of using inquiry-based learning on efl students’ critical thinking skills.” asian-pacific journal of second and foreign language education 5 (2020): 1–14. educatio : journal of education volume 8 , number 1, may 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) lecturers’ perceptions of the switch from teaching in the new normal to normal in a selected university in south africa k.o. adu, n. duku faculty of education university of fort hare south africa kadu@ufh.ac.za nduku@ufh.ac.za accepted: feb 10th 2023 reviewed: april 5th 2023 published: may 30th 2023 abstract; the announcement of the lockdown because of the pandemic by the south african president in march 2020 came as a surprise and shock to many academics. universities in the country have no choice but to switch to virtual classrooms, termed “the new normal” a few months ago, the president of south africa announced the removal of all restrictions and back to normal conventional classroom face-to-face teaching. the paper investigates the perceptions of the lecturer to ascertain the strategies used to cope and share their experiences. 8 samples were purposively selected in one of the historically disadvantaged universities. a semi-structured interview was used to collect data. the findings revealed among others that virtually all the respondents have adopted one or two coping strategies with diverse experiences. the paper recommended that the lecturers should think outside the box and be 4ir compliance. they should be flexible to adapt to any situation and use blended approach pedagogy even in the normal stage. keywords: the new normal, normal, lecturers’ perception, covid-19 introduction the announcement of covid-19 in late 2019 and the lockdown from the president of south africa in march 2020 came as a surprise and shock to many lecturers. the pandemic brought about a paradigm shift in teaching and learning at all south african institutions. south african schools were forced to switch to virtual classrooms. online teaching through different modes like microsoft team, google meet, zoom, blackboard etc. took the stage in all institutions of learning not only in south africa but throughout the globe. the unprecedented pandemic left a big gap between analogue and digital lecturers. the analogue which is also called conservatives finds it difficult to adjust to the virtual classroom. every institution embarks on a series of training, in some universities, the training was weekly across faculties in the universities, this situation was called the “new normal” that all academics have to adapt to. the new normal also revealed many things, such as the weaknesses of some lecturers to cope, inability to use the laptops, internet problems, and lack of networks, to mention but a few. these challenges also affect the students, especially those living in rural areas where there is no electricity and network bandit becomes a problem and a big mirage. in south africa, covid-19 exposed inequality in terms of infrastructure as many students studying at historically mailto:kadu@ufh.ac.za mailto:nduku@ufh.ac.za volume 8, number 1, may 2023| 48 zzzzzz z disadvantaged universities find it difficult to cope. even though the government of south africa bought laptops for all students, these laptops were useless due to the students’ location 1. south africa is still a developing country that is ravaged by high unemployment, poverty, and inequality, many schools are bedevilled with poor infrastructures and lack good learning and teaching facilities. south africa has 26 universities with many located in rural areas like those in the eastern cape province of the country where the samples for this paper are drawn 2. other challenges lecturers are facing are the issues of the application of 4ir, limited network and connectivity. the fundamental challenge the new normal brought is a high dropout rate of students due to the inability to get connectivity and most of the students lost interest in learning, some students complained about the stress of staying at home all alone, which cause a setback because they miss their friends. most parents live in rural areas and are low and middle-level income recipients, they could not provide for their children adequately, especially with electronic devices like functional laptops like in advanced countries where students hardly have books and written materials, they have only tablets, ipad, smartphones, computers and laptops. teaching and learning in south africa have been bedevilled with inequality and inequality has caused a crisis in the quality of education in south africa. now that institutions are returning gradually to the normal conventional style of teaching and learning, it is imperative to find out the feelings and experiences of the lecturers in this regard 3. the new normal as a result of covid-19 affects academic exercise a great deal. the distribution of learning materials is unequal, not all curricula can be moved online, besides, there is a need for curriculum review to meet the duration of the online teaching. the assessments were compromised, and there are a lot of moratoriums put in place over tests, assignments and continuous assessments, in addition, academic performance dropped and many students could not access online lectures. the country moved from one level of stage to another ranging from stages 1-5 where stage 1 is the least that encourages maximum interactions and promotes a large audience, encouraging some students in faculties of science, health sciences and agriculture etc. to attend classes physically observing covid-19 protocols 4. the new normal put the universities management on their toes by creating many covid19 teams, providing many covid-19 materials and positioning them in strategic places within the campus for the use of the students and the lecturers, so that the spread may be reduced. the paper will not mention the loss of lives of many academics during this period especially those who are above 60 years of age and those who have a comorbidity, that is underline ailments and diseases. this led to more workload for lecturers with the accompanying stress and pains of virtual classrooms. moreover. covid-19 took academics to the new normal and also affect academics’ mental health especially when their neighbours or loved ones died in the process, their mental health was due to pressures, strains and changes in lifestyles. the new normal brought anxiety and uncertainty in academia, learning from home with a lot of disturbances from family members, and staying 1 e o adu, “virtual classroom: prospects and challenges of covid 19 pandemic in south africa,” journal of human ecology 72, no. 1–3 (2020), http://dx.doi.org/10.31901/24566608.2020/72.1-3.3280. 2 yolanda mpu and e o adu, “collaborative virtual learning in education in stem education,” management studies 8, no. 4 (2020), http://dx.doi.org/10.17265/2328-2185/2020.04.005. 3 mpu and adu, “collaborative virtual learning in education in stem education.” 4 mpu and adu, “collaborative virtual learning in education in stem education.” volume 8, number 1, may 2023| 49 zzzzzz z before any device for many hours 5. the aftermath of this is that the same academics who serve as counsellors to students during the normal now need counselling themselves during the new normal, and their core teaching functions are now affected 6. the social aspect of university life was significantly affected, social interactions were limited, and stress, depression and social cohesion were dissuaded. during the new normal, the readiness of lecturers is crucial to flag, many lecturers are not ready, and they are not familiar with the use of the facilities for a virtual classroom. remember, you can only give what you have. a lecturer needs to be adequately prepared and think outside the box. the relationship between lecturers and students can facilitate effective teaching and learning and promote the achievement of the desired goals. therefore, the sudden move from conventional face-to-face teaching and learning to online is indeed a mirage that academics must adapt and run with. the importance of face-to-face teaching cannot be overemphasized, it promotes cordial relationships, enhances retention, and interaction among lecturers, students and peers are very valuable to the actualization of goals and learning outcomes. teaching and learning are about a relationship. one of the fundamental reasons why face-to-face contact will always be preferred above virtual or the new normal is the ability to know whether your students learn or not and to see if there is a need for a tutorial as an intervention for their lack of understanding, secondly, some students who are doing science practical need physical contact to enhance their better understanding about the subject. connectivity, wi-fi bandits’ inadequate facilities like devices and stress as a result of speaking to a machine daily show the importance of traditional and conventional classroom teaching 7. after a period of 20 months, south africa returned institutions of learning back to the normal conventional teaching and learning. which we refer to in this paper as “normal” where physical contact is allowed, and face-to-face lecture returns. the question now is if the lecturers have adjusted to normal. literature review this paper employs social constructivist theory which explains the construction of knowledge by interacting with others, to assess the perception of lecturers on the switch from the new normal to normal due to the end of covid-19 in south africa. according to the social constructivist approach, engaging students in social activities including interactions between lecturers and students in the classroom leads to better teaching. approaches based on social constructivism can include cooperative learning, lecturers supporting their students, problemsolving evaluations, and a variety of other techniques that include learning from and/or with others 5 babawande emmanuel olawale et al., “covid-19 induced psychosocial challenges in south african higher education: experiences of staff and students at two rural universities,” research in social sciences and technology 6, no. 3 (2021): 179–193, http://dx.doi.org/10.46303/ressat.2021.37. 6 olawale et al., “covid-19 induced psychosocial challenges in south african higher education: experiences of staff and students at two rural universities.” 7 kristina henry collins and javetta jones roberson, “developing stem identity and talent in underrepresented students: lessons learned from four gifted black males in a magnet school program,” gifted child today 43, no. 4 (2020): 218–230, http://dx.doi.org/10.1177/1076217520940767. volume 8, number 1, may 2023| 50 zzzzzz z 8. the socio-constructivist theory also states that because learning processes are socially and culturally constrained, knowledge, which is a construct of the individual, typically arises from social circumstances. through social engagement and a blended learning strategy, the lecturer and students share their educational experiences while using online gadgets in the new normal. based on language, culture, and knowledge, vygotsky developed this hypothesis. the part that language and culture play in our cognitive development and how we see the world around us. language and culture are said to offer frameworks for comprehension, experience, and communication throughout the transition to the new normal as well as in discussions between instructors and students about the world they live in. language: language is the most important tool for regulating and functioning as a reflecting point for human thought. vygotsky thought that it is proof of internalized language that directs our thoughts and behaviour 9. in the new normal, even in the normal, the language of communication is very important so that information can be disseminated so that students can understand the concepts being taught. instead of focusing on some facts, students learn to give phenomena their unique meaning and relevance. in essence, it is thought that human social interaction and good communication are what lead to the development of language. it is a significant tool for connecting with the world community. the language used during and after the epidemic, which is the subject of this essay, is crucial for effective teaching and learning. when lecturers are speaking to a computer or other device for online instruction, many students find that using their mother tongue as the language of instruction helps them understand the material. communication language is crucial for virtual learning 10. it's noteworthy that language is thought to have two key roles in the process of knowledge acquisition. children receive knowledge from adults in a variety of ways. 2. the use of language as a strong and effective tool for intellectual adaptation in humans. a) culture: according to vygotsky, culture is the main factor influencing intellectual development11. there is little doubt that changing the school's operating model and enhancing educational performance involves changing the school culture. the disadvantaged institutions in south africa, especially where the samples were selected have a very strong culture that influences their operation during the new normal and after. such institution has very strong dynamics that depict the type of reforms and transformation that take place. this selected university makes sure the students have access to laptops and data given to them (adu et al., 2020). this example often explains the causes of academics' growing interest in the institution's culture and the necessity for improvements more generally. no attempt at change can be made without an institutional culture that supports improvement. the necessity for the lecturer and student to adopt a new culture that differs from the culture of the traditional school setting is 8 b a segoe and j m dreyer, “the reliability of mentor assessments in teaching practice in an open distance e-learning (odel) context,” international journal of educational sciences 8, no. 1 (2015): 15–22, http://dx.doi.org/10.1080/09751122.2015.11917588. 9 harry daniels, vygotsky and research, vygotsky and research, 2008. 10 segoe and dreyer, “the reliability of mentor assessments in teaching practice in an open distance elearning (odel) context.” 11 lois holzman, “on behalf of vygotsky,” in we saved the best for you: letters of hope, imagination and wisdom for 21st century educators, 2013. volume 8, number 1, may 2023| 51 zzzzzz z related to online education (the new normal) (normal). therefore, the institution’s philosophy will affect the new normal and digital philosophy is vital at this stage 12. b) knowledge the social constructivist theory portrays knowledge as the outcome of learning from one another. in line with this paper, during the new normal and transition back to normal the students stay together to acquire more knowledge. learning and teaching can only take place when there is an interaction between lecturer and student likewise student to student. teaching and learning take place through the efforts of others. the new normal and normal encourage cooperation and collaboration, which adds to the social side of the theory. students learn from the lecturer as well as from their peers. teaching with technology fosters cognitive ability. since no one can claim to have a monopoly on virtual learning, the bond and relationship between the instructor and student are crucial. according to this view, knowledge promotes intellectual growth. method research paradigm contrarily, interpretivism is linked to subjectivity and many realities. they frequently do their studies from the standpoint of personal experience. their conclusions are frequently more specific to certain settings and conditions than generalizable to entire populations. they are frequently linked to the gathering of qualitative data that allows for numerous interpretations 13. similar to positivists, the researcher first chooses a topic, studies the literature, plans the study, gathers qualitative data, analyses the data, and then further develops the underlying concepts and theories before reporting the results. observations, document and narrative analysis, case studies, interviews, and audio-visual sources are all used by interpretivism to gather data. they discuss their findings in lengthy descriptions 14. research approach for this work, the researchers defined, recognized, and understood human phenomena, relationships, and discourse using a qualitative research approach. according to lichtman, qualitative research enables researchers to gather, assemble, and extrapolate data from people through interviews and/or observations in their natural or everyday environments15. a systematic investigation of how a participant sees interprets, and experiences events differ from quantitative research, which deals with testing hypotheses using statistical tools, in that qualitative research 12 segoe and dreyer, “the reliability of mentor assessments in teaching practice in an open distance elearning (odel) context”; adu, “virtual classroom: prospects and challenges of covid 19 pandemic in south africa.” 13 celia a taylor, “development of a modified cohen method of standard setting,” medical teacher 33, no. 12 (2011): e678–e682; john. w. creswell, qualitative inquiry & research methods: choosing among five approaches (thounsand oaks: ca: sage, 2013). 14 taylor, “development of a modified cohen method of standard setting”; creswell, qualitative inquiry & research methods: choosing among five approaches. 15 richard taulke-johnson, “book review: marilyn lichtman, qualitative research in education — a user’s guide. thousand oaks, ca: sage, 2006. 249 pp (including index). isbn 0761929355 (hbk); isbn 1412937345 (pbk) £39.95,” qualitative research 10, no. 2 (2010): 276–277, http://dx.doi.org/10.1177/14687941100100020903. volume 8, number 1, may 2023| 52 zzzzzz z focuses on exploring and understanding a social problem from an individual's point of view as it occurs in the natural setting. research design it used a phenomenological design. investigating the qualitative design in which the indepth of a program, process, activity, and individuals are referred to as a phenomenon, according to creswell 16. an in-depth analysis of one specific case study was used by cohen et al. to succinctly illustrate a phenomenon17. its purpose is to use a particular incident to demonstrate a more general idea. sample/sampling techniques the participants who are purposively selected and 8 university lecturers who are permanent employees of the university have gathered much experience so that they can provide such experience during the face-to-face interview. data collection techniques the instrument for gathering information from the participants was a semi-structured interview, which was chosen over other varieties of interviews. to determine whether there are difficulties or not during the post-covid-19 pandemic, participants were asked about their perspectives regarding the transition from the new normal caused by covid-19 to normal 18. data trustworthiness to produce the same results or outcomes in the future as they did in the past, qualitative data must be stable, predictable, dependable, consistent, and reliable. this is what is meant by qualitative data being trustworthy. the study adhered to the four qualities of qualitative research that creswell 19 identified dependability, confirmability, verification, and transferability. trustworthiness is defined as findings that are worth paying attention to. data analysis the themes derived from the study questions were used to analyze the interviews. the semistructured interviews were recorded, as previously mentioned, and transcription of the data from the recorder was the initial stage in data analysis. this made it easier for the researchers to engage deeply with the data. the researchers' interpretation of the data was aided by the compilation of written transcriptions and first-hand accounts from the participants. 16 john w creswell, “research design: qualitative, quantitative and mixed method aproaches,” sage publications (2007). 17 louis cohen, lawrence manion, and keith morrison, “research methods in education (eight edition),” abingdon, oxon (2018). 18 mpu and adu, “collaborative virtual learning in education in stem education.” 19 john w. creswell, research design: qualitatitif, quantitatif, dan mixed methods approaches, terj. nur khabibah (jakarta: kik press, 2002). volume 8, number 1, may 2023| 53 zzzzzz z result and discussion 8 lecturers were interviewed and coded as l1-l8. the themes and sub-themes were derived from the research questions and the responses of the participants as follows: theme 1: the coping of lecturers with the switch from the new normal to normal all the participants were asked how they are coping when they were asked to return to normal conventional face-to-face teaching. most of them said they are very used to the new normal because they thought they will never return to normal conventional teaching. they said they have created the space like an office in their homes and use to staying at home to face machines (laptops, smartphones, computers, and tablets). however, some of them are very specific. …you can say that again, i am not sure how long will it take me to cope with the normal teaching of face-to-face, remember, some of us have adapted to the new normal and gotten used to it and moving back now is another stress for me (l5). i have customised and tailored my mind to indoor teaching i have changed my daily chores and household activities because of the new normal. look, my assessment mode and teaching style have changed to the extent that i have forgotten the physical contact classes (l2). i believe i will adapt slowly because the new normal is not up to 2 years, only that i never knew we can get back to normal face-to-face so soon like this. now i am in the office still contacting my students online, even asking them if they prefer to continue with the virtual classroom (l1). similarly, other participants corroborate the views above, however, some participants have the following to say, there is nothing much that has changed, i even love to be back in the office, i am positive in my thinking and l am very flexible and adapt easily to change. i am ready to show more support to my students and meeting them physically again is a good thing for me (l3). theme 2: the experience of the lecturers when returning to normal from the new normal. as alluded to above, most of the lecturers sampled claimed that they never expected the return to normal face-to-face classroom teaching so soon. some have the following to echo. elsh… i have to put my house in order, what i mean is that i have to change my weekly programme and amend my activities timetable. look, during the new normal i am the one that takes my child to school, now i organise a special shuttle to take him and bring him back home. i do my domestic chores, now i need to employ the service of domestic workers not only to clean but to stay with my child until i am back from the office (l8). attendance in my classes is not encouraging, i have to use the social media platform to remind my students about the timetable for physical classes (l6). thanks for your interview question, i am now reorganizing myself and amending my learning guide and the contents of my module. remember, this will also have implications for curriculum review or amendment (l7). the coping strategies and the experience of the lecturers enumerated above show that there are diverse views about the shift from the new normal to normal according to adu et al 2020 who think that the impact of the new normal on all lecturers can never be the same. some are not ready while some could not easily adapt, and some adapt to changes quickly. however, they all agreed that they never thought it will be so quick, they have already adapted to the new normal volume 8, number 1, may 2023| 54 zzzzzz z and gotten acquainted with the new assessments and mode of teaching, some of them passed through some stress and mental problems as part of the effect of new normal as alluded to by olawale et al., discovered that the new normal affect academics’ mental health20. conclusion and recommendations the paper revealed the coping strategies and experience of lecturers during the switch from the new normal due to covid-19 to normal which is conventional face-to-face teaching. the two situations have left the lecturers and even students with many unprecedented experiences that have left indelible marks on academic exercise. academics must incorporate the 4ir practices to be relevant. with or without covid-19, there is a need for bridging the gap between global north and south with the use of sophisticated facilities. university lecturers should be flexible and ready for change at any time. teaching and learning imply that the lecturer should think outside the box and leave their comfort zone, lecturers should undergo continuous professional teacher development (cptd) regularly and practice blended approach pedagogy. references adu, e o. “virtual classroom: prospects and challenges of covid 19 pandemic in south africa.” journal of human ecology 72, no. 1–3 (2020). http://dx.doi.org/10.31901/24566608.2020/72.1-3.3280. cohen, louis, lawrence manion, and keith morrison. “research methods in education (eight edition).” abingdon, oxon (2018). collins, kristina henry, and javetta jones roberson. “developing stem identity and talent in underrepresented students: lessons learned from four gifted black males in a magnet school program.” gifted child today 43, no. 4 (2020): 218–230. http://dx.doi.org/10.1177/1076217520940767. creswell, john. w. qualitative inquiry & research methods: choosing among five approaches. thounsand oaks: ca: sage, 2013. creswell, john w. research design: qualitatitif, quantitatif, dan mixed methods approaches, terj. nur khabibah. jakarta: kik press, 2002. creswell, john w. “research design: qualitative, quantitative and mixed method aproaches.” sage publications (2007). daniels, harry. vygotsky and research. vygotsky and research, 2008. holzman, lois. “on behalf of vygotsky.” in we saved the best for you: letters of hope, imagination and wisdom for 21st century educators, 2013. mpu, yolanda, and e o adu. “collaborative virtual learning in education in stem education.” management studies 8, no. 4 (2020). http://dx.doi.org/10.17265/23282185/2020.04.005. olawale, babawande emmanuel, bonginkosi hardy mutongoza, emmanuel adu, and bunmi isaiah omodan. “covid-19 induced psychosocial challenges in south african higher education: experiences of staff and students at two rural universities.” research in social sciences and technology 6, no. 3 (2021): 179–193. http://dx.doi.org/10.46303/ressat.2021.37. segoe, b a, and j m dreyer. “the reliability of mentor assessments in teaching practice in an open distance e-learning (odel) context.” international journal of educational sciences 8, no. 1 (2015): 15–22. http://dx.doi.org/10.1080/09751122.2015.11917588. taulke-johnson, richard. “book review: marilyn lichtman, qualitative research in 20 olawale et al., “covid-19 induced psychosocial challenges in south african higher education: experiences of staff and students at two rural universities.” volume 8, number 1, may 2023| 55 zzzzzz z education — a user’s guide. thousand oaks, ca: sage, 2006. 249 pp (including index). isbn 0761929355 (hbk); isbn 1412937345 (pbk) £39.95.” qualitative research 10, no. 2 (2010): 276–277. http://dx.doi.org/10.1177/14687941100100020903. taylor, celia a. “development of a modified cohen method of standard setting.” medical teacher 33, no. 12 (2011): e678–e682. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 214 zzzzzz exploration of creative thinking ability: qualitative analysis of students' learning difficulties in mathematics adde iskandar, wahyu hartono, cita dwi rosita mathematics education, universitas swadaya gunung jati, cirebon, indonesia addeiskandar2018@gmail.com, wahyuhartono.id@gmail.com, citadwirosita@gmail.com accepted: oct 19th 2022 reviewed: dec 18th 2022 published: feb 28th 2023 abstract: in this study, the meaning of the ability to think creatively and learning difficulties in mathematics as well as the factors that influence the ability to think creatively and the reasons participants experience difficulties in learning mathematics is raised. the participants of this study were grade viii junior high school students in one of the schools in kuningan regency. the research participants were 20 people with 9 male students and 11 female students. the research methodology used is a qualitative method with a phenomenological approach. the results of the study are in the form of a description of the meaning of creative thinking ability, the meaning of learning difficulties in mathematics, factors that affect creative thinking skills and the reasons participants have difficulty learning mathematics. it is known that in this study, the most dominant factor in the ability to think creatively was the internal factor experienced by the participants, therefore the participants found it difficult to learn mathematics. keyword: creative thinking ability, learning difficulties in mathematics, phenomenology introduction the ability to understand mathematics is a basis that must be owned by every student in learning mathematics material. this is intended so that students will be able to solve problems and improve other abilities they have1. in addition, according to purwasih 2 mathematical understanding skills are needed by students in dealing with problems or math problems in the future. because the understanding between one student and another student is different, ideas or ideas for solutions emerge that are developed in students' minds which are called creative thinking abilities. the ability to think creatively is a thinking process that is capable of generating various ideas or methods, has the ability to solve mathematical problems, has the ability to understand mathematical concepts and is also able to convey the ideas or concepts they have 3. in addition, 1 ratna sariningsih, “pendekatan kontekstual untuk meningkatkan kemampuan pemahaman matematis siswa smp,” infinity journal 3, no. 2 (2014): 150, http://dx.doi.org/10.22460/infinity.v3i2.60. 2 ratni purwasih and ratna sariningsih, “pembelajaran berbasis masalah untuk meningkatkan kemampuan berpikir kreatif dan self-concept siswa smp,” jurnal didaktik matematika 4, no. 1 (2017): 15–24. 3 nichen irma cintia, firosalia kristin, and indri anugraheni, “penerapan model pembelajaran discovery learning untuk meningkatkan kemampuan berpikir kreatif dan hasil belajar siswa,” perspektif ilmu pendidikan 32, no. 1 (2018): 67–75, http://dx.doi.org/10.21009/pip.321.8. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 215 zzzzzz according to siswono 4 the ability to think creatively is an ability that generates many possible answers. the ability to think creatively has the following characteristics: 1) self-confidence; 2) have the motivation to excel; 3) mastery of basic skills; 4) mastering the ability to think; and 5) mastering interpersonal skills 5. the learning process that has been carried out by the teacher so far is teaching mathematics material procedurally by providing formulas and practice questions without giving students the opportunity to think creatively. with a tendency to carry out the learning process, students cannot find meaning about the mathematical material they are studying. according to suryapermana 6 during the learning process at school, there are 2 determining factors that distinguish one student from another, namely; student background (pupil formative experience) and the nature of the student (pupil properties). the background factors include; gender, family economic status, place of residence, and student characteristics including: basic skills, knowledge and attitudes. departing from the student nature factors mentioned above, one of the basic abilities that students should ideally have is good creative thinking skills. a person is said to be creative, according to munandar in harisuddin7 if he is able to assess problems from various sides, so that he can provide answers that are diverse and different from other people. in the world of education, students must have different creative thinking abilities, so the ideas and solutions to the problems will be different. every child has different intellectual or academic abilities. there are those who have academic abilities above average, average, or below average. this is what distinguishes the learning achievements achieved by each child in school. poor or unsatisfactory achievement based on the academic grades obtained can be said that the child or student is experiencing problems or difficulties in learning. learning difficulties can be interpreted as the inability of students to complete tasks given by the teacher 8. according to novferma 9 student learning difficulties are obstacles experienced by students in learning. these obstacles include the inability of students to solve most of the questions given, difficulties in thinking, writing, speaking, reading and mathematical operations. therefore, students who experience learning difficulties tend to avoid and feel afraid to participate in mathematics learning. in learning mathematics, the difficulties experienced by students are often considered normal, 4 utomo, d. juniati, and t. y.e. siswono, “exploring aspects of mathematical visualization of junior high school student in a problem-solving task,” malaysian journal of mathematical sciences 12, no. 3 (2018): 421–436; herfa maulina dewi soewardini et al., “mathematical comics on class x trigonometry learning,” in journal of physics: conference series, vol. 1175 (iop publishing, 2019), 12013. 5 munandar utami, “pengembangan kreativitas anak berbakat,” jakarta: rineka cipta (2004). 6 nana suryapermana, “manajemen perencanaan pembelajaran,” tarbawi: jurnal keilmuan manajemen pendidikan 3, no. 02 (2017): 183, http://dx.doi.org/10.32678/tarbawi.v3i02.1788. 7 muhammad iqbal harisuddin, “berpikir kreatif dan motivasi belajar melalui problem based learning dengan pembelajaran interaktif geogebra,” didaktik : jurnal ilmiah pgsd stkip subang 2, no. 1 (2016): 50–60, http://dx.doi.org/10.36989/didaktik.v2i1.37. 8 ety mukhlesi yeni, “kesulitan belajar matematika di sekolah dasar,” jurnal pendidikan dasar (jupendas) 2, no. 2 (2015). 9 novferma novferma, “analisis kesulitan dan self-efficacy siswa smp dalam pemecahan masalah matematika berbentuk soal cerita,” jurnal riset pendidikan matematika 3, no. 1 (2016): 76–87, http://dx.doi.org/10.21831/jrpm.v3i1.10403. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 216 zzzzzz these learning difficulties in mathematics are usually influenced by students' lack of liking in learning mathematics, lack of confidence in learning, find it difficult to grasp material and tend to avoid learning mathematics. in the end, this makes it difficult for students to work on calculation problems, word problems and solving other math problems 10. in addition to the problems above, student difficulties also have an impact on online learning implemented by the government during the covid-19 pandemic. the ability to think creatively is important for students to have, because the better or higher the ability to think creatively possessed by students, makes students able to easily receive information and be able to update and sort the information they have. however, given the importance of this creative thinking ability, some students must experience difficulties. the difficulties experienced by students in learning or studying the material presented by the teacher, causes students to tend to be less creative, because they feel they do not master the material and tend to avoid it. this also causes students' creative thinking skills to be low. based on this, the purpose of this research is to find out the meaning of creative thinking for students and the factors that cause students' low creative thinking ability. methods this study uses a qualitative research method with a phenomenological approach. qualitative research methods are research methods that explore certain topics and one's perspective in viewing these topics 11. the subjects in this study were 20 class viii junior high school students consisting of 9 male students and 11 female students ranging in age from 14 to 15 years. in qualitative research, research subjects are also called participants. in this study, the participants selected were eighth grade junior high school students at a school in kuningan district. determining the subject of this study using a purposive sampling technique. purposive sampling is a sampling technique in which researchers determine research subjects based on certain criteria 12. in research that uses a phenomenological approach, the number of participants is 5 to 25 participants 13. the main instrument in qualitative research is the researcher himself. the settings for data collection are done as natural as possible. in this study, the main sources of data consisted of interviews and document studies. 10 dian rizky utari, m yusuf setia wardana, and aries tika damayani, “analisis kesulitan belajar matematika dalam menyelesaikan soal cerita,” jurnal ilmiah sekolah dasar 3, no. 4 (2019): 545, http://dx.doi.org/10.23887/jisd.v3i4.22311. 11 lisa given, the sage encyclopedia of qualitative research methods (sage publications, inc., 2008), http://dx.doi.org/10.4135/9781412963909. 12 gregg g van ryzin, “cluster analysis as a basis for purposive sampling of projects in case study evaluations,” evaluation practice 16, no. 2 (1995): 109–119, http://dx.doi.org/10.1016/0886-1633(95)90020-9. 13 john w creswell and cheryl n poth, qualitative inquiry and research design: choosing among five approaches (sage publications, 2016). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 217 zzzzzz result and discussion research result based on the results of the interviews, several themes were found that were interconnected with students' creative thinking abilities and students' learning difficulties in mathematics, while the themes found were grouped into four main themes, including: confusion in working on math problems so as to provide answers that were considered correct based on their own understanding, difficulties in studying mathematics material, mathematics learning resources and the concept of creative thinking. the following presents sub-themes based on the four main themes. confusion in working on math problems so as to give answers that are considered correct based on their own understanding most of the research participants had experience learning mathematics with the same material. however, there were some students who had taken mathematics lessons outside of school hours some time ago before turning viii grade. nazwa shared her experience while taking math lessons, "i used to take math lessons, but i still don't really understand the math material." it can be seen from this opinion that even though students have learning experiences that are slightly different from other participants, participants still find it difficult to understand mathematics. in addition, when participants answered math questions, participants had doubts about their answers so they used their own understanding in working on the questions, even though the questions they worked on were not in accordance with their mathematical concepts. citra said, "the formula used to work on this problem is the right-angled triangle formula, and the rightangled triangle formula is used to find the area." is the length of the slanted side of a triangle, therefore the participants do it with their own understanding even though the concept they use is not correct. after being confirmed again, citra said that, "oh yes, you should use the pythagorean theorem, the ability to read questions and understand keywords in solving math problems is very necessary, but in reality widy said, "the problem is quite difficult to understand". in working on math problems the keywords in the questions are needed to make working on the questions easier, besides that by using the keywords questions participants will find it easier to determine the concept of the mathematical material they are using, how to do it and what is asked in the given problem. the concern of the participants in working on the questions given is one of the things that needs attention, according to dini "i don't understand how to do it, so i see i have friends". based on the participants' opinions, the participants' concern to participate in working on the questions given was lacking, therefore participants tended to avoid the questions given during the interview. when participants are under pressure, participants find it difficult to do the math problems given, as according to widy, "because time is in a hurry". based on this, the pressure experienced while working on math problems resulted in participants having difficulty answering the math questions given. however, another opinion said that the participants were only able to work on the questions according to the examples given by the teacher, such as the opinion given by alan, "if the questions are the same as those in the textbook, you can, sir, but if the questions are different, you can't do it, i don't understand." . the math questions given to the participants sounded foreign because the questions that had been given by the teacher so far led to an easy way of solving them, without any other analysis of the questions given. alan further said "yes, sir, in the tea package book there is a question, because there are examples, the answers are counted, i can, sir." from the educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 218 zzzzzz participants' answers it was known that participants could only answer questions that were in the easy category and it was easier to do when previously given examples of questions. the explanation regarding the meaning of the theme of confusion in working on math problems so as to provide answers that are considered correct based on their own understanding is summarized in figure 1. figure 1. the meaning of confusion in working on math problems so as to give answers that are considered correct based on their own understanding difficulty in learning math material it is known that at the beginning of the study, based on information obtained from the mathematics teacher, the participants had received mathematics material at the same stage. therefore, the participants are in the same position to start research, because they have the same experience of learning mathematics. however, when conducting interviews with the participants, they obtained answers such as alan's opinion, "sometimes the teacher teaches it well, sometimes it's not good, if it's good the material is easy, if it's not good the material is difficult". based on that opinion, material factors affect the way the teacher delivers according to the participants. when the mathematics material presented was relatively easy, the participants also found it easy to understand, but when the material was difficult the participants felt that the teacher was less pleasant in teaching so that the participants found it difficult to learn. besides that, when asked more deeply, alan gave the answer that "if you're studying, you like being bullied by your friends, so you're also joking too". based on this, one of the reasons the participants had difficulty learning math material was due to external factors from themselves, namely because of distraction from their friends while studying. when other participants were asked about their difficulty in learning mathematics, rifaldo gave his opinion, “it's quite difficult sir, i can't pay attention, it's hard to understand, the teacher is good but i don't understand. actually, studying is just fun and enjoyable, but since going online, it's been lazy, from grade 7 until last january, we just started face-to-face." based on the participants' opinions, it was found that the participants were quite pleasant while participating in mathematics learning, but had difficulty understanding and difficulty paying attention to the material provided. this relates to the focus of participants in learning. in addition, it was also explained that the participants' learning difficulties were caused because the learning system used was online, participants felt less interested in learning, especially learning mathematics. online learning is one educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 219 zzzzzz of the factors that causes participants to have difficulties in learning mathematics, as agin said, “it's not online, so you don't understand. while i was online, i was taught by my parents, right? if i was online, i was given a number, then i was given an example, i counted it myself, and i immediately found it." so in this case the participants studied math material together with other people due to a lack of understanding of the learning being given. in addition, during online learning, teachers more often give assignments in the form of easy questions along with sample questions. therefore, when participants get questions or material that requires high concentration, participants have difficulty answering and studying the mathematical material in question. the participants also basically didn't know the math material being studied, so the participants also studied math material from their friends. as alan said, "grade 7 online is rarely done, sometimes the teacher likes to ask questions, then they like studying there, pak fajri, but sometimes they understand. no". but alan added "it's better to study with his mother, if my friends tell me to just look at it from the book, i'll just be told to write it down without thinking anymore". based on the answers from the participants it was known that the participants preferred to study with the math teacher, but when the participants could not, they would ask their friends, but sometimes their friends only gave answers without giving explanations about the answers they gave. participants experienced fear when they could not get satisfactory learning results, as epin said, "afraid that their grades will drop, sir, they are afraid that if their grades are low, they will be scolded by their parents if they don't go to class." participants experience fear of having a low score so they look for ways to make the math scores they get satisfactory. there were several difficulties experienced by participants in learning mathematics material such as interest in learning mathematics, the teacher's method of delivery, external factors, only being able to master basic material, and learning systems that caused participants to be less enthusiastic when learning mathematics. as for the description, it is explained in figure 2. figure 2. the meaning of difficulty in learning math material mathematics learning resources there are several other learning resources that are used by participants in studying mathematics material and working on the math problems given. in her statement, rena said that "from youtube, most of it is from google, but if from google you don't understand it, it's better if there's an explanation from youtube." based on this information, it is known that the learning resources used by the participants are google and youtube, but the use of google experiences educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 220 zzzzzz obstacles because the participants do not understand the explanations given. but there are other participants who do not use other learning resources. dini argues "never learn from youtube, if there is a problem that can be done, then do it if you can't, just leave it blank, just wait for the teacher". the tendency of participants to choose learning resources from youtube is because it is easier to understand compared to other learning sources such as books, as fariz's opinion says, "yes sir, the problem is that youtube is easier to learn, sometimes it's hard to understand from books." based on the participants' answers, it is known that interactive learning resources are considered capable of helping participants to learn mathematics more easily, in contrast to learning resources in the form of books or mere writing which makes participants still feel confused. however, behind the many learning resources that participants can choose from, there are still some participants who don't want to learn, as rifqi said "i don't know, i've never studied either, i just watched it from my friends, if i don't watch youtube it's also rare." in the end, participants preferred not to study when they had difficulty learning math material or working on difficult math problems, most of the participants always relied on their friends when finding material or math problems that were considered difficult. this tendency is one of the factors that comes from the participants themselves, this causes participants to always feel difficult in learning mathematics, even though when participants want to learn it, participants are sure to be able to understand mathematics material. figure 3. the meaning of mathematics learning resources possess the concept of creative thinking the concept of creative thinking found in this study, it is known that the participants when working on the problem did not know any other way to do the same problem, for example when participants were given a matter of a system of two-variable linear equations, participants felt confused when asked to work on other methods of solving, such as nazwa said that "i don't understand any other way sir, that's the only way i know, because i don't really understand it and i panic when i fill it out" linear equation of two variables. furthermore, other participants admitted that they did not know how to make a mathematical model of the problem. elisa said "i don't understand what a mathematical model is". then haniefa added "what is the mathematical model, sir?" it can be seen from the participants' answers that the participants still do not understand how to turn word problems into mathematical forms. then educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 221 zzzzzz when asked further, elisa replied "oh yes, i remember that the xy one is like that, sir", then haniefa also answered "oh yes, sir, my mother once told me, but i don't know if that's what she calls a mathematical model". when asked in more depth it turned out that the participants did not know about the terms of the mathematical model, so that the participants had difficulty answering the questions. then in zaki's opinion, "did you ever hear, sir? at that time, her mother said that if x and y can be changed, but i don't know how to change it, i don't understand." from the participants' opinions, it was known that the participants actually understood the mathematical model, but only used the variables x and y. from the participants' answers, it can be concluded that the participants were still not skilled enough in processing the questions into mathematical models. when participants were asked about the meaning of creative thinking, tiara argued "creatively, you can create something new or different from the others". then tiara added "means if you think creatively, think differently from the others sir". another participant, sayla, said that "if you are creative, it's like you're not doing what you've shown, sir, for example, if you're told to make a picture of a tree, the picture is different from what you saw before." sayla added "if you think creatively, think differently." from the participants' answers, it can be concluded that the meaning of creative thinking according to the participants is a way of thinking that is different from other people so as to produce new ideas. there is concern experienced by the participants when working on the questions given, namely the fear of answering wrongly, as stated by suci, "following the example, but sometimes you use your own method, if you follow the example, you are afraid of being wrong, afraid that it will not match the problem". based on the participants' answers, it is known that the participants lack confidence in themselves allegedly because they do not have sufficient references in understanding the material of a system of two-variable linear equations. based on this, it is possible that the elaboration aspects of the participants resulted in their less developed creative thinking skills. this elaboration aspect is an aspect that arises based on the participants' learning experiences from several sources which are then used as a reference by the participants in understanding mathematical material. figure 4. the meaning of the concept of creative thinking discussion when research participants were asked about the meaning of difficulty when learning mathematics, they were more likely to explain the factors that caused participants to feel difficult, such as the number of mathematical formulas used, the ability to understand and read questions, concern, pressure while working on questions, and so on. however, in general, the participants did not educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 222 zzzzzz know the mathematical concepts used while working on the math problems given, the participants were more likely to guess at the concepts and ways of solving the problems. research participants revealed factors regarding difficulties in learning mathematics, such as lack of interest in learning, teacher factors in delivering material, online learning systems, only mastering easy material and distraction from friends which causes participants to be less able to understand math material. based on this, the participants conveyed the factors that caused them to experience difficulties while learning mathematics, not the meaning of the difficulties in learning mathematics itself. participants answered that the meaning of the ability to think creatively is a way of thinking that is owned by someone who is different from other people so that they are able to produce new answers or opinions. this is in line with research conducted by cintia et al (2018) which states that the ability to think creatively is the ability to produce various ideas or ideas in solving a problem. the ability to think creatively owned by the participants is low. when asked about the meaning of the ability to think creatively, the participants also mentioned the factors of the ability to think creatively. the most influencing factor is the internal factor of the research participants themselves. this is in line with research conducted by sari et al (2019) which states that the ability to think creatively is influenced by student motivation. the higher the student's motivation, the easier it will be for students to provide relevant ideas in solving mathematical problems. the lack of selfconfidence possessed by students causes a lack of creative thinking skills. students are also unable to determine the formula used, and students consider that re-checking answers is not important. in addition, research conducted by andiyana et al (2018) found that students' creative thinking skills were low because at the students' thinking stages there were wrong steps, besides that students forgot about formulas, and students were unable to provide the desired answers. based on this, the participants' thinking abilities were strongly influenced by internal factors but there were also external factors that caused participants to have low creative thinking abilities such as the teacher's factor in teaching mathematics. conclusion aspects of student learning difficulties are dominant to the meaning that is built from students' creative thinking abilities and students' difficulties in learning mathematics material. the themes obtained from the results of data analysis represent research participants in terms of creative thinking and students' learning difficulties in mathematics. the themes found included: confusion in working on math problems so as to provide answers that were considered correct based on their own understanding, difficulties in learning mathematical material, learning resources for mathematics, and the concept of creative thinking. the findings obtained are findings that are still broad. although the meaning obtained is based on findings in class viii, in general, class viii is not always as contained in this finding. there may be differences when conducting research in other classes. the factors that most influenced him were the internal factors in the participants, such as being lazy to study mathematics, difficulty understanding mathematical concepts, and fear in working on mathematical problems. in addition, only a few influential external factors were found, including the teacher's factor in delivering material and the online learning system used by schools. researchers try to do research as well as possible, but researchers can be sure that this research still has some shortcomings due to the relatively short research time, and relatively short time of data collection. suggestions from this research are expected for further research regarding teacher involvement in building creative thinking skills or the impact of the environment in building creative thinking skills. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 223 zzzzzz references cintia, nichen irma, firosalia kristin, and indri anugraheni. “penerapan model pembelajaran discovery learning untuk meningkatkan kemampuan berpikir kreatif dan hasil belajar siswa.” perspektif ilmu pendidikan 32, no. 1 (2018): 67–75. http://dx.doi.org/10.21009/pip.321.8. creswell, john w, and cheryl n poth. qualitative inquiry and research design: choosing among five approaches. sage publications, 2016. given, lisa. the sage encyclopedia of qualitative research methods. sage publications, inc., 2008. http://dx.doi.org/10.4135/9781412963909. iqbal harisuddin, muhammad. “berpikir kreatif dan motivasi belajar melalui problem based learning dengan pembelajaran interaktif geogebra.” didaktik : jurnal ilmiah pgsd stkip subang 2, no. 1 (2016): 50–60. http://dx.doi.org/10.36989/didaktik.v2i1.37. novferma, novferma. “analisis kesulitan dan self-efficacy siswa smp dalam pemecahan masalah matematika berbentuk soal cerita.” jurnal riset pendidikan matematika 3, no. 1 (2016): 76–87. http://dx.doi.org/10.21831/jrpm.v3i1.10403. purwasih, ratni, and ratna sariningsih. “pembelajaran berbasis masalah untuk meningkatkan kemampuan berpikir kreatif dan self-concept siswa smp.” jurnal didaktik matematika 4, no. 1 (2017): 15–24. van ryzin, gregg g. “cluster analysis as a basis for purposive sampling of projects in case study evaluations.” evaluation practice 16, no. 2 (1995): 109–119. http://dx.doi.org/10.1016/08861633(95)90020-9. sariningsih, ratna. “pendekatan kontekstual untuk meningkatkan kemampuan pemahaman matematis siswa smp.” infinity journal 3, no. 2 (2014): 150. http://dx.doi.org/10.22460/infinity.v3i2.60. soewardini, herfa maulina dewi, ratna ayu supratiwi, ananias serin, mariana ulfah hoesny, muh barid nizarudin wajdi, sunu hastuti, agus setiawan, erli lumban gaol, and chitra dewi yulia christie. “mathematical comics on class x trigonometry learning.” in journal of physics: conference series, 1175:12013. iop publishing, 2019. suryapermana, nana. “manajemen perencanaan pembelajaran.” tarbawi: jurnal keilmuan manajemen pendidikan 3, no. 02 (2017): 183. http://dx.doi.org/10.32678/tarbawi.v3i02.1788. utami, munandar. “pengembangan kreativitas anak berbakat.” jakarta: rineka cipta (2004). utari, dian rizky, m yusuf setia wardana, and aries tika damayani. “analisis kesulitan belajar matematika dalam menyelesaikan soal cerita.” jurnal ilmiah sekolah dasar 3, no. 4 (2019): 545. http://dx.doi.org/10.23887/jisd.v3i4.22311. utomo, d. juniati, and t. y.e. siswono. “exploring aspects of mathematical visualization of junior high school student in a problem-solving task.” malaysian journal of mathematical sciences 12, no. 3 (2018): 421–436. yeni, ety mukhlesi. “kesulitan belajar matematika di sekolah dasar.” jurnal pendidikan dasar (jupendas) 2, no. 2 (2015). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 254 speech acts analysis of dialogues in “english in focus 2” textbook yuli choirul umah stai miftahul ‘ula nganjuk riyu.choirul57@gmail.com accepted: oct 19th 2022 reviewed: dec 18th 2022 published: feb 28th 2023 abstract: speech acts are the speaker’s utterances that convey meaning and make listeners do specific things; when saying a performative utterance, a speaker is simultaneously doing something. there are five types of speech act: directive, declaration, commissive, expressive, and assertive. the design of this research was qualitative descriptive. this research discussed about “speech acts analysis of dialogues in “english in focus 2” textbook”. research problem in this study was: what are the types of speech acts in dialogues in the “english in focus 2” textbook? and the objective of this study was: to know about the types of speech acts which used in conversations in “english in focus 2” textbook. in this textbook, the researcher found 4 dialogues that indicated speech acts. this textbook’s type of speech acts were directive, commissive, and expressive. keywords: speech acts, “english in focus 2” textbook introduction language communication includes linguistic acts because any linguistic communication is used for a certain kind of intention under certain conditions. language has a power used by its users in transmitting messages to each other1. the concept of speech act is one of the most important notions in pragmatics. the term denotes the sense in which utterances are not mere meaning-bearers, but rather in a very real sense do things, that is, perform actions. this is clear from a number of simple observations: first, utterances in conversation (and that is the only kind considered in this article) respond not to the shape or meaning of what was said, but to the underlying ‘point’ or action performed by the prior turn at talk, which might have been expressed in any number of ways. second, utterances often have non-verbal counterparts (cf. waving to saying hello; bidding at auction by hand or voice). third, utterances interdigitate with non-verbal actions in action sequences (cf. ordering a sandwich in a service encounter). fourth, utterances have real-world consequences just like non-verbal actions (a bid at an auction commits you to paying; saying you have nothing to declare in an airport can get you a big fine). 1 pilar ortega and josh prada, “words matter: translanguaging in medical communication skills training,” perspectives on medical education (2020); wendy sandler, “the body as evidence for the nature of language,” frontiers in psychology (2018). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 255 speech acts refer to the moments in which statements occur in the communicative act within a given context2. speech acts are groups of utterances with a single interactional function. this research would discuss about “speech acts analysis of dialogues in “english in focus 2” textbook”. according to wardiman3, et.all, “english in focus 2” for grade ix is one of a three-level english textbooks for students, young learners in junior high school (smp/mts). the necessity of english as one of the foreign languages studied in indonesian schools, brings this book forward. the writers have made an effort to develop students’ ability in english use through this book. the content of the book is integrated in the four language skills, i.e. listening, speaking, reading and writing. it aims to build the students’ language, discourse, sociocultural and strategic competence. all the components help the students understand english and use it as the media of communication. this book also presents theories as well as activities that are closely familiar to the students. the activities will explore students’ creativity and encourage students to use their language skills in english. this book will help students learn english in communicative way. this book consists of five chapters. this book is published by pusat perbukuan, departemen pendidikan nasional in jakarta methods the design of this research was qualitative descriptive. there was no manipulating of variables and no testing of hypothesis. this research discussed about “speech acts analysis of dialogues in “english in focus 2” textbook”. research problem in this study was: what are the types of speech acts in dialogues in “english in focus 2” textbook? the objective of this study was: to know about the types of speech acts which used in dialogues in “english in focus 2” textbook. the data in this research included transcripts of the dialogues of listening and speaking in “english in focus 2: for grade viii junior high school (smp/mts)” textbook. in this study, the dialogues were taken from listening and speaking material in each chapter. data sources in this study were taken from the dialogues in each of the chapters of textbook that wrote by artono wardiman, masduki b. jahur, and m. sukirman djusma, “english in focus 2: for grade viii junior high school (smp/mts)” ed 1. (jakarta: pusat perbukuan, departemen pendidikan nasional, 2008). there were five chapters in this textbook. the materials of each chapter consisted of listening, speaking, reading, and writing. data collection in this study was collected through dialogues in “english in focus 2” textbook. 2 isabella p. boux et al., “cognitive features of indirect speech acts,” language, cognition and neuroscience (2023); shinichi ikeda, “indirect speech acts,” the japanese journal of educational psychology (1991); neri marsili, “lying, speech acts, and commitment,” synthese (2021). 3 wardiman djojonegoro, pengembangan sumber daya manusia melalui sekolah menengah kejuruan (jakarta: badan penelitian dan pengembangan pendidikan dan kebudayaan, 1996). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 256 result and discussion speech acts are the speaker’s utterances which convey meaning and make listeners do specific things 4. according to austin, when saying a performative utterance, a speaker is simultaneously doing something. speech act theory is concerned with the ways in which language can be used5. austin focuses on the relationship between language and act. according to this, while using the language, people do not produce only an isolated series of sentences, but also perform an action6. in other words, by using the language they either do something or make others do something. thanking, requesting, promising and et al are some of them7. searle 8 states that speech act is presented in real language use situations. accordingly, he says that the basic assumption on the speech act theory should be that the smallest unit in human communication is the implementation of certain types of acts. austin 9 indicates that three acts can occur simultaneously while performing a statement. one of these is the locutionary act. this describes only the action of saying something. illocutionary act, on the other hand, is to do something by saying something. perlocutionary act is related to the conclusion of something said. it tells the effect left on the hearer. austin10 collects the performatives under five headings. searle 11 reviews this classification and makes some changes. accordingly, directives (ordering requesting, forbidding) aimed at leading the hearer to do something, declarations (resigning, appointing) that aim to create a change, commissives (promising) showing that the speaker undertakes to do something by expressing an intention, expressives (apologizing, celebrating) reveal the speaker's state of mind with regard to a 4 mark kaplan, “how to do things with austin,” oxford scholarship online (oxford university press, 2018), http://dx.doi.org/10.1093/oso/9780198824855.003.0005. 5 “are there indirect speech acts?,” foundations of speech act theory (routledge, 2002), http://dx.doi.org/10.4324/9780203206478-23. 6 etsuko oishi, “discourse-oriented speech act theory of quotation quotation, indirect quotation and japanese quasi-quotation” (elsevier bv, 2022), http://dx.doi.org/10.2139/ssrn.4299974. 7 chaoqun xie and dajin lin, “review of márquez reiter (2000): linguistic politeness in britain and uruguay: a contrastive study of requests and apologies,” studies in language (2003); víctor corona, “ rosina márquez reiter y luisa martín rojo (eds.) a sociolinguistics of diaspora: latino practices, identities, and ideologies ,” spanish in context (2019). 8 napoleon m. mabaquiao, “speech act theory: from austin to searle,” agustinian journal (2018); stevan harnad, “minds, machines and searle,” journal of experimental and theoretical artificial intelligence (1989). 9 mabaquiao, “speech act theory: from austin to searle.” 10 mabaquiao, “speech act theory: from austin to searle.” 11 samuel salzborn, “john r. searle: speech acts. an essay in the philosophy of language, cambridge university press: cambridge 1969, 203 s. (dt.: sprechakte. ein sprachphilosophischer essay, frankfurt 1983, 305 s.),” klassiker der sozialwissenschaften (springer fachmedien wiesbaden, 2016), http://dx.doi.org/10.1007/978-3-658-13213-2_61. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 257 situation, assertives (claiming, swearing) referring to the accuracy of what is said. those are the five types of speech act that searle set up. types of speech act locutionary speech act a locutionary speech act occurs when the speaker performs an utterance (locution), which has a meaning in the traditional sense12. locutionary speech act this act happens with the utterance of a sound, a word, or even a phrase as a natural unit of speech. what is required for the utterance to be a locutionary act is that is has sense and has the same meaning to both the speaker and the listener. example: “what?” (when someone is surprised). locution (the linguistic properties: the speaker performs of saying something) ➢ “jones is a disreputable businessman.” the word ‘disreputable’ is defamatory. ➢ “we the jury find the defendant to be guilty.” this utterance contains 9 words. ➢ “will you pay for my tuition?” this is an interrogative utterance. ➢ “i will take you to disneyland for your birthday.” this utterance mentions a proper name that is a place. ➢ “i’m thrilled that you will be going to law school.” this is an utterance in the english language; it contains more than one verb and has 2 words beginning with ‘th’ illocutionary speech act an illocutionary speech act is the performance of the act of saying something with a specific intention. in an illocutionary speech act, it is not just saying something itself, but the act of saying something with the intention of stating an opinion, confirming, or denying something, making a prediction, a promise, a request issuing an order or a decision, giving an advice or permission. examples: “there’s 12 nader hanna and deborah richards, “speech act theory as an evaluation tool for human-agent communication,” algorithms (2019); hilda rismayanti, “the analysis of locutionary act, illocutionary act, and perlocutionary act in five feet apart movie,” mediova: journal of islamic media studies (2021). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 258 too much homework in this subject” (opinion). “i’ll do my homework later” (promise). “go do your homework!” (order). illocution (speaker’s purpose or intent: do something by saying something). ➢ convey information: (assertive) “jones is a disreputable businessman.” ➢ make a request: (directive) “will you pay for my tuition?” ➢ make a commitment: (commissive) “i will take you to disneyland for your birthday.” ➢ create a new state of affairs: (declaration) “we the jury find the defendant to be guilty.” ➢ express an emotion: (expressive) “i’m thrilled that you will be going to law school.” perlocutionary speech act a perlocutionary speech act happens when what the speaker says has an effect on the listener13. this is seen when a particular effect is sought from either the speaker, the listener, or both. the response may not necessarily be physical or verbal and elicited by: inspiring or insulting, persuading or convincing, deterring or scaring. the aim of perlocutionary speech act is to change feelings, thoughts, or actions. examples: “i was born an indonesian, i will live an indonesian, i will die an indonesian!” (inspiring). “it is the bleak job situation that forces indonesian people to find jobs overseas” (persuading). “texting while driving kills you, your loved ones, other people!” (deterring). perlocution (effect on the hearer: the conclusion of something said) ➢ “jones is a disreputable businessman.” 13 winda widyaningrum, yumna rasyid, and miftahulkhairah anwar, “the perlocutionary speech acts on news text of the nirina zubir land mafia: critical discourse analysis study,” ijlecr international journal of language education and culture review (2021); joseph glover, “perlocutionary frustration: a speech act analysis of microaggressions,” philosophia (united states) (2022). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 259 hearer now knows something about jones. hearer avoids jones. ➢ “i will take you to disneyland for your birthday.” the hearer jumps up and down with joy. ➢ “will you pay for my tuition? the hearer angrily answers ‘no way!’. ➢ “we the jury find the defendant to be guilty.” the mother of the defendant begins to sob. ➢ “i’m thrilled that you will be going to law school.” the hearer is aware that the speaker shares his/her good fortune. the findings of this study were answering of the research questions of the types of speech acts which used in dialogues in “english in focus 2” textbook. according to searle’s (2000) classification of speech acts, there are five types of speech act, namely directive, declaration, commissive, expressive, and assertive. in this textbook, the researcher found 4 dialogues that indicated of speech acts. the types of speech acts which used in dialogues in “english in focus 2” textbook. although according to searle’s (2000) there are five classification of speech act, but in this “english in focus 2” textbook not all types were found. the types of speech acts in dialogue 1 according to dialogue 1, there were found two types of speech acts of listening and speaking. first, directive such as ask for someone’s help, and give a help to someone. second, expressive such as refuse someone’s help, and admit a fact. in addition, another expression to ask for someone’s help was: “please, help me” (informal expression). other expressions to give help to someone were “let me give you a hand” (informal expression), “here, i’ll do it for you” (informal expression), “may i help you with ..., sir/ma’am?” (formal expression). another expression to refuse someone’s help was: “thank you for offering, but ...” (formal expression). other expressions to admit a fact were: “yes, i admit it” (formal expression), “yes, i did ...” (formal expression), “yes, it’s true” (formal expression). other expressions to deny/refuse a fact were: “i’m not lying, dad” (actually you lie) (formal expression), “no, i didn’t say that” (actually you said it)” (formal expression), “the flower smells good” (actually the flower smells educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 260 bad) (formal expression). listening in this section, students would learn: the expressions of speech act to ask for someone’s help, the expressions of speech act to give help to someone, the expressions of speech act to refuse someone’s help, and the expressions of speech act to admit a fact. after learning the lesson in this section, students expected to be able to: identify and respond the expressions of speech act to ask for someone’s help, the expressions of speech act to give help to someone, the expressions of speech act to refuse someone’s help, and the expressions of speech act to admit a fact. speaking in this section, students would learn how to use: the expressions of speech act to ask for someone’s help, the expressions of speech act to give help to someone, the expressions of speech act to refuse someone’s help, and the expressions of speech act to admit a fact. after learning the lesson in this section, students were expected to be able to practice how to the expressions of speech act to ask for someone’s help, the expressions of speech act to give help to someone, the expressions of speech act to refuse someone’s help, and the expressions of speech act to admit a fact. the types of speech acts in dialogue 2 according to dialogue 2, there were found two types of speech acts of listening and speaking. first, directive such as ask for items from someone, and ask for opinions. second, expressive such as give items to someone, refuse items from someone, give opinions, give agreement for opinions, and give disagreement for opinions. in addition, other expressions to ask for items from someone were: “can you give me ...? (informal expression), “may i have ...?” (formal expression). other expressions to give items to someone were: this is for you” (informal expression), “i’d like to give you ...” (formal expression), “please accept ...” (formal expression). other expressions to refuse items from someone were: “no, thank you” (formal expression), “not this time, thanks” (formal expression). other expressions to ask for opinions were: “what’s your opinion ...?” (formal expression), “how do you feel about …?” (formal expression). other expressions to give opinions were: “i think ...” (formal expression), “i must say ...” (informal expression), “from my point of view ...” (informal expression). other expressions to give agreement for opinions were: “yes, i agree” (formal expression), “that’s true.” (informal expression). and other expressions to give disagreement for opinions were: “i don’t agree ...?” (informal expression), “no, i don’t think …” (formal expression). listening educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 261 in this section, students would learn: the expressions of speech act to ask for items from someone, the expressions of speech act to give items to someone, the expressions of speech act to refuse items from someone, the expressions of speech act to ask for opinions, the expressions of speech act to give opinions, the expressions of speech act to give agreement for opinions, and the expressions of speech act to give disagreement for opinions. after learning the lesson in this section, students were expected to be able to: listen and respond to the expressions of speech act to ask for items from someone, the expressions of speech act to give items to someone, the expressions of speech act to refuse items from someone, the expressions of speech act to ask for opinions, the expressions of speech act to give opinions, the expressions of speech act to give agreement for opinions, and the expressions of speech act to give disagreement for opinions. speaking in this section, the students would learn how to use the expressions of speech act to ask for items from someone, the expressions of speech act to give items to someone, the expressions of speech act to refuse items from someone, the expressions of speech act to ask for opinions, the expressions of speech act to give opinions, the expressions of speech act to give agreement for opinions, and the expressions of speech act to give disagreement for opinions. after learning the lesson in this section, students were expected to be able to express how to ask for items from someone, how to give items to someone, how to refuse items from someone, how to ask for opinions, how to give opinions, how to give agreement for opinions, and how to give disagreement for opinions. the types of speech acts in dialogue 3 according to dialogue 3, there were found three types of speech acts of listening and speaking. first, directive such as invite someone. second, commissive such as accept an invitation. third, expressive such as accept an invitation, decline an invitation, state congratulation to someone, and state compliment to someone. in addition, other expressions to invite someone were: “shall we …? (informal expression), “can you come to ...” (informal expression), “i’d very much like you to come” (formal expression). other expressions to accept an invitation were: “yes, certainly i will come” (informal expression), “absolutely, count me in” (informal expression), “i would, like very much” (formal expression), “yes, i’d like nothing better” (formal expression). other expressions to decline an invitation were: “i’m terribly sorry. i don’t think i can” (formal expression), “i’m very sorry, i can’t” (formal expression), “thank you very much, but ...” (formal expression). other expressions to state congratulate to someone were: “congratulations” (formal and informal expression), “well done” (formal and informal expression), “fantastic” (formal and informal expression). other expressions to compliment to someone were: “that’s a nice ...” (appearance), “you’re looking good” educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 262 (appearance), “wow. you’re very clever” (formal expression). listening in this section, students would learn how to: listen to the expressions of speech act to invite someone, the expressions of speech act to accept an invitation, the expressions of speech act to decline an invitation, the expressions of speech act to state congratulation to someone, and the expressions of speech act to compliment to someone. after learning the lesson in this section, students were expected to be able to listen to the expressions of speech act to invite someone, the expressions of speech act to accept an invitation, the expressions of speech act to decline an invitation, the expressions of speech act to state congratulation to someone, and the expressions of speech act to state compliment to someone. speaking in this section, students would learn how to use the expressions of speech act to invite someone, the expressions of speech act to accept an invitation, the expressions of speech act to decline an invitation, the expressions of speech act to state congratulation to someone, and the expressions of speech act to state compliment to someone. after learning the lesson in this section, students were expected to be able to express how to invite someone, how to accept an invitation, how to decline an invitation, how to state congratulation to someone, and how to state compliment to someone. the types of speech acts in dialogue 4 according to dialogue 4, there were found two types of speech acts of listening and speaking. first, directive such as offer something to someone, ask for opinions, and ask for agreement from someone. second, expressive such as give opinions, give agreement for opinions, and give disagreement for opinions. in addition, other expressions to offer things to someone were: “will you have ...?” (informal expression), “do you want ...?” (informal expression), “would you like ...?” (formal expression). other expressions to ask for opinions were: “what do you think of ...?” (informal expression), “what are your views ...?” (informal expression), “what are your feelings about ...?” (informal expression), “excuse me, madam. what do you feel about...?” (formal expression), “i’d be grateful to have your view/opinion on ...” (formal expression). other expressions to ask for agreement from someone were: “would you agree with ...?” (formal expression), “..., wouldn’t you say?” (formal expression). other expressions to give opinions were: “that's a good idea” (informal expression), “well, that’s settled” (informal expression), “we seem to be saying the same thing” (formal expression). other expressions to give agreement for opinions were: “i think ...” (informal expression), educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 263 “in my opinion ...” (informal expression), “my own view of the matter of the problem is ...” (formal expression). other expressions to give disagreement for opinions were: “well, i’m thinking the opposite way ...” (formal expression), “i don’t think so. to my mind ...” (informal expression), “if i may say so, ...” (informal expression). listening in this section, students would learn how to: listen to the expressions of speech act to offer something to someone, the expressions of speech act to ask for opinions, the expressions of speech act to ask for agreement from someone, the expressions of speech act to give opinions, the expressions of speech act to give agreement for opinions, and the expressions of speech act to give disagreement for opinions. after learning the lesson in this section, students were expected to be able to: listen and respond to the expressions of speech act to offer something to someone, the expressions of speech act to ask for opinions, the expressions of speech act to ask for agreement from someone, the expressions of speech act to give opinions, the expressions of speech act to give agreement for opinions, and the expressions of speech act to give disagreement for opinions. speaking in this section, students would learn how to: express the expressions the expressions of speech act to offer something to someone, the expressions of speech act to ask for opinions, the expressions of speech act to ask for agreement from someone, the expressions of speech act to give opinions, the expressions of speech act to give agreement for opinions, and the expressions of speech act to give disagreement for opinions. after learning the lesson in this section, students were expected to be able to: express how to offer something to someone, how to ask for opinions, how to ask for agreement from someone, how to give opinions, how to give agreement for opinions, and how to give disagreement for opinions. conclusion language becomes an important tool in our lives because every time and everywhere everyone needs to communicate with others. everything that people communicate to others through speech or utterance always has intention. in linguistics, utterances which have something to do with others and require them to do what the speaker says are called speech act. speech actions and speech events are very closely related. both are two tendencies that occur in communication process. it can be in the form of giving information, asking for information, asking for help and others. speech act is a concrete manifestation of language functions, which is the basis of pragmatic analysis. according to searle, there are five classifications of speech acts, namely directive, declaration, commissive, expressive, and assertive. but in this “english in focus 2” textbook, there are three types of speech act, namely directive, commissive, and expressive educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 264 references boux, isabella p., konstantina margiotoudi, felix r. dreyer, rosario tomasello, and friedemann pulvermüller. “cognitive features of indirect speech acts.” language, cognition and neuroscience (2023). corona, víctor. “ rosina márquez reiter y luisa martín rojo (eds.) a sociolinguistics of diaspora: latino practices, identities, and ideologies .” spanish in context (2019). djojonegoro, wardiman. pengembangan sumber daya manusia melalui sekolah menengah kejuruan. jakarta: badan penelitian dan pengembangan pendidikan dan kebudayaan, 1996. glover, joseph. “perlocutionary frustration: a speech act analysis of microaggressions.” philosophia (united states) (2022). hanna, nader, and deborah richards. “speech act theory as an evaluation tool for humanagent communication.” algorithms (2019). harnad, stevan. “minds, machines and searle.” journal of experimental and theoretical artificial intelligence (1989). ikeda, shinichi. “indirect speech acts.” the japanese journal of educational psychology (1991). kaplan, mark. “how to do things with austin.” oxford scholarship online. oxford university press, 2018. http://dx.doi.org/10.1093/oso/9780198824855.003.0005. mabaquiao, napoleon m. “speech act theory: from austin to searle.” agustinian journal (2018). marsili, neri. “lying, speech acts, and commitment.” synthese (2021). oishi, etsuko. “discourse-oriented speech act theory of quotation quotation, indirect quotation and japanese quasi-quotation.” elsevier bv, 2022. http://dx.doi.org/10.2139/ssrn.4299974. ortega, pilar, and josh prada. “words matter: translanguaging in medical communication skills training.” perspectives on medical education (2020). rismayanti, hilda. “the analysis of locutionary act, illocutionary act, and perlocutionary act in five feet apart movie.” mediova: journal of islamic media studies (2021). salzborn, samuel. “john r. searle: speech acts. an essay in the philosophy of language, cambridge university press: cambridge 1969, 203 s. (dt.: sprechakte. ein sprachphilosophischer essay, frankfurt 1983, 305 s.).” klassiker der sozialwissenschaften. springer fachmedien wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-13213-2_61. sandler, wendy. “the body as evidence for the nature of language.” frontiers in psychology (2018). widyaningrum, winda, yumna rasyid, and miftahulkhairah anwar. “the perlocutionary speech acts on news text of the nirina zubir land mafia: critical discourse analysis study.” ijlecr international journal of language education and culture review (2021). xie, chaoqun, and dajin lin. “review of márquez reiter (2000): linguistic politeness in britain and uruguay: a contrastive study of requests and apologies.” studies in language (2003). “are there indirect speech acts?” foundations of speech act theory. routledge, 2002. http://dx.doi.org/10.4324/9780203206478-23. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 235 work culture in improving teacher performance siti junaeroh, chairul anwar, bambang sri anggoro pasca sarjana uin raden intan lampung siti.junaeroh@gmail.com accepted: nov 3th 2022 reviewed: dec 5th 2022 published: feb 28th 2023 abstract: the purpose of this study is to describe the work culture in improving teacher performance in madrasah aliyah. therefore, this type of research is qualitative research. the method in qualitative research is a research method used to research on natural object conditions (as opposed to experiments), where the researcher is the key instrument, the data collection technique is done in triangulation (combined), the resulting data is descriptive, and data analysis is inductive. the results of the study concluded that 1) the implementation of work culture values in madrasah aliyah yasmida ambarawa pringsewu regency is a) integrity is shown by the determination and willingness to do good, wise in solving work problems, complying with applicable rules for principals, teachers and school staff, and refusing bribes, gratuities and corruption; b) professionalism is shown by the performance of principals, teachers and school staff in accordance with their jobs and competencies, sincerity in carrying out tasks, doing measurable work in accordance with the specified targets, receiving rewards and punishments that apply in accordance with applicable rules; c) innovation is shown by the program system that is always refined periodically, the openness of principals, teachers and school staff in receiving constructive criticism, always improving competence by following applicable assessments, and the use of technology and information to run and socialize programs; d) responsibility is shown by completing the program quite precisely in accordance with the specified targets, and receiving constructive evaluations in the quarterly evaluation program; e) exemplary is shown by good service for the community, and guidance from fellow principals, teachers and school staff. 2) constraints and obstacles in the implementation of work culture in improving teacher performance at madrasah aliyah yasmida ambarawa pringsewu regency are: a) social values, b) democratic values, c) bureaucratic values. d) professional values, e) economic values, f) lack of mastery of learning materials, g) lack of teacher interaction in learning, h) lack of class management in the implementation of learning, i) lack of teachers in the use of media in learning. keyword: work culture, performance, teacher, madrasah introduction madrasah is an educational institution facing two demands, namely the demands of the community and the demands of the business world1. the thing that is demanded is about the problem of low quality of education and the problem of relevance to the development of community needs in an 1 imam solihin, “madrasah dan pertumbuhan keilmuan dunia islam: sebuah kajian sosio-historis,” elementary: jurnal ilmiah pendidikan dasar (2018); supani supani, “sejarah perkembangan madrasah di indonesia,” insania : jurnal pemikiran alternatif kependidikan (1970). mailto:siti.junaeroh@gmail.com educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 236 increasingly open era of industrialization and globalization2. the quality of human resources (hr) is determined by the quality of education, the benchmark for the quality of education is based on the conditions of output and outcome that qualify in facing the demands of the times3. to realize the quality of education must be supported by adequate educational components. these components become input (input) to be processed so as to produce superior output and outcome (impact)4. education as a human right of every individual child of the nation, has been recognized in article 31 paragraph (1) of the 1945 constitution which states that every citizen has the right to education, while paragraph (3) also states that the government seeks and organizes a national education system, which increases faith and devotion and noble character in order to educate the nation's life which is regulated by law5. therefore, all components of the nation, including parents, society and the government, are responsible for educating the nation through education. this is one of the goals of the indonesian nation as mandated by the preamble of the 1945 constitution, paragraph 4. empirical experience shows that the average madrasah teacher is associated with several problems, namely (1) lack of academic ability. (2) lack of self-motivation. (3) lack of motivation for students in the culture of education. (4) lack of enthusiasm and work discipline. (5) having narrow educational insights. the above phenomena and problems occur due to several factors including6 1. the screening process does not meet competencies 2. less procedural 3. lack of transparency 4. many nuances/charges 5. not competitive. in addition, in order to build a work culture in madrasahs, the ministry of religious affairs continuously encourages the internalization of the five values to all levels of the ministry of religious affairs. the implementation of the five work culture values has been launched since 2015 and has been socialized simultaneously within the ministry of religious affairs throughout indonesia. the work culture of the ministry of religion includes, a) integrity, b) professionalism, c) innovation, d) responsibility, e) exemplary. based on the explanation above, the author is very interested in conducting research at ma yasmida ambarawa pringsewu regency because there are several things to know. some of these reasons are that this madrasah is the only madrasah in rural areas that uses computer technology 2 servaas van der berg et al., “low quality education as a poverty trap,” ssrn electronic journal (2017); christian morabito et al., “effects of high versus low-quality preschool education: a longitudinal study in mauritius,” economics of education review (2018). 3 muh barid nizarudin wajdi et al., “advancement of e-book through automation system in department of islamic education (stai) miftahul ula nganjuk,” international journal of engineering & technology 7, no. 3.6 (july 4, 2018): 438–441, accessed september 11, 2018, https://www.sciencepubco.com/index.php/ijet/article/view/17489. 4 beatrice schindler rangvid, “school resources and non-cognitive outputs from schooling,” nationalokonomisk tidsskrift (2004). 5 slamet ph, “politik pendidikan indonesia dalam abad ke-21,” jurnal cakrawala pendidikan (2014). 6 maksim v. demchenko et al., “digital transformation of legal education: problems, risks and prospects,” european journal of contemporary education (2021); natalia ronzhina et al., “digitalization of modern education: problems and solutions,” international journal of emerging technologies in learning (2021). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 237 in learning. on the other hand, the madrasah teacher in carrying out his leadership has not been able to mobilize teachers, students and madrasah residents to always improve their abilities so that the results of academic and non-academic achievements are very prominent. madrasah teachers have high commitment and motivation to progress but have not been maximized in carrying it out. madrasah aliyah yasmida ambarawa pringsewu in addition to developing the national curriculum also develops a provincial local content curriculum, district local content, madrasah local content is still added to the religion-based curriculum that characterizes the madrasah. as for the condition of the teachers, 80% are young, who in fact still need a lot of teaching experience and a lot of wiyata bhakti. this is what underlies the work culture of madrasah aliyah teachers. the condition of the large number of students with the capacity of each room between 29 35 students with all parallel classes makes the learning process quite challenging. however, the problems based on initial observations at the yasmida ambarawa pringsewu aliyah madrasah in this study are as follows 1. madrasah teachers have less than optimal performance motivation. 2. madrasah teachers lack a culture of education in madrasah. 3. madrasah teachers have less than optimal morale and discipline. 4. madrasah teachers have uncompetitive programs. 5. madrasah teachers lack of approach to the teachers and even to the students. the above exposure is the ratio of the value of work culture analysis in improving teacher performance at madrasah aliyah yasmida ambarawa pringsewu regency. for this reason, researchers are interested in knowing and analyzing "work culture in improving teacher performance at madrasah aliyah yasmida ambarawa pringsewu regency". methods the purpose of this study is to describe the work culture in improving teacher performance in madrasah aliyah. to find out why it happens, a contextually comprehensive view of work culture in improving teacher performance at madrasah aliyah yasmida ambarawa pringsewu regency is needed. the target to be achieved is management in developing the work culture of teachers in madrasah. therefore, this type of research is qualitative research. according to sugiyono, qualitative research methods are research methods used to research on natural object conditions (as opposed to experiments), where the researcher is the key instrument, the data collection technique is done in triangulation (combined), the resulting data is descriptive, and data analysis is inductive. qualitative research results emphasize meaning rather than generalization. the data sources in this study are primary data and secondary data, while the data collection techniques consist of observation, interviews and documentation. data analysis techniques consist of data collection, data reduction, data presentation. to test the validity of the data in this study, the authors conducted a cedibility test (internal validity), transferability (external validity), dependability (reliability), and confirmabiliy (objectivity). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 238 result and discussion data analysis of the implementation of work culture in improving teacher performance at madrasah aliyah yasmida ambarawa pringsewu regency 1. integrity from the results of the study, it can be stated that the data analysis related to the teacher's strategy in fostering honesty, among others, is as follows: a. in fostering the honesty of students, every teacher always provides motivation that is tucked away at every opportunity, for example in the learning process and during the morning apple. b. monitoring the honesty of students in carrying out their duties and obligations by always asking first after that the teacher checks the truth one by one, c. give warnings and even punishments to students, if there are students who are caught lying. based on the results of the study, it can be seen that the level of cooperation of teachers of madrasah aliyah yasmida ambarawa pringsewu regency is well established, when associated with behavior management states that the importance of a manager paying attention to human behavior and habits so that organizational goals can run well and productivity can be achieved, this is in line with the purpose of implementing the five values of the ministry of religion's work culture, namely increasing productivity and avoiding various irregularities. indicators shown by madrasah aliyah yasmida ambarawa pringsewu regency with regard to the value of the work culture of the ministry of religious affairs, namely increasing productivity and avoiding various irregularities. 2. professionalism professional values are shown by working in a disciplined, competent and timely manner with the best results. professionals are people who are experts in a job and have a commitment to the work they do. the application of professional values in madrasah aliyah yasmida ambarawa pringsewu regency by always trying to maximize continuous improvement. positive indicators of professional are as follows. 1) doing work according to the competence of the position; 2) discipline and seriousness in working; 3) performing work in a measurable manner; 4) carry out and complete tasks on time; professional competence in education is the main element of teachers and students, if in the learning process the teacher lacks mastery, it is also a problem. in order to avoid problems in learning and to balance such a situation, a leader must be observant to see where they are placed if there are several teachers with the same majors or graduates, the level of effectiveness in this assignment can be achieved by placing senior teachers in the upper grades, while teachers with little experience are placed in the lower grades. 3. innovation educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 239 1) learning planning innovation learning innovations in schools should refer to the indonesian government regulation no. 19 of 2005 concerning national education standards article 20. learning planning that must be implemented by education units is described as follows: "planning for the learning process includes a syllabus and lesson plans that contain at least learning objectives, teaching methods, teaching materials, learning resources and learning outcomes." in learning, learning planning innovations are needed so that an active, creative, effective, and enjoyable learning process can be created for students (permendiknas no. 24 of 2007). to realize this, learning planning innovations in each education unit must meet the minimum criteria set out in the learning process planning standards. 2) innovation in learning strategy innovation in the aspect of educational structure involves how schools and groups and classrooms are organized to make them more prestigious. the development of an innovation is driven by the motivation to innovate education itself. in madrasah aliyah yasmida ambarawa pringsewu regency, in the implementation of learning strategy innovation activities, based on the results of research from researchers, it appears that innovation in learning strategies is implemented by adjusting to school conditions. in order for innovation in learning strategies to be carried out properly in accordance with the demands of today's times, teachers along with principals and curriculum representatives should seek information about existing learning innovation models. learning should be based on the constructivistic paradigm so that it can help learners to internalize, reshape, or transform new information. trianto revealed several innovative learning models based on constructivistic paradigm, namely: (1) reasoning and problem solving model; (2) inquiry training model; (3) problem-based instruction model; (4) conceptual change model; (5) group investigation model; (6) model-based learning; (7) jurisprudential research model; (8) social research model. with regard to these innovative learning models, it supports the emergence of effective learning models that it develops, namely: (1) problem-based learning; (2) inquiry and discovery learning; (3) project-based learning; (4) cooperative learning with various types (jigsaw, nht, gi, etc.); (5) participator learning; (6) scaffolding learning. 3) innovation in the use of learning media innovation in learning media carried out at madrasah aliyah yasmida ambarawa pringsewu regency based on the results of research, it turns out that teachers at madrasah aliyah yasmida ambarawa pringsewu regency have used several learning media. with information about the innovative use of this innovative learning media, later madrasah aliyah yasmida ambarawa pringsewu regency will use media based on information and communication technology (ict). in line with the 2006 curriculum, information and communication technology (ict) functions as an innovative learning media. as a learning medium, educators are encouraged to utilize ict facilities, especially computers, to facilitate learning for students. 4. sense of responsibility teachers are the most influential component in the creation of competent learning processes educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 240 and outcomes. therefore, the role of the teacher is very necessary to improve learning competence because learning competence will not increase if it is not supported by the role of a teacher. based on the results of research at madrasah aliyah yasmida ambarawa pringsewu regency, there are several things that teachers do in increasing student learning motivation, namely: a) clarify the objectives to be achieved. b) generate student interest. c) create a pleasant atmosphere in learning. d) give reasonable praise for each student's success. e) provide an assessment. f) comment on the results of student work. g) create competition and cooperation. 5. exemplary in developing religious values, teachers of madrasah aliyah yasmida ambarawa pringsewu regency use the principle of exemplary. the exemplary behavior of the teachers is aimed at students. among the exemplary actions that teachers take are: 1) leaving school early and standing in the corridor accompanied by several teachers, welcoming the arrival of students then shaking hands while saying greetings and full of familiarity and friendliness. 2) starting the activity by praying together in the classroom. 3) always taking the time to visit the teachers' room, and chatting with teachers who are not teaching. 4) greeting first to anyone who happens to cross paths, including students with islamic greetings. 5) always dress neatly, and look friendly and authoritative. 6) always attending invitations to every religious activity. 7) always perform dluha prayers and congregate dhuhur prayers. in madrasah aliyah yasmida ambarawa pringsewu regency, character building through exemplary behavior aims to strengthen life values in accordance with the values developed at school. as we know that the purpose of character building according to kesuma is to strengthen the values of life so as to make the distinctive personality of students, correct the behavior of students who are in accordance with the values developed by the school, and build harmonious connections with families and communities. analysis of constraints and obstacles in the implementation of work culture in improving teacher performance at madrasah aliyah yasmida ambarawa pringsewu regency work culture is basically the values that become a person's habit and determine the quality of a person at work. these values can come from customs, religious teachings, norms and rules that apply in society. from this definition, it seems clear that someone who has character, obeys religion, and has noble values will have good performance, in the sense of being willing to work hard, be honest, anti-corruption, and always try to improve the quality of his work for the progress educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 241 of the organization. work culture is a habit that is carried out repeatedly by employees in an organization, violations of this habit do not have strict sanctions, but from the behavior of the organization morally have agreed that these habits are habits that must be obeyed in the context of implementation in achieving goals. to be able to produce optimal performance, a teacher should try to transform these values in their work unit. the obstacles to the transformation of work culture values experienced by most teachers are as follows: 1. social values the existence of social gaps between coworkers is a major obstacle and causes disharmony at work. differences in rank and position, including seniority, are one of the causes, in addition to individual causes such as low tolerance, and high selfishness in terms of efficiency, the workload is too heavy felt by the participants who are junior teachers in the office. based on the above, it can be concluded that the social values of teachers at madrasah aliyah yasmida ambarawa pringsewu regency are still often disputes and jealousy between teachers with one another. solidarity and a sense of kinship which is a form of a sense of responsibility to build a school, this is evidenced by the activities of teachers visiting the sick principal and always maintaining harmony between fellow teachers without differences in rank and position. 2. democratic values the obstacles in the application of democratic values in madrasah aliyah yasmida ambarawa pringsewu regency are very large. the main factor causing this is their new condition, so they often experience unpleasant treatment such as: restrictions on their rights, discriminatory treatment between senior teachers and junior teachers, difficulties in dealing with personnel administration issues, and restrictions on development and self-actualization. 3. bureaucratic values the lack of teachers causes a teacher to teach outside the field of study that is his or her specialty. this is exacerbated by the school's incomplete facilities and infrastructure that are less supportive in the effort to implement a good teaching and learning process. 4. professional values the most dominant obstacles include the poor habits of senior teachers, who often arrive late, are absent without permission, are not punctual in carrying out their duties, and teachers who are still concurrently assigned to other schools. in addition, the assignment of teaching duties outside of their specialized field of study makes many teachers feel unprofessional in teaching. lack of discipline in both coming to school and entering teaching in the classroom, although not all teachers here come or enter the class late there are some teachers who are like that. 5. economic values not all teachers in madrasah aliyah yasmida ambarawa pringsewu regency are in a sufficient economic situation, some teachers in madrasah aliyah yasmida ambarawa pringsewu regency also have teachers whose economies are still lacking. so that economic factors become obstacles in improving teacher performance. based on this, it can be concluded that the obstacle to the value of the teacher's work culture in madrasah aliyah yasmida ambarawa pringsewu regency is from the teacher's economic factor, because not all teachers in madrasah aliyah yasmida ambarawa pringsewu regency have sufficient economic educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 242 conditions. 6. lack of mastery of learning materials based on the research data collected by the researchers, some problems regarding material mastery can be stated as follows: 1) little teacher insight into learning materials 2) the number of busy activities that take up time outside of school duties 3) limited learning books in the library 4) lack of teacher pedagogical competence 7. lack of teacher interaction in learning the problems that are often experienced by teachers at madrasah aliyah yasmida ambarawa pringsewu regency in managing teaching and learning interactions in the field of study include: 1) lack of understanding of the differences in students 2) lack of approach to students 3) selection of inappropriate methods 4) lack of ability to explain 8. lack of classroom management in learning implementation in the implementation of learning, teachers at madrasah aliyah yasmida ambarawa pringsewu often face problems in classroom management. based on the results of interviews with teachers at madrasah aliyah yasmida ambarawa pringsewu regency, the classroom management problems that often arise during the implementation of learning can be identified as follows: 1) monotonous teaching and learning format 2) authoritarian type of teacher leadership 3) challenges for teachers to be role models 4) disruptive student behavior 9. lack of teachers in the use of media in learning based on the results of the discussion above, teachers at madrasah aliyah yasmida ambarawa pringsewu regency in reality in the implementation of learning are still running as they are, because in choosing the right learning media for the field of study, teachers often face problems, including: 1) teachers lack effectiveness and innovation 2) teachers are less skilled in using learning media 3) the use of media that takes a long time based on the above, it can be concluded that the lack of teachers in the use of media in learning at madrasah aliyah yasmida ambarawa pringsewu regency is a factor of teachers who are less effective and innovative, teachers are less skilled in using learning media, the use of media that takes a long time, therefore it is necessary to improve the ability of teachers to use learning media. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 243 conclusion based on the description in the previous chapter, this research can be concluded as follows: 1. the implementation of work culture values in madrasah aliyah yasmida ambarawa pringsewu regency is a. integrity is shown by the determination and willingness to do good, be wise in solving work problems, comply with the rules that apply to principals, teachers and school staff, and refuse bribes, gratuities and corruption; b. professionalism is shown by the performance of principals, teachers and school staff in accordance with their jobs and competencies, seriousness in carrying out tasks, doing work in a measurable manner in accordance with the specified targets, receiving rewards and punishments that apply in accordance with applicable regulations; c. innovation shown by the program system that is always improved periodically, openness of principals, teachers and school staff in accepting constructive criticism, always improving competence by following applicable assessments, and utilizing technology and information to run and socialize the program; d. responsibility is shown by the completion of the program in accordance with the specified targets, as well as accepting constructive evaluation in the quarterly evaluation program; e. exemplary is shown by good service to the community, and guidance from fellow principals, teachers and school staff. 2. constraints and obstacles in the implementation of work culture in improving teacher performance at madrasah aliyah yasmida ambarawa pringsewu regency are: a. social values, b. democratic values, c. bureaucratic values. d. professional values e. economic values f. lack of mastery of learning materials g. lack of teacher interaction in learning h. lack of classroom management in learning implementation i. lack of teachers in the use of media in learning references van der berg, servaas, cobus burger, rulof burger, mia de vos, gideon du rand, martin gustafsson, eldridge moses, et al. “low quality education as a poverty trap.” ssrn electronic journal (2017). demchenko, maksim v., mehriban e. gulieva, tatiana v. larina, and evgeniya p. simaeva. “digital transformation of legal education: problems, risks and prospects.” european journal of contemporary education (2021). morabito, christian, dirk van de gaer, josé luis figueroa, and michel vandenbroeck. “effects of high versus low-quality preschool education: a longitudinal study in mauritius.” economics of education review (2018). ph, slamet. “politik pendidikan indonesia dalam abad ke-21.” jurnal cakrawala pendidikan (2014). rangvid, beatrice schindler. “school resources and non-cognitive outputs from schooling.” educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 244 nationalokonomisk tidsskrift (2004). ronzhina, natalia, irina kondyurina, alla voronina, konstantin igishev, and natalya loginova. “digitalization of modern education: problems and solutions.” international journal of emerging technologies in learning (2021). solihin, imam. “madrasah dan pertumbuhan keilmuan dunia islam: sebuah kajian sosio-historis.” elementary: jurnal ilmiah pendidikan dasar (2018). supani, supani. “sejarah perkembangan madrasah di indonesia.” insania : jurnal pemikiran alternatif kependidikan (1970). wajdi, muh barid nizarudin, muh barid nizarudin wajdi, paisal halim, syamsiah badruddin, . hartono, hasim a. abdullah, muhammad ikhsan setiawan, ifit novita sari, diah puji nali brata, and janner simarmata. “advancement of e-book through automation system in department of islamic education (stai) miftahul ula nganjuk.” international journal of engineering & technology 7, no. 3.6 (july 4, 2018): 438–441. accessed september 11, 2018. https://www.sciencepubco.com/index.php/ijet/article/view/17489. educatio : jo urnal of education volume 2, num ber 2, novemb er 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z z the emotional intelligence of final semester students of english department in facing the thesis writing at university of sembilanbelas november, kolaka karman 1 , ummy chalzum 2 university of sembilanbelas november, kolaka, indonesia 1 karmansultani@gmail.com, 2 ochasym@gmail.com accepted: august 10, 2017 reviewed: september 5, 2017 published: november 20, 2017 abstract: this study was aimed at determining the level of emotional intelligence and find out the dominant aspect of the emotional intelligence of final semester students of english department at university of sembilanbelas november, kolaka. this study was a survey research. the respondents in this study were the final level students of english department. the number of respondents in this study was 40 respondents. the instruments of this study were a questionnaire and interview guideline. the sampling technique was quota sampling technique. based on the analysis of the result of the mean and standard deviation, 37 respondents or 92.5% had a standard level of emotional intelligence and 3 respondents or 7.5% had a high level of emotional intelligence. from the result of the calculation of the data, the ideal mean (mi) and the ideal standard deviation (sdi) of each aspect of emotional intelligence, it was found that the dominant aspect in students’ emotional intelligence was self-awareness, then followed by the aspect of empathy, then followed by the aspect of motivation, and then the aspect of social skills, and the latter was aspect of self-setting. to add, the level of their emotional intelligence was categorized as very high with sd. keywords: emotional intelligence, final semester students, facing thesis introduction thesis is a scientific paper in the form of exposure to the writings of the results of research that addresses a problem/phenomenon in certain science fields by using the certain norms. the aims of writing the thesis for students are to make the m able to compose and write a scientific paper, in accordance with the field of science, to understand, to analyze, to describe, and to explain the issues that are related to the field that is studied 1 . from the past to present, a thesis is considered as the most difficult things, and often gives rise to fear and anxiety. this was caused by the presence of fear whether they are successful or not, whether they could make a good english thesis or not, failure in the research into the reasons and eventually influenced the development of self-confidence. that is why sometimes students do not finish their thesis writing on time, and even some failed to finish their thesis due 1 muh barid nizarudin wajdi, ―m etamorfosa perguruan tinggi ag ama islam,‖ at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. mailto:karmansultani@gmail.com mailto:ochasym@gmail.com karman & ummy chalzum the emotional intelligence of final semester students of english department in facing the thesis writing … volume 2, num ber 2, novemb er 2017 | 181 zzzzzz to several problems related to their emotion. in the academic world especially in the university level, emotional intelligence also plays an important role in the process of preparation of the thesis, and when the students draft the final project in which all the emotions arise, ranging from anger, sadness, fear, pleasure, love, surprise, annoyence, and shame 2 . the process of teaching and learning in various aspects is very associated with emotional intelligence. emotional intelligence is able to train, the ability to manage feelings, the ability to motivate oneself, capable of controlling the u rge and delaying our satisfaction for a moment, could set the mood as well as able to empathize and work together with others. these capabilities absolutely support the students in completing their thesis writing task with good conditions and achieve the goals and expectations. 3 goleman defines the emotional intelligence as an ability to motivate yourself and survive to face a frustrating; control the burden of stress which does not cripple the ability of thinking; empathize and pray. while personal intelligence is the ability to correlate, but directly inward, that ability is an ability to shape their own model carefully and refer to themselves as well as the opportunity to use the capital earlier as a tool for effective through life. emotional intelligence is divided into 5 aspects, namely self-awareness, self-setting, motivation, empathy, and social skills. 4 low emotional intelligence students with fear and over anxiety in dealing with thesis will be easily agitated and tend to finish their thesis late compared to average students in their semester. this fear will become burden for them and will distract their attention from finishing their thesis writing. conversely, students with high emotional intelligences are able to manage stress or tension related to thesis and find the way out related to the problems raised from thesis writing 5 . students who have a high emotional intelligence are those who are happy, confident, popular, and more successful in the campus. they further master the turmoil of their emoti ons, sweet relationship with others, be able to manage stress and have a good mental health. 6 salovey, mayer, and canso add that the smart kids emotionally have the ability to understand the emotions of oneself and others, and using emotions as information for guiding thoughts and actions. 7 to add, students who have low intelligence are more visible in withdrawing from the association or social problems such as: more aloof and less vibrant, often anxious and depressed, as well as unruly and aggressive. 8 now, more and more students have these characteristics. it was 2 muh barid nizarudin wajdi, ―paradigma perg eseran educational technology m enuju instructional technology‖ ( 2017). 3 awaluddin, ―hubungan antara kecerdasan emosional dengan hasil belajar bahas a inggris.‖ access ed august, 2016. http://www.scribd. com/mobile/doc/133081817/hubungan -antara-kecerdasan-emosionaldengan-h asil-belajar-b ahasa_inggris. 4 d. goleman, emotional intelligence: kecerdasan emosional mengapa ei lebih penting daripada iq (21st ed.) (jakarta: pt gramedia pustaka utama, 2016). 5 muh barid nizarudin wajdi, ―kawas an t eknologi pembelajaran‖ (2017). 6 hartini, ―k ecerdas an emosional.‖ access ed sept ember 1, 2017. http//digilib.esaunggul.ac.id/public/ueu -journal-4981-ibuwin.pdf 7 salovey, mayer, and canso, ―psychometri cs of m ayer-salovey-caruso emotional intelligen ce t est (msceit) scores,‖ psychological reports 109, no 1 (2011). 8 goleman, emotional intelligence. karman & ummy chalzum the emotional intelligence of final semester students of english department in facing the thesis writing … volume 2, num ber 2, novemb er 2017 | 182 zzzzzz indicative of the deterioration/decrease in emotional intelligence 9 . considering those facts, it was really interesting to find out final semester students’ emotional intelligence when dealing with their thesis writing in english education department of university of sembilanbelas november, kolaka. finding out their emotional intelligence could help many parties in english education department of uni versity of sembilanbelas november, kolaka to give right treatments and attitude to the students. to do that, this study was guided by two research questions namely: how is the level of emotional intelligence of final level students at english education department in facing the thesis writing? and what the dominant aspect in emotional intelligence of final level students at english education department in facing the thesis writing? research method since the purpose of this study was to find out respondents’ characteristics and behavior related to emotional intelligence, the researchers applied survey research method. survey research asks about people’s belief, opinion, characteristics, and behaviors . 10 to elicit the data, the researchers used one instrument namely questionnaire. this instrument encompassed o ne type of data namely quantitative data. in this research, the questionnaire was the most important instrument in gathering the data of this study. the researchers used a closed ended questionnaire consisting of 25 statements with two types of statements, namely 20 of positive statements and 5 of negative statements. the questionnaire that researchers used was adapted from fikar. 11 it consisted of five aspects of emotional intelligence. they were self-awareness, self-setting, motivation, empathy and social skills. the distribution of those aspects could be seen in table 1 below. table 1. statement distribution of questionnaire no. aspects number of items positive negative 1 self-awareness 1,3,4,5 2 2 self-setting 7,8,9,10 6 3 motivation 12,13,14,15 11 4 empathy 17,18,19,20 16 5 social skillls 21,22,24,25 23 this study took place at the university of sembilanbelas november, kolaka which was located on jl. pemuda no.339, and it was implemented from july to august 2017. according to nazir, the population is a group of people with qualities and character that was created by 9 muh barid nizarudin wajdi, ―landasan historis perkembangan t eknologi‖ (2017). 10 d. ari, l. c. jacobs, c. sorensen and a. razavieh, introduction to research in education (wadsworth: nelson education ltd publisher, 2010). 11 nurul fi kar, ―hubungan antara kecerdasan emosional dan lingkungan bel ajar deng an prest asi sisw a kelas xi jurusan teknik otomotif d i smk neg eri 3 yogyakart a‖ (t esis, yogyakarta: universitas neg eri yogyakarta, 2014). karman & ummy chalzum the emotional intelligence of final semester students of english department in facing the thesis writing … volume 2, num ber 2, novemb er 2017 | 183 zzzzzz researcher. 12 those characteristics and qualities are named as a variable . the population of this research was final level students of english department at university of sembilanbelas november, kolaka. the number of population was 78 students and divided into two classes, class a with 45 students and class b with 33 students. due to the limited time and chance for researchers to meet the respondents at campus, this study used samples. to determine the samples used in this study, the researcher used quota sampling method. the researcher chose 40 respondents from two classses and they were active students who were writing their thesis reports and proposals. the samples selected were targetted to meet the predetermined quotas. if the respondents were sufficient for that quota, the researcher stopped gathering the respondents. the data collection was conducted from july to august 2017 for two weeks. it started on july 26, 2017 and ended on august 14, 2017. there were 40 respondents for questionnaire. the questionnaire was distributed to the final semester students at english education department of the university of sembilanbelas november, kolaka. the researchers met the respondents one by one, and then asked their permission to be respondents in this study. if they wished, the researcher let the respondents to fill out the research questionnaires. to analyze the descriptive data obtained from questionnaire related to each aspect in emotional intelligence, central tendency measure was used to find out the dominant aspect in facing the thesis based on the ideal score criteria. definition of ideal score criteria used ideal mean (mi) and ideal deviation standard (sdi) in comparison with the eval uation. and to find out the dominant aspect in emotional intelligence of final semester students, the researchers analyzed the data by using ideal mean (mi) and ideal deviation standard (sdi) as comparison with the evaluation and then categorized it into five grades. they were very high, high, standard, low, and very low. this categorization followed sudijono’s quantitative data conversion as shown in the following table. 13 table 2. quantitative data conversion no. score range formula score range category 1 >mi+1.5sdi > 4,05 very high 2 mi+0.5 sdi< mi+1.5sdi 3,35 < 4,05 high 3 mi–0.5 sdi < mi+0.5sdi 2,65 < 3,35 standard 4 mi-1.5 sdi< mi-0.5sdi 1.95 < 2.65 low 5 mi-1.5 sdi 1.95 very low where: = the average mean = the ideal mean = the ideal standard deviation 12 moh. nazir, metode penelitian (jakart a: ghali a indonesia, 2000). 13 anas sudijono, pengantar evaluasi pendidikan (jakarta: pt. raj a grafindo persada, 2003). karman & ummy chalzum the emotional intelligence of final semester students of english department in facing the thesis writing … volume 2, num ber 2, novemb er 2017 | 184 zzzzzz result and discussion in this section, the researchers present the result of the research analysis accumulated during the deployment of questionnaires and interviews. the researcher distributed questionnaire to the respondents and interviewed some of the respondents. in this research, emotional intelligence was divided into 5 aspects that play an important role for students in facing the thesis. they were self-awareness, self-setting, motivation, empathy, and social skills. every aspect was assessed by using five statements provided in the questionnaire. the d escription of each aspect was discussed as follows. the first aspect was self-awareness. there were 5 item statements related to this aspect. they were items number 1, 2, 3, 4, and 5. these five statements were used to find out the students’ self-awareness. the first statement was ―i believe that i can finish my own final project‖. the mean value of this statement was 4.6 with sd 0.8. since the mean was higher 4.05, it was categorized into very high. the second statement was ―i’m not afraid of my final project is not over yet‖ the mean value of this statement was 4.03 and sd value was 1.19. it was considered as high because the mean value fell between 3.35 and 4.05. the third statement was ―i’m afraid of failure‖. the mean value of this statement was 4,1 and sd value was 1.4. it was categorized very high also. the fourth statement was ―i’m care about the lesson the lecturer tell‖. the mean value of this statement was 4.6 and sd value was 0.6. it was categorized into very high also. the fifth statement was ―i understand my lack in english‖. the mean value of this statement was 4.4 with sd value 0.8. it was categorized as very high. to sum the mean value of those five statements, the result of the analysis showed that the mean value of this aspect was 4.3 with sd 0.3. referring to the table conversion proposed by sugiono, this value was categorized as very high. thus, it could be concluded that the students’ self-awareness was very high. the second aspect was self-setting. there were 5 items of statements related to this aspect. they were items number 6, 7, 8, 9, and 10. the detail description of each statement as follows: the sixth statement was ―i can’t calm down when in a state of negative emotions (for example, anger, disappointment, hatred, etc.)‖. the mean value of this statement was 2,7 and sd value was 1,2. this mean value was categorized as low because the mean value fell between 1.95 and 2.65. the seventh statement was ―i can manage my emotions in facing my final project even in stressful situations ‖. the mean value of this statement was 3.8 with sd value 0.79. this mean value was categorized as high. the eighth statement was ―i can calm in facing of my final project‖. the mean value of this statement was 4.08 with sd value 0.92. it was also considered as very high because the mean value > 4.05. the ninth statement was ―i try to be calm in the facing the adversity‖. the mean value of this statement was 4,25 and sd value was 0,74. it was also categorized as very high also because the mean value was > 4,05. the ninth statement was ―i can overcome the difficulty of focusing on my final project‖. the mean value of this statement was 4 with sd value 0.72. it was considered as high because the mean value fell between 3,35 and 4.05. to sum the mean value of those five statements, the result of the analysis showed that the mean value of this aspect was 3.8 with sd 0.6. referring to the table conversion proposed by sudijono, it was categorized as high. thus, it could be concluded that the self-setting of the karman & ummy chalzum the emotional intelligence of final semester students of english department in facing the thesis writing … volume 2, num ber 2, novemb er 2017 | 185 zzzzzz students was high. the third aspect of emotional intelligence was motivation. for motivation, there were 5 statements, namely statements 11, 12, 13, 14, and 15. the eleventh statement was ―i never try to finish my final project on time‖. the mean value of this statement was 4.00 with sd value 1.04. it was categorized as high because the mean value fell between 3.35 and 4.05. the twelfth statement was ―i don’t want to be old student because i didn’t make my final project‖. the mean value of this statement was 4.25 with sd value 1.32. this mean value was categorized as very high because the mean was > 4.05. the thirteenth statement was ―i want to finish my study because i want to continue s2‖. the mean value of this statement was 4.00 with sd value 0.9. it was also considered as high because the mean value fell between 3.35 and 4.05. the fourteenth statement was ―i want to my parents to be happy‖. the mean value of this statement was 4.95 with sd value 0.22. it was also categorized as very high. the last statement on this aspect was ―i want finish my study quickly, because i want to get married‖. the mean value of this statement was 3.28 with sd value 1.38. since the mean value fell between 2.65 and 3.35, this statement was categorized as average. summing up the mean value of statements 11, 12, 13, 14, and 15, the result of the analysis showed that the mean value of motivation aspect was 3.8 with sd 0.6. referring to the table conversion proposed by sugiyono, it was categorized as high. thus, it could be concluded that the motivation of the students was high. the fourth aspect of emotional intelligence was empathy. it had 5 statements, namely statements 16, 17, 18, 19, and 20. the sixteenth statement was ―i don’t want to help a friend who needs my help although i’m not in trouble‖. the mean value of this statement was 4.48 with sd value 0.75. this mean value was categorized as very high because the mean was higher than 4.05. the seventeenth statement was ―although i’m working on my final project, i continue to give priority to the needs related to the family‖. the mean value of this statement was 4.25 with sd value 0.78. it was also considered as very high because the mean value was > 4 .05. the eighteenth statement was ―i always try to keep the feelings of my friends although my friends are always annoying during the work of my final project‖. the mean value of this statement was 4.1 with sd value 0.6. since the mean value fell between 3.35 and 4.0, it was categorized as high. the nineteenth statement was ―i care with friend who facing the problem‖. the mean value of this statement was 4.2 with sd value 0.6. referring to the table conversion, it was also considered as high because the mean value fell between 3.35 and 4.05. the last statement on this aspect was ―i follow the positive habits of my friend and avoid negative‖. the mean value of this statement was 4.2 with sd value 0.8. it was also categorized as high because the mean value fell between 3.35 and 4.05. summing up the mean value of statements 16,17,18,19, and 20, the result of the analysis showed that the mean value of empathy was 4.23 with sd 0.16. referring to the table conversion proposed by sugiyono, it was categorized as high. thus, it could be concluded that students’ empathy was very high. the last aspect of emotional intelligence was social skills. in this aspect, there were 5 statements, namely statements 21, 22, 23, 24, and 25. the twentieth one statement was ―i need guidance from friends in the implementation of final project‖. the mean value of this statement was 4.2 with sd value 0.8. this mean value was categorized as very high because the mean value was higher than 4.05. the twentieth two statement was ―i always take a good care of all my friends including karman & ummy chalzum the emotional intelligence of final semester students of english department in facing the thesis writing … volume 2, num ber 2, novemb er 2017 | 186 zzzzzz friends who i don’t like‖. the mean value of this statement was 4.05 with sd value 0.88. it was categorized as high. the twentieth three statement was ―when the lecturer explains the material, i’ve never been a good listener‖. the mean value of this statement was 3.6 with sd value 1.2. it was also considered as high because the mean value fell between 3.35 and 4.05. the twentieth four statement was ―i still do good to friends who interfere with the process of my final project‖. the mean value in this statement was 3.6 with sd value 0.9. it was also categorized as high because the mean value fell between 3.35 and 4.05. the last statement of social skills was ―it is easy for me to accept the new knowledge that conveys‖. the mean value of this statement was 3.9 with sd value 0.7. it was also considered as high because the mean value fell between 3.35 and 4.05. summing up the mean value of statements 21,22,23,24, and 25, the result of the analysis showed that the mean value of social skill aspect was 3.9 with sd 0.3. referring to the table conversion proposed by sugiyono, it was categorized as very high. thus, it could be concluded that the social skills of the students was very high. all of the mean scores of each aspect were summarized in the following table. table. 3. summary of mean and standard deviation of each aspect of ei no. aspects n mean sd category 1 self-awareness 40 4,3 0.3 very high 2 self-setting 40 3.8 0.6 high 3 motivation 40 4.09 0.6 very high 4 empathy 40 4.23 0.16 very high 5 social skills 40 3.9 0.3 high emotional intelligence 4.05 0.22 very high looking at the table above, it could be seen that all of aspect categories of emotional intelligence. three aspects were categorized very high, and two aspects were categorized high. to sum all of the average scores of every aspect, it was found out that the average score from all of those aspects was 4.05 with sd score 0.22. thus, it could be concluded that the level of final semester students’ emotional intelligence was very high as could be seen in table 3 above. from these results, it could be seen that the most dominant aspects of students in facing the thesis was the aspect of self-awareness with a value of 4,3, then followed with the aspect of empathy with the value of 4.23, then the aspect of motivation with the value 4.09 and social sk ills with a value of 3,9, and the latter was the self-setting with the smallest score 3.8. for closer analysis on this finding, the researchers categorized all of the respondents in this study according to their gain score on the questionnaire into three groups by using the following table conversion. table 4. level category of respondents’ gain score on the questionnaire no level / category score frequency percentage % 1 high 4.44 x 3 7.5 % 2 standard 2.68 x > 4,44 37 92.5 % 3 low 2.68 x 0 0 % karman & ummy chalzum the emotional intelligence of final semester students of english department in facing the thesis writing … volume 2, num ber 2, novemb er 2017 | 187 zzzzzz total 40 100 % according to the data presentation of each respondent’s gain mean score toward the questionnaire, it was found that from the frequency and the percentage of the 40 respondents in each category, 3 respondents or 7.5% were categorized into high category and 37 respondents or 92.5% were categorized into standard category. and no respondents or 0 % are categorized into low category. figure 1. the category of students’ emotional intelligence the above graph showed the level of emotional intelligence of final semester students of english department in facing the thesis in a standard category with the highest percentage of 92.5 %. this showed that respondents were sufficiently able to manage their emotional life with the help of the intellect, to maintain emotional harmony, so it was expected that the role of teachers or lecturers and parents helped and improved the emotional intelligence of students. but the above graph also showed that the percentage of the emotional level of intelligence included in the high category of 7.5% respondents were indicated that final level students in facing the thesis can receive, process, evaluate, manage and control the emotions of oneself and surrounding people were able to establish good relations with others. based on the results of processed data on the classification of emotional intelligence, the most dominant aspect was the self-awareness, and then the next position was empathy, then there was the motivation, next position was the social skills, and the latter was self-setting. based on the results of data processed, it was done at the level of emotional intelligence, you can see that the frequency distribution of emotional intelligence in the high category was 3 respondents with a percentage of 7.5%, and for standard category was 37 respondents, with the largest percentage was 92.5% of the respondents there were 40 respondents. from the results of the above analysis, it could be seen that the final level students of english department in facing the thesis from all respondents had a high level of emotional intelligence, with 7.5% respondents were indicated that final level students in facing the thesis could receive, process, evaluate, manage and control the emotions of oneself and surrounding people were able to establish good relations with others. 14 14 goleman, emotional intelligence. karman & ummy chalzum the emotional intelligence of final semester students of english department in facing the thesis writing … volume 2, num ber 2, novemb er 2017 | 188 zzzzzz in a standard category with a percentage of 92.5%, this indicated that the final level students of english department in facing the thesis were sufficie ntly able to manage their emotional life with the help of the intellect, to maintain emotional harmony and disclosure through the skills of the five aspects of emotional intelligence . 15 while for a low category with a percentage 0%, this indicated that no one of them less able to recognize emotions, which were one of the important requirements for controlling emotions, so they easily cope with their emotions. according to salovey and grewal, using emotions is the ability to harness emotions to facilitate various cognitive activities, such as thinking and problem solving. the emotional intelligent person can capitalize fully upon his and her changing moods in order to best fit the task at hand. 16 from the result of final level students of english department in facing the thesis with percentage 7.5% respondents had an ability to harness emotions to facilitate various cognitive activities, such as thinking and problem solving. in a standard category with percentage of 92.5 % respondents were sufficiently able to harness emotions to facilitate various cognitive activities, such as thinking and problem solving. the low category with percentage of 0% respondent that indicated no one of them were able to harness emotions to facilitate various cognitive activities. conclusion based on the results of the study of the emotional intelligence of final semester students of english department in facing the thesis at university of sembi lanbelas november, kolaka, it could be concluded as follows: from the results of the study it could be seen that the final semester students of english department in facing the thesis at university of sembilanbelas november, kolaka from all respondents have a standard level of emotional intelligence with 92.5%, this indicated that the final level students of english department in facing the thesis were sufficiently able to manage their emotional life with the help of the intellect, to maintain emotional harmony and disclosure through the skills of the five aspects of emotional intelligence. while for a high category with a percentage 7.5%, this indicated that they were indicated that final level students in facing the thesis could receive, process, evaluate, manage and control the emotions of oneself and surrounding people were able to establish good relations with others. from the result of the calculation of the data, the ideal mean (mi) and the ideal standard deviation (sdi) found the dominant aspect in emotional intelligence, which was self-awareness that dominated and the highest value, then the next aspect of empathy, then followed the aspect of motivation, and then the aspect of self-setting, and the latter was aspect of social skills. based on the results of the study and discussion, the researcher wanted to give suggestions that could be used inputs, namely: the emotional intelligence of some final level students english department in facing the thesis was quite good, the support and help of parents and lecturers were necessary for the ability of students to control emotions in facing the problems, and to facing the thesis can be improved even better to control, process, evaluate, and 15 ibid. 16 p. salovey, d. grewal, "the sci en ce of emotional intelligen ce," current directions in psychological science. (2005), 14:6. karman & ummy chalzum the emotional intelligence of final semester students of english department in facing the thesis writing … volume 2, num ber 2, novemb er 2017 | 189 zzzzzz manage emotions. they were able to establish good relations with others. bibliography ari, d., jacobs, l. c., sorensen, c. and razavieh, a. introduction to research in education wadsworth: nelson education ltd publisher, 2010. awaluddin. ―hubungan antara kecerdasan emosional dengan hasil belajar bahasa inggris.‖ accessed august, 2016. http://www.scribd.com/mobile/doc/133081817/hubunganantara-kecerdasan-emosional-dengan-hasil-belajar-bahasa_inggris. fikar, nurul. ―hubungan antara kecerdasan emosional dan lingkungan belajar dengan prestasi siswa kelas xi jurusan teknik otomotif di smk negeri 3 yogyakarta .‖ tesis, yogyakarta: universitas negeri yogyakarta, 2014. goleman, d. emotional intelligence: kecerdasan emosional mengapa ei lebih penting daripada iq (21st ed.). jakarta: pt gramedia pustaka utama, 2016. hartini. ―kecerdasan emosional.‖ accessed september 1, 2017. http//digilib.esaunggul.ac.id/public/ueu-journal-4981-ibuwin.pdf nazir, moh. metode penelitian. jakarta: ghalia indonesia, 2000. salovey, mayer, and canso, ―psychometrics of mayer-salovey-caruso emotional intelligence test (msceit) scores,‖ psychological reports 109, no 1 (2011). salovey, p. and grewal, d. "the science of emotional intelligence," current directions in psychological science. (2005), 14:6. sudijono, anas. pengantar evaluasi pendidikan. jakarta: pt. raja grafindo persada, 2003. wajdi, muh barid nizarudin. ―kawasan teknologi pembelajaran‖ (2017). ———. ―landasan historis perkembangan teknologi‖ (2017). ———. ―metamorfosa perguruan tinggi agama islam.‖ at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. ———. ―paradigma pergeseran educational technology menuju instructional technology ‖ (2017). educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 203 zzzzzz z the urgency of hr quality in improving the quality of islamic education institutions yuni masrifatin stai miftahul ula nganjuk yunimasrifatin@gmail.com accepted: june 17th 2022 reviewed: july 16th 2022 published: sept 28th 2022 abstract : human resources (hr) education is the potential that is an asset and material / nonfinancial in the school organization, which can be realized into real potential (real) physically and nonphysically in realizing the existence of the organization / school. human resources consists of two dimensions, namely the qualitative dimension and the quantitative dimension. the qualitative dimension includes various potentials contained in every human being, including thoughts (ideas), knowledge, attitudes, and skills that influence the capacity of human ability to carry out productive work. meanwhile, the quantitative dimension consists of the achievements of students, the quality of educational institutions and the number of teachers and education personnel in the amount of learning time. if spending to improve the quality of human resources (human resources) is increased, the productivity value of human resources (human resources) will produce a positive rate of return. human resources are very important for the progress of all educational institutions. moreover, islamic educational institutions are institutions that are considered perfect by the community as institutions that make students have competence in the fields of science and religion. strengthening all aspects of hr (human resources) becomes absolutely necessary in islamic religious education institutions, competent hr (human resources) will bring changes in the institution to the expected goodness and progress. keywords: urgency, hr (human resources), quality, islamic education institutions introduction one of the important resources in management is human resources. human resources (hr) education is the potential that is an asset and material / non-financial in the school organization, which can be realized into real potential (real) physically and non-physically in realizing the existence of the organization / school1.human resources (hr) education, especially islamic education has existed since the existence of humans themselves (prophet adam and mrs. eve), even the verse of the quran that was first revealed to the prophet muhammad saw was not a commandment about 1 hendra safri, “pengembangan sumber daya manusia dalam pembangunan,” kelola: journal of islamic education management 1, no. 1 (2016): 102–112. mailto:yunimasrifatin@gmail.com educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 204 zzzzzz z prayer, fasting and others, but instead the commandment of iqra' (reading, contemplating, analyzing, researching or studying) or the commandment to educate human life which is the core of educational activities2. the capacity of individuals who are able to construct a sustainable learning system in order to change and adapt the organization in accordance with changing environmental conditions3. an educational system developed from and animated or imbued with islamic teachings and values. the above problem the author feels important to discuss about strengthening human resources in the islamic education environment. human resources can be said to be the actors who dominate the success of an islamic educational institution. in an effort to build qur'anic and superior human resources, it is necessary to actualize qur'anic values4. spiritual dimension, namely faith, piety, and noble character. morals are a means of psychological and social control for individuals and society. moral education in islam is summed up in the principle of "holding fast to goodness and virtue and avoiding ugliness and evil" which is closely related to efforts to realize the basic objectives of islamic education, namely piety, submission, and worship of allah swt. human resources are very important for the progress of all educational institutions5. moreover, islamic educational institutions are institutions that are considered perfect by the community as institutions that make students have competence in the fields of science and religion. strengthening human resources becomes absolutely necessary in religious education institutions, competent human resources will bring changes in the institution to the expected goodness and progress. results and discussion strengthening human resources an organization must have goals that it wants to achieve. these goals are achieved by utilizing existing resources. and among the most important resources is human resources (hr). because to make quality education, especially in this case an educational institution, the human resources must be of high quality as well6. human resources are a very vital element in every organization, because the human resource factor is very dominant in the work process of the organization, so to achieve organizational goals, human resource development needs to be carried out to improve employee performance, skills, behavior and knowledge. in addition, changes that occur with modernization both 2 akhmad syahri, “pengembangan madrasah unggulan di madrasah diniyah miftahul huda sumurpanggang margadana tegal jawa tengah,” al-wijdán: journal of islamic education studies (2017). 3 agus zainul fitri, “quality assurance system between the islamic state university and the state university,” jurnal pendidikan islam 2, no. 2 (2016): 208–230. 4 budihardjo budihardjo, “the character education values in qur’anic verses,” profetika: jurnal studi islam (2017); eva nurhaeny, “value and character education based on qur’anic,” international conference of moslem society (2016). 5 m nazar almasri, “manajemen sumber daya manusia: imlementasi dalam pendidikan islam m. nazar almasri” (n.d.). 6 mukhlison effendi, “pengembangan sumber daya manusia dalam meningkatkan citra lembaga di lembaga pendidikan islam,” southeast asian journal of islamic education management 2, no. 1 (2021): 39–51. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 205 zzzzzz z within the scope of the organization and outside the organization demand the development of human resources, so that as an investment in the organization, human resources play an important role in the growth of a nation7. for this reason, as the main resource of an organization, full attention to human resources is a necessity, because dynamic environmental conditions, employee placement, do not always lead to success, environmental conditions that tend to change require organizations to continuously adjust and develop human resources according to organizational needs. the job side and the employee side. the job side consists of job analysis and evaluation. while the worker side includes activities of labor procurement, job performance assessment, training and development, promotion, compensation and termination of employment. so strengthening human resources is the process of using humans as a workforce humanely, so that their physical and psychological potential functions optimally for achieving organizational goals. human resources consists of two dimensions, namely the qualitative dimension and the quantitative dimension. the qualitative dimension includes various potentials contained in each human being, including thoughts (ideas), knowledge, attitudes, and skills that influence the capacity of human ability to carry out productive work. while the quantitative dimension consists of the achievements of the world of work entering the world of work in the amount of learning time. if spending to improve the quality of human resources is increased, the productivity value of these human resources will produce a positive rate of return8. strengthening human resources in islamic education institutions education is an interaction between humans and their environment, including the natural environment and the human environment. in this interaction, humans are not only the result of interaction with nature and with fellow humans, but the result of optimal development of human potential in accordance with their nature. with the trend of utilizing community-based islamic education (community based on education management)9, there is an open space for the development of innovation and creativity. islamic education is expected to be more developed so that islamic educational institutions have their own appeal, because they are more outward and global in dimension. the process of improving the quality of human resources requires various prerequisites in its implementation, including the environment of human life should provide opportunities for the development of students to develop according to their potential10. islamic education, in spiritual and moral growth, will be able to help individuals strengthen faith, creed, and recognition of allah swt, through laws, morals and religious teachings, thus students in carrying out the guidance of faith in 7 safri, “pengembangan sumber daya manusia dalam pembangunan.” 8 surya dharma, manajemen kinerja (yogyakarta: pustaka pelajar, 2009). 9 kementerian pendidikan dan kebudayaan » republik indonesia, “target kemendikbud dalam pengembangan pendidikan dan kebudayaan tahun 2017,” kementerian pendidikan dan kebudayaan. 10 ahmad zain sarnoto, “sumber daya manusia dalam pendidikan islam,” madani institute : jurnal politik, hukum, ekonomi, pendidikan dan sosial-budaya 6, no. 2 (2017): 51–60. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 206 zzzzzz z allah swt and a deep understanding of religious teachings and their values in life in their behavior, and their relationship with allah swt with fellow humans and all creatures, will emphasize the importance of moral education and spirituality in welcoming globalization11. there are at least two kinds of perspectives on the development of islamic religious education in schools; national development perspectives and international development perspectives. the perspective of national development places the contribution to be achieved by islamic religious education in schools more on the interests of national development. meanwhile, the perspective of international development places the contribution to be achieved in a more global development constellation12. the progress of globalization that parallels the symptoms of modernization throughout the world certainly has a direct impact on indonesian society. however, the flow of globalization that occurs is certainly not always in line with the progress of a nation. the more frequent communication between cultures and value systems that occur between ethnic groups is often synonymous with clashes between values, interests, and civilizations. to quote huntington, the clash of civilizations that occurred at the end of the 20th century indicates a new disparity in the relationship between religion and the state, especially islam. inevitably, the flow of globalization that occurs in indonesia, which has a majority muslim population, must be considered together so that the impact that occurs is not merely synonymous with conflict and even clashes between cultures. this situation then makes islamic education in schools find its opportunity to build multicultural education13. islamic religious education, especially in schools, must then be directed to build a system of awareness based on the common principle of respect for multiculture and crossfaith14. in line with the conditions of indonesian society that is plural and pluralistic, islamic education with multicultural and interfaith insights is needed, especially to build a positive character that is able to foster a tolerant and inclusive attitude between religious communities15. another opportunity as a consequence of this respect, the development of islamic education in the context of international development today is the demand for an attitude of openness to differences in culture and belief. therefore, the attitude of openness to all forms of cultural differences and beliefs must of course be formulated as one of the paradigms of islamic education aimed at the development of multicultural and interfaith religious education. thus, the perspective of the development of islamic religious education in schools is very utopian and in order to realize realistically forging students who are still in the process of becoming school graduates as the forerunners of indonesian human beings as a 11 heni purwati, “meningkatkan kompetensi dan profesionalisme dosen,” aksioma september, no. 2 (2011): 4. 12 muhammad haris, “pendidikan islam dalam perspektif prof. h.m arifin,” ummul quro (2015). 13 h ab andi malla, “madrasah dalam sistem pendidikan nasional,” inspirasi 10, no. 1 (2010): 165–174. 14 sulawesi selatan zulqarnain et al., “penanaman nilai-nilai pendidikan multikultural di pondok pesantren d di-ad mangkoso barru,” jurnal al-thariqah 1, no. 2 (2016): 193–205. 15 a gafur, “internalisasi nilai-nilai pendidikan karakter dalam silabus pendidikan agama islam di perguruan tinggi umum. makalah. disajikan pada acara seminar dan lokakarya pendidikan karakter berbasis masjid.,” in seminar dan lokakarya pendidikan karakter berbasis masjid, 2012, 1–7. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 207 zzzzzz z whole, the approach must be centered on universal principles (holistic) and related to each other structurally and functionally (systemic)16. ministry of religious affairs' policy on improving islamic education the ministry of religious affairs (mora) in 2013 has entered its 67th year since its birth on january 3, 1946. in principle, this ministry has an important task that oversees all religious problems in this country. the main task as stated in presidential decree no. 45 of 1974 appendix 14, chapter i article 2 is to organize some of the general tasks of government and development in the field of religion. this task is further strengthened in the 1993 national guidelines that the principle of national development is religion (faith and piety); meaning that in the context of indonesia, religion is an aspect that is integrated in all layers of the activities of every citizen of the nation to achieve national development goals17. this task is also a concrete form of practicing pancasila; the first principle, namely, "belief in one god" and practicing the 1945 constitution chapter xi article 29 paragraph l "the state is based on belief in one god" and paragraph 2 "the state guarantees the freedom of each resident to embrace their respective religions and to worship according to their religion and belief". the ministry of religious affairs has many tasks including: hajj services, zakat and waqf, marriage, divorce and reconciliation, da'wah services (religious instructors), religious and religious education (madrasah and pesantren), development of religious organizations, and religious courts. this task is a very difficult challenge for the ministry of religious affairs if the internal officials of the ministry of religious affairs themselves are unable to carry out their duties professionally and with integrity. especially in this era of globalization and westernization. the emergence of many cults, religious splinters and several problems related to the people shows that the spiritual development of the nation has not been effective, demanding answers. the ministry of religious affairs must be professional with the main foundation of practicing religious doctrine. the rise of sensational and pornographic media shows demands the ministry's sensitivity in maintaining religious values and norms. among other ministries, perhaps the ministry of religious affairs is a very sensitive ministry. it is said to be sensitive because in addition to being filled with people who are not "moral", it also carries the name "religion", so that people view it as a holy institution, without stain or "sin"18. there is no doubt that the slightest case of corruption in this institution will be massively exposed in the mass media. conversely, no matter how great the institution's achievements, they will not be heard by the public. another challenge for the ministry of religious affairs is the issue of education in madrasas and religious development in general. formally, religious education under the auspices of the ministry of 16 a fatih syuhud, “tantangan pendidikan islam di era globalisasi,” islam zeitschrift für geschichte und kultur des islamischen orients 13, no. 1 (2008): 1–11. 17 sini suwarni, “analisis kebijakan nasional tentang jabatan fungsional guru dan angka kredit pada sma negeri di dki jakarta,” atikan: jurnal kajian pendidikan 1, no. 1 (2011): 123–140. 18 akmal mundiri and reni uswatun hasanah, “inovasi pengembangan kurikulum pai di smp nurul jadid,” tadrib: jurnal pendidikan agama islam (2018). educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 208 zzzzzz z religious affairs has indeed experienced significant progress with the existence of the three ministerial decrees, number 6 of 1975, number 037/u/1975, and number 36 of 1975, which contain19; 1. madrasah certificates can have the same value as general school certificates, 2. madrasah graduates can continue to public schools at the upper level, 3. madrasah students can transfer to public schools of the same level. the ministry of religious affairs of the republic of indonesia in 2010-2014 set 5 policies, namely: 1. improving the quality of religious life; 2. improving the quality of religious harmony 3. improving the quality of raudhatul athfal, madrasah, religious colleges, religious education, and religious education; 4. improving the quality of the hajj pilgrimage, and; 5. realization of clean and authoritative governance. to carry out these 5 policies, the implementation plan has been set in 11 ministry of religious affairs programs, one of which is the responsibility of the directorate general of islamic education, namely the islamic education program, specifically to carry out the policy at no. 3 above.the islamic education program aims to improve access, quality, relevance and competitiveness as well as governance, accountability and imaging of islamic education. the achievement of the objectives of the islamic education program is carried out through a number of strategic activities including, management support and implementation of other technical tasks of the directorate general of islamic education the outputs to be produced from this activity are: availability of planning data and information, availability of planning and budget documents, improved quality of financial administration services, improved quality of management services, staffing, and availability of laws and regulations, improved quality of office administration and public services20. these outputs will be achieved, among others, through coordination of task implementation; coaching and providing administrative support to organizational units; preparation of activity plans and programs; preparation and processing of data; development of information systems; preparation of reports and program evaluation and performance accountability21; coaching and financial administration services; preparation of financial plans and management; implementation of budgets and treasury; preparation of accounting reports and financial verification; coaching and services in the field of organization and management; management of staffing; preparation of laws and 19 kementerian pendidikan dan kebudayaan » republik indonesia, “target kemendikbud dalam pengembangan pendidikan dan kebudayaan tahun 2017.” 20 fara merian sari and mariyati ibrahim, “penerapan manajemen perubahan dan inovasi,” administrasi pembangunan (2014). 21 faisal mubarak, “faktor dan indikator mutu pendidikan islam,” management of education 1, no. 1 (2004): 10–18. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 209 zzzzzz z regulations; as well as services and guidance in administrative affairs, archives, bmn management, housekeeping, equipment and protocol22. improving access and quality of madrasah ibtidaiyah the outputs to be generated from this activity are: availability and affordability of madrasah ibtidaiyah (mi) education services23; improving the quality of mi education services; improving the quality and competitiveness of mi graduates; improving the quality of mi governance; these outputs are achieved, among others, through the provision and development of mi infrastructure, including in disaster, remote and underdeveloped areas; utilization of information technology for teaching and learning activities and education management; provision of assistance to improve the quality of madrasah; improving the quality of curriculum and teaching materials; increasing community participation and foreign aid; assessing and granting accreditation; improving the quality of madrasah management; and improving the quality of education governance. in addition, the achievement of this activity also includes various matters related to early childhood education and ra/ba24. improving access and quality of madrasah tsanawiyah, the outputs are achieved, among others, through the provision and development of mts infrastructure, including in disaster, remote and underdeveloped areas; utilization of information technology for teaching and learning activities and education management; provision of assistance to improve the quality of madrasah; improving the quality of curriculum and teaching materials; increasing community participation and foreign aid; assessment and granting accreditation; improving the quality of madrasah management; and improving the quality of education governance25. improving access and quality of madrasah aliyah, the outputs to be generated from this activity are, availability and affordability of madrasah aliyah (ma) education services improving the quality of ma education services improving the quality and competitiveness of ma graduates, improving the quality of ma governance, provision of subsidies for quality madrasah education, the outputs are achieved among others through the provision of school operational assistance (bos) for madrasah ibtidaiyah and madrasah tsanawiyah; provision of scholarships for outstanding students and poor students, including in disaster, remote and disadvantaged areas; and provision of safeguarding (monitoring, coordination meetings, evaluation) for bos at the central, provincial and kabupaten/kota levels. improving the quality and welfare of madrasah educators and education personnel the outputs of this activity are: increasing the professionalism of educators and education personnel; improving the welfare of educators and education personnel; these outputs are achieved, among others, through 22 malla, “madrasah dalam sistem pendidikan nasional.” 23 syahri, “pengembangan madrasah unggulan di madrasah diniyah miftahul huda sumurpanggang margadana tegal jawa tengah.” 24 dwi atmanta and sudji munadi, “evaluasi program diklat peningkatan kompetensi bagi guru taman kanakkanak di lpmp d.i. yogyakarta,” jurnal evaluasi pendidikan 1, no. 2 (2013): 141–153. 25 akmal mundiri, “komitmen organisasional sumber daya manusia dalam meningkatkan mutu pendidikan pesantren,” pedagogik 03, no. 01 (2015): 88–105. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 210 zzzzzz z providing and improving the qualifications of teachers, supervisors and education personnel; providing scholarships and other educational assistance; improving the competence of madrasah heads; and providing functional, professional and retirement benefits26. increasing access and quality of islamic higher education, the outputs to be produced from this activity are, increasing access to islamic higher education (ptai), improving the quality of ptai education services, improving the quality and competitiveness of ptai graduates, improving the quality of ptai governance, the outputs are achieved, among others, through the provision and development of ptai infrastructure, including in disaster, remote and disadvantaged areas; improving the quality of graduates and international competitiveness; improving the quality of curriculum and teaching materials; increasing community participation and foreign aid; developing partnerships with various parties; developing ma`had aly at ptai; structuring study programs and scientific fields that are flexible to meet development needs; strengthening the islamic sciences consortium that strengthens the development and study of islamic sciences at ptai; and improving the quality of ptai governance27. provision of subsidies for quality islamic higher education the output to be produced from this activity is the availability and distribution of scholarships for poor students and outstanding students, the output is achieved, among others, through the provision of scholarships for poor students and outstanding students, including in disaster, remote and disadvantaged areas. improving the quality and welfare of islamic higher education educators and education personnel, the outputs to be produced from this activity are, increasing the professionalism of lecturers and education personnel at islamic religious universities (ptai), increasing the welfare of lecturers and education personnel at ptai, the outputs are achieved, among others, through improving the educational qualifications of lecturers and education personnel; providing scholarships and study assistance; providing functional allowances, professional allowances and other benefits28. human resource development strategies include: 1. planning and attracting qualified human resources, 2. developing human resources for quality 3. assessing human resource performance 4. providing motivation, and 5. maintaining quality resources. in line with the steps taken by the prophet muhammad, mujamil qomar revealed that human resource management includes seven components, namely: (1) employee planning, (2) employee procurement, (3) employee coaching and development, (4) promotion and transfer, (5) employee 26 kata pengantar, “pedoman pelaksanaan simposium guru dan tenaga kependidikan tahun 2016,” kementerian pendidikan dan kebudayaan direktorat jenderal guru dan tenaga kependidikan, 2016. 27 suniarti chalid, “peningkatan mutu pendidikan di perguruan tinggi,” in paper seminar sistem informasi manajemen, 2007, 1307–1312. 28 brigitta putri atika tyagita and ade iriani, “strategi peningkatan kompetensi pedagogik guru untuk meningkatkan mutu sekolah,” kelola: jurnal manajemen pendidikan 5, no. 2 (2018): 165–176. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 211 zzzzzz z dismissal, (6) compensation, and (7) employee appraisal. this is a process carried out by an institution in order to obtain superior human resources and be able to carry out responsibilities according to their expertise. according to e. mulyasa, in the human resource management process there are seven components, namely29: a) human resource planning; is hr planning that involves meeting the needs of current and future personnel, in this context the leadership needs to analyze the objectives of the job requirements and the availability of personnel30. b) recruitment is an effort to fulfill personnel through searches that are in accordance with the needs by referring to the predetermined hr plan. then from the income obtained in recruitment, the selection is carried out. c) selection; to determine competent personnel in accordance with the specified job requirements. if the required personnel in an effort to build qur'anic and superior human resources, it is necessary to actualize the values of the qur'an31. as stated by said agil husin al-munawar32 that normatively, the process of actualizing al-qur'anic values in education includes three dimensions or aspects of life that must be fostered and developed by education, namely: a. spiritual dimension, namely faith, piety, and noble character. morals are a means of psychological and social control for individuals and society. moral education in islam is summarized in the principle of "holding fast to goodness and virtue and avoiding ugliness and evil" which is closely related to efforts to realize the basic objectives of islamic education, namely piety, submission, and worship of allah swt33. conclusion the indonesian nation in the midst of the current global era will be influenced by the ability of indonesian human resources, especially those characterized by the ability to master science and technology and strengthen faith and piety towards god almighty. one of the important resources in management is human resources. human resources (hr). likewise for an educational institution. the capacity of individuals who are able to construct a sustainable learning system in order to change and adapt the organization in accordance with changing environmental conditions. in an effort to build qur'anic and superior human resources, it is necessary to actualize qur'anic values. spiritual dimensions, namely faith, piety, and noble character. morals are a means of psychological and social control for individuals and society. moral education in islam is summed up in the principle of "holding fast to goodness and virtue and avoiding ugliness and evil" which is closely related to efforts to realize the basic objectives of islamic education, namely piety, submission, and worship of allah swt. human resources are very important for the progress of all educational institutions. moreover, islamic educational institutions are institutions that are considered perfect by the community as institutions 29 mulyasa, manajemen dan kepemimpinan kepala sekolah (jakarta: grafika offset, 2011). 30 mujamil qomar, manajemen pendidikan islam: strategi baru pengelolaan lembaga pendidikan islam (erlangga, 2007). 31 fitria nita witanti, “revitalisasi madrasah sebagai lembaga pendidikan integratifalternatif,” tarbiyatuna (2016). 32 hj. miszairi hj, sitiris et al., “maqasid al-syariah dan hak asasi,” islamiyyat (2017). 33 malik fadjar, sintesa antara perguruan tinggi dengan pesantren (malang: uin maliki press, 2004). educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 212 zzzzzz z that make students have competence in the fields of science and religion. strengthening human resources becomes absolutely necessary in religious education institutions, competent will bring changes to the institution to the expected goodness and progress.. references almasri, m nazar. “manajemen sumber daya manusia: imlementasi dalam pendidikan islam m. nazar almasri” (n.d.). atmanta, dwi, and sudji munadi. “evaluasi program diklat peningkatan kompetensi bagi guru taman kanak-kanak di lpmp d.i. yogyakarta.” jurnal evaluasi pendidikan 1, no. 2 (2013): 141– 153. budihardjo, budihardjo. “the character education values in qur’anic verses.” profetika: jurnal studi islam (2017). dharma, surya. manajemen kinerja. yogyakarta: pustaka pelajar, 2009. fadjar, malik. sintesa antara perguruan tinggi dengan pesantren. malang: uin maliki press, 2004. fitri, agus zainul. “quality assurance system between the islamic state university and the state university.” jurnal pendidikan islam 2, no. 2 (2016): 208–230. gafur, a. “internalisasi nilai-nilai pendidikan karakter dalam silabus pendidikan agama islam di perguruan tinggi umum. makalah. disajikan pada acara seminar dan lokakarya pendidikan karakter berbasis masjid.” in seminar dan lokakarya pendidikan karakter berbasis masjid, 1–7, 2012. hj, sitiris, hj. miszairi, akmal hidayah halim, islamic commercial law report 2017, nadhirah nordin, zurita mohd yusof, wan pauzi, wan ibrahim, et al. “maqasid al-syariah dan hak asasi.” islamiyyat (2017). kementerian pendidikan dan kebudayaan » republik indonesia. “target kemendikbud dalam pengembangan pendidikan dan kebudayaan tahun 2017.” kementerian pendidikan dan kebudayaan. malla, h ab andi. “madrasah dalam sistem pendidikan nasional.” inspirasi 10, no. 1 (2010): 165– 174. mubarak, faisal. “faktor dan indikator mutu pendidikan islam.” management of education 1, no. 1 (2004): 10–18. muhammad haris. “pendidikan islam dalam perspektif prof. h.m arifin.” ummul quro (2015). mukhlison effendi. “pengembangan sumber daya manusia dalam meningkatkan citra lembaga di lembaga pendidikan islam.” southeast asian journal of islamic education management 2, no. 1 (2021): 39–51. mulyasa. manajemen dan kepemimpinan kepala sekolah. jakarta: grafika offset, 2011. mundiri, akmal. “komitmen organisasional sumber daya manusia dalam meningkatkan mutu pendidikan pesantren.” pedagogik 03, no. 01 (2015): 88– 105. mundiri, akmal, and reni uswatun hasanah. “inovasi pengembangan kurikulum pai di smp nurul jadid.” tadrib: jurnal pendidikan agama islam (2018). nurhaeny, eva. “value and character education based on qur’anic.” international conference of moslem society (2016). pengantar, kata. “pedoman pelaksanaan simposium guru dan tenaga kependidikan tahun 2016.” kementerian pendidikan dan kebudayaan direktorat jenderal guru dan tenaga kependidikan, 2016. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 213 zzzzzz z purwati, heni. “meningkatkan kompetensi dan profesionalisme dosen.” aksioma september, no. 2 (2011): 4. qomar, mujamil. manajemen pendidikan islam: strategi baru pengelolaan lembaga pendidikan islam. erlangga, 2007. safri, hendra. “pengembangan sumber daya manusia dalam pembangunan.” kelola: journal of islamic education management 1, no. 1 (2016): 102–112. sari, fara merian, and mariyati ibrahim. “penerapan manajemen perubahan dan inovasi.” administrasi pembangunan (2014). selatan zulqarnain, sulawesi, kata kunci, nilai-nilai pendidikan multikultural, and pondok pesantren. “penanaman nilai-nilai pendidikan multikultural di pondok pesantren d di-ad mangkoso barru.” jurnal al-thariqah 1, no. 2 (2016): 193–205. suniarti chalid. “peningkatan mutu pendidikan di perguruan tinggi.” in paper seminar sistem informasi manajemen, 1307–1312, 2007. suwarni, sini. “analisis kebijakan nasional tentang jabatan fungsional guru dan angka kredit pada sma negeri di dki jakarta.” atikan: jurnal kajian pendidikan 1, no. 1 (2011): 123–140. syahri, akhmad. “pengembangan madrasah unggulan di madrasah diniyah miftahul huda sumurpanggang margadana tegal jawa tengah.” al-wijdán: journal of islamic education studies (2017). syuhud, a fatih. “tantangan pendidikan islam di era globalisasi.” islam zeitschrift für geschichte und kultur des islamischen orients 13, no. 1 (2008): 1–11. tyagita, brigitta putri atika, and ade iriani. “strategi peningkatan kompetensi pedagogik guru untuk meningkatkan mutu sekolah.” kelola: jurnal manajemen pendidikan 5, no. 2 (2018): 165– 176. witanti, fitria nita. “revitalisasi madrasah sebagai lembaga pendidikan integratifalternatif.” tarbiyatuna (2016). zain sarnoto, ahmad. “sumber daya manusia dalam pendidikan islam.” madani institute : jurnal politik, hukum, ekonomi, pendidikan dan sosial-budaya 6, no. 2 (2017): 51–60. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 203 zzzzzz character education learning model for elementary school children otto fajarianto1, eka rista harimurti2, yhonanda harsono3 1education technology department, universitas negeri malang, indonesia 2stkip kusuma negara, jakarta, indonesia 3universitas pamulang, tangerang selatan, indonesia otto.fajarianto.fip@um.ac.id, ekaristaharimurti@stkipkusumanegara.ac.id, yhonanda2906@gmail.com accepted: nov 17th 2022 reviewed: dec 16th 2022 published: feb 28th 2023 abstract: the world of education at this time faces many challenges in various fields. education programs at the level of elementary school children are not evenly distributed resulting in the expected results not being maximized. the law on the national education system number 20 of 2003 article 3 states that national education functions to develop capabilities and form dignified national character and civilization in the context of educating the nation's life, aiming at developing the potential of students to become human beings who believe and fear god almighty. one, having noble character, healthy, knowledgeable, capable, creative, independent and being a democratic and responsible citizen. this study aims to see the effectiveness of the character education learning model applied in elementary schools. the results of field trials found the fact that after trials using the character education learning model for elementary school children were able to facilitate and improve student learning outcomes and could create appropriate and effective learning and motivate students in character learning. keyword: learning models, character education, elementary school children introduction the world of education at this time faces many challenges in various fields. education programs at the level of elementary school children are not evenly distributed resulting in the expected results not being maximized. national education is expected to be able to improve the quality of human resources who are educated and have character. these resources, in this case students are expected not only to understand the theories presented in class but they can practice these theories in everyday life. the formation and development of this character can be done through integrated learning with the school curriculum 1. the law on the national education system number 20 of 2003 article 3 states that national education functions to develop capabilities and form dignified national character and civilization in the context of educating the nation's life, aiming at developing the potential of students to become human beings who believe and fear god almighty. one, having noble character, healthy, 1 kementerian pendidikan dan kebudayaan » republik indonesia, “target kemendikbud dalam pengembangan pendidikan dan kebudayaan tahun 2017,” kementerian pendidikan dan kebudayaan. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 204 zzzzzz knowledgeable, capable, creative, independent and being a democratic and responsible citizen 2. character education is a process to develop in each student an awareness of being a citizen with dignity, independence and sovereignty and the ability to maintain and maintain that independence and sovereignty. therefore, awareness from students is needed to make this happen 3. schools and teachers must educate character, especially through teaching that can develop respect and responsibility 4. planting and developing character education in schools is a shared responsibility. character education can be integrated into learning in each subject. every subject related to norms or values in each subject needs to be developed, made explicit, linked to the context of everyday life 5. character education values according to permendiknas no. 2 of 2010 include: religious, honest, tolerance, discipline, hard work, creative, independent, democratic, curiosity, national spirit, love of the motherland, respect for achievement, friendly or communicative, love peace, love to read, care for the environment, care for social, responsibility. meanwhile, the five main priority characters for strengthening character education (pkk), namely religious, integrity, independence, nationalism and mutual cooperation were initiated by the ministry of education and culture in line with efforts to succeed the national movement for mental revolution (gnrm) initiated by president joko widodo. in this case, the priority institution is basic education, starting from early childhood, elementary, then junior high school. character education in indonesia is a national movement to create schools in fostering ethical, responsible young people, because character education places more emphasis on universal value aspects. character education quality (ceq) is a standard used to recommend that education is an effective way to develop student character 6. character education is a system of instilling character values in school members which includes components of knowledge, awareness or will, and actions to carry out these values, both towards god almighty (yme), oneself, others, the environment, and nationality. so that they become perfect human beings 7. in line with the above thinking, character education is needed to build a national culture with character. character education is not obtained from birth but through a process. therefore the formation of character education can be done by integrating it into the eyes of students through the learning process. why models? models help us conceptualize representations of reality. a model is a simple 2 sisdiknas, “uu no. 20 tahun 2003 tentang sistem pendidikan nasional [jdih bpk ri],” last modified 2003, accessed july 8, 2022, https://peraturan.bpk.go.id/home/details/43920/uu-no-20-tahun-2003. 3 jacqueline grennon brooks and martin g brooks, in search of understanding: the case for constructivist classrooms (ascd, 1999). 4 farida nugrahani, mukti widayati, and ali imron a.m, “pengembangan model pendidikan karakter melalui gerakan literasi sekolah berbasis film,” belajar bahasa (2019); diah puji nali brata, agung kesna mahatmaharti, and muh barid nizarudin wajdi, “the principal leadership style in developing discipline character,” international journal of psychosocial rehabilitation 24, no. 7 (2020): 9579–9588. 5 novi irwan nahar, “penerapan teori belajar behavioristik dalam proses pembelajaran,” nusantara: jurnal ilmu pengetahuan sosial 1, no. 1 (2016). 6 xin tang et al., “profiles of teaching practices and reading skills at the first and third grade in finland and estonia,” teaching and teacher education 64 (2017): 150–161. 7 francesco colace, massimo de santo, and luca greco, “e-learning and personalized learning path: a proposal based on the adaptive educational hypermedia system,” international journal of emerging technologies in learning (ijet) 9, no. 2 (2014): 9, http://dx.doi.org/10.3991/ijet.v9i2.3211. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 205 zzzzzz representation of more complex forms, processes and functions of physical phenomena or ideas. models, of necessity, simplify reality because often reality is to complex to portray. since much of thae complexity is unique to specific situations, models help by identifying what is generic and applicable across multiple contexts 8. why models? models help us conceptualize actual events. models are simple representations of forms, processes, and functions of complex physical phenomena or ideas. models, of course, simplify reality because relativity is often complicated to describe. because many complexities are unique to specific situations, the learning model compiled has not been directed based on specific learning that is adapted to the characteristics of teaching materials and the characteristics of students, so that it has not been able to develop attitudes, creativity and knowledge competencies about local excellence which can be used as sources of ideas and learning resources 9. this research was conducted with the aim of looking at the effectiveness of the character education learning model applied to elementary school children. methods this study uses the research and development method adopting the development model of hannafin and peck. each stage in this research is carried out systematically according to the application of the development model used. design and development research departs from learning problems in the classroom that require learning materials that suit the needs of students and educators. therefore the purpose of development research is to produce products that suit the needs of students and educators in achieving learning objectives. research and development methods facilitate learning about new models, tools, and procedures so that we can be trusted to anticipate them effectively and efficiently. in this way, we can determine the relevance of context-specific findings to other learning and learning environments and identify general principles of new design, development, and evaluation. result and discussion model grouping according to gredler10 "the taxonomy has three categories, indicating whether a given model is best applied for developing (1) individual classroom instruction, (2) produce for implementation by users other than the developers, or (3) larger and more complex instructional systems directed at an organization's problems or goals.” gustafson and brach classify learning models into 3 groups based on the orientation of the use of the model, namely: (1) classroom oriented model; (2) product-oriented learning design model (product oriented model); (3) system-oriented learning design model (system oriented model). following is a more detailed explanation of the three learning design models: classroom oriented model this model can be used by educators and students with learning activities taking place in a class with a predetermined time. this model can be implemented from elementary school to higher education. this model has the following characteristics: 8 pedro gil-madrona et al., “scale of pedagogical authority meanings in the classroom (esapa) for iberoamerica built on the opinions of teaching students,” teaching and teacher education 93 (2020): 103079, http://dx.doi.org/10.1016/j.tate.2020.103079. 9 fiona suwana and lily, “empowering indonesian women through building digital media literacy,” kasetsart journal of social sciences 38, no. 3 (2017): 212–217, http://dx.doi.org/10.1016/j.kjss.2016.10.004. 10 alf inge wang et al., introducton to gamification, international journal of computer games technology, 2010. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 206 zzzzzz a. relatively more components. b. not infrequently aspects of improvement are also included in it. c. very attentive to students. d. hints that there is an aspect of classroom management. e. implies the teacher's role in conveying the material. f. can be applied by the instructor himself without a special team. g. does not cover a particular subject. the 4 learning design development models that are often and suitable for use in the classroom environment, namely: (1) the gerlach and ely model; (2) assure models; (3) newby, stepich, lehman and russell models; (4) morrison, ross and kemp models; (5) model heinich, molenda, russell and smallindo. based on the problems found in the needs analysis 11, to overcome this, it is necessary to design and develop self-learning based learning models in order to improve the quality of achieving the goals to be achieved, both process goals and outcome goals. before carrying out an analysis of the self-based learning model, the researcher first carried out the following steps: results identification of general learning objectives based on the results of the needs analysis that has been put forward, the general learning objectives can be identified as in table 1 below: table 1. results of identification of general learning objectives component discussion material material integrity character education target general learning objectives grade 1 elementary school students after participating in integrity character education lessons, first grade students can understand integrity character education correctly and appropriately. learning analysis results learning analysis is carried out so that the learning products produced are in accordance with the applicable curriculum and the characteristics of students and their environment. this process is carried out by describing general behavior into specific behavior that is arranged logically and systematically, after consultation with several material experts. the process of learning analysis in this study can be seen in table 2 below: table 2. results of learning analysis component general learning objectives general learning objectives general conduct special behavior after participating in integrity character education lessons, first grade elementary school students can understand character education correctly and appropriately. integrity character education introducing yourself, getting to know new friends, counting, writing, reading, knowing body parts, naming body parts, counting body parts, writing body parts, knowing the functions of body parts, and caring for body parts. 11 suparman atwi, “desain instruksional modern,” pt erlangga jakarta (2014). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 207 zzzzzz 1. grade 1 sd students can introduce themselves by saying their name correctly. 2. grade 1 sd students can name their new friends correctly. 3. grade 1 elementary school students can get to know the ethnic origin of their new friends correctly. 4. grade 1 elementary school students can count their new friends correctly. 5. grade 1 sd students can write letters correctly. 6. 1st grade students can write numbers correctly. 7. grade 1 elementary school students can identify squares and circles correctly. 8. grade 1 sd students can tell stories in front of the class and read properly. 9. grade 1 elementary school students can identify body parts correctly. 10. grade 1 elementary school students can count body parts correctly and precisely. 11. grade 1 elementary school students can write body parts correctly and precisely. 12. grade 1 sd students can read body parts by singing while playing. 13. grade 1 elementary school students can recognize the function of body parts correctly and precisely. 14. grade 1 elementary school students can treat body parts properly. 15. studentgrade 1 elementary school can mention the means of cleaning the body correctly and precisely. results of identification of behavior and initial characteristics of students after the learning analysis is complete, the next step is to identify the behavior and initial characteristics of students with semi-formal interviews with teachers during non-learning hours and make observations. the results of the identification carried out are as follows: (1) the target population of the learning products developed are grade 1 students at sd negeri 2 selakau tua, selakau district, sambas regency, (2) students with diverse background groups, (3) each class has an average number an average of 30-35 students, (4) the majority of students are dominated by the lower middle class, (5) in each class there are students who have high, medium, and low absorption, but are dominated by the medium absorption group, (6) there are also students who quickly get bored with monotonous learning, the overall behavior and initial characteristics are the input for the developer to adjust the product to be developed. in general, the initial characteristics of students at sd negeri 2 selakau tua, selakau district, sambas regency have studied in early childhood education so they already have a basic education. results of formulation of specific learning objectives the next step is to formulate specific learning objectives, carried out by considering the results of the identification of students' behavior and initial characteristics as well as the learning analysis that has been stated previously. for complete formulation of specific learning objectives can be seen in table 3 below: educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 208 zzzzzz table 3. results of the formulation of specific learning objectives component specific learning objectives main subject sub theme 1 main discussion sub theme 2 1. grade 1 sd students can show themselves to say their name confidently. 2. grade 1 elementary school students can name their new friends respectfully and correctly. 3. grade 1 elementary school students can appreciate the ethnic origin of their new friends well. 4. grade 1 elementary school students can count their new friends enthusiastically and correctly. 5. grade 1 elementary school students can write letters seriously and correctly. 6. grade 1 elementary school students can identify numbers accurately. 7. grade 1 elementary school students can distinguish wrong and right shapes. 8. grade 1 elementary school students can tell stories and read boldly. 1. grade 1 elementary school students can recognize body parts by imitating the behavior of their parents/teachers. 2. grade 1 elementary school students can count body parts correctly and precisely. 3. grade 1 elementary school students can write body parts by following the rules of auxiliary lines. 4. grade 1 elementary school students can read body parts in front of the class boldly. 5. grade 1 elementary school students can recognize the function of body parts by imitating the words of parents/teachers. 6. grade 1 elementary school students can take care of body parts with full responsibility. 7. grade 1 elementary school students can name and maintain body hygiene items with full responsibility. benchmark reference test development results the benchmark reference test developed is used to measure students' success in mastering the behavior that has been set in the specific learning objectives. in measuring students' success in mastering the material used a test in the form of questions of 10 items. test reference indicators and test questions can be seen in table 4 below: table 4. skills test indicators and questions indicator question answer the question what is your full name? what is your nickname? what's your teacher's name? name three of your friends! educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 209 zzzzzz learn to write recognize letters recognize the shape of the object recognize letters thicken lines bold the letters below? look for items that are square and circular? figure numbers using symbols according to the example learning strategy development results after developing a benchmark reference test, the next step is to develop a learning strategy that will be determined. the learning strategy developed is a learning strategy with hypercontent learning media, learning activities are carried out with the help of learning hypercontent media. students are divided into several groups and each student is given hypercontent learning media. students are provided with hypercontent-based character learning textbooks, as well as opportunities to study them. this is done because it is to identify deficiencies or weaknesses in character education textbooks based on hypercontent, both material, instructional objectives and learning outcomes. in accordance with the main objective of developing hypercontent-based character education textbooks to improve the learning outcomes of elementary school children. in addition, the criteria for field trials are conducting tests to see the learning outcomes of integrity character education by conducting pre-tests and post-tests. likewise with the responses of students who studied using hypercontent-based character education textbooks following developer learning according to the learning materials that had been carried out starting from the initial steps. the comparison of the average value of the initial and final test results of this field trial can be seen in table 5 below: table 5. pre-test and post-test results for field trials average value pre-test average value post-test 73.31 83.0 based on the results of the pre-test and post-test in the field trial showed an increase in post-test results, so it can be concluded that learning with hypercontent-based electronic textbooks can improve student learning outcomes and the feasibility of hypercontent-based electronic textbooks can be used in the learning process of character education for elementary school children. discussion the learning materials used have been revised based on the assessment of a team of learning material experts, learning design experts, and learning media experts and tested with field trials, with prospective users, namely first graders of elementary schools to find out the effectiveness of the product being developed. based on the results of the pre-test and post-test in the field trial showed an increase in post-test results, so it can be concluded that learning with hypercontent-based electronic textbooks can improve learning outcomes and the effectiveness of hypercontent-based electronic textbooks used in integrity character education for first grade students elementary school. this result is supported by nie's opinion which states that media is effective in increasing the use of study time, especially short breaks during the workday, new strategies in reading subject matter and low cost.12. 12 ming nie et al., “how do e-book readers enhance learning opportunities for distance work-based learners?,” research in learning technology 19, no. 1 (2011): 19–38, http://dx.doi.org/10.1080/09687769.2010.548506. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 210 zzzzzz this research is also supported by researchers sousa and rocha 13 who state that digital learning can be a driving force for learning development14. also supported by researchers hawlitschek and joeckel 15 that digital media can motivate students to improve learning outcomes, improve performance, and performance satisfaction in digital media16. students increasingly need to learn content and perspectives that are not provided as part of the curriculum, students need to build additional forms of support for learning through digital media17. digital media learning that successfully handles distractions in the form of social-cognitive conflict resolution and productive friction is indispensable for learning and knowledge construction18. students' previous learning experiences and how they play a role in responses to e-learning experiences19. objects using text, images, audio, and video elements make stories more interesting20, and effective learning21, can increase student interest, achievement and confidence in learning22. hypermedia to find the most suitable set of content for each student has proven to be effective in learning23. this research is also supported by researchers bajrami and ismaili 24 by using appropriate media, as well as video material that can be improved by teachers and ensure student-centeredness, interest and involvement in activities actively, motivated and confident in improving competence.25also supported by researchers layona, yulianto, and tunardi 26 to increase students' understanding of the material27. in general, believe in students, that the media can help learning28. 13 maria josé sousa and álvaro rocha, “digital learning: developing skills for digital transformation of organizations,” future generation computer systems 91 (2019): 327–334, http://dx.doi.org/10.1016/j.future.2018.08.048. 14 sousa and rocha, “digital learning: developing skills for digital transformation of organizations”; ulrike cress et al., “issues and trends in instructional technology: consistent growth in online learning, digital content, and the use of mobile technologies. in: branch r. (eds) educational media and technology yearbook,” educational media and technology yearbook, springer, cham 17, no. 1 (2018): 61–71. 15 anja hawlitschek and sven joeckel, “increasing the effectiveness of digital educational games: the effects of a learning instruction on students’ learning, motivation and cognitive load,” computers in human behavior 72 (2017): 79–86, http://dx.doi.org/10.1016/j.chb.2017.01.040; nisaul barokati, nizarudin wajdi, and muh barid, “application design library with gamification concept,” jurnal lentera: kajian keagamaan, keilmuan dan teknologi 3, no. 1 (2017): 93–102; nisaul barokati seliro wangi, m hafidh nashrullah, and muh barid nizarudin wajdi, “digital era’s education and aplication in higher education,” edutec: journal of education and technology 1, no. 2 (2018): 119–128. 16 (sarti, 2017) 17 sten ludvigsen et al., “developing understanding beyond the given knowledge and new methodologies for analyses in cscl,” international journal of computer-supported collaborative learning (2018): 359–364. 18 (holtz et al., 2018) 19 (erdem et al., 2013) 20 didik dwi prasetya and tsukasa hirashima, “design of multimedia-based digital storybooks for preschool education,” international journal of emerging technologies in learning (ijet) 13, no. 02 (2018): 211, http://dx.doi.org/10.3991/ijet.v13i02.8188. 21 jarudin, nurdin ibrahim, and suyitno muslim, “develop self-directed instructional media for wushu training,” international journal of science and research (ijsr) 7, no. 11 (2018): 1748–1754. 22 (chen & liu, 2019) 23 f. colace, m. de santo, and l. greco, “e-learning and personalized learning path: a proposal based on the adaptive educational hypermedia system,” international journal of emerging technologies in learning 9, no. 2 (2014): 9–16; jarudin, ibrahim, and muslim, “develop of hyperlinks media to learn basic wushu techniques.” 24 lumturie bajrami and merita ismaili, “the role of video materials in efl classrooms,” procedia social and behavioral sciences 232 (2016): 502–506, http://dx.doi.org/10.1016/j.sbspro.2016.10.068. 25 bajrami and ismaili, “the role of video materials in efl classrooms.” 26 rita layona, budi yulianto, and yovita tunardi, “authoring tool for interactive video content for learning programming,” procedia computer science 116 (2017): 37–44, http://dx.doi.org/10.1016/j.procs.2017.10.006. 27 layona, yulianto, and tunardi, “authoring tool for interactive video content for learning programming.” 28 (jarudin, et al., 2020) educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 211 zzzzzz conclusion based on the results of field trials, it was found that after trials using the character education learning model for elementary school children were able to facilitate and improve student learning outcomes and could create proper and effective learning and motivate students in character learning which could be done anytime, anywhere. without the limits of space and time. references atwi, suparman. “desain instruksional modern.” pt erlangga jakarta (2014). bajrami, lumturie, and merita ismaili. “the role of video materials in efl classrooms.” procedia social and behavioral sciences 232 (2016): 502–506. http://dx.doi.org/10.1016/j.sbspro.2016.10.068. barokati, nisaul, nizarudin wajdi, and muh barid. “application design library with gamification concept.” jurnal lentera: kajian keagamaan, keilmuan dan teknologi 3, no. 1 (2017): 93–102. bock, a., a. modabber, k. kniha, m. lemos, n. rafai, and f. hölzle. “blended learning modules for lectures on oral and maxillofacial surgery.” british journal of oral and maxillofacial surgery (2018): 6. brata, diah puji nali, agung kesna mahatmaharti, and muh barid nizarudin wajdi. “the principal leadership style in developing discipline character.” international journal of psychosocial rehabilitation 24, no. 7 (2020): 9579–9588. brooks, jacqueline grennon, and martin g brooks. in search of understanding: the case for constructivist classrooms. ascd, 1999. chan, yuen may. “video instructions as support for beyond classroom learning.” procedia social and behavioral sciences 9 (2010): 1313–1318. chen, zhiwei, and ying liu. “the different style of lifelong learning in china and the usa based on influencing motivations and factors.” international journal of educational research 95 (2019): 13–25. http://dx.doi.org/10.1016/j.ijer.2019.03.005. colace, f., m. de santo, and l. greco. “e-learning and personalized learning path: a proposal based on the adaptive educational hypermedia system.” international journal of emerging technologies in learning 9, no. 2 (2014): 9–16. colace, francesco, massimo de santo, and luca greco. “e-learning and personalized learning path: a proposal based on the adaptive educational hypermedia system.” international journal of emerging technologies in learning (ijet) 9, no. 2 (2014): 9. http://dx.doi.org/10.3991/ijet.v9i2.3211. cress, ulrike, g. stahl, c. rose, n. law, s. ludvigsen, maria josé sousa, álvaro rocha, et al. “issues and trends in instructional technology: consistent growth in online learning, digital content, and the use of mobile technologies. in: branch r. 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silat theory and practice courses.” e-journal program pascasarjana universitas pendidikan ganesha 4 (2014). tang, xin, eve kikas, eija pakarinen, marja-kristiina lerkkanen, joona muotka, and jari-erik nurmi. “profiles of teaching practices and reading skills at the first and third grade in finland and estonia.” teaching and teacher education 64 (2017): 150–161. wang, alf inge, bian wu, d. burgos, pablo moreno-ger, j. l. sierra, baltasar fernandez-manjon, m. specht, et al. introducton to gamification. international journal of computer games technology, 2010. wangi, nisaul barokati seliro, m hafidh nashrullah, and muh barid nizarudin wajdi. “digital era’s education and aplication in higher education.” edutec: journal of education and technology 1, no. 2 (2018): 119–128. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 193 zzzzzz z increasing higher education promotion through a coverage focus strategy for mapping characteristics of new students daryono universitas pgri wiranegara pasuruan, jawa timur, indonesia daryono.jarwo@gmail.com accepted: june 17th 2022 reviewed: july 16th 2022 published: sept 28th 2022 abstract : nowadays, the promotion of higher education in indonesia in attracting prospective students is quite intense. in the digital era, the role of digital media occupies the highest role in providing access to information and communication so that it becomes the most effective service used by universities. the coverage focus strategy is an option to incorporate digital media to find out the characteristics of new students. this research is a qualitative research using a descriptive approach. this study aims to determine the promotion strategy using the coverage focus technique and to determine the characteristics of prospective new students in tertiary institutions. the subjects in this study consisted of the college promotion team and prospective new students at universitas pgri wiranegara. data were collected through interviews and questionnaires, then analyzed using data triangulation techniques. the results of the study show that the promotion strategies carried out by universitas pgri wiranegara are advertising, personal selling, publicity, and word of mouth. the characteristics of prospective new students at universitas pgri wiranegara after not being accepted by the sbmptn are showing an interest in further studies, learning motivation, intellectual level, economic level and parental support. keywords: promotion strategy; coverage focus strategy, student characteristics introduction promotion of higher education is an effort to be able to attract the hearts of prospective new students. this of course requires a strategy used by tertiary institutions as an effort to convey messages of persuasion and education regarding offers and positive thinking results. selection of promotion strategy is an effort to utilize resources in carrying out promotional programs. the promotion strategy that is utilized as a communication medium is expected to be able to provide comprehensive and sufficient information so that prospective students can consider studying at a tertiary institution 1. the 1 surya dharmawansyah, hafied cangara, and m iqbal sultan, “strategi promosi dalam meningkatkan jumlah mahasiswa pada politeknik negeri media kreatif makassar,” jurnal komunikasi kareba 3, no. 4 (2014): 256–263; dani darmawan, “strategi komunikasi pemasaran media kampus bandung dalam mempromosikan smile motion 2016 melalui media sosial instagram,” journal of chemical information and modeling 53, no. 9 (2019): 1689–1699; winda feriyan, sumatera selatan, mailto:daryono.jarwo@gmail.com educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 194 zzzzzz z promotion strategy uses regular steps, including planning, organizing, implementing and controlling carefully to get maximum results based on the goals set. promotion in the context of higher education is responsive to demands based on an analysis of community needs, achievement of higher education goals and program implementation. higher education that is directly connected to the community both inside and outside is a bridge between higher education institutions and the community 2. the promotion strategy is at the forefront in maintaining the reputation of higher education and carrying out its strategic role. the demands of the times and the needs of the technology and information society are a necessity in reformulating the promotion strategy carried out by higher education public relations to be able to adapt. the promotion strategy using the strategy of focusing on higher education coverage is directed at the roles of communicators, relationships, backup management, good image makers in enhancing the reputation of higher education and positive publicity that will be conveyed to the public 3. first, the role of the communicator as a spokesperson to communicate both through the virtual world and the real world intensively to the public. second, the relationship role builds a positive relationship between higher education and the internal and external public. third, the role of backup management is to carry out management support or support other higher education activities in the marketing, operational, technical, financial and personnel departments for the sake of creating common goals within a framework of the main goals of higher education. fourth, the role of a good image maker is to create a positive image of higher education and publicity, achievement, reputation and at the same time become a goal for higher education promotion activities in implementing higher education promotion management using a coverage focus strategy. the promotion strategy by utilizing various media partnerships such as youtube, facebook, instagram and online news media is a means of exchanging information, communication, expression and forming a positive image of higher education. the presence of various communication media allows humans to interact freely without being limited by space and time 4. promotional strategies and sumatera selatan, “promosi dan pengaruhnya terhadap terhadap animo calon mahasiswa baru dalam memilih perguruan tinggi swasta” 16, no. 1 (2018): 21–27; dkk 2021 daryono, “society 5.0 fostering spirituality and humanity,” in proceedings of international seminar society 5.0 fostering spirituality and humanity, ed. ph.d prof. akhsanul in’am (malang: postgraduate university of muhammadiyah malang, indonesia, 2021), 275; dkk 2021 daryono, society 5.0 leading in the borderless world, ed. diah karmiyati, 2021st ed. (malang: cv. bildung nusantara, 2021, 2021). 2 daryono, menuju manajemen berbasis sekolah, ed. m zainul arifin ari institute s.m, 1st ed. (pasuruan, indonesia: lembaga academic & research institute, 2020); suzy yolanda and gussman hayatullah, “analisis peran dan fungsi humas dalam manajemen institusi pendidikan ( studi pada bagian humas dan kerjasaman universitas abdurrab ),” communiverse: jurnal ilmu komunikasi 3, no. 2 (2018): 76–89; wina puspita sari and asep soegiarto, “fungsi dan peran humas di lembaga pendidikan,” communicology 7, no. 1 (2019): 47–64; hannah mahfuzhah and anshari anshari, “media publikasi humas dalam pendidikan,” al-tanzim : jurnal manajemen pendidikan islam 2, no. 2 (2018): 137–149; dkk daryono, mochamad bayu firmansyah, landasan pendidikan:teori dan aplikasi dalam aspek humas pendidikan di indonesia, 1st ed. (pasuruan, indonesia: ari institute, 2021). 3 mifrohatul musyarrofah, “peran humas dalam pengembangan pendidikan tinggi,” idaarah: jurnal manajemen pendidikan 2, no. 1 (2018): 11–23; mahfuzhah and anshari, “media publikasi humas dalam pendidikan”; feriyan, selatan, and selatan, “promosi dan pengaruhnya terhadap terhadap animo calon mahasiswa baru dalam memilih perguruan tinggi swasta.” 4 carlos miguel ferreira and sandro serpa, “society 5.0 and social development,” preprints 1, no. november (2018): 1–6; i. a safiudin, k., firmansyah, m. b., laily, i., & rohma, “media sosial sebagai bentuk ekspresi educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 195 zzzzzz z through various media make it possible to share text, images, videos and sound. the promotion strategy as an effort to create a positive image for tertiary institutions cannot only be studied in terms of its form and meaning, but also the function of using the media as a means of interaction. the function of the promotional strategy using a variety of media is closely related to the message published to create interaction between the sender of the promotional message and the reader of the promotional language. thus, the published message has the hope that it will form a positive image of the university. universities can form a positive image through promotional strategies in various media to the wider community. the community will provide an assessment of what has been uploaded, whether in the form of text, images, video or sound along with the included caption. the positive image of tertiary institutions is an interesting fact that has been selected to be conveyed to the wider community. this positive image aims to provide the best service to the community so as to create support for higher education programs. on the other hand, this positive image is an effort to harmonize harmonious and reciprocal relationships in order to obtain adequate information reception for both universities and the community. universities, in this case the universitas pgri wiranegara, are also considering using various media such as youtube, facebook, instagram and online news media to communicate with other parties due to communication demands. with a variety of media, promotional strategies can be carried out as long as they are connected to the internet. based on the background of the problems that have been described, the campus promotion strategy using the focus coverage technique is an attempt to find out the characteristics of new students before and after the sbmptn is very interesting to study. the problem that will be discussed in this study is how the differences in the characteristics of new students before and after the sbmptn. method the research approach used in this study is a descriptive approach. the researcher describes and explains the differences in the characteristics of new students before and after the sbmptn. the type of research used is qualitative research. qualitative research is research that produces findings that are not achieved by using statistical procedures but by showing people's lives, functional organizations, behavior and kinship relationships 5. researchers used a type of qualitative research to describe how the differences in the characteristics of new students before and after the sbmptn. results and discussion the campus promotion strategy in this study is to use a coverage focus strategy. the selection of the coverage focus strategy is directed at how the differences in the characteristics of new students before and after the sbmptn. the following are the findings of the research conducted. remaja dalam mencapai utilitarianisme,” nivedana: jurnal komunikasi & bahasa 3, no. 2 (2022): 153–163; feriyan, selatan, and selatan, “promosi dan pengaruhnya terhadap terhadap animo calon mahasiswa baru dalam memilih perguruan tinggi swasta”; dharmawansyah, cangara, and sultan, “strategi promosi dalam meningkatkan jumlah mahasiswa pada politeknik negeri media kreatif makassar.” 5 radja erland hamzah, “penggunaan media sosial di kampus dalam mendukung pembelajaran pendidikan” xiv, no. 1 (2015): 45–70; yusuf a muri, metode penelitian kuantitatif, kualitatif & penelitian gabungan (jakarta: prenadamedia group, 2016). educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 196 zzzzzz z characteristics pra post 1. interest in advanced studies + 2. motivation to learn + 3. intellectual level + 4. economic level + 5. parental support -+ + differences in characteristics of prospective new students pre and post sbmptn the interest in further study of post-sbmptn freshmen is very high. this is shown by the tendency of interest in continuing their studies to a higher level of education. interest whose tendency is to pay attention to and remember the activities of interest is the basic thing that is paid attention to continuously accompanied by a sense of pleasure 6. new students choose tertiary institutions as their place of study in the hope of continuing their careers and gaining knowledge and a better standard of living. interest is a tendency that persists in the subject to feel interested in a particular field and feel happy in doing activities in that field 7. interest in further study is influenced by internal factors and external factors. internal factors that influence interest are ideals, a strong desire to raise one's dignity or get a good job and live happily and happily 8. the interest of students to continue their studies at tertiary institutions referred to in this study is an attitude of tendency possessed by an individual or student who focuses on objects with full attention and is accompanied by feelings of pleasure to choose tertiary institutions as a continuation of education in order to achieve prosperity as aspired to after graduated from high school and vocational school later. in short, the interest in entering college includes feelings of pleasure, interest, concern, inclination, and desire to get active. learning motivation is an important factor in learning. motivation to learn has a role in growing passion, pleasure and passion for learning. new students who have strong motivation will have the 6 adil fadillah, sujana sujana, and iswandi sukartaatmadja, “kajian minat studi lanjut siswa-siswi sma dan smk kota bogor ke perguruan tinggi,” jas-pt jurnal analisis sistem pendidikan tinggi 3, no. 1 (2019): 53; sitty nurjana, marline s paendong, and yohanes a r langi, “penerapan rantai markov dalam pemilihan minat masuk siswa sma ke universitas di indonesia application of markov chain interest sign in elections high school students to university in indonesia” 5, no. 1 (2018): 51–56; feriyan, selatan, and selatan, “promosi dan pengaruhnya terhadap terhadap animo calon mahasiswa baru dalam memilih perguruan tinggi swasta.” 7 fadillah, sujana, and sukartaatmadja, “kajian minat studi lanjut siswa-siswi sma dan smk kota bogor ke perguruan tinggi.” 8 feriyan, selatan, and selatan, “promosi dan pengaruhnya terhadap terhadap animo calon mahasiswa baru dalam memilih perguruan tinggi swasta”; fadillah, sujana, and sukartaatmadja, “kajian minat studi lanjut siswa-siswi sma dan smk kota bogor ke perguruan tinggi.” educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 197 zzzzzz z spirit and enthusiasm to carry out learning activities 9. new students who do not have motivation in learning will not be able to carry out learning activities properly. to achieve the success and success of students in learning, the role of the lecturer as a motivator is needed as a driving force, a driving force so that students are eager to learn, so that learning outcomes can be achieved according to the planned goals 10. based on the results of research on new students at universitas pgri wiranegara, it was found that learning motivation after sbmptn showed strong motivation, enthusiasm and good learning activities. there were several new students who were very enthusiastic in the interviews conducted. the description above means that students have good learning motivation and have awareness in choosing and sorting out the college to go to based on their learning motivation. intellectual level is the interpretation of intelligence (intelligence) test results into numbers that can be an indication of the position of a person's intelligence level 11. the intellectual level relates to awareness of space, awareness of something that appears, and mastery of mathematics. the intellectual level is able to work to measure speed, measure new things, store and recall objective information and play an active role in calculating numbers and so on. someone can use an intellectual level that emphasizes the ability to think logically to find objective, accurate facts, and to predict risks, see the consequences of every decision that is made. genetic factors that play a role in the formation of the intellectual level will not change much from time to time without a catalyst from the environment 12. environmental factors have an important role in encouraging an increase in human thinking activity which then leads to an increase in intellectual intelligence. this factor, for example, occurs in today's young generation who are required to be able to solve complex problems quickly, creatively and conceptually. increasing intellectual intelligence is indeed needed to survive (survival) and answer the challenges of the times. those with weak thinking capacity will be eliminated. in essence, intellectual intelligence helps plan strategies and tactics. new student intellectual intelligence universitas pgri wiranegara based on random data and unstructured interviews, it shows that the level of intelligence in thinking and reasoning in managing the right brain and left brain is balanced. this was developed based on the results of the selection test after the sbmptn and then conducted random interviews. the intellectual level is also defined as the global cognitive abilities possessed by new students so they can act in a directed manner and think meaningfully so they can solve problems. the intellectual level is further 9 ifdil emria fitri, neviyarni, “efektivitas layanan informasi dengan menggunakan metode blended learning untuk meningkatkan motivasi belajar” 2 (2016): 84–92; suyono, “pembelajaran efektif dan produktif berbasis literasi,” bahasa dan seni 37, no. 2 (2009): 203–217. 10 sitti rabiah, “manajemen pendidikan tinggi dalam meningkatkan mutu pendidikan,” sinar manajemen 6, no. 1 (2019): 58–67; asafri jaya bakri, “pengembangan kompetensi belajar” (2004): 146–156; emria fitri, neviyarni, “efektivitas layanan informasi dengan menggunakan metode blended learning untuk meningkatkan motivasi belajar.” 11 shepty lana gust wulandari gilang wisnu saputra, muhammad aldy rivai, mawaddatus su’udah and fitroh tyas rosiana dewi, “pengaruh teknologi informasi terhadap kecerdasan ( intelektual , spiritual , emosional dan sosial )” 10, no. 2 (2017): 77–88; adib setiawan rifqi, “lembar kegiatan literasi saintik untuk pembelajaran jarak jauh topik penyakit coronavirus 2019 (covid-19),” jurnal ilmu pendidikan 2, no. 1 (2020): 28–37. 12 gilang wisnu saputra, muhammad aldy rivai, mawaddatus su’udah and tyas rosiana dewi, “pengaruh teknologi informasi terhadap kecerdasan ( intelektual , spiritual , emosional dan sosial )”; emria fitri, neviyarni, “efektivitas layanan informasi dengan menggunakan metode blended learning untuk meningkatkan motivasi belajar.” educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 198 zzzzzz z classified based on the following: a) related to skills in managing desires and interest in something, for example: having, b) a wide range of interests, sharp observations, being able to remember quickly, imagining, having various hobbies, and skills mechanical, c) relating to an urge to create, discover new things (innovation), such as: painting, drawing, creating music, taking the initiative in the work being done, responding to new ideas, using something effectively, not wanting to depend on others, d) those related to intellectual functions, such as: the ability to think, reason, learn fast, draw conclusions, and the ability to classify information correctly, understand something complex and count. research shows that external and internal factors affect learning outcomes 13. one of the external factors that influence student learning outcomes is the economic level of parents. the economic level of parents is the ability of parents or student families to meet the needs of their children so that the learning process can run well and obtain optimal learning outcomes. the economic level of parents in meeting their needs will create comfortable conditions for students in learning because they fulfill the needs needed in the student learning process. previous research has shown that the economic level of students' parents is closely related to children's learning 14. students who are studying must fulfill their basic needs and also the intensity of support for learning facilities and infrastructure such as textbooks and places to study. the research findings show that economic ability (cost) is a source of strength in learning activities, a student requires quite expensive facilities, which are sometimes not accessible to the family, the economic ability of parents is able to influence an effective contribution of 20.2% on student achievement, parents' economic status influences student learning outcomes by 5.34%, family economy is able to contribute 20% influence on student learning outcomes. the level of parents' economic ability is a factor that comes from outside the individual. economic capacity/economic status is the level of income/high and low income of parents (father and or mother) obtained from work or business 15. learning facilities can be seen from the place where the learning activities are carried out. home study facilities are student learning facilities at home. parents who have good economic ability will complement learning needs such as meeting the need for textbooks and other facilities that support learning. the economic ability of good parents will be able to influence learning facilities at student homes. therefore, it is necessary to use the economic abilities of parents properly 13 agus wahyudin eka susanti, “economic education analysis journal” 6, no. 2 (2017): 475–488; novrian satria perdana, “implementasi ppdb zonasi dalam upaya pemerataan akses dan mutu pendidikan” 3, no. april (2019): 78–92; mochamad bayu firmansyah and s suwadi, “student’s multimodated competency in digital learning in universities,” erudio journal of educational 8, no. december (2021): 120–136; daryono, mochamad bayu firmansyah, landasan pendidikan:teori dan aplikasi dalam aspek humas pendidikan di indonesia. 14 eka susanti, “economic education analysis journal”; setiawan rifqi, “lembar kegiatan literasi saintik untuk pembelajaran jarak jauh topik penyakit coronavirus 2019 (covid-19).” 15 jandy e luik, “media sosial dan presentasi diri,” in scientific repository, teoritisas. (surabaya: asosiasi pendidikan tinggi ilmu komunikasi, jogjakarta, 2012), 108–129; mochammad bayu firmansyah, wahyudi siswanto, and endah tri priyatni, “multimodal smartphone : millennial student learning style,” test engineering & management 82, no. januaryfebruary 2020 (2020): 9535–9545; akhmad sofyan et al., “islamic boarding school linguistic landscape in the development of arabic language skills and islamic knowledge,” international journal of educational research & social sciences 3, no. 6 (2022): 2178–2185; mochammad bayu firmansyah, “literasi multimodal bermuatan kearifan lokal” 10, no. july (2019): 60–68; fadillah, sujana, and sukartaatmadja, “kajian minat studi lanjut siswa-siswi sma dan smk kota bogor ke perguruan tinggi”; eka susanti, “economic education analysis journal.” educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 199 zzzzzz z so that learning facilities at student homes can be fulfilled properly so that this will improve student learning outcomes. parental support in this study is how the role of parents in providing support and motivation for further studies. the theory of human capital states that the role of investment in human capital is necessary to prepare for the future 16. investments in the form of support for education participate in building the nation through improving the quality of human resources in society. educated people are expected to have an awareness of lifelong learning and are encouraged to progress and continue learning. so from this explanation it can be said that students in their learning are influenced by the economic level of parents in financing children's studies. home study facilities are learning facilities found at home. if complete learning facilities are available, it will motivate students to be enthusiastic about carrying out the learning process so that learning outcomes will improve properly 17. parents who have a good economic level will complement their children's learning needs such as fulfilling the need for textbooks and other facilities that support children's learning. therefore, the description above shows that the economic ability of parents has a positive and significant influence on learning facilities at home and also comprehensive support can improve human resources in education. humans must continuously develop themselves to improve their quality in order to face global challenges and competition. economic ability is related to the continuity of the learning process indirectly on student learning outcomes. the economic ability of parents has an important role in shaping student learning motivation. the economic ability of parents towards students will make students motivated to learn which can improve their learning outcomes. learning motivation is a student's sense of interest in certain things so that it creates enthusiasm in carrying out these activities. learning motivation through parental support has an influence on student learning outcomes. if students have the motivation to learn, then learning outcomes are expected to be good. conclusion the conclusion that can be drawn from the research that has been done is that there are five characteristics of new students at universitas pgri wiranegara after not being accepted by the sbmptn. these characteristics are interest in further study, motivation to learn, intellectual level, economic level and parental support. first, interest in further study shows that new students choose tertiary institutions as a place of study with the hope of continuing their careers and gaining knowledge 16 gilang wisnu saputra, muhammad aldy rivai, mawaddatus su’udah and tyas rosiana dewi, “pengaruh teknologi informasi terhadap kecerdasan ( intelektual , spiritual , emosional dan sosial )”; fadillah, sujana, and sukartaatmadja, “kajian minat studi lanjut siswa-siswi sma dan smk kota bogor ke perguruan tinggi.” 17 jay paredes scribner, “professional development: untangling the influence of work context on teacher learning,” educational administration quarterly 35, no. 2 (1999): 238–266; daryono daryono, “zoning system in education application in the city of pasuruan, east java,” edutec : journal of education and technology 4, no. 3 (2021): 450–459; eka susanti, “economic education analysis journal”; emria fitri, neviyarni, “efektivitas layanan informasi dengan menggunakan metode blended learning untuk meningkatkan motivasi belajar”; daryono, mochamad bayu firmansyah, landasan pendidikan:teori dan aplikasi dalam aspek humas pendidikan di indonesia. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 200 zzzzzz z and a better standard of living. second, the learning motivation of new students shows that the motivation to study after the sbmptn is very strong, enthusiasm and good learning activities. third, the level of intellectuality shows that the ability to work related to measuring speed, measuring new things, storing and recalling objective information and playing an active role in calculating numbers and others is intelligence needed for survival and respond to the challenges of the times. fourth, the economic level indicates that the economic level of parents is the ability of parents or student families to meet the needs of their children so that the learning process can run well and obtain optimal learning outcomes. fifth, parental support shows that investment in the form of support for education participates in building the nation through improving the quality of human resources in society. educated people are expected to have an awareness of lifelong learning and are encouraged to progress and continue learning. references bakri, asafri jaya. “pengembangan kompetensi belajar” (2004): 146–156. darmawan, dani. “strategi komunikasi pemasaran media kampus bandung dalam mempromosikan smile motion 2016 melalui media sosial instagram.” journal of chemical information and modeling 53, no. 9 (2019): 1689–1699. daryono, mochamad bayu firmansyah, dkk. landasan pendidikan:teori dan aplikasi dalam aspek humas pendidikan di indonesia. 1st ed. pasuruan, indonesia: ari institute, 2021. daryono. menuju manajemen berbasis sekolah. edited by m zainul arifin ari institute s.m. 1st ed. pasuruan, indonesia: lembaga academic & research institute, 2020. daryono, daryono. “zoning system in education application in the city of pasuruan, east java.” edutec : journal of education and technology 4, no. 3 (2021): 450–459. daryono, dkk 2021. “society 5.0 fostering spirituality and humanity.” in proceedings of international seminar society 5.0 fostering spirituality and humanity, edited by ph.d prof. akhsanul in’am, 275. malang: postgraduate university of muhammadiyah malang, indonesia, 2021. ———. society 5.0 leading in the borderless world. edited by diah karmiyati. 2021st ed. malang: cv. bildung nusantara, 2021, 2021. dharmawansyah, surya, hafied cangara, and m iqbal sultan. “strategi promosi dalam meningkatkan jumlah mahasiswa pada politeknik negeri media kreatif makassar.” jurnal komunikasi kareba 3, no. 4 (2014): 256–263. eka susanti, agus wahyudin. “economic education analysis journal” 6, no. 2 (2017): 475–488. emria fitri, neviyarni, ifdil. “efektivitas layanan informasi dengan menggunakan metode blended learning untuk meningkatkan motivasi belajar” 2 (2016): 84–92. fadillah, adil, sujana sujana, and iswandi sukartaatmadja. “kajian minat studi lanjut siswa-siswi sma dan smk kota bogor ke perguruan tinggi.” jas-pt jurnal analisis sistem pendidikan tinggi 3, no. 1 (2019): 53. feriyan, winda, sumatera selatan, and sumatera selatan. “promosi dan pengaruhnya terhadap terhadap animo calon mahasiswa baru dalam memilih perguruan tinggi swasta” 16, no. 1 (2018): 21–27. educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 201 zzzzzz z ferreira, carlos miguel, and sandro serpa. “society 5.0 and social development.” preprints 1, no. november (2018): 1–6. firmansyah, mochamad bayu, and s suwadi. “student’s multimodated competency in digital learning in universities.” erudio journal of educational 8, no. december (2021): 120–136. firmansyah, mochammad bayu. “literasi multimodal bermuatan kearifan lokal” 10, no. july (2019): 60–68. firmansyah, mochammad bayu, wahyudi siswanto, and endah tri priyatni. “multimodal smartphone : millennial student learning style.” test engineering & management 82, no. januaryfebruary 2020 (2020): 9535–9545. gilang wisnu saputra, muhammad aldy rivai, mawaddatus su’udah, shepty lana gust wulandari, and fitroh tyas rosiana dewi. “pengaruh teknologi informasi terhadap kecerdasan ( intelektual , spiritual , emosional dan sosial )” 10, no. 2 (2017): 77–88. hamzah, radja erland. “penggunaan media sosial di kampus dalam mendukung pembelajaran pendidikan” xiv, no. 1 (2015): 45–70. luik, jandy e. “media sosial dan presentasi diri.” in scientific repository, 108–129. teoritisas. surabaya: asosiasi pendidikan tinggi ilmu komunikasi, jogjakarta, 2012. mahfuzhah, hannah, and anshari anshari. “media publikasi humas dalam pendidikan.” al-tanzim : jurnal manajemen pendidikan islam 2, no. 2 (2018): 137–149. musyarrofah, mifrohatul. “peran humas dalam pengembangan pendidikan tinggi.” idaarah: jurnal manajemen pendidikan 2, no. 1 (2018): 11–23. nurjana, sitty, marline s paendong, and yohanes a r langi. “penerapan rantai markov dalam pemilihan minat masuk siswa sma ke universitas di indonesia application of markov chain interest sign in elections high school students to university in indonesia” 5, no. 1 (2018): 51– 56. perdana, novrian satria. “implementasi ppdb zonasi dalam upaya pemerataan akses dan mutu pendidikan” 3, no. april (2019): 78–92. rabiah, sitti. “manajemen pendidikan tinggi dalam meningkatkan mutu pendidikan.” sinar manajemen 6, no. 1 (2019): 58–67. safiudin, k., firmansyah, m. b., laily, i., & rohma, i. a. “media sosial sebagai bentuk ekspresi remaja dalam mencapai utilitarianisme.” nivedana: jurnal komunikasi & bahasa 3, no. 2 (2022): 153–163. sari, wina puspita, and asep soegiarto. “fungsi dan peran humas di lembaga pendidikan.” communicology 7, no. 1 (2019): 47–64. scribner, jay paredes. “professional development: untangling the influence of work context on teacher learning.” educational administration quarterly 35, no. 2 (1999): 238–266. setiawan rifqi, adib. “lembar kegiatan literasi saintik untuk pembelajaran jarak jauh topik penyakit coronavirus 2019 (covid-19).” jurnal ilmu pendidikan 2, no. 1 (2020): 28–37. sofyan, akhmad, mochamad bayu firmansyah, everhard markiano muta’allim, solissa, and fahrur rosikh. “islamic boarding school linguistic landscape in the development of arabic educatio : journal of education volume 7 , number 3, november 2022 issn : 2579-8383 (print) issn : 2579-8405 (online) 202 zzzzzz z language skills and islamic knowledge.” international journal of educational research & social sciences 3, no. 6 (2022): 2178–2185. suyono. “pembelajaran efektif dan produktif berbasis literasi.” bahasa dan seni 37, no. 2 (2009): 203–217. yolanda, suzy, and gussman hayatullah. “analisis peran dan fungsi humas dalam manajemen institusi pendidikan ( studi pada bagian humas dan kerjasaman universitas abdurrab ).” communiverse: jurnal ilmu komunikasi 3, no. 2 (2018): 76–89. yusuf a muri. metode penelitian kuantitatif, kualitatif & penelitian gabungan. jakarta: prenadamedia group, 2016. educatio : journal of education volume 8 , number 1, may 2023 issn : 2579-8383 (print) issn : 2579-8405 (onlin self-adjustment of gifted students to parental treatment majed saeed aldalham, mohamad ahmad saleem khasawneh king khalid university, saudi arabia msaldalham@kku.edu.sa, mkhasawneh@kku.edu.sa accepted: jan 10th 2023 reviewed: marc 5th , 2023 published: may 30th 2023 abstract; there are several reasons that may contribute to the social difficulties of academically gifted children. this impacts the child's capacity to communicate and interact with his environment's people. the authoritarian parenting style of intellectually capable parents may have a negative effect on their children if these parents raise their children. this study focuses on the coping strategies used by extraordinarily brilliant children raised by authoritarian parents. this analysis employs a qualitative method, particularly a case study-based strategy. most of the information was gathered via interviews, observations, and document analysis. this study demonstrates that the patterns and complexities of an individual's personal adjustment may be utilized to estimate how intellectually gifted children adapt to their settings. intellectually gifted children face problems not shared by other children when it comes to adjusting to their environment; yet, these obstacles may be found in each of these several kinds of adaptation. these elements may be comprehended regarding the three major issues examined in this study. the degree to which a child with exceptional intelligence adapts to his or her surroundings may be influenced by the child's personality, immediate environment, and the parents' degree of authoritarianism. academically gifted children may have difficulty adjusting in several ways, including the capacity to moderate their emotions, define realistic goals for themselves, and improve on their existing skills. keywords: parental attention, achievement, gifted students introduction the adjustment process refers to the mental and behavioral responses that people have in response to stressful situations, irritation, and conflicts with expectations 1. exceptionally talented children may be able to learn how to adjust not just to the world around them but also to their distinct personalities. intellectually gifted children grow and utilize their abilities in distinctive ways, and their responses to new experiences are distinct from those of normally developing children of the same age. children who are gifted academically may experience a shift in their coping techniques as a natural consequence of their maturation brought on by the influence of their relationships with other people 2. the authoritarian parenting style of intellectually competent parents may harm their children if such parents raise those children. authoritarian parents choose to rear their children in a strict 1 abdul rashid abdul aziz et al., “exploration of challenges among gifted and talented children,” malaysian journal of social sciences and humanities (mjssh) 6, no. 4 (2021): 242–251, http://dx.doi.org/10.47405/mjssh.v6i4.760. 2 ainur almukhambetova and daniel hernández-torrano, “gifted students’ adjustment and underachievement in university: an exploration from the self-determination theory perspective,” gifted child quarterly 64, no. 2 (2020): 117–131, http://dx.doi.org/10.1177/0016986220905525. mailto:msaldalham@kku.edu.sa mailto:mkhasawneh@kku.edu.sa volume 8, number 1, may 2023 | 11 zzzzzz z and restrictive manner 3. these parents put in additional effort to guarantee that their children acknowledge and appreciate their efforts and that they adhere to the regulations that they establish. the children of authoritarian parents are expected to adhere to strict guidelines and are never encouraged to interact with one another or discuss their emotions. instilling in their children an unhealthy obsession with how they measure up socially, making them less eager to take the initiative, and suppressing their natural communication abilities are ways authoritarian parents may have a detrimental impact on their children. children raised by parents with authoritarian tendencies are at an increased risk of growing up to have poor psychosocial abilities (iacono et al., 2018). children who have attended schools with accelerated class programs or superior courses with iq standards specified by the school are more likely to be intellectually gifted than their peers who have not attended such schools. this can have an effect on the development of both the child and the parents. preliminary research found that children who attended schools with advanced class programs and that had previously used iq tests on children to screen children entering class were more likely to be intellectually talented 4. these factors were present in schools that had previously administered iq tests on children 5. the findings of these studies indicate that students attending prestigious institutions may be used as a proxy for determining those who possess extraordinary intellect. children that are in the superior class get more attention from the teachers. students in the top socioeconomic class of the school are given additional advantages and are required to fulfill a variety of distinct tasks in comparison to students in the lower socioeconomic class of the school 6. children sometimes have responsibilities that take place after school, such as taking part in extracurricular activities or representing their school in theme contests. when compared to their peers from lower socioeconomic brackets who do not receive treatment, children from higher socioeconomic brackets tend to devote a notably greater amount of time to academic pursuits such as studying, enrolling in enrichment programs that extend beyond the typical school day, and participating in competitive training in a variety of fields. although it is essential for children to develop their social skills, the intense educational activities that are part of the advanced class may make it challenging for some of the students to adjust to their new environment. however, there are some children who can triumph over their challenges and flourish despite the changes that have been made to their environments 7. concerns over one's place among peers and difficulties in the classroom are two of the most typical obstacles brilliant youngsters encounter. 3 hamid masud et al., “parenting styles and aggression among young adolescents: a systematic review of literature,” community mental health journal 55, no. 6 (2019): 1015–1030, http://dx.doi.org/10.1007/s10597-01900400-0. 4 jonathan wai and jeff allen, “what boosts talent development? examining predictors of academic growth in secondary school among academically advanced youth across 21 years,” gifted child quarterly 63, no. 4 (2019): 253–272, http://dx.doi.org/10.1177/0016986219869042. 5 courtney ricciardi, allison haag-wolf, and adam winsler, “factors associated with gifted identification for ethnically diverse children in poverty,” gifted child quarterly 64, no. 4 (2020): 243–258, http://dx.doi.org/10.1177/0016986220937685. 6 mickaël jury et al., “the experience of low-ses students in higher education: psychological barriers to success and interventions to reduce social-class inequality,” journal of social issues 73, no. 1 (2017): 23–41, http://dx.doi.org/10.1111/josi.12202. 7 celene e domitrovich et al., “social-emotional competence: an essential factor for promoting positive adjustment and reducing risk in school children,” child development 88, no. 2 (2017): 408–416, http://dx.doi.org/10.1111/cdev.12739. volume 8, number 1, may 2023 | 12 zzzzzz z the historical groundwork for this study focuses on how children with extraordinary intellect adjust to the circumstances in which they are raised. for this reason, it is essential to have an awareness of how intellectually gifted individuals deal with the challenges that come with their early growth to ensure that young people reach the subsequent stage of development in excellent physical health 8. as a consequence of this, it is intended that more complete and accurate information will be acquired on the most effective ways to nurture intellectually gifted children across a variety of parenting ideologies. this will be accomplished as a result of the fact that. methods this study uses qualitative research methods, and a case study methodology is utilized for the data-gathering process. throughout the whole of the period devoted to the gathering of data, this study made use of the approaches of observation, interviews, and documentation. this study used three distinct approaches to theoretical coding data analysis: open coding, axial coding, and selective coding. each of these approaches is a theoretical coding. the first stage, called open coding, consists of summarizing, contrasting, and categorizing data by building a category. this is done before moving on to the next step. this is completed during the first phase. the second stage is axial coding, and it is the act of returning data once the process of open coding has been completed. this step comes after the first step. this may be accomplished by constructing linkages between categories, or it can be thought of as associating subcategories with the categories to which they belong. the third stage is referred to as the selective coding stage, and it is comprised of the process of selecting primary categories. this is accomplished by methodically integrating the core categories with additional categories that are stated in a paragraph that has a succession of categories to establish a pattern or theme. these additional categories are stated in a paragraph that has a succession of categories to establish a pattern or theme. results and discussion factors affecting self-adjustment how effectively an unusually bright youngster adapts to their surroundings may be influenced by the child’s personality, exposure to outside stimuli, and the extent of parental authoritarianism9. whether a kid with exceptional intelligence uses one set of coping mechanisms or another depends on personal circumstances, including the child's current state of health, the accessibility of environments the child finds unpleasant, and the difficulty of the subject matter being studied. the social milieu conflicts that arise during interactions, the caliber of friendships developed, and the breadth and depth of extracurricular activities undertaken are all external factors that may impact the social adjustment of intellectually gifted children. besides parental expectations and parental support, other elements of authoritarian parenting may affect the social adjustment of children with exceptional intelligence. kids who excel academically tend to have more complex social needs 10. the impact of these variables leads to differences in the coping 8 antonia (toni) szymanski and melissa wrenn, “growing up with intensity: reflections on the lived experiences of intense, gifted adults,” roeper review 41, no. 4 (2019): 243–257, http://dx.doi.org/10.1080/02783193.2019.1661054. 9 jean mercer, “are intensive parental alienation treatments effective and safe for children and adolescents?,” journal of child custody 16, no. 1 (2019): 67–113, http://dx.doi.org/10.1080/15379418.2018.1557578. 10 jennifer engle, “postsecondary access and success for first-generation college students,” american academic 3, no. 1 (2007): 25–48. volume 8, number 1, may 2023 | 13 zzzzzz z strategies of gifted children. researchers concluded that the respondent's parents' authoritarian parenting style contributed to their children's success in becoming intelligent adults 11. children who have not been sufficiently socialized are more likely to experience anxiety and disappointment in their ability to interact with their peers. kids who don't get along with others have a harder time adjusting to new situations. it is fairly uncommon for children whose parents need to take the time to have meaningful conversations with them to have a limited vocabulary and difficulty expressing themselves as adults12. children have trouble making sound decisions because they rely so much on their parents for information. additionally, it hinders young people's capacity to form their own identity. restricting and pressuring a youngster to act in a certain way might have an effect on their ability to influence others. this is because children have a negative reaction when they are forced to do anything. they will have a hard time keeping cool when justifying their behavior to others because they are afraid of making errors and have a low tolerance for annoyance. that makes it harder for them to control their emotions and tone while communicating. kids are afraid to make errors because they have been used to a specific manner of doing things13. however, when children aren't given clear instructions, they might develop fear of taking chances. as a result of this anxiety, some young people make the error of thinking that doing everything precisely as instructed makes them right. when instructed properly, children do not act this way. children taught to value norms imposed using threats or physical force is more likely to have a negative worldview and have difficulty trusting others14. this is because the focus of teaching young children shifts to meeting mandated requirements. from the inside out, we may describe health problems as physical or mental. disagreements about what to eat, health problems, and mental demands all fall into this category. the responder's health problem is internalized to the degree that it affects his reaction to environmental factors. consider the following illustration: the respondents have a few pet peeves, such as a dislike for certain activities or an aversion to particular possessions. there was evidence that respondents' answers were impacted by their perception of the unpleasantness of the activities at hand when asked how they adapt to execute things they don't enjoy but have to do to fulfill social and cultural norms15. respondents are expected to meet these criteria because of the importance society puts on them. the respondent's dislike for certain aspects of his environment affects how he adjusts to circumstances he'd like not be in. academic challenges have been cited by respondents with respect to the internal part in and of itself, such as conflicts with previously taught information and errors. all of the respondents' responses to the lessons they like and the lessons they don't enjoy but still need to study to maintain their level of 11 matthias doepke and fabrizio zilibotti, “parenting with style: altruism and paternalism in intergenerational preference transmission,” econometrica 85, no. 5 (2017): 1331–1371, http://dx.doi.org/10.3982/ecta14634. 12 paul d hastings, jessica s grady, and lindsey e barrieau, “children’s anxious characteristics predict how their parents socialize emotions,” journal of abnormal child psychology 47, no. 7 (2018): 1225–1238, http://dx.doi.org/10.1007/s10802-018-0481-z. 13 vivien berry, susan sheehan, and sonia munro, “what does language assessment literacy mean to teachers?,” elt journal, 2019. 14 stacey crane and marion e broome, “understanding ethical issues of research participation from the perspective of participating children and adolescents: a systematic review,” worldviews on evidence-based nursing 14, no. 3 (june 2017): 200–209, https://pubmed.ncbi.nlm.nih.gov/28207982. 15 antony s r manstead, “the psychology of social class: how socioeconomic status impacts thought, feelings, and behaviour,” the british journal of social psychology 57, no. 2 (april 2018): 267–291, https://pubmed.ncbi.nlm.nih.gov/29492984. volume 8, number 1, may 2023 | 14 zzzzzz z competence throughout their courses are impacted by the conflicts that emerge inside the session. the responder's capacity to adapt to the learning errors that lead others to misunderstand the responder is influenced by the responder's previous mistakes. in terms of external factors, the way the responder's social environment treats the responder is a factor that influences the responder's ability to adapt to the perspectives and behaviors of others in the environment 16. environmental therapy refers to activities of this kind. the social environment's treatment included the respondent's father treatment, family treatment, sibling treatment, mother treatment, parent perception of respondent, friend treatment, teacher treatment, friend perception of respondent toward respondent, teacher perception of respondent toward respondent, consequences received, and an insufficient home environment. a social conflict involves putting the respondent's coping strategies to the test so they can figure out how to best resolve challenges that have arisen as a result of their social interactions with people in their local area 17. this battle was started by an external actor or group. disagreements are possible in a number of settings, such as interactions with siblings, when playing, with friends, or even with no one at all. even if there is no one else there, there is always the potential for a disagreement. even though some respondents' relationships with both instructors and friends are less than friendly, a significant number of respondents claim that they feel at ease in their connections with certain close friends 18. the capacity of the responder to adjust to the new social environment is impacted by a variety of external factors, one of which is the nature of the respondent's pre-existing social contacts. on the other hand, not all relationships lead to happiness and joy. the interactions that a person has with their family, the people who teach them, and the people who are in their peer group make up their social life. regarding the external factor, the respondent's capacity to adjust to the manner in which social activities are required to be carried out by the respondent due to obligations is impacted by a variety of social activities. this is because the respondent is obligated to participate in certain social activities. in addition to rigorous teaching and tasks performed at home, activities that take place at school but in which the participant does not take part are considered to be examples of "social activities” (kaljača et al., 2019). the degree to which a person can get along with the others that comprise their social context is impacted by each of these elements. parental pattern authoritative parenting is characterized by the imposition of stringent rules and expectations, most of the time without first seeking the children's input. a child raised in an environment dominated by authoritarian parenting may grow up dissatisfied, lacking initiative, willingness to handle difficulties, and poor communication skills19. 16 joshua l miller and gianluca pescaroli, “psychosocial capacity building in response to cascading disasters: a culturally informed approach,” international journal of disaster risk reduction 30 (2018): 164–171, http://dx.doi.org/10.1016/j.ijdrr.2018.04.018. 17 michael broukhim et al., “interprofessional conflict and conflict management in an educational setting,” medical teacher 41, no. 4 (2018): 408–416, http://dx.doi.org/10.1080/0142159x.2018.1480753. 18 conor duffy and sophie scott, “should i keep my children home from school due to coronavirus? abc news (australian broadcasting corporation),” last modified 2020, accessed april 6, 2020, https://www.abc.net.au/news/2020-03-16/should-i-keep-my-children-home-from-school-due-tocoronavirus/12058200. 19 joana jaureguizar et al., “perceived parenting and adolescents’ adjustment,” psicologia, reflexao e critica : revista semestral do departamento de psicologia da ufrgs 31, no. 1 (march 7, 2018): 8, https://pubmed.ncbi.nlm.nih.gov/32026134. volume 8, number 1, may 2023 | 15 zzzzzz z the parents’ expectations and support are parts of the authoritarian parenting style studied in this article. both of these characteristics have an effect on how well intellectually gifted children can adapt to their environments20. the respondent's parents displayed authoritarian tendencies because they adhered to the five tenets of authoritative parenting. these tenets are as follows: standardizing limits and firm control over children; limiting children's opportunities for verbal dialogue; restricting and coercing children into doing what the parents want; placing a premium on parental needs and the authority of parental opinion; and maintaining close, watchful vigilance over their children. the two-way flow of information between a parent and their child may be inhibited by a parenting method that prioritizes the parents' needs and desires, as well as the parents' own honest judgment 21. when children learn that their parents' words carry the most weight and that their own ideas are not valued as highly, it makes them less likely to voice their own ideas and more likely to wait to be told what to do. this is because they have learned that their parents' words carry the greatest weight. because the care provided by the respondent's mother has a detrimental impact on the independence of the respondent, in the sense that the youngster is less likely to take the initiative to achieve tasks for himself and is less likely to do so successfully. parents who limit their children's activities as a kind of severe punishment often foster in them a disposition that is more obedient, less independent, and less self-assured than parents who give their children more leeway to pursue their own interests. the responder's adjustments to how to carry out the orders given by the parents is influenced by the parental expectations in parenting styles such as the authoritarian approach. this ensures that the responder continues to carry out the directives as instructed. the characteristics and obligations that come hand in hand with being a parent are what we refer to when discussing "parental demands" 22. these needs impact how people's ideas, feelings, and behaviors respond to everything in their environment. the component of authoritarian parenting affects how a response is adapted to determine the most effective approach to accepting and using parental help. the support of parents consists of encouraging their children to study and encouraging their children to participate in competitions 23. the academic processes and results of the respondents are impacted as a result of this help. in light of this, it should come as no surprise that factors inside the kid, factors within the child's environment, and the parenting style of the child's parents all play a role in deciding how well children with exceptional intelligence transition to school. gifted students self adjustment academically talented children need to work on three aspects of their identities at once to adapt to their new circumstances, responses, expectations of themselves, and skills. in the first form of adjustment, one's manner of responding comprises one's beliefs about how one is treated 20 vassiliki pilarinos and c r solomon, “parenting styles and adjustment in gifted children,” gifted child quarterly 61, no. 1 (2016): 87–98, http://dx.doi.org/10.1177/0016986216675351. 21 sylvie lévesque et al., “parenting and relational well-being during the transition to parenthood: challenges for first-time parents,” journal of child and family studies 29, no. 7 (2020): 1938–1956, http://dx.doi.org/10.1007/s10826-020-01727-z. 22 isabelle roskam and moïra mikolajczak, “gender differences in the nature, antecedents and consequences of parental burnout,” sex roles 83, no. 7–8 (2020): 485–498, http://dx.doi.org/10.1007/s11199-020-01121-5. 23 lilia halim et al., “the roles of parents in cultivating children’s interest towards science learning and careers,” kasetsart journal of social sciences 39, no. 2 (2018): 190–196, http://dx.doi.org/10.1016/j.kjss.2017.05.001. volume 8, number 1, may 2023 | 16 zzzzzz z in social contexts, emotions in response to such treatment, and strategies for dealing with social situations and activities24. the cognitive, affective, and behavioral characteristics of intellectually talented children are typically cited as instances of the kind of adjustment called responding. how a person is treated socially may provide light on their underlying cognitive traits or preferred mode of thought. the way a person feels emotions might reveal something about their affective characteristics. information about behavior connected with action may be gleaned from an individual's responses to treatment and participation in social activities25. how well kids can adjust to changing circumstances is a major factor in how well they will overcome any challenge they face. the second kind of self-adjustment involves having expectations not just for oneself but also for one's family and oneself regarding growth and development 26. so, self-expectations include more than just an individual's desires. children exhibit self-expectations, a sort of selfadjustment in which they want the projected changes to occur not just in themselves but also in the others around them for things to improve. when kids want things to improve, you see them make these adjustments. the third kind of self-adjustment, self-excess, may be seen in acts like self-accomplishment, the creation of games, and the pursuit of hobbies. self-absorption refers to this adjustment 27. the kid may be adjusting to the benefits of the self via how they are provided for and educated. this is the child's uniqueness in his maturation, and it may be seen. this might be a means of adapting to the new circumstances. brilliant children may have varied degrees of trouble adapting as a consequence of this, with the differences stemming from differences in the causes that contribute to this difficulty and the strategies employed to cope with it (collins & jones roberson, 2020). intellectually talented children's development is characterized by a wide range of outcomes, all of which can be traced back to differences in how they cope with their unique challenges and adapt to their social environments. gifted academics frequently struggle in three areas of their personal lives: adjusting to their self-conditions, adjusting to the demands that are placed on them, and adjusting to their own health. social adjustment is a process that children with exceptional intelligence must go through 28. this involves adjusting to how they are treated by their family, teachers, classmates, and the larger society. conclusion the results of the research indicate that the forms and variations of adjustment shown by intellectually bright children may provide some insight into the factors that influence the 24 johannes stricker et al., “intellectual giftedness and multidimensional perfectionism: a meta-analytic review,” educational psychology review 32, no. 2 (2019): 391–414, http://dx.doi.org/10.1007/s10648-019-09504-1. 25 monideepa tarafdar et al., “explaining the link between technostress and technology addiction for social networking sites: a study of distraction as a coping behavior,” information systems journal 30, no. 1 (2019): 96–124, http://dx.doi.org/10.1111/isj.12253. 26 harwanti noviandari and agus mursidi, “relationship of self concept, problem solving and self adjustment in youth,” international journal for educational and vocational studies 1, no. 6 (2019), http://dx.doi.org/10.29103/ijevs.v1i6.1599. 27 seyede elahe ghoreyshi, hamidreza shirvani-mahdavi, and seyede zahra shoursheini, “a distinct approach to laser plasma spectroscopy through internal reference standard method with peak intensity-based selfabsorption correction,” applied physics b 125, no. 7 (2019), http://dx.doi.org/10.1007/s00340-019-7234-8. 28 joni m lakin and jonathan wai, “spatially gifted, academically inconvenienced: spatially talented students experience less academic engagement and more behavioural issues than other talented students,” british journal of educational psychology 90, no. 4 (2020): 1015–1038, http://dx.doi.org/10.1111/bjep.12343. volume 8, number 1, may 2023 | 17 zzzzzz z adjustment of these individuals. the data mining technique, which consisted mostly of interviews, observations, and document reviews, led to the discovery that intellectually bright children could be adjusted into three distinct groups. this study focuses on three main topics: the factors that impact the adjustment of intellectually talented children, the different forms of adjustment that intellectually gifted children experience, and the disparities in the adjustments that intellectually gifted children experience. it is possible for parents of talented children, and especially parents of gifted children, to get to know their children on a deeper level if they give their children plenty of opportunities to voice their thoughts and emotions about the challenges they face. families with talented children have children who are more likely to be gifted themselves. parents must maintain a watchful check on their children without overreacting to any particular circumstance. educating intellectually talented children to participate in more regular communication is one of the most critical roles that siblings and parents play in the development of gifted children. acknowledgments the authors extend their appreciation to the deanship of scientific research at king khalid university for funding this work through small research groups under grant number (rgp.2 /129 /44) references abdul aziz, abdul rashid, nor hamizah ab razak, rezki perdani sawai, mohd faizal kasmani, mohamad isa amat, and amin al haadi shafie. “exploration of challenges among gifted and talented children.” malaysian journal of social sciences and humanities (mjssh) 6, no. 4 (2021): 242–251. http://dx.doi.org/10.47405/mjssh.v6i4.760. almukhambetova, ainur, and daniel hernández-torrano. “gifted students’ adjustment and underachievement in university: an exploration from the self-determination theory perspective.” gifted child quarterly 64, no. 2 (2020): 117–131. http://dx.doi.org/10.1177/0016986220905525. berry, vivien, susan sheehan, and sonia munro. “what does language assessment literacy mean to teachers?” elt journal, 2019. broukhim, michael, francis yuen, haley mcdermott, keri miller, leslie merrill, robin kennedy, and michael wilkes. “interprofessional conflict and conflict management in an educational setting.” medical teacher 41, no. 4 (2018): 408–416. http://dx.doi.org/10.1080/0142159x.2018.1480753. crane, stacey, and marion e broome. “understanding ethical issues of research participation from the perspective of participating children and adolescents: a systematic review.” worldviews on evidence-based nursing 14, no. 3 (june 2017): 200–209. https://pubmed.ncbi.nlm.nih.gov/28207982. doepke, matthias, and fabrizio zilibotti. “parenting with style: altruism and paternalism in intergenerational preference transmission.” econometrica 85, no. 5 (2017): 1331–1371. http://dx.doi.org/10.3982/ecta14634. domitrovich, celene e, joseph a durlak, katharine c staley, and roger p weissberg. “socialemotional competence: an essential factor for promoting positive adjustment and reducing risk in school children.” child development 88, no. 2 (2017): 408–416. http://dx.doi.org/10.1111/cdev.12739. duffy, conor, and sophie scott. “should i keep my children home from school due to coronavirus? abc news (australian broadcasting corporation).” last modified 2020. accessed april 6, 2020. https://www.abc.net.au/news/2020-03-16/should-i-keep-my volume 8, number 1, may 2023 | 18 zzzzzz z children-home-from-school-due-to-coronavirus/12058200. engle, jennifer. “postsecondary access and success for first-generation college students.” american academic 3, no. 1 (2007): 25–48. ghoreyshi, seyede elahe, hamidreza shirvani-mahdavi, and seyede zahra shoursheini. “a distinct approach to laser plasma spectroscopy through internal reference standard method with peak intensity-based self-absorption correction.” applied physics b 125, no. 7 (2019). http://dx.doi.org/10.1007/s00340-019-7234-8. halim, lilia, norshariani abd rahman, ria zamri, and lilia mohtar. “the roles of parents in cultivating children’s interest towards science learning and careers.” kasetsart journal of social sciences 39, no. 2 (2018): 190–196. http://dx.doi.org/10.1016/j.kjss.2017.05.001. hastings, paul d, jessica s grady, and lindsey e barrieau. “children’s anxious characteristics predict how their parents socialize emotions.” journal of abnormal child psychology 47, no. 7 (2018): 1225–1238. http://dx.doi.org/10.1007/s10802-018-0481-z. jaureguizar, joana, elena bernaras, paola bully, and maite garaigordobil. “perceived parenting and adolescents’ adjustment.” psicologia, reflexao e critica : revista semestral do departamento de psicologia da ufrgs 31, no. 1 (march 7, 2018): 8. https://pubmed.ncbi.nlm.nih.gov/32026134. jury, mickaël, annique smeding, nicole m stephens, jessica e nelson, cristina aelenei, and céline darnon. “the experience of low-ses students in higher education: psychological barriers to success and interventions to reduce social-class inequality.” journal of social issues 73, no. 1 (2017): 23–41. http://dx.doi.org/10.1111/josi.12202. lakin, joni m, and jonathan wai. “spatially gifted, academically inconvenienced: spatially talented students experience less academic engagement and more behavioural issues than other talented students.” british journal of educational psychology 90, no. 4 (2020): 1015–1038. http://dx.doi.org/10.1111/bjep.12343. lévesque, sylvie, véronique bisson, laurence charton, and mylène fernet. “parenting and relational well-being during the transition to parenthood: challenges for first-time parents.” journal of child and family studies 29, no. 7 (2020): 1938–1956. http://dx.doi.org/10.1007/s10826-020-01727-z. manstead, antony s r. “the psychology of social class: how socioeconomic status impacts thought, feelings, and behaviour.” the british journal of social psychology 57, no. 2 (april 2018): 267–291. https://pubmed.ncbi.nlm.nih.gov/29492984. masud, hamid, muhammad shakil ahmad, ki woong cho, and zainab fakhr. “parenting styles and aggression among young adolescents: a systematic review of literature.” community mental health journal 55, no. 6 (2019): 1015–1030. http://dx.doi.org/10.1007/s10597-01900400-0. mercer, jean. “are intensive parental alienation treatments effective and safe for children and adolescents?” journal of child custody 16, no. 1 (2019): 67–113. http://dx.doi.org/10.1080/15379418.2018.1557578. miller, joshua l, and gianluca pescaroli. “psychosocial capacity building in response to cascading disasters: a culturally informed approach.” international journal of disaster risk reduction 30 (2018): 164–171. http://dx.doi.org/10.1016/j.ijdrr.2018.04.018. noviandari, harwanti, and agus mursidi. “relationship of self concept, problem solving and self adjustment in youth.” international journal for educational and vocational studies 1, no. 6 (2019). http://dx.doi.org/10.29103/ijevs.v1i6.1599. pilarinos, vassiliki, and c r solomon. “parenting styles and adjustment in gifted children.” gifted child quarterly 61, no. 1 (2016): 87–98. http://dx.doi.org/10.1177/0016986216675351. ricciardi, courtney, allison haag-wolf, and adam winsler. “factors associated with gifted identification for ethnically diverse children in poverty.” gifted child quarterly 64, no. 4 (2020): 243–258. http://dx.doi.org/10.1177/0016986220937685. roskam, isabelle, and moïra mikolajczak. “gender differences in the nature, antecedents and volume 8, number 1, may 2023 | 19 zzzzzz z consequences of parental burnout.” sex roles 83, no. 7–8 (2020): 485–498. http://dx.doi.org/10.1007/s11199-020-01121-5. stricker, johannes, susanne buecker, michael schneider, and franzis preckel. “intellectual giftedness and multidimensional perfectionism: a meta-analytic review.” educational psychology review 32, no. 2 (2019): 391–414. http://dx.doi.org/10.1007/s10648-019-09504-1. szymanski, antonia (toni), and melissa wrenn. “growing up with intensity: reflections on the lived experiences of intense, gifted adults.” roeper review 41, no. 4 (2019): 243–257. http://dx.doi.org/10.1080/02783193.2019.1661054. tarafdar, monideepa, christian maier, sven laumer, and tim weitzel. “explaining the link between technostress and technology addiction for social networking sites: a study of distraction as a coping behavior.” information systems journal 30, no. 1 (2019): 96–124. http://dx.doi.org/10.1111/isj.12253. wai, jonathan, and jeff allen. “what boosts talent development? examining predictors of academic growth in secondary school among academically advanced youth across 21 years.” gifted child quarterly 63, no. 4 (2019): 253–272. http://dx.doi.org/10.1177/0016986219869042. educatio : journal of education volume 1 , number 2, november 2016 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z analysis of personality competence of islamic religious education teachers in improving students' moral yasri eriana, erlina, imam syafe’i pasca sarjana universitas islam negeri raden intan lampung erianayasri@gmail.com accepted: nov 17th 2022 reviewed: dec 16th 2022 published: feb 28th 2023 abstract: the purpose of the study was to determine and analyze the personality competence of islamic religious education teachers in improving morals and to analyze the steps of religious education teachers. islam in improving the morals of students at sman 01 anak ratu aji central lampung. the results showed that the personality competence of islamic education teachers at sman 01 anak ratu aji central lampung are as follows: a. having noble character; b. steady, stable and mature; c. wise and wise; d. being a role model; e. organizing and organizing; f. organizing and organizing. being a role model; e. good material organization; f. effective communication; g. mastery and enthusiasm for the subject matter; h. positive attitude towards students; i. giving fair grades; j. flexibility in learning approach; k. good student learning outcomes. 2) the steps taken by islamic religious education teachers in improving students' morals at sman 01 anak ratu aji central lampung are as follows: a. habituation of saying greetings; b. habituation of praying before and after doing activities; c. habituation of asking for forgiveness and giving forgiveness; d. habituation of reading asmaul husna; e. habituation of dhuha prayers in congregation; f. habituation of dhuhur prayers in congregation; g. habituation of student infaq; h. habituation of keeping clean; i. memorization of short letters/prayers and j. commemorating religious holidays. keyword: personality competence, teacher, islamic religious education, morals introduction in learning activities, one component that cannot be ignored is the teacher. so important is its presence that it cannot be replaced even by technology. that is why, teachers absolutely have good abilities so that they can carry out learning activities. this is because the responsibility for education lies on the shoulders of teachers, in addition to parents and society. it is through the polish of the hands of the teachers that will give birth to quality human beings and have noble morals. for this reason, teachers must have competence in carrying out their duties as mandated in law of the republic of indonesia number 14 of 2005 concerning teachers and lecturers article 1 paragraph 1 that: states, teachers are "professional educators with the main task of educating, teaching, guiding, directing, training, assessing and evaluating students in early childhood education in formal education, primary and secondary education1. teachers in the teaching and learning process play a very important role. professional teachers are teachers who are competent in their fields and master the material to be taught and are able to 1 r i undang-undang, “nomor 14 tahun 2005 tentang guru dan dosen,” bandung: penerbit fokusmedia (2006). mailto:erianayasri@gmail.com educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 272 choose the right teaching and learning methods so that the approach can run properly2. education is the transfer of knowledge and value. according to law no. 20 of 2003, as quoted by hasbullah3:" education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential to have religious spirtual strength, self-control, personality, intelligence, noble character, and skills that are treated by themselves, society, nation and state. education, including the education system, is an important institution in terms of intellectual and moral development. the ministry of education and culture's strategic plan 2015-2019 states that4: "education is a lifelong process, from birth to the end of life. education must be organized with an open system that allows flexibility of choice and program completion time across educational units and pathways." the implementation of education must treat, facilitate, and encourage students to become independent learning subjects who are responsible, creative and innovative. education is intended to produce people who like to learn and have high learning abilities. learners should be able to adjust and respond well to new challenges5. national education aims 6 to educate the nation's life and develop the whole person, namely a person who has faith and devotion to god almighty and has noble character, has knowledge and skills, physical and spiritual health, a stable and independent personality and community and national responsibility "7. education has a very important and decisive, as well as strategic role in building future generations who have al-karimah morals and high professionalism in their respective fields. the quality of education is influenced by teachers. teachers are human figures who have duties and responsibilities in terms of teaching, educating, training and guiding in an effort to create human beings who have the weight of knowledge, skills and attitudes that become their provisions for life in the future8. teachers must have qualified competencies, therefore teachers must have four competencies, namely pedagogical competence, personality competence, professional competence, and social 2 shengru li, shinobu yamaguchi, and jun ichi takada, “the influence of interactive learning materials on self-regulated learning and learning satisfaction of primary school teachers in mongolia,” sustainability (switzerland) (2018); josef buchner, “generative learning strategies do not diminish primary students’ attitudes towards augmented reality,” education and information technologies (2022). 3 hasbullah hasbullah, dasar-dasar ilmu pendidikan (jakarta: pt. rajagrafindo persada, 2013). 4 kohar a, “developing pisa-like mathematics tasks for investigating indonesian students’ profile of mathematical literacy,” in 7th icmi-east asia regional conference on mathematics education, 2015. 5 yuli choirul ummah and muh barid nizarudin wajdi, “dismantling paradigm book ta’limul muta’allim,” educatio : journal of education 1, no. 2 (october 30, 2016): 1–10, accessed october 21, 2017, http://www.ejournal.staimnglawak.ac.id/index.php/educatio/article/view/26; maya puspita dewi and muh barid nizarudin wajdi, “optimizing the role of nganjuk government in online learning during the pandemic,” educatio: journal of education 6, no. 1 (2021): 79–87. 6 “kementerian pendidikan dan kebudayaan » republik indonesia,” accessed june 10, 2020, https://www.kemdikbud.go.id/main/blog/2020/03/sikapi-covid19-kemendikbud-terbitkan-dua-surat-edaran. 7 sulhan hamid a ghani, “memahami pendidikan agama islam berbasis multikultura,” jurnal paradigma (2021); muhammad afri bahtiar, “penanaman nilai-nilai multikulturalisme melalui lembaga pendidikan madrasah diniyyah,” jurnal kependidikan (2020); ahmad zarkasyi, “epistemology and strategy of multicultural islamic education,” syaikhuna: jurnal pendidikan dan pranata islam (2021). 8 masrifah hidayani, “model pengembangan kurikulum,” at-ta’lim : media informasi pendidikan islam (2018); jingxian wang et al., “teacher beliefs, classroom process quality, and student engagement in the smart classroom learning environment: a multilevel analysis,” computers and education (2022); enrique sánchez-rivas, julio ruiz-palmero, and josé sánchez-rodríguez, “gamification of assessments in the natural sciences subject in primary education,” kuram ve uygulamada egitim bilimleri (2019). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 273 competence. however, in this study, the achievement of this principle is of course closely related to the teacher's duties as an educator. a teacher must really be able to explain the purpose of education and how to behave properly. educating is the activity of teaching students, making them able to understand something, and with the understanding they have, they can apply something they learn. teacher personality plays a very important role in shaping the personality of students. this is understandable because humans like to imitate other individuals, including students, whether they like it or not, they like to imitate their teachers9. therefore, it is natural that when parents enroll their children in a school, they will ask who the teacher will be. they do not want their children to be educated and raised by teachers with bad personalities. teachers are in charge of instilling religious values to students, so it is fitting that islamic religious education teachers have mature personality competencies, which can provide examples for students in behavior. however, this does not mean that other subject teachers are not responsible for the personal formation of students, all teachers and their components are expected to synergize in the formation of student morals. through the touch of teachers at school, it is expected to be able to create quality human resources, both scientifically (academically), and mentally. with teachers who have steady, stable, mature, disciplined, wise, authoritative, exemplary, and noble personality competencies, it is expected to create students with character and noble character in accordance with educational goals. according to mulyasa, who was quoted by jejen musfah10, said that: "the teacher's personality must be good because the core of education is a change in behavior, as the meaning of education is the process of liberating students from inability, untruth, dishonesty, and from bad hearts, morals, and faith. literature review teacher personality competence is a teacher's behavior related to an individual's ability to realize himself as an independent person to transform self-identity and self-understanding and has noble values so that it radiates in daily behavior. teacher personality competence includes a personality that is: faithful and pious, noble, wise and prudent, democratic, steady, authoritative, stable, mature, honest, sportive, and a role model11. the indicators of the subject teacher's personality competence are based on the appendix to the regulation of the minister of national education of the republic of indonesia no. 16 of 2007 concerning: standards for academic qualifications and teacher competencies indicators of teacher personality competence are 1) have faith and piety. 2) have noble character. 3) arif and 9 lisa e. kim, verena jörg, and robert m. klassen, “a meta-analysis of the effects of teacher personality on teacher effectiveness and burnout,” educational psychology review (2019); lajos göncz, “teacher personality: a review of psychological research and guidelines for a more comprehensive theory in educational psychology,” open review of educational research, 2017; lisa e. kim, ilan dar-nimrod, and carolyn maccann, “teacher personality and teacher effectiveness in secondary school: personality predicts teacher support and student self-efficacy but not academic achievement,” journal of educational psychology (2018). 10 jejen musfah et al., “pesantren-based school curriculum integration model in indonesia,” manageria: jurnal manajemen pendidikan islam (2021); jejen musfah and budi mulia, “analisis standar nasional pendidikan tinggi: studi kasus di uin antasari banjarmasin,” al-tanzim: jurnal manajemen pendidikan islam (2020). 11 sovia mas ayu and marzuki marzuki, “an assessment model of islamic religion education teacher personality competence,” research and evaluation in education (2017); muhammad anas ma’arif, “analisis konsep kompetensi kepribadian guru pai menurut az-zarnuji,” istawa: jurnal pendidikan islam (2017). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 274 wise. 4) democratic. 5) steady. 6) authoritative. 7) stable. 9) mature. 10) honest. 11) sportive. 12) being a role model. referring to the national standards of education, teacher personality competence includes several things, namely: having a steady and stable personality, namely acting in accordance with applicable legal norms, having competence in acting in accordance with norms, having a mature personality with the characteristics of displaying independence in all actions, having a wise personality, having an authoritative personality, having noble morals and being a role model by displaying actions in accordance with religious norms, and having behavior that is exemplified by students. with personality competence, the teacher will be an example and role model, generate student learning motivation and encourage / provide motivation from behind. therefore, a teacher is required through attitudes and actions to make himself a role model and follow those he leads. the teacher is not only a teacher, trainer and mentor, but also a mirror in which the student subject can reflect. in the interpersonal relationship between teachers and students, an educational situation is created that allows students to learn to apply the values that become examples. teachers are able to be people who understand students with all their problems, teachers must also have authority so that students are reluctant to them. based on the description above, the function of teacher personality competence is to provide examples and examples in guiding, developing creativity and generating learning motivation. according to jamaan satori, in fachruddin saudagar and ali idrus12, what is meant by personality competence is competence related to the behavior of the teacher himself who later must have noble values so that they radiate in his daily behavior. personality competence, namely the ability of a personality that is noble, steady, stable, mature, wise, wise, being a role model, evaluating one's own performance, developing oneself, and being religious13. methods this research was conducted to find out the process of developing training programs by describing the results of research findings. the qualitative research approach in this study aims to reveal the data in the field by describing and interpreting something like what is in the field, and connecting cause and effect to something that happened at the time of the research, with the aim of obtaining a picture of the reality of the process of analyzing the personality competence of islamic religious education teachers in improving the akhlaq of students at sman 01 anak ratu aji central lampung. 12 fachruddin saudagar, “ali idrus,” pengembangan profesionalitas guru (2009). 13 ayu and marzuki, “an assessment model of islamic religion education teacher personality competence”; abdul ghofar, usman abubakar, and muhammad azhar, “tazkiyatun nafs as a strength base of teacher personality competency,” ijish (international journal of islamic studies and humanities) (2018); muflikhatul munawaroh, “profesionalisme guru dalam upaya peningkatan mutu pendidikan islam di era globalisasi,” al-fikr: jurnal pendidikan islam (2021); tasurun amma, m. saiful bahri, and ahmad munawir, “the competence of islamic religious education teachers perspective k.h. hasyim asy’ari,” international journal of contemporary islamic education (2021). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 275 the method used in this research is descriptive qualitative method. qualitative research according to moleong 14 is "research that intends to understand the phenomenon of what is experienced by the research subject. for example, behavior, perceptions, motivations, actions, etc., holistically, and by means of descriptions in the form of words and language, in a special natural context and by utilizing various natural methods." this research uses a qualitative type approach because it is used to understand the phenomenon of what is experienced by the research subject. "this research uses a qualitative type approach because it will provide a description of the object and subject of research through analysis with a scientific approach in accordance with the actual circumstances. a qualitative approach is an investigation that tells and interprets existing data, for example, the situation experienced, an activity relationship, views, attitudes that appear about an ongoing process, the influence that is being seen, the opposition that is tapering and so on. the data used in this research is sourced from referential and field observations. so the research was carried out based on several sources that were used as library materials, namely: 1) primary data and 2) secondary data. data collection technique is the most strategic step in research, because the main objective in research is to get data. in a study, data is very important because the data will make it easier to analyze a problem. the data collection techniques used in this study are as follows 1) observation. 2) interview. 3) documentation. bodgan 15 defines data analysis as the process of systematically searching and compiling data that has been obtained from interviews, field notes and other materials so that it can be easily understood and the findings are informed to others. the data analysis technique is an interactive analysis method. interactive analysis is an analysis model created by miles and hubberman16 which explains that activities in qualitative analysis are carried out in an interactive manner and continue continuously until completion, until the data is saturated. this model encourages researchers to keep using three component models, namely data reduction, data presentation, and conclusion drawing. result and discussion personality competence of islamic religious education teachers in strengthening student morals and increasing the effectiveness of pai learning at sman 01 anak ratu aji central lampung, researchers collected data from interviews, observations and documentation. personality competence also has several indicators. as the spearhead, teachers are required to have the basic abilities needed as educators, mentors, and teachers. these abilities are reflected in teacher competencies. in law no. 14 of 2005 article 10 states that: "teachers must have pedagogical competence, personality competence, social competence, and professional competence." the four competencies are explained in detail by trianto and titik triwulan as follows: 14 metodologi penelitian kualitatif moleong and j metode-metode penelitian kualitatif, “remaja rosdakarya” (bandung, 2009). 15 robert bogdan and sari knopp biklen, qualitative research for education (allyn & bacon boston, ma, 1997). 16 karen henwood and nick pidgeon, “beyond the qualitative paradigm: a framework for introducing diversity within qualitative psychology,” journal of community & applied social psychology (1994). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 276 first, pedagogic competence is the teacher's ability to manage learning, such as the ability to plan and implement learning, the ability to evaluate learning. second, personality competence is the ability of a steady, stable, mature, wise, authoritative personality, being a role model for students, and having noble character. third, social competence is the ability of educators as part of the community to communicate and associate effectively with students, education personnel, parents of students, and the surrounding community. fourth, professional competence is the ability to master learning materials broadly and deeply which allows him to guide students. such is the importance and severity of the task of a teacher, especially a religious educator teacher because in addition to teaching knowledge to children must also be able to foster children's personalities. teachers must improve personalities that are not good, religious teachers must bring all students to the direction of healthy and good guidance, every religious teacher must realize that everything that exists in him is an element of guidance for his students. the duties of teachers, pedagogical, professional and social competencies possessed by a teacher will basically originate and depend on the teacher's own personality. in carrying out the learning process and interacting with students, much will be determined by the characteristics of the teacher's personality. having a healthy and intact personality, with characteristics as required in the formulation of personality competence above can be seen as a starting point for someone to become a successful teacher. personality is the most important factor for a teacher. it is the personality that will determine whether he becomes a good coach or educator for his students, or will become a destroyer or destroyer for the future of students, especially for students who are still young (elementary school level) and those who are experiencing mental turmoil (secondary level). teacher personality competence is the behavior of a teacher related to the individual's ability to realize himself as an independent person to transform self-identity and self-understanding and has noble values so that it radiates in daily behavior. teacher personality competence includes a personality that is: faithful and pious, noble, wise and prudent, democratic, steady, authoritative, stable, mature, honest, sportive, and a role model. the indicators of the subject teacher's personality competence are based on the appendix to the regulation of the minister of national education of the republic of indonesia no. 16 of 2007 concerning: standards for academic qualifications and teacher competencies indicators of teacher personality competence are 1) have faith and piety. 2) have noble character. 3) arif and wise. 4) democratic. 5) steady. 6) authoritative. 7) stable. 9) mature. 10) honest. 11) sportive. 12) being a role model. referring to the national standards of education, teacher personality competence includes several things, namely: having a steady and stable personality, namely acting in accordance with applicable legal norms, having competence in acting in accordance with norms, having a mature personality with the characteristics of displaying independence in all actions, having a wise personality, having an authoritative personality, having noble character and being a role model by displaying actions in accordance with religious norms, and having behavior that is exemplified by students. steps of islamic religious education teachers in improving students' morals at sman 01 anak ratu aji central lampung educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 277 1. habituation of saying greetings based on the description above, the researcher said that with the habituation of greetings, it is hoped that students will get used to starting an activity or activity with good intentions so that it will facilitate the activities that will be carried out and can produce something that is optimally beneficial for the students themselves or for all school residents concerned. 2. habituation of praying before and after activities based on the description above, the researcher suggests that the importance of prayer is not only as a form of worship in order to dhikr as well as to pray to allah swt, prayer can also be an autosuggestion for each of our students to learn more seriously, of course in things that are pleasing to him, and god willing, all teaching and learning activities on that day and so on are considered by allah swt as good deeds, namely being classified as a people of knowledge seekers who always remember him. 3. the habit of asking for forgiveness and giving forgiveness based on the description above, the researcher suggests that apologizing and forgiving is easy but hard to do. apologizing and forgiving is often done especially during eid al-fitr. in this world not everyone can apologize and forgive sincerely. therefore, habituation at school is a milestone so that our generation becomes a person who easily apologizes and forgives others. this is as the word of allah which means "but whoever is patient and forgives, indeed such is a noble deed" (qs. ash shuura: 43). 4. the habit of reading asmaul husna based on the description above, the researcher stated that remembering allah by reciting the asmaul husna is usually called the dhikr of asmaul husna. the dhikr of asmaul husna is one of the noblest and always done by the prophet muhammad saw. as his followers, we should follow the practice that has been exemplified by the great prophet muhammad saw. the habit of dhikr asmaul husna can bring rewards from allah and bring usefulness to our lives in the world. for example, it is protected by allah from global and afterlife evils, facilitated our affairs, launched fortune, kept away from various dangerous diseases, forgiven sins. 5. habituation of dhuha prayers in congregation the five daily prayers are an exercise for fostering personal discipline in obedience to praying on time, fostering the habit of regularly and continuously praying at the appointed time. nimble, dexterous and simple habits will accompany his daily life. and if children are accustomed to or trained to perform prayer activities on time in their daily lives, a disciplined attitude will be fostered in children. 6. student infaq habituation based on the above description, the researcher suggests that infaq strengthens social solidarity in community life. social attitudes and behaviors need to be maintained and strengthened in educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 278 the midst of today's social changes, including sympathy and empathy for people who are less fortunate. such as the poor, orphans, or to overcome other common needs. one effective way to nurture and strengthen the attitude and behavior of social solidarity is through infaq. with infaq, the gap will be minimized between the well-off and the poor. experience has repeatedly taught us that a gap that is left gaping will lead to social problems. social disparities that are left unchecked will in turn harm all parties. 7. habit of keeping clean based on the description above, the researcher stated that islam teaches its people to always live clean and healthy. even in a hadith, the prophet muhammad said, "health is one of the rights of the human body." this call for muslims to maintain the cleanliness of hair and body has encouraged muslim scholars and scientists to produce a variety of cosmetic products. 8. memorization of short letters/prayers based on the description above, the researcher stated that the activity of memorizing short letters is an activity to increase students' faith in allah. many hadiths of the prophet muhammad saw encourage us to memorize the qur'an or read it outside the head, so that the heart of an individual muslim is not empty of a part of the book of allah swt. as in the hadith narrated by ibn abbas, "people who do not have the slightest memorization of the qur'an are like a rundown house that is about to collapse" (hr. tirmidzi). 9. commemorating religious holidays based on the description above, the researcher stated that phbi activities can strengthen the bond of friendship and brotherhood. in addition, this activity is carried out to maintain phbi which today is rarely celebrated. our society tends to like worldly activities such as music concerts and westernized cultures such as valentine's day. this culture can be counteracted by familiarizing students with religious activities such as phbi. conclusion based on the results of the discussion and analysis above, the researchers wrote several conclusions, including the following: 1. personality competence of pai teacher at sman 01 anak ratu aji central lampung is as follows: a. having noble character b. steady, stable and mature; c. arif and wise; d. being a role model e. good material organization f. effective communication g. mastery and enthusiasm for the subject matter h. positive attitude towards students educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 279 i. giving fair grades j. flexibility in learning approach k. good student learning outcomes 2. the steps taken by islamic religious education teachers in improving students' morals at sman 01 anak ratu aji central lampung are as follows: a. habituation of saying greetings b. habituation of praying before and after doing activities c. the habit of asking for forgiveness and giving forgiveness d. the habit of reading asmaul husna e. habituation of dhuha prayers in congregation f. habituation of dhuhur prayers in congregation g. student infaq habituation h. habituation to maintain cleanliness i. 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https://www.kemdikbud.go.id/main/blog/2020/03/sikapi-covid19-kemendikbudterbitkan-dua-surat-edaran. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 245 the urgency of teachers' and parents' understanding of underachievers musawir, sufinatin aisida fai universitas sunan giri surabaya musawir.bq@gmail.com accepted: nov 3th 2022 reviewed: dec 5th 2022 published: feb 28th 2023 abstract: the purpose of this study is to describe the learning difficulties. student learning difficulties can cause learning achievement to be disrupted, the assessment criteria set by the school and the teacher as an instructor cannot be achieved properly by students. the lowest passing grade in mastery learning theory assessment is 6 on a 0-10 scale or 60 on a 0-100 scale. underachievement is a mismatch between school performance and an index of ability as evident from tests of intelligence, achievement or creativity, or from observational data. underachievers are those whose achievement turns out to be lower than what was expected based on the results of tests of their learning abilities. reis and mcmoach define underachievement as an acute gap between potential achievement (expected achievement) and actual achievement. the result showed that the causes of undeachiever include: physical, psychological, family, peer, school, community factors, the solution is to build communication with parents and schools or vice versa. keyword: teachers' and parents', understanding, underachiever introduction the process of learning activities will not be separated from the existence of teachers and students1, in fact teachers will always deal with students with various student characteristics with their diversity. there are students who can go through learning activities smoothly and successfully without experiencing obstacles, but on the other hand there are not a few students who actually experience various obstacles or difficulties in learning. student learning difficulties are indicated by certain obstacles to achieving learning outcomes, these difficulties can be psychological, sociological, or physiological. student learning difficulties can cause learning achievement to be disrupted, the assessment criteria set by the school and the teacher as the supervisor cannot be achieved properly by students. according to sterner 2 "there are several alternative norms for measuring the level of student 1 motoko akiba and guodong liang, “effects of teacher professional learning activities on student achievement growth,” journal of educational research (2016); siti nazuar sailin and noor aida mahmor, “improving student teachers’ digital pedagogy through meaningful learning activities,” malaysian journal of learning and instruction (2018); michael sailer, julia murböck, and frank fischer, “digital learning in schools: what does it take beyond digital technology?,” teaching and teacher education (2021); arianti arianti, “peranan guru dalam meningkatkan motivasi belajar siswa,” didaktika : jurnal kependidikan (2019). 2 elizabeth a. sterner, “impact of academic libraries on grade point average (gpa): a review,” performance measurement and metrics, 2021. mailto:musawir.bq@gmail.com educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 246 success, namely a scale norm of 0 to 10, or 0 to 100". the lowest number that states passing grade in mastery learning theory assessment is 6 on a 0-10 scale or 60 on a 0-100 scale3. the learning achievement obtained by students certainly cannot be separated from the factors that influence it. one of the factors that affect student learning achievement is the level of intelligence (iq). iq has a very significant correlation with learning achievement. barret and depinet 4 explain that 'children with higher intelligence scores get higher academic scores, enjoy school more, are better able to follow lessons, and in later life tend to get success'. based on this phenomenon, students with high iq should have high achievement in accordance with their potential. the reality is that those who have a high iq do not all obtain high achievement as well5. underachiever this term is often referred to, which is one type of learning difficulty or problem that is often experienced by students where the underachiever or the state of achievement obtained by the student is below the level of intelligence or iq he has. the term underachiever, is one type of learning problem that is often experienced by students, but in reality there are still many who do not understand what exactly is meant by underachiever. especially teachers and parents6. how can we know the characteristics of children who experience underachievers, what factors cause children to experience this problem, and how to handle and prevent it literature review’ term of underachiever there are several explanations of the meaning of underachiever: according to davis and rimm 7 it is explained that what is meant by underachievement is 'if there is a mismatch between school achievement and the index of ability as evident from tests of intelligence, achievement or creativity, or from observational data, where real school achievement is lower than the level of ability'. doring 8 also reveals that what is meant by "underachievers are those whose achievements turn out to be lower than what was predicted based on the results of their learning ability tests". according to steenbergen 9 underachiever is synonymous with academic delay, which means that 3 özgen korkmaz and xuemei bai, “adapting computational thinking scale (cts) for chinese high school students and their thinking scale skills level,” participatory educational research (2019); israt rayhan, “depression level of undergrad students: bdi scale,” biometrics & biostatistics international journal (2018). 4 joseph j. cowan, “barrett and depinet versus mcclelland,” american psychologist, 1994. 5 xueqing wu and mingxing tao, “the impact of cooperative learning on efl achievers’ and underachievers’ motivation based on marginal utility,” journal of language teaching and research (2022); dewang sulistiana and idat muqodas, “upaya bimbingan bagi siswa underachiever,” metodik didaktik (2016); naning sutriningsih, “penyebab siswa underachiever dalam pembelajaran matematika,” jurnal e-dumath (2017). 6 z zikra jurnal neo konseling and undefined 2019, “personality types of underachiever students and the implication for guidance and counseling services,” neo.ppj.unp.ac.id (2019). 7 sylvia rimm and gary a. davis, “gift: an instrument for the identification creativity,” the journal of creative behavior (1976); gary a. davis and sylvia rimm, “characteristics of creatively gifted children,” gifted child quarterly (1977). 8 david p doring, “social and academic predictors of success for gifted children,” proquest dissertations and theses, 2006. 9 saiying steenbergen-hu, paula olszewski-kubilius, and eric calvert, “the effectiveness of current interventions to reverse the underachievement of gifted students: findings of a meta-analysis and educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 247 "the state of students who are thought to have a fairly high intelligence, but cannot utilize it optimally." rimm 10 states that when students do not display their potential, they are underachievers. underachievers are often misjudged as students with learning difficulties 11. reis and mcmoach robinson define underachievement as an acute gap between potential achievement (expected achievement) and actual achievement. referring to the opinions of the experts above regarding underachievers, it can be concluded that what is meant by underachievers is students who obtain achievements below the standard value that should be obtained based on a certain iq level. for example, a student who has an iq level of 120, it turns out that the value obtained is only 60. the student is categorized as an underachiever because his learning achievement is below the standard value. to be classified as an underachiever, the gap between potential and achievement is not the result of a diagnosed learning disability and occurs persistently over a long period 12. underachiever is also not associated with hormonal changes in adolescence. result and discussion the author quote iq classification based on the "wechsler intelligence scale for children" intelligence test which is often known as the wisc intelligence test. this intelligence test is a development of the intelligence test "wechsler bellevue intelligence scale created by david wechsler in 1939. the distribution of the iqs used can be seen in table 1. 1 table 1.1 iq distribution iq classification > 130 very superior 120 – 129 superior 110 – 119 average height 90 – 109 average 80 – 89 low average 70 – 79 mentally weak limit ≤ 69 mentally weak source: walgito, 1992: 152 based on the assessment of the complete learning system, students are said to pass if they get a score of 6 on a scale of 0-10 or 60 on a scale of 0-100. academically gifted students should systematic review,” gifted child quarterly (2020). 10 doring, “social and academic predictors of success for gifted children.” 11 mimi wellisch and jac brown, “an integrated identification and intervention model for intellectually gifted children,” journal of advanced academics (2012); erwin sulaeman and choiriyah choiriyah, “anak underachiever: analisis faktor-faktor penyebabnya,” journal of early childhood education (jece) (2021); rikha surtika dewi, “jurnal pendidikan : early childhood ( underachiever dan gifted underachiever ),” jurnal pendidikan : early childhood (2017). 12 jonathan a. plucker and carolyn m. callahan, critical issues and practices in gifted education, critical issues and practices in gifted education, 2021; gabrielle robinson and peter turrini, “the underachievers,” theatre journal (1989). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 248 not be enough to obtain only a minimum score of graduation. they should be able to perform according to a high level of iq. researchers compared student achievement to iq test results to identify underachievers. the categorization of underachievers can be seen in the following table 1.2: table 1.2 underachiever categorization guidelines no iq classification minimal performance 1 > 130 very superior 9 2 120 – 129 superior 8 3 110 – 119 average height 7 4 90 – 109 average 6 5 80 – 89 low average 6 70 – 79 mentally weak limit 7 ≤ 69 mentally weak dimyati and mudjiono (2002) argue that the level of intelligence is the overall skills that a person has so that they can act and think in a directed and good manner. the level of intelligence of a person especially students can be measured through iq tests. intelligence quotien (iq) is a score obtained from a standardized intelligence level test or as a measure of a person's intelligence level related to mental age and actual age (shah, 2009). to find out and measure students' intelligence, schools usually use alferd binet's theory which we commonly know as the intellegency quotient (iq). the grouping of intelligence levels (iq) is very superior (> 130), superior (120-129), above average (110-119), average (90-109), below average (80-89), mental/mind weak limit (70-79), debil (50-69), imbecil (26-49), and idiot (=25). the level of intelligence of students is assessed based on scores obtained from answers to questions around reason and logic to test their logical skills. underachiever criteria a person who experiences underachievement generally shows characteristics that are different from others. the characteristics of the underachiever can be seen in the opinion of clark. according to clark 13(1992: 471) there are several characteristics shown by underachiever students, namely: (1) showing achievements that are contrary to expectations or potentials that dimilikinya. (2) feeling unhappy with the school or its teachers and tending to join friends who 13 ugur baslanti, “investigating the underachievement of university students in turkey: exploring subscales,” international journal of progressive education (2008); progressive education, “investigating the underachievement of university students in turkey: exploring subscales ugur baslanti* university of florida,” international journal of progressive education (2008). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 249 also have a negative attitude towards the school. (3) lack of motivation to study, do not do assignments, often sleepy when studying and incomplete in doing tasks. (4) lack of ability to make intellectual adjustments. (5) feeling less excited, less assertive and often noisy in class. (6) have low discipline, often late school, reluctant to do assignments, often noisy, and easily influenced. (7) do not have a hobby or interest in activities to fill free time. fear of exams and low performance. other characteristics of underachiever students stated by rimm14 are poor expertise in doing schoolwork, poor study habits, having problems receiving peers, poor concentration in school activities, not being able to manage themselves both at home and at school, easily bored, "leaving" class activities, having good oral language skills, but bad in writing, easily distracted and impatient, busy with his own thoughts, less honest, often criticizes himself, has a bad friendship, likes to joke in class (make noise), is friendly to his elders, and behaves unusually there are several studies that show that there is a difference in commitment to duty between gifted children who excel and gifted children who perform less 15. the results of research conducted by psychology experts show that teacher expectations of children's abilities greatly influence children's assessment of their abilities 16. based on the results of research on children who are successful in their schools, it also shows that "the role of parents determines their success" 17. it was concluded that the main criterion of underachievers is the gap between achievement and iq ability. the learning achievements obtained in real terms are below the minimum standards that should be achieved with a certain level of iq. underachievers show personal characters that tend to be perfectionist, oversensitive, lack confidence, and lack interest in social activities. a person who experiences an underachiever prefers to do activities alone rather than in groups. mshowed a negative attitude towards school activities. lack of concentration when studying, avoiding school work, and having low discipline. potential causes of underachievers according to sudjana 18 student learning outcomes are influenced by student abilities (internal) by 70% and influenced by the environment (external) by 30%. however, external and internal factors will be interconnected and mutually supportive in achieving student learning outcomes. the level of intelligence or intellectual intelligence is one of the internal factors that are generally known to affect learning outcomes. low achievement or underachievement dapat occurs since elementary school and exerts an 14 doring, “social and academic predictors of success for gifted children.” 15 tae-gon cho and yong-wook kim, “the learning experience and meaning of students with learning disabilities only recognized as an underachiever,” korean association for learner-centered curriculum and instruction (2020); james g. snider and grant c. drakeford, “intensity of meaning discrimination in academic achievers and underachievers,” psychological reports (1971); benjamin koch, “spiritual intelligence (sq): a tool for meaning and hope,” spiritual intelligence (2006). 16 edy gustian, “menangani anak underachiever: anak cerdas dengan prestasi rendah,” jakarta: puspa swara (2002). 17 gustian, “menangani anak underachiever: anak cerdas dengan prestasi rendah.” 18 nana sudjana, “metode statistika,” bandung: tarsito (2005): 168. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 250 influence continuously when students occupy secondary and higher education and influences career success . the existence of underachiever that can be detected since elementary school certainly has several factors that have the potential to cause underachievers. there are several factors that cause underachievers, namely physical condition, psychic state, family, school, peers, and society. physical condition as gurman (2004) (www.smp.alkausar.org) 19stated, "factors that cause underachievers that come from the physical side, for example, children experience pain, there is hearing loss, visual impairment, or there is a physical disability". these things are very likely to interfere with the child's learning process so that his achievements cannot describe his abilities. physical conditions that can cause underachiever students for example children to experience pain, there is hearing loss, visual impairment, or there isc a otherphysical paint". these things are very likely to interfere with the child's learning process so that the achievements obtained are not in accordance with their true potential. psychic conditions in addition to physical conditions, psychic conditions also have the opportunity to be a factor causing the appearance of underachievers. some experts express opinions regarding the condition of piskis that is prone to be the cause of underachievers. there are several vulnerabilities that can cause a person to become an underachiever, namely: (1) perfectionism, that is, the drive to achieve perfection. (2) supersensitivity, i.e. excess sensitivity. (3) lack of social skills. personality factors that dapat cause underachiever students such as perfectionism, being too sensitive, being ineffective in social skills, shyness and inferiority because they are different from other students, not being confident, and too much activity. clark also mentions the child's personal condition that has the potential to cause underachievers, namely as follows: there is pressure within oneself to achieve perfection. (2) have a high sensitivity. (3) lack of social abilities. (4) feeling depressed because they are considered different from other children, so they are excluded. (5) feeling incompatible with the school curriculum. (6) inconsistent with the way teachers teach. (7) less comfortable with the classroom environment. (8) there is too much interest in something, making it difficult to focus. (9) there are too many activities so that they cannot manage their own activities. family based on some literature, it is known that parents have the opportunity to be a contributing factor to underachievers. here is the opinion of experts who state that the family as one of the causes of underachievers. 19 alan s. gurman, “the role of the family in underachievement,” journal of school psychology (1970). http://www.smp.alkausar.org/ educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 251 there are several factors from the family that have the potential to cause underachiever students, namely:(1) learning and achievement do not receive awards. (2) there is no positive attitude of parents towards the child's career. (3) parents are too dominant in children's learning. (4) children's achievements are a threat to the needs of parental superiority. (5) there is a power struggle in the family. (6) low socioeconomic status. (7) the family is dysfunctional for various reasons. there are several family conditions that can result in their children becoming underachievers including "families with low morals, divided families (divorce or death), excessive protection from parents, authoritarian attitudes, attitudes of allowing or allowing excessively, and inequality of parental attitudes". according to rimm20 there are several factors that cause underachievers who come from families, namely: (1) perfectionist parental behavior. (2) parents underestimate children's abilities too much (3) parents are inattentive (4) parents are being too permissive ( 5) serious family conflicts (6) parents often criticize (7) parents are overprotective based on the explanations of the experts above, it can be concluded that the causative factors of underachievers who come from the family consist of the integrity of the family, the attitudes and habits of the parents, and the socioeconomic conditions of the family. school in addition to family factors, it turns out that schools also have the opportunity to be one of the factors causing underachievers. students spend part of their time studying at school. therefore, schools play a role in creating outstanding students. however, in reality, schools also have the potential to cause their students to be less able to develop their potential. as stated by gusman 21(2004: 70) that there are several school factors that cause underachievers, namely as follows: the school environment does not support or reward academic success. (2) the curriculum does not suit the student. (3) a rigid and authoritarian classroom environment. (4) awards are not made for individual differences. (5) student learning styles that do not match the teacher's teaching style. in addition, clark also mentioned several school environment conditions that are one of the factors causing the emergence of underachievers, namely as follows: the absence of special groupings for ordinary children and gifted children but tends to be mixed in one class. (2) the social environment of the school that does not support the fulfillment of the needs of gifted children. (3) rigid classroom environment. (4) the student's academic performance receives less school attention. (5) a classroom environment that is too competitive for its students and too critical. 20 doring, “social and academic predictors of success for gifted children.” 21 gusmaneli gusmaneli, khadijah khadijah, and radhiatul hasnah, “free learning: study of humanistic theory in islamic religious education,” 2021. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 252 peers talented student peers also have the potential to cause underachievers. choosing the wrong friend can also cause a teenager to become an underachiever". in adolescence, friends become everything to them, so it is very difficult to resist the influence of friends. when making friends with children who do not pay attention to achievements, it will make students also lazy to study. this is motivated by the fear of being abandoned by friends, so they better beat learning achievements than their friendships. based on the explanations of experts it can be concluded that the causative factors of underachievers of peer origin consist of: the existence of peers who have common interests and talents to develop their intellectual abilities. involvement in activities carried out with peer groups. society according to gurman 22 the neighborhood around where talented students live also has the potential to be one of the causes of underachievers. the existence of expectations from the surrounding environment that requires talented children to have good achievements in all fields, sometimes makes children feel burdened. as a result, gifted children who should be able to show high achievements according to the level of intelligence, actually show the opposite. the learning achievements obtained are contrary to their high level of intelligence, and this is known as underachievement. deliverable underachiever solutions the existence of the underachiever phenomenon is complained by parents against the background of a decrease in academic scores on the grounds of laziness, difficulty concentrating, saturation, children often daydream or do not understand the problem.ini can actually be overcome by parents and children, with continuous stimulus and motivation, the type of learning that is most in line with the child's character will increase the child's academic potential. some things that can be done as a first step is that we should know the types of learning of children. the type of learning is the learning style that each individual has that can be used in learning, information processing and communication. by knowing the appropriate learning style correctly, a person can maximize his potential to the maximum. scientifically in the absorption of human information, it is divided into three, namely: (1) visual type: this visual type is a human being who easily absorbs information when he sees or watches, reads an information. (2) auditory type, this type are people who are more receptive to information through what they hear. (3) this type of kinesthetic type is more optimal to receive information by moving, touching or doing directly the information into this type. a visual learner type is a person who learns through what they see. visual-type people will be more optimal if they are informed by directly looking at body language, mimics, images, colors or space relationships. the characteristics of the visual learner type include: meticulous and 22 gurman, “the role of the family in underachievement.” educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 253 meticulous, remembering with visual associations, more like reading books with many illustrations, diagrams, to explain the content of the reading, summarizing information by drawing a symbol or using a mind map, more dominant in writing than making speeches or narrations, easier to concentrate. a strategy that can be used for this type to make the learning process easier is: encourage individuals to use more symbols and images in mind mapping notes. use colored writing paper to make it easier for the brain to remember information. use high-lite to mark important information. use multi media as learning materials such as computers and videos. the auditory learner type is more optimal in absorbing information if the information is provided in the form of sound and word types (sounds). they will catch by hearing what others have to say. the characteristics of auditory type people include 1) easier to receive information in the form of voice or tone. (2) reading aloud, at least he can hear his own voice. (3) usually difficulty when having to write down the idea. (4) prefer to present his ideas by making speeches, presentations. (5) love music. (6) fluent speakers. (listeners are good. (7) likes to talk and discuss. strategies that can be used to optimize the auditoria type include: express opinions by discussing, use music to accompany the learning process, use a recorder to record material, use a donkey bridge to memorize keywords, for example "mejikuhibiniu" to memorize rainbow colors. kinesthetic type learner, in this type the individual has a tendency to be unable to stand still or always move. this type is very difficult to be asked to sit for hours and more often and explore with the environment. this type is younger learning by moving, touching, or doing what is already exemplified by himself, this type is more likely to like challenges and more ambitious than the two types above. kinesthetic type traits include: (1) mobile (2) not being able to stand or staying still for too long (3) absorbing information by always moving (4) ambitious (5) using a lot of body language (difficulty concentrating (easily distracted by fuss (6) talking to the slow (7) liking challenges. techniques that can be used include: do not force individuals to sit still for a long time, intersperse giving material by cycling, running, or just doing brain gymnastics, light body exercises, to help to be quiet, give gum to chew gum during the learning process. cobala is always to demonstrate every concept taught. what if you meet a person with a mixed type of existing types, the step that can be taken is to identify the most dominant type of learning, then do the steps simultaneously. hard and istiqomah exercises over time will be able to increase academic potential. alternative solutions for teachers and parents there are several alternative solutions for teachers and parents in overcoming children who experience underachievers including: things parents can do together with school here are some things that parents can do to collaborate with teachers in overcoming the problem of underachiever children: 1. consult regularly with the school to monitor the progress of children's achievements. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 254 2. participate and involve in school activities, the function of this involvement is that parents will better understand what the school expects of its students and how the school treats students. 3. the involvement of parents can convince themselves, that indeed parents are aware of this problem of underachievement and will make efforts to direct their children. 4. as a parent you should be able to ensure that your child dapat take remedial classes or individual/group counseling if needed. 5. ask the school if there is a certain way of learning in school that children must master? if anything, what efforts does the school put into teaching it? what support dapat given parents at home? 6. ask the school what they are doing to make the curriculum challenging, personally meaningful, and rewarding for the child. then in a relay cooperation with the school that is tailored to the specific problems of the child. good cooperation between parents and the school is a smart and valuable way to optimize children's achievements, both academically and non-academically in accordance with children's talents and interests. internal improvement is a propriety in the family, it has a meaningful enough effect to encourage children to excel and compete with friends in a healthy and good manner. the shock of parents with children is something absolute, especially a mother, if the child is still at the elementary school level parents and teachers as a model in the formation of child behavior, while when the child is in adolescence, he has a tendency to find his identity, do activities with children casually while telling stories about daily children's activities, be a good listener for children, so that he will experience comfort when he tells his grievances including problems experienced when he has difficulties in learning and others. communication has a role, especially to detect children who are underachievers, this has the aim of avoiding misperceptions about the child, and there is no mutual blame between parents and the school and vice versa. seeing, listening and ensuring the real thing by posting information about the child's true interests and talents in order to find out whether his school performance is optimal. some things parents can do there are several things that parents can do to deal with children who are underachievers including: 1. build a healthy lifestyle atmosphere by balancing physical, mental, and emotional conditions. for example, by providing good nutrition, exercise or exercise, as well as stress management. 2. enlist the help of a counselor for the child and the whole family if necessary. if the whole family is involved in counseling, it is hoped that changes can occur more quickly because of the support of the whole family. changes in behavior are not only from the child but also changes in the treatment of other family members towards the child. 3. conduct intensive child mentoring with a special guidance teacher to help the child educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 255 overcome weaknesses in certain lessons. 4. communicate high expectations of the child with love, full of praise, pride and respect. 5. hold family meetings to set short-term and long-term targets and make the rules, and make some kind of "contract" (mutual agreement). 6. make the family a support system and problem-solving unit that benefits the child, guided by parents who perform a leader but love-based role. 7. emphasizing hard work as the key to success, with individual effort, motivation from within, commitment and confidence as recipes for success. 8. design 25 – 35 hours of activities around the house per week (e.g. reading, hobbies, sports, etc.) and explore the environment together as a learning resource. 9. try to be interested in the activities of the child at school and at home. encourage the child to tell about their activities. 10. do not compare between relatives, view each child as an individual who has unique qualities and abilities. 11. help the child manage time and set priorities. 12. encourage the child to have an interest outside of school. when learning outcomes are poor, do not quickly point the finger at out-of-school activities as a source of trouble and punish children for no longer being allowed to do activities. 13. help children get mentors who can be a model regarding a career or desired personal qualities. for example, open up interactions with uncles who can be role models, or you yourself who are trying to be able to model children. 14. limit tv viewing time by making realistic deals. 15. consistently and calmly face the ups and downs of the child's achievements, focus on the problem, do not act emotionally. conclusion underachiever is a student who achieves below the standard of what should be scored, obtainable based on a certain iq level. the characteristics shown by underachiever students are: (1) showing achievements that are contrary to expectations or potential that have it. (2) feeling unhappy with the school or its teachers and tending to join friends who also have a negative attitude towards the school. (3) lack of motivation to study, do not do assignments, often sleepy when studying and incomplete in doing tasks. (4) lack of ability to make intellectual adjustments. (5) feeling less excited, less assertive and often noisy in class. (6) have low discipline, often late school, reluctant to do assignments, often noisy, and easily influenced. (7) do not have a hobby or interest in activities to fill free time. fear of exams and low performance. the causes of underachiever include: physical, psychic, family, peers, school, community, the solution that can be done is to build communication with parents and school or vice versa. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 256 references akiba, motoko, and guodong liang. “effects of teacher professional learning activities on student achievement growth.” journal of educational research (2016). arianti, arianti. “peranan guru dalam meningkatkan motivasi belajar siswa.” didaktika : jurnal kependidikan (2019). baslanti, ugur. “investigating the underachievement of university students in turkey: exploring subscales.” international journal of progressive education (2008). cho, tae-gon, and yong-wook kim. “the learning experience and meaning of students with learning disabilities only recognized as an underachiever.” korean association for learnercentered curriculum and instruction (2020). cowan, joseph j. “barrett and depinet versus mcclelland.” american psychologist, 1994. davis, gary a., and sylvia rimm. “characteristics of creatively gifted children.” gifted child quarterly (1977). dewi, rikha surtika. “jurnal pendidikan : early childhood ( underachiever dan gifted underachiever ).” jurnal pendidikan : early childhood (2017). doring, david p. “social and academic predictors of success for gifted children.” proquest dissertations and theses, 2006. education, progressive. “investigating the underachievement of university students in turkey: exploring subscales ugur baslanti* university of florida.” international journal of progressive education (2008). gurman, alan s. “the role of the family in underachievement.” journal of school psychology (1970). gusmaneli, gusmaneli, khadijah khadijah, and radhiatul hasnah. “free learning: study of humanistic theory in islamic religious education,” 2021. gustian, edy. “menangani anak underachiever: anak cerdas dengan prestasi rendah.” jakarta: puspa swara (2002). koch, benjamin. “spiritual intelligence (sq): a tool for meaning and hope.” spiritual intelligence (2006). konseling, z zikra jurnal neo, and undefined 2019. “personality types of underachiever students and the implication for guidance and counseling services.” neo.ppj.unp.ac.id (2019). korkmaz, özgen, and xuemei bai. “adapting computational thinking scale (cts) for chinese high school students and their thinking scale skills level.” participatory educational research (2019). plucker, jonathan a., and carolyn m. callahan. critical issues and practices in gifted education. critical issues and practices in gifted education, 2021. rayhan, israt . “depression level of undergrad students: bdi scale.” biometrics & biostatistics international journal (2018). rimm, sylvia, and gary a. davis. “gift: an instrument for the identification creativity.” the journal of creative behavior (1976). robinson, gabrielle, and peter turrini. “the underachievers.” theatre journal (1989). sailer, michael, julia murböck, and frank fischer. “digital learning in schools: what does it take beyond digital technology?” teaching and teacher education (2021). sailin, siti nazuar, and noor aida mahmor. “improving student teachers’ digital pedagogy through meaningful learning activities.” malaysian journal of learning and instruction (2018). snider, james g., and grant c. drakeford. “intensity of meaning discrimination in academic achievers and underachievers.” psychological reports (1971). steenbergen-hu, saiying, paula olszewski-kubilius, and eric calvert. “the effectiveness of current interventions to reverse the underachievement of gifted students: findings of a meta-analysis and systematic review.” gifted child quarterly (2020). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 257 sterner, elizabeth a. “impact of academic libraries on grade point average (gpa): a review.” performance measurement and metrics, 2021. sudjana, nana. “metode statistika.” bandung: tarsito (2005): 168. sulaeman, erwin, and choiriyah choiriyah. “anak underachiever: analisis faktor-faktor penyebabnya.” journal of early childhood education (jece) (2021). sulistiana, dewang, and idat muqodas. “upaya bimbingan bagi siswa underachiever.” metodik didaktik (2016). sutriningsih, naning. “penyebab siswa underachiever dalam pembelajaran matematika.” jurnal e-dumath (2017). wellisch, mimi, and jac brown. “an integrated identification and intervention model for intellectually gifted children.” journal of advanced academics (2012). wu, xueqing, and mingxing tao. “the impact of cooperative learning on efl achievers’ and underachievers’ motivation based on marginal utility.” journal of language teaching and research (2022). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 1 building mosque economic independence based on balance scorecard bachtiar hariyadi, agus setyawanto, tontowi universitas sunan giri surabaya bachtiar@unsuri.aci.d, agusdady9@gmail.com towiton810@gmail.com accepted: oct 19th 2022 reviewed: dec 18th 2022 published: feb 28th 2023 abstract: the purpose of this study is to develop a balanced scorecard-based strategy formulation step concept from kaplan and norton's strategy formulation theory, to formulate a mosque's economic independence strategy. this study is expected to provide general guidelines for formulating strategies to build mosque self-sufficiency. through basic qualitative research, this research was analyzed using a content analysis approach. the results of the study show that the steps in formulating the strategy include: 1) establishing the vision and mission of the mosque's economic business in line with the vision and mission of the mosque, 2) conducting a swot (strengths-weaknesses-opportunitiesthreats) analysis, by making adjustments to the financial perspective, namely the stakeholders are mosques, donors (as investors) and empowered communities, 3) formulating strategies using the matrix and logical thinking strategy map. keywords: formulation of strategy, mosque economic independence, balance scorecard introduction mosque management requires good institutional management. the existence of the mosque is not only a center of ritual routines, but there are aspects of socio-economic activities that must be considered to strengthen the sustainable development of maghdo worship, one of which is the center for building the economic independence of the people. to run the mosque's economic business, it is strongly influenced by various internal aspects such as the process of running a business, the human resources that run it and external aspects including market conditions in order to benefit both the mosque and the empowered congregation. so it is important for the mosque to develop a strategy, it is necessary to look comprehensively by paying attention to various aspects that greatly affect the existence of the mosque's independent business. so that the mosque's economic efforts can stand both short and long term in line with the vision and mission of the mosque. balance scorecard, first introduced by robert s. kaplan and david p. norton, as a performance measurement tool that provides speed in measuring overall performance. the measurement tool consists of measuring the performance of customer satisfaction, internal mailto:bachtiar@unsuri.aci.d mailto:agusdady9@gmail.com mailto:towiton810@gmail.com educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 2 processes, innovation and organizational development, all of which lead to future financial performance. 1 in its development, there is a performance measurement evaluation that only focuses on monitoring hr performance. however, it does not focus on efforts so that hr can carry out strategies and targets, which are expected by the organization.2 the implication is that there is a gap between strategic planning and implementation.3 while each organization certainly has a different vision, mission and strategy, so it requires different performance measurements. the implication is that the resulting performance measurement results do not reflect the organization's success in carrying out strategies that are aligned with its vision and mission.4 based on the weaknesses of the balance scorecard, an idea was born to make the balance scorecard as a management framework or known as a strategic management system. namely, a management system that integrates each strategy in the form of a strategy map, which is aligned with the strategy of each unit, efforts to motivate employees, also improve the quality of internal processes, performance measurement, planning activities based on resource capacity, feedback processes, development and strategy formulation tools and analysis to test and adapt strategies.5 amin syukron in his research entitled "implementation of the strategic management model and balanced scorecard in the mosque management system to improve the performance of the mosque welfare board (bkm)" explained that the strategy of reducing the mosque's mission into four balance scorecard perspectives including financial, customer, internal processes and growth and learning to later be used as performance measurement.6 this view is reinforced by ari kristin prasetyoningrum's research, concluding that based on the balance scorecard the performance of lazisma majt is generally not good enough, especially from a financial perspective. the study only highlighted the use of balance scorecard as a performance measurement.7 the application of balance scorecard as a strategic management system can not only be applied to business, public and non-profit organizations such as foundations. but also mosques, especially in building a comprehensive strategy of economic independence. in 1 robert s. kaplan and david p. norton, “the balanced scorecard: measures that drive performance,” harvard business review, 2005, 71, https://hbr.org/2005/07/the-balanced-scorecard-measuresthat-drive-performance. 2 robert s. kaplan and david p. norton, “the balanced scorecard: measures that drive performance,” harvard business review 83, no. 7–8 (2005), 79. 3 robert s. kaplan and david p. norton, “using the balanced scorecard as a strategic management system,” harvard business review 85, no. 7–8 (2007),2. 4 robert s. kaplan, “conceptual foundations of the balanced scorecard,” handbooks of management accounting research 3 (2009): 1264, doi:10.1016/s1751-3243(07)03003-9. 5 ibid.1265 6 amin syukron, “implementasi model manajemen strategi dan balanced screcard pada sistem manajemen masjid untuk meningkatkan kinerja badan kesejahteraan masjid ( bkm ),” jurnal pengabdian masyarakat universitas nahdlatul ulama al ghazali 2, no. 1 (2016): 1, https://ejournal.unugha.ac.id/index.php/dms-ghozali/article/view/4. 7 ari kristin prasetyoningrum, “pendekatan balance scorecard pada lembaga amil zakat di masjid agung jawa tengah,” economica: jurnal ekonomi islam 6, no. 1 (2015): 1, doi:10.21580/economica.2015.6.1.784. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 3 reality, its application is still limited as a tool to measure organizational performance. while studies related to the application of balance scorecard as a strategic management system in da'wah institutions, especially related to efforts to build mosque independence, have never been found so far. this is the background of this study. the purpose of this study is to analyze the rules of balance scorecard-based strategy formulation to build a strategy for mosque economic independence. so that scientifically it is expected to provide new concept findings about the framework for strategy formulation based on strategic management systems in the field of da'wah. literature review mosque economic independence the economic independence of the mosque is the condition of the mosque being able to finance all the needs in carrying out its functions by utilizing all its resources.8 there are various mosque economic businesses such as: cooperatives, renting organizational assets, opening mosque-owned businesses such as farms, minimarkets, utilizing mosque waqf and so on. various mosque economic businesses are under the control of a mosque unit called the mosque's economic division.9 there are several aspects that are influential in building the independence of the mosque, including the potential of the mosque, both in terms of the congregation, the location of the mosque, the economic potential of the community around the mosque and others.10 in addition, it is also influenced by how to manage the mosque. mosque management itself includes 2 aspects, namely: 1) physical management which includes: management, the physical building of the mosque and the facilities in it, 2) aspects of the mosque function regarding optimizing the function / role of the mosque.11 so that aspects of the mosque management, mosque facilities and infrastructure, funds and the role of the mosque that has been running so far also need to be considered. balance scorecard as a strategic management system the strategic management system is a management system that integrates and coordinates the process of planning, developing and monitoring strategies and their operations to the individual level in all aspects of the organization in order to form strategic alignment.12 so that the strategic management system offers a view of the balance scorecard not as data for measuring and evaluating organizational performance alone, but from the beginning as a 8 marjayanti, “pembangunan kemandirian masjid cheng hoo surabaya perspektif manajemen strategis.” 230 9 marifah yuliani, “konsep divisi ekonomi masjid berbasis teknologi industri 4.0,” jurnal al-qardh 4, no. 2 (2020): 102, doi:10.23971/jaq.v4i2.1567. 10 dalmeri dalmeri, “revitalisasi fungsi masjid sebagai pusat ekonomi dan dakwah multikultural,” walisongo: jurnal penelitian sosial keagamaan 22, no. 2 (2014): 338, doi:10.21580/ws.22.2.269. 11 aziz muslim, “manajemen pengelolaan masjid,” jurnal aplikasi llmu-ilmu agama 5, no. 2 (2004): 105– 14, https://digilib.uin-suka.ac.id/id/eprint/8309/.110 12 kaplan, “conceptual foundations of the balanced scorecard.”1266 educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 4 strategy to direct all elements of the organization to run in harmony with the vision and mission of the organization. the application of balance scorecard as a strategic management system, starting from the parent organization to its smallest unit. however, it is possible that it is only applied to some units that have the autonomy to manage resources and make their own decisions. in these units, the process of establishing a balanced scorecard and strategy map, operationalizing, communicating and assigning resources to carry it out applies.13 with a note, the process is based on the vision, mission, values and strategies of the organization or what is known as the enterprise value proposition.14 figure 1-framework of balance scorecard as a management system 15 the following is a description of the four perspectives of the balance scorecard and their positions 13 kaplan and norton, robert s. kaplan, david p. norton-alignment_ using the balanced scorecard to create corporate synergies-harvard business press (2006), 6. 14 ibid., 5. 15 kaplan, “conceptual foundations of the balanced scorecard,” 1266. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 225 financial perspective in the context of social and public organizations, the existence of the organization does not belong to individuals, but to the community. the source of funds is collected from the community so that the programs are intended to provide benefits to the community. therefore, the success of social organizations cannot be seen from the financial aspects such as the budget allocated for the program, the amount of donations obtained, the amount of expenses and the ratio of operational costs to income. however, it also uses non-financial aspects, namely how effective the program is in providing benefits to the community.16 there are three forms of strategy that adjust to the financial goals of the organization, namely: 1) a mix of growth and income, either by creating new products, developing markets, creating product differentiation, 2) saving costs or increasing productivity by increasing revenue, reducing costs, establishing efficient distribution channels. 3) utilizing assets/investments, by increasing asset utilization, managing the cash-to-cash cycle. 17 customer perspective in this perspective, the success of the organization is seen from their ability to meet the needs and wants of customers. the meaning of customers here is the market that is targeted to buy and consume the organization's products, so that it has implications for achieving the organization's financial goals. there are several measurements used, namely: market share (the number of markets that buy and use products), the number of customers who survive, the number of new customers, customer satisfaction and the number of customers who benefit the organization. these existing measures indirectly become organizational goals related to customer aspects. the strategy setting process starts from knowing the market to be targeted and determining how to make the market interested including: 1) product attributes including function, time, price and quality, 2) after-sales service, which is provided when and after making a purchase, 3) product image and reputation that makes the market interested in buying and at the same time as a differentiator with competitors.18 internal process perspective in this process, organizational success is influenced by the organization's ability to run internal processes that are very important in supporting the achievement of organizational goals in financial and customer aspects. so, the organization needs to identify processes that are very important and how to run these processes so that the goals and strategies of the customer and financial aspects can run, so that financial goals can be achieved. the internal processes that are very important, because they are directly related to efforts to provide products that are able to meet the needs and desires of the market, namely: 1) the innovation process starting from the stage of researching the market, designing products that 16 kaplan, “conceptual foundations of the balanced scorecard.”1262 17 kaplan, balanced scorecard menerapkan strategi menjadi aksi.44-53 18 ibid.64-79 educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 226 are able to meet the needs and desires of the targeted market, 2) the process of producing and delivering products to customers, 3) the process of providing services both before, during and after making a purchase, known as additional products,19 4) the process of building good relationships with external parties such as government, society, suppliers, which affect the successful implementation of the innovation process to deliver value to customers.. learning and growth perspective in this perspective, organizational success is seen from the ability to procure and develop the infrastructure needed to carry out the strategies and goals of the process and customer perspectives. infrastructure includes aspects of ability, motivation, culture, and other organizational resources such as information systems, work systems and facilities and infrastructure. the goal is that human resources (hr) become satisfied, persistent and productive.20 balance scorecard-based strategy formulation the following are steps in formulating a balance scorecard-based strategy including: understand the organization's mission, values and vision an organization's vision is a statement of goals that the organization wants to achieve or a picture of the organization in the future. the vision should contain three main components, namely: stretch goal (achievement to be obtained, of course, ideal but realistic), definition of niche (specific statement of the scope of the results to be achieved), time horizon (time limit when the vision is achieved).21 a mission is a statement that explains the main reason for the organization's existence, especially with regard to what it provides to customers and clients.22 the mission relates to the present behavior that is carried out to achieve the vision. so it can be concluded that the vision is talking about the final condition that wants to be formed in the future. while the mission is the path taken to achieve the vision, related to a given customer and internal improvement of the organization. organizational values are values that describe the attitudes, habits and distinctive characteristics of the organization.23 every individual of the organization must have and apply these values in carrying out every strategy. establish strategy analysis 19 ibid. 80-92 20 ibid. 109-119 21 kaplan, the execution premium, 40. 22 ibid., 38. 23 ibid., 39. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 227 define the strategy analysis process consists of mapping internal and external conditions, and conducting a swot analysis..24 here is an overview of each stage: strategy analysis includes two things: 1) analysis of external conditions, according to pestel (political, economic, social, technological, environmental and legal) which consists of macro environmental conditions such as politics, economics, environment, law and technology. michael porter adds five other factors: buyers / markets, suppliers, new players, other parties who have substitute products, and industry competition conditions. so it can be concluded that the internal conditions that influence the achievement of the organization's vision and mission are markets, competitors and macro-environmental conditions. 2) analysis of internal conditions, including organizational performance and capabilities. to identify influential internal conditions, one of them uses value chain analysis tools, which is a series of processes to deliver the value of the products offered by the organization to consumers. through these tools, human resources, technology and information, including the ability to conduct market research, are internal aspects that must be understood. method this study is qualitative basic research, because it wants to develop existing theories so that it is not oriented to provide practical application of theory (bound by specific situations).25 the analysis technique used is content text analysis. because the data used are literature documents containing concepts that make it possible to test or understand concepts in depth.26 as well as using a deductive analysis model that moves from existing theories and is general to specific.27 the analysis steps include: 1) the preparation stage, namely determining the unit / variable of analysis and its position, namely: a) the mosque includes the function of the mosque to understand the vision and mission, internal and external factors of the mosque as a foothold for swot (strength, weakness, opportunities, and threats) balance scorecard analysis, b) the economic independence of the mosque focuses on its characteristics to find value, c) the four perspectives of the balance scorecard include its performance measures as mapped variables in conducting strategic analysis, d) the balance scorecard-based strategy formulation stage as a foothold for steps to be taken. 2) the next step is to collect and understand the data according to the category of analysis units. 3) matching between analysis units, in accordance with the balance scorecard-based strategy formulation steps. 4) analyzing data and formulating the four perspectives including internal and external variables that are mapped, adjusted to the needs of developing strategies for mosque economic independence. 5) presenting the findings in the form of descriptions and charts for easy understanding.28 24 ibid., 48–53. 25 jo moriarty, “qualitative methods: overview,” in the encyclopedia of applied linguistics (nihr school for social care research, 2011), 253, doi:10.1002/9781405198431.wbeal0977. 26 satu elo and helvi kyngäs, “the qualitative content analysis process,” journal of advanced nursing 62, no. 1 (2008): 108, doi:10.1111/j.1365-2648.2007.04569.x. 27 ibid. 28 ibid., 109–12. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 228 result and discussion balance scorecard-based mosque economic independence strategy vision, mission and values of mosque independence business. the mosque's economic division, in carrying out its functions, must have a picture of the mosque's economic efforts that will be created in the future (vision) and the form of contribution that will be made to achieve it (mission) by sticking to certain values. because, this will be a guideline in determining its strategy and operations. in its determination, it must be in line with the vision and mission of the mosque itself. because it is one of the mosque units. so that in determining the vision and mission and values of the unit, it is necessary to start by understanding the vision and mission of the mosque itself. judging from the history of the establishment of mosques from the quba mosque to nabawi, the mosque functions as teaching islam and practicing the values of islamic teachings in society alone,29 it also serves to carry out worship activities, the development of islamic teachings, the center of information dissemination, the place of case settlement, the economic center of social and political activities.30 while the function of the mosque in the perspective of the qur'an and sunnah is a place to carry out theological activities, namely performing worship to get closer to allah, the function of building moral values according to allah's commands, forming and maintaining good relations between individuals or between groups, economic security, and developing islamic education.31 from these two approaches, it can be concluded that the purpose of establishing a mosque is to build the civilization of muslims, from the theological aspects of society, education, social, political and security. as well as an economic center. when examining the background of the emergence of mosque independence efforts, there are two reasons, namely: 1) the need for additional sources of funds outside zis for the development of the mosque both in terms of its physical and functional aspects without having to burden the community and build the impression of "begging in the name of religion", 2) developing the function of the mosque as an institution that contributes to the welfare of its congregation in the form of businesses that help empower the congregation. so the vision of the mosque's independence business should lead to two points, namely the creation of an economically independent mosque and the creation of an economically empowered community around the mosque. this supports and is in line with one of the mosque's vision and mission, namely helping to build the existence of muslims in terms of theology, social education and especially their economy. the vision of self-reliance efforts when examined according to the three components of the vision, the stretch goal is to become an economically independent mosque so that it no longer 29 aziz muslim, “manajemen pengelolaan masjid,” jurnal aplikasi llmu-ilmu agama 5, no. 2 (2005): 107, http://digilib.uin-suka.ac.id/8309/1/aziz muslim manajemen pengelolaan masjid.pdf. 30 ibid.108 31 ahmad putra and prasetio rumondor, “eksistensi masjid di era rasulullah,” tasamuh 17, no. 1 (2019): 245–64, doi:10.20414/tasamuh.v17i1.1218.257-258 educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 229 relies on raising funds from the congregation to finance mosque activities. this can be shown by the percentage of mosque income sources that are greater from the mosque's economic efforts than from zis, so that in the future the mosque can be managed professionally. in addition, the condition of the community around the mosque is also economically empowered, this shows the benefits of the mosque's independence efforts not only for the internal mosque, but also helps drive the economy of the surrounding community.. from the aspect of definition of niche, it can be limited to the scope of independence referred to is on the economic side (source of income for financing all mosque activities) and the universe of empowered communities around the mosque (urban village, sub-district or even up to the city level). from the time horizon aspect, there is no limit to when the vision will end, as long as the mosque's independence business unit is still formed, that long the vision will remain. because the existence of this vision is in line with and supports the achievement of the mosque's longterm vision (as long as the mosque's activities are still running). to achieve this vision, requires a mission or a path taken to realize the vision. as an example of the vision and mission of the al akbar surabaya mosque, "leading in the organization of worship, da'wah and islamic propagation, education, socio-culture, and management, towards a noble society according to islamic teachings". some of the missions to achieve this are organizing islamic preaching and propagation worship, developing islamic education, islamic social culture, realizing reliable mosque management, and realizing a noble society..32 if you pay attention to the mission, it talks about the steps / ways that should be done including the fields of da'wah, education, social, culture and forming good management, which leads to achieving the vision. when contextualized in the vision of creating an independent mosque and economically empowered communities around the mosque. then, there are several steps / ways that should be done, namely: 1) establish a mosque economic business that has high economic potential and is in accordance with the resources of the empowered community, 2) market products and services that are innovative (novelty), quality (able to answer the needs and desires of the existing market) and competitive so that the targeted market is satisfied and loyal to the products produced by the mosque business, 3) manage the business professionally like a company in the sense that the business is run not just running, 4) build cooperative efforts from various parties such as donors as investors (capital providers), people who are empowered as human resources who run businesses and also the local city government in helping both business legality and marketing issues, and 5) build business infrastructure, especially quality human resources in terms of ability, willingness and morality. as for some of the values that mosque institutions must have in building their economic independence in terms of the approach to independence in general and the qur'an and 32 a faiz khudlari thoha, epik teyebu, and a khoirul hakim, “strategi pelayanan pada penyelenggaraan salat jum’at di masjid al-akbar surabaya,” masjiduna: jurnal ilmiah stidki ar-rahmah 3, no. 1 (2020): 35, http://ejournal.stidkiarrahmah.ac.id/index.php/masjiduna/article/view/60. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 230 hadith, namely:33 1) mosque administrators always think innovatively in creating ideas for mosque economic businesses and developing their products. for this reason, mosque administrators must constantly update information on both the needs and desires of their consumers, competitors and macro environmental conditions that affect consumer behavior, 2) always carry out every economic activity of the mosque in a halal manner and do not cause damage to others or the environment, 3) have the view that the business obtained is not to fulfill personal interests but to develop the function of the mosque and provide benefits to the community, 4) each individual mosque administrator has adequate knowledge and abilities in running the mosque's economic business, 5) always trying to compete to make improvements and develop the mosque's economic business, 6) have a sense of responsibility, trust, the same determination to realize the vision and mission in running and developing the mosque's economic business. financial perspective swot analysis in the financial perspective, efforts increase profits for the mosque, donors and empowered communities, through sales, development of mosque assets and cost reduction. the business is determined based on the cycle of the establishment of the mosque's economic business. if in the balance scorecard the cycle is distinguished by a period of growth, survival and maturity, which if simplified into 2 cycles, namely the initial period of building a business starting from scratch and developing an existing business. the aspect of financial strength in the context of starting a business, which tends to focus on increasing income from product sales and using mosque assets. then what is analyzed is the strength of the mosque's resources, both human resources, funds and assets owned by the mosque that can be utilized for economic activities. for example, when you have several mosque administrators who are good at reciting the koran, it can be used to open koran lessons. while the weakness aspects that need to be analyzed are the weaknesses of the mosque's resources, which can hinder the mosque's efforts to establish its economic business.. customer perspective swot analysis in line with the financial perspective swot analysis, which is differentiated based on starting a business and developing a business. so, the swot analysis of the customer perspective also rests on these two conditions. in the customer perspective, to make the market satisfied, buy, make repeat purchases is strongly influenced by the image and reputation built, the quality of products and services provided to customers.34 so that in the analysis, based on market response variables, product conditions, services and image of the institution / product. 33 dosen fakultas dakwah, komunikasi uin, and raden fatah, “dosen fakultas dakwah dan komunikasi uin raden fatah palembang 1,” yonetim: jurnal manajemen dakwah 1, no. 1 (2019): 19-20, http://jurnal.radenfatah.ac.id/index.php/yonetim/article/view/2957. 34 kaplan, balanced scorecard menerapkan strategi menjadi aksi, 64–79. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 231 in the context of a newly established mosque economic enterprise, the focus is on defining the market to be targeted and the value to be offered in the form of products, after-sales service and image to be displayed. so, what is analyzed are: 1) aspects of the strengths of mosque resources in terms of human resources, culture, work systems that make it easier to target the targeted market and can be used as the value offered in products, services and images to answer the needs and desires of the targeted market; 2) aspects of the weaknesses of mosque resources that can hinder targeting certain markets and reduce the quality of the value offered; 3) aspects of market condition opportunities that are prospects to be targeted, seen from the aspects of high interest and ability to buy the products offered, low levels of competition and favorable environmental conditions. as well as opportunities for market needs and desires and the demands of environmental conditions, which have not been answered by products, services and images owned by competitors; 4) from the threat side, namely products, services and images owned by competitors and their influence on the market to be targeted. this will affect how much influence competitors have in the market, so the mosque needs to target that market or not. swot analysis of internal process perspective internal process objectives and strategies relate to the process of creating, communicating and delivering value to customers, including building relationships with customers, in a quality and efficient manner. as well as building relationships with other parties that affect the success of the process of creating and delivering value to customers in a quality manner.35 so that the analysis includes several of these variables. swot analysis of growth and learning perspective the objectives and strategies of this perspective cover the procurement and development of mosque infrastructure both in terms of the ability of human resources who run the business, their willingness which is influenced by internal encouragement, culture, teamwork and other resources such as infrastructure, information data to run the process, work systems. this will be the variable that is analyzed. analysis of the strengths of the growth and learning aspects, namely: 1) infrastructure aspects that are seen as strengths that cause internal processes to run in a quality, efficient and consistent manner so as to meet consumer expectations and increase organizational income and reduce expenses; 2) infrastructure aspects that have the potential if utilized to improve the quality of the implementation of internal processes. strategy formulation for building mosque self-reliance business the results of the swot analysis for each perspective are the findings of perspective issues/problems and the results of reading the conditions of strengths, weaknesses, opportunities and threats from each perspective. then further matrix analysis is carried out including: 1) strategies by utilizing strengths in order to be able to take advantage of existing 35 ibid., 80–92. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 232 opportunities (strength-opportunities/so strategy), 2) strategies to overcome threats with the strengths possessed (strength-threats/st strategy), 3) how to overcome weaknesses in order to be able to take advantage of existing opportunities (weakness-opportunities/wo strategy), 4) strategies to overcome weaknesses so as to be able to face existing threats (weakness-threats/wt strategy). formulating the right strategy also requires knowledge in accordance with the field of strategy, for example when formulating a strategy to deal with the opportunity conditions of market demand for certain products, internally has the capacity to meet these needs, so it requires knowledge related to product components and product design to be able to determine the value and product attributes that will be provided to the market. the matrix process will produce various strategies, to be further classified based on the four perspectives and analyze the relationship between the goals and strategies of each perspective using strategy map logic. the following is an overview: financial perspective objectives and strategies. the financial strategy is determined based on the goal footing and the results of the swot matrix reading. for example, the strategic issue is that the income from the mosque's economic business has decreased due to losing competition in terms of product quality. then the financial goal that must be achieved is to increase revenue from product sales. then the strategy that must be carried out to achieve this goal is determined. since the context of the problem at hand is related to how to increase sales growth, then based on the strategy variant of the growing business context and the reading of the causes of the financial problem, along with the results of reading the internal capacity to make product improvements, the strategy chosen is to make product improvements. customer perspective objectives and strategies this goal can be achieved by setting a strategy of product quality, after-sales service and image that meets the needs and desires of the target market and is superior to competitors. the strategy is determined based on the results of the swot reading. for example, based on the findings of financial problems that caused a decrease in income, the quality of cattle products turned out to be dead due to illness when it was about to be slaughtered on eid aladha. this caused donors (buyers) to become disappointed and possibly stop buying again. in addition, it also builds a negative image, because it does not match the product image, which is leading in quality. therefore, the customer goal is to increase donor satisfaction with the quality of livestock and increase the number of buyers, whether they have bought before or not at all. this goal is needed by increasing the number of buyers, both old and new, so that the goal of increasing revenue can be achieved. the strategy carried out to achieve these customer goals is to present quality livestock in the form of weight attributes and physical condition of livestock according to sharia and healthy.. internal process goals and strategies. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 233 the determination of internal process objectives is based on the objectives of the customer and financial perspectives to be achieved, the results of the reading of internal process problems that are not working, and opportunities for quality improvement in terms of certain processes. to achieve these objectives, a process strategy is set according to the results of the swot process. suppose it was previously known that revenue had decreased due to product quality found in the form of sacrificial animals that were sick and died during slaughter. what needs to be done is to identify the processes that are not working, causing the problem. after checking each internal process, it turns out that the problem was caused by the procurement process and routine maintenance in cleaning the cages. objectives and strategies for organizational growth and learning. objectives were set as a result of the findings: 1) infrastructure problems that have an influence on the failure of process, customer, and financial goals that threaten the achievement of the organization's vision and mission, 2) infrastructure aspects that have the potential to be developed, so as to encourage the achievement of internal process goals, which have implications for increasing the number of customers who buy and are loyal, the organization's revenue. from the explanation above, it can be concluded in a flow of formulating a balance scorecard-based mosque independence business strategy as follows figure 2: sketch of the steps for formulating a balance scorecard-based mosque independence business. conclusion formulating a strategy to build the economic independence of the mosque is not much different from the framework in formulating a balance scorecard strategy in the context of a business organization, it just requires adjustments at that stage. this study resulted in the following formulations: 1) in determining the vision and mission of the mosque's economic business, it must be in line with the vision and mission of the mosque, which is not only oriented towards making the mosque economically independent, but also encouraging one of the mosque's functions, namely empowering the community economy. 2) conduct a swot analysis of the mosque using the balance scorecard perspective. the output is a educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 234 strategic problem facing the mosque's economic efforts in terms of finance, customers, internal processes and infrastructure. the results of reading the conditions of the four perspectives that need to be improved and developed again. the thing that needs to be considered is the need to adjust the shareholders in the financial perspective, not talking about the mosque as a business owner, but also donors as investors and especially the community as parties who are cooperated in running the business. 3) in formulating strategies in each perspective using the strategy matrix tools so (strength-opportunity), st (strength-threat), wo (weakness-opportunity), wt (weakness-threat) and the strategy map framework, so as to produce a strategy that is integrated between perspectives leading to the achievement of financial goals in order to achieve the mosque's vision and mission related to building the mosque's economic independence.. references aziz muslim, azis. (2004). manajemen pengelolaan masjid. jurnal aplikasi llmu-ilmu agama 5, no. 2 dalmeri dalmeri. (2014). revitalisasi fungsi masjid sebagai pusat ekonomi dan dakwah multikultural. walisongo: jurnal penelitian sosial keagamaan 22, no. 2, doi:10.21580/ws.22.2.269. dosen fakultas dakwah, komunikasi uin, and raden fatah. (2019). dosen fakultas dakwah dan komunikasi uin raden fatah palembang 1. yonetim: jurnal manajemen dakwah 1, no. 1 faiz khudlari thoha, epik teyebu, and a khoirul hakim. (2020). strategi pelayanan pada penyelenggaraan salat jum’at di masjid al-akbar surabaya,” masjiduna: jurnal ilmiah stidki ar-rahmah 3, no. 1 kaplan and norton, robert s. kaplan, david p. norton. (2006). alignment using the balanced scorecard to create corporate synergies. harvard business press (2006), kristin, ari prasetyoningrum. (2015). pendekatan balance scorecard pada lembaga amil zakat di masjid agung jawa tengah. economica: jurnal ekonomi islam 6, no. 1, doi:10.21580. moriarty, jo. (2011). qualitative methods: overview, in the encyclopedia of applied linguistics. nihr school for social care research. doi:10.1002/9781405198431 muhib alwi, muhammad. (2018). optimalisasi fungsi masjid melalui baitul maal wa tamwil (bmt) pada masjid al falah perumahan tegal besar permai i jember. annual conference on community engagement. muslim, azis. (2005). manajemen pengelolaan masjid. jurnal aplikasi llmu-ilmu agama 5, no. 2 educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 235 putra, ahmad, and prasetio rumondor. (2019). eksistensi masjid di era rasulullah. tasamuh 17, no. 1 kemenag. (2015). al-qur’an dan terjemah. robert s. kaplan and david p. norton. (2005). the balanced scorecard: measures that drive performance. harvard business review 83, no. 7–8 . robert s. kaplan and david p. norton. (2007). using the balanced scorecard as a strategic management system. harvard business review 85, no. 7–8 robert s. kaplan, (2009). conceptual foundations of the balanced scorecard, handbooks of management accounting research 3 (2009): 1264, doi:10.1016/s1751-3243(07)03003-9. satu elo and helvi kyngäs. (2008). the qualitative content analysis process. journal of advanced nursing 62, no. 1, doi:10.1111/j.1365-2648.2007.04569.x. sukron, amin. (2016). implementasi model manajemen strategi dan balanced screcard pada sistem manajemen masjid untuk meningkatkan kinerja badan kesejahteraan masjid (bkm). jurnal pengabdian masyarakat universitas nahdlatul ulama al ghazali 2, no. 1 yuliani, marifah. (2020). konsep divisi ekonomi masjid berbasis teknologi industri 4.0. jurnal al-qardh 4, no. 2, doi:10.23971/jaq.v4i2.1567. educatio : jo urnal of education volume , numb er 1, may 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z implementative design professional learning community (plc) to improve performance of educators muhammad mahfud stai al-azhar gresik mahfudmuhammad90@yahoo.co.id published: may 15, 2017 revi ewed april 01, 2017 received: march 05, 2017 abstract: this research study focused on the design shape plc held at foundation of darul ihsan and its relation with the improved performance of educators. implementative designs are applied in compliance with the five major elements plc (focuson learning, collaborative culture, collective inquiry into research, professional learning by doing, and all the members mutually accountable for targeted result). implementation of plc refers to the six strategies that have been designed that is reflective dialogue, de-privatization of practice, collective focus on student learning, collaboration, shared norms and values, and optimalization of golden triangle. this last strategy becomes a different matter with the implementation of plc in general. optimization of the golden triangle in question is do the synchronization between the three elements play items, namely education actors educators, students, and parents. synchronizing the form of collaborative engagement and cultivation of a sense of belonging between elements on the basis of trust and sincerity and monotheism. keywords: professional learning community, collaborative action, golden triangle. introduction admittedly, there are many ways to improve the performance of educators or teachers in performing their duties and responsibilities. like, welfare incentives, so that they focus on preparing / planning, implementing, and evaluating learning process that will, medium, or already implemented. or, it could also, through provisioning of new knowledge (in learning service),in the form of training, workshops, to be involved in the educational seminar events. until a more idealistic, namely; foster a sense of belonging to the institution where a teacher to devote their knowledge. this last effort, usually, carried by a model of transformative leader, namely; a leader who puts the transfer of abstract values, rather than material. theoretically, the terms of performance, in the world of education, understood as the work of a person, whether it is in terms of qualitative or quantitative. in the world of education as well, said the performance is defined and measured by several components; first, academic mailto:mahfudmuhammad90@yahoo.co.id muhammad m ahfud implementative design prof essional learning community (plc) to improve perf ormance of educators volume 2, num ber 1, may 2017 | 17 zzzzzz qualification. second, education and training. third, the teaching experience. fourth, planning and implementation of learning. fifth, assessment. sixth, academic achievement. seventh, the resulting work in professional development. eighth, participation in scientific forums. ninth, organizational experience and involvement in the community. tenth, the award obtained as an educator. 1 the components of standards teacher that are performing well above, often, serve as the basis for qualifying a professional teacher. although, in reality, the mentioned standards, be handled in ways that achieve the goals desired pragmatic. so it is not surprising, if post qualification or often known as certification, performa nce of teachers who either changed drastically, as prior to the convening of certification. this is evident from the results of various studies stating that insentivication giving welfare to improve the performance of teachers can not run optimally, as well as expected. therefore, in some developed countries, the post-certification and standardization of professional teachers, educational institutions 'required' to implement the concept named "professional learning community /culture"(plc). the goal is simple, namely; sustainsibility maintain performance which have been proposed by the government, based on standardization as mentioned earlier. in some studies, in this way, as disclosed by richard dufour, is intended to create awareness of teachers or educators in terms of collaboration(collaborative action),share knowledge and experience (shared values),and share the responsibility to produce the intended purpose. as the plants when his professionalism taught briefing or education. 2 david barnard said that, the responsibility of an educator is not necessarily restricted to the normative standards set by the government, but also closely related to the individual responsibility as a professional teacher. standardization is a collective assessment instruments, whereas individual responsibility as an educator, is a value that is on top of everything. 3 professional learning community or culture hereinafter referred to as plc, one might say, come from the paradigm that, first, the school woke up from elements of the community. secondly, schools will never be able to evolve, if there is no common vision and mission of the school community. 4 those that thought, plc is a further step for the leadership of educational 1 tim peneliti balitbang kota medan, laporan hasil penelitian ; penelitian mengenai pemberian tunjangan prof esi terhadap kinerja guru sd, smp, smu dan smk di kota medan. (medan: badan peneliti an dan peng embangan kota medan 2011), 1-74 2 ri ch ad defour, what is prof essional learning community (new york; ne s press, 2004), 1 3 david b arnard, “res earch b y the h ay group in highly effect ive teach ers and school lead ers”, dal am prof essional standard for teachers and school leaders (new york; routledgefalm er, 200 4), 42 4 bru ce joyce, changing school culture through staff development (ascd y earbook, 2000), 6 muhammad m ahfud implementative design prof essional learning community (plc) to improve perf ormance of educators volume 2, num ber 1, may 2017 | 18 zzzzzz institutions to unify the competency for educators in the school. 5 in simple terms, the plc serves as a character-building competencies that must be owned by a teacher at school or a particular institution. plc also be an open space for fellow teachers to share their experiences and knowledge related to te aching and learning, student discipline, and the achievements that have been or have not been obtained by a particular teacher. in essence, the plc is an advanced program for professional educators, so that they can make the process of sharing among professional teachers, and the teachers who want to up the process of standardization of professionalism of teachers. in indonesia, the grouping components into a separate community of professional teachers in schools are extremely rare. professional teacher associations in schools, (read: the process of working together), in general, tend to be pragmatic. that is, they a re professional teachers gathered when the individual performance reporting process; whether it is related to the learning process, or other components which become a professional teacher assessment is based on existing instrumentation. very hard to find, this professional teachers do the sharing of knowledge, experience, and other aspects of the build. even if there is any association, in hypothesis researchers, the event was initiated and organized by the principal ( principal ship). this assumption is quite reasonable. prior to this research theme composed, islamic high school (stai) al azhar, menganti, gresik, in 2014, in collaboration with the district education council. gresik, conducting research related to the influence of educator professional allowance (tpp) on the performance of teachers in schools. one hypothesis tested is whether there is a change of teachers who have received the welfare benefits, in terms of performance and behavior patterns as a teacher. research results indicate that, professional teachers (read; certified) did not change much in terms of behavior and performance. the certified teachers, tend to perform his duties in accordance with the standards that have been instructed. for instance, a full teaching in some classes, writing papers, or make the administration of learning. 6 in conclusion, the certified teachers tend to measure their performance based standards. if it is met, then they tend to neglect the other activities. therefore, it is in its recommendation, the research team stai al -azhar give an appeal to the stakeholders education policy in gresik, to include the development of program professional 5 ibid, 7 6 resume laporan peneliti an tim peneliti stai al azhar menganti gresik bekerjas ama dengan dewan pendidikan k ab. gresik. laporan ini juga sudah dipublikasikan di jurnal k ependidikan islam ftk uin sunan ampel surabaya edisi 5 volume 2. tahun 2015 muhammad m ahfud implementative design prof essional learning community (plc) to improve perf ormance of educators volume 2, num ber 1, may 2017 | 19 zzzzzz learning culture or the community. the reason is simple, that teachers are certified to do the sharing of knowledge based on the experience of training, workshops, or seminars attended lessons during the process of obtaining a certificate of professional teachers. on the other hand, this professional teachers can pass on experience to other teachers who still / currently the process of obtaining the professional title. in fact, sharing together can motivate other teachers who are still far from a professional (read: new teacher). observational, there are several stages of this standard so that the plc can be implemented in general; first, leaders need education agency collaborative and transformational. second, for a collective understanding to share between all of the elements or the academic community that is under the auspices of educational institutions. third, policy support. fourth, the system managerialism effective and efficient. all components implementable is what will be the core object of this study, so it can be used as a foothold generalist for other educational institutions, implementing professional culture collection in educational institutions. discussion plc implementable concept in the world of education in indonesia, is still rarely implemented. perhaps, it could be said. it is most visible on the surface is the association or associations of educators based on; a profession that was involved (pgri), subjects of teaching (mgmps), religious organizations (pergunu), and level of education unit. for that reason, the tendency of a growing research was, more likely to analyze, on the roles of associations and organizations previously mentioned. in fact, since the 2000s, after the rule of global standardization of professional teachers, plc an indicator of the success of leadership education institutions (principal ship) district and school level in developed countries. this is evidenced by some scientific studies as follows: howard green, the professional standards for teachers and school leaders,. 7 this book is an expert view on education standardization of global teachers (teachers worldwide standardization). in general, this scholarly book describes how should the behavior of an educator and leader of educational institutions. simultaneously, theoretical education experts in this book also gives advice and recommendations to the leaders of educational institutions treat teachers who have reached the prescribed professional standards. carol b. mullen, the handbook of leadership and professional learning communities,. 8 not 7 howard green et all, prof essional standard for teachers and school leaders (new york; routledgefalm er, 2004) 8 carol b. mullen et all, the handbook of leadership an d prof essional learning communities (new york; pallg rave muhammad m ahfud implementative design prof essional learning community (plc) to improve perf ormance of educators volume 2, num ber 1, may 2017 | 20 zzzzzz much different from previous books, this book is more likely to form the proceeding plc development implementable strategies in schools, based on observations of principals from all over the world. in the prologue mentioned, that the process of unification of the professional teacher behavior in the form of a separate cultural community is very important to not be influenced by other teachers. thus, the professional teachers become isolated community of fellow professional teachers, and as facilitators for other teachers who still towards standardization o f professional teachers. penelope j ward & michael sc educator as learners; creating a professional learning community in your school. 9 this book, compared with the previous books, more nuanced plc implementation. for example, in the book described, process and tools how to implement the plc. in the context of the process, there are levels of professional teachers formed a community identity, interpret the action learning at community level, and sharing capabilities and capacities of the knowledge of all teachers. in the aspect of the tools that are used, for example, is described through terms of open space (openness), think, fair, and share (to think, to be fair, and want to share). the concepts of these tools and processes used to build a community of professional educators. kathleen richard hopkins, teaching how to learn in what to learn culture,. 10 if previously, directing research studies on aspects of the theory to implementation, based on the experiences observed practice. then this book is more inclined to the personal experience of being rewritten, in an effort to build a community of professional teachers in the institution. in this book mentioned the author's personal experience as a teacher more than a dozen years. men-sharing community development ideas with other teachers, and many other experiences, until he was appointed as a leader in a school. from the results of the literature review above, it can be concluded that the plc is a follow up of the design process of standardization of professional teachers. does it begin on the initiation of a professional teacher, or through policy (school policy) is done by the leaders of educational institutions. the results of these studies the exposure of the above, it was revealed that the contribution is very significant. resulting in performance that is also within the required standards. in addition, if examined in comperehensip, it is inevitable that a distinction educator professional and non-professional by the community, will ignite conflict in educational mi cmiland, 2009) 9 penelope j ward & mi ch ael sc educator as learners; creating a prof essional learning community in your school (virginia; ascd pub, 2000) 10 kathleen ri ch ard hopkins, teaching how to learn in what to learn culture, (usa; john wiley and sons in c, 2010). muhammad m ahfud implementative design prof essional learning community (plc) to improve perf ormance of educators volume 2, num ber 1, may 2017 | 21 zzzzzz institutions. therefore, the role of a leader or the head of the school is very urgent, to compromise the interests of individuals and groups, into a shared vision broader institutional development. this type of research is qualitative. meaningful qualitative research, all of the issues that will be explored is holistic, describe a particular phenomenon by relying on research procedures that produce descriptive data in the form of words written or spoken of people and behavior as a whole. this research is fundamentally dependent on human observation (researchers) in its own region and in touch with these people in his language and terminologies. 11 in the context of this study, the use of this type would serve as the imaging process workflow, strategies, and form a holistic design developed by foundation of darul ihsan, menganti, gresik, in improving the performance of professional educators who are under the auspices of the foundation. in addition, through this study, can be imaged important roles performed by each of the social actors in the internal institutions. of these types, the researchers will use a phenomenological approach-antroprologis. 12 phenomenological approach will be used to explore the data that is individualized, from the leadership of formal educational institutions, chairman of the foundation, and individual professional teachers at darul ihsan foundation, menganti, gresik. meanwhile, anthropological approach will discuss what looked and seen from the dialectical tension in darul ihsan foundation, menganti, gresik. in this study, there are two sources of data or informant division of research: first, informants and primary data. that is chairman of the foundation, principals, and professional teachers. the data (administrative documentation) is a program of work, the structure organization plc, and other data that relates directly to the plc strategy in this institution. second, the secondary. secondary informant is the school committee, supervisor and service controller. the secondary data is other information that supports this research. data collection techniques used in this study is structured interviews, participant observation, and documentation. structured interviews conducted dig primary data on a research theme. participatory observation conducted to gain insights into the implementation of the plc. documentation conducted to explore a variety of research supporting data. 11 sudikin munir, metode penelitian: membimbing dan mengantar kesuksesan anda dalam dunia penelitian, (surabaya: insan cendikia, 2005), 6 12 pendefinisian dua pendekatan di at as, lihat : ismail naw awi, metode penelitian kualitatif (jakarta; dwiputera pustaka jaya, 2012), 79-80 muhammad m ahfud implementative design prof essional learning community (plc) to improve perf ormance of educators volume 2, num ber 1, may 2017 | 22 zzzzzz data analysis technique used is descriptive analysis techniques follow the path of miles and huberman. the groove is data reduction, data display, and verification and conclusion drawing. in the data reduction phase, researchers conducted a process of living in and living out. at this stage of the display, starts by looking for patterns, themes, relationships plc implementation and ends with draw conclusions on field findings. the conclusion was initially still very tentative, vague, and doubt, then we get the data, become more grounded. this activity is the process of checking and verifying the correctness of data has been collected, so that the conclusions obtained in accordance with a research focus. implementable design plc conducted at darul ihsan foundation has fulfilled the requirement of raw stages of the implementation of the plc. first, foundation of darul ihsan led by a leader who is collaborative and transformational. it can be seen from the l iveliness of leadership in coordinating, monitoring, and evaluation of all programs. second, learning community that is under the auspices of the foundation also has a collective consciousness for sharing between all elements. this is evidenced by their enthusiasm they are in following all the programs and not only that, they also take their own time to give each other feedback and corrections to the academicians. third, all programs are decided upon and executed supported fully with policy leaders to strengthen the sustainability of the program, and the fourth, foundations managerial systems running effectively and efficiently with the distribution and execution of tasks in a systematic and collaborative. plc programs are conducted at the foundation of darul ihsan also meets the standards of professional learning (professional learning standard) which is five essential elements that must exist in the plc program. the five elements are: focus on earnings, collaborative culture, collective inquiry into research, professional learning by doing, and all the members mutually accountable for targeted result. five basic elements are contained implicitly in programs designed by the foundation of darul ihsan as guidelines for the implementation of plc. plc implementative design used by foundation of darul ihsan is a design development of the design are used as a benchmark paideia inc. canada consulting group,(1990).if they formulate five strategies, namely, reflective dialogue, de-privatization of practice, collective focus on student learning, collaboration, and shared norms and values, then the strategy undertaken by foundation of darul ihsan by adding the points seeded the optimalization golden triangle. the first strategy is reflective dialogue. implementation of this strategy in the form of activities that are of mutual correction and build on each other both in terms of teaching, knowledge, and skills. implementation of this strategy can be done by way of critical friend group muhammad m ahfud implementative design prof essional learning community (plc) to improve perf ormance of educators volume 2, num ber 1, may 2017 | 23 zzzzzz (cfg), study group (sg), and learning observation (lo). cfg is done by regular weekly meetings. at the meeting discussed some shortcomings, progress and things should be improved in teaching, which essentially educators teaching activities should be increased. sg is done by sharing knowledge on various matters relating to students, both on the skills learned, study, the level of emotion, soft skills, as well as all matters relating to the characteristics of the students, such as hobbies, aspirations, and vision-mission , sg this becomes important because as educators who perform well, it must know the characteristics of learners. with the sg carried out on a monthly basis is the educators will be more aware of the characteristics of learners and will be easier to determine the precise learning strategies. the last way is lo. lo in question are educators make the learning process as a team and mutually observe each other, both observation implementation of learning, student activities, the effectiveness of the strategy, the media, as well as the learning method is being conducted. with the existence of this lo, educators are expected to reflect the learning. the second strategy is a collective focus on student learning. implementation of this strategy is done by the data analyze (da), curriculum mapping (cm), the common assessment (ca), slice (sl), and decision making (dm). da is referred to in this strategy is the analysis of achievement data learning outcomes of students who then made topic of conversation collectively to find solutions to improve the outcome of learning. so all the talk that is done collectively must be based on the data. from these data will be used to formulate several findings and then find a solution to achieve improved learning achievement. cm applied by way of outlining the curriculum. curriculum applied; there are two models of the national curriculum and curriculum boarding school. national curriculum used is a modified curriculum with practical principles, effective, efficient, and oriented learning is fun. indeed, not the entire national curriculum is modified. for a while the only subjects of the un and several other supporting subjects. achievements already done is to create midi (mathematics islam darul ihsan, bi2di (english and indonesia darul ihsan), and paidi (natural sciences islamic darul ihsan). for the curriculum of islamic boarding schools, more emphasis on two aspects that can read the book and can practices worship amaliah. cm is done by standardizing assessments. standards assessment prepared collectively and increasingly collaborative, meaning that the assessment is done jointly by teachers cognate based on standards that have been agreed. after the program as assessment done then the next step is to do the sl. sl is done by spending time together to correct and check out all the assessment that has been given to the muhammad m ahfud implementative design prof essional learning community (plc) to improve perf ormance of educators volume 2, num ber 1, may 2017 | 24 zzzzzz learners. by sitting together and give each other feedback, then scoring the test results will be more objective in the absence of selective logging. the last step is the dm, this step performed each class will rise. par a educators get together and talk about learners eligible for a grade, or take conditional, or up to move. dm was carried out as the top semi -annual monitoring and evaluation. dm was also used as a platform for educators to exchange arguments on the development of learners from various aspects. the third strategy is de-privatization of practice. implementation of this strategy is done by peer coaching (pc),lesson study (ls), and cross-educator (ce). pc is done by equipping educators teach a variety of skills. this is done either carried out independently by a colleague or by inviting coaches from the outside or the idia iswara. one of the coaches that were presented, namely mr. julius ade rizky of buzan international. the provision of training is not limited to only a moment, but educators are also required to practice and implement the experience that has been gained and create innovative development. ls is done by means of collective learning plan (team). these lesson plans are made, implemented, observed, monitored, and evaluated collaboratively with the aim of improving learning outcomes more optimal. how namely ce, this step is a continuation of the ls. if ls composed and performed by a team, then the ce done by inviting teachers to act ls team outside that had been developed by the team. this is done to give the experience to nonprofessional educators or new teachers are still in the learning phase. with the inclusion of new teachers in an ls is expected to improve the performance of teachers and provide an opportunity for new teachers to keep learning and growing. in addition, the ls also demanded that the learning is done by educators more professional. the fourth strategy is collaborative, or work together. this strategy is done by having the vertical and horizontal (hvt), mentoring (me), interdisciplinary unit and project (iup), and group problem solving (ps). collaborative strategies is the spirit of the plc, because the plc to keep in mind is l (learning),so the nature of the teacher teaching is really about learning. the process of learning is not only applicable to educators and learners but all the elements in nature is the foundation of learning (learning). hvt is performed by professional educators relationships among and between professional educators and new educators. although it has been done by the plc program implementable in the foundations, educators, especially those already certified professional educators also have other allied colleagues or called by mgmps. teachers menprofessional has an obligation to share the knowledge gained from professional organizations serve targeted to muhammad m ahfud implementative design prof essional learning community (plc) to improve perf ormance of educators volume 2, num ber 1, may 2017 | 25 zzzzzz educators, especially new teachers. furthermore, hvt also be done by inviting lecturers in foundations to provide information and knowledge regarding the development of learning and education. as a form of the collaboration process, the educators are required to attend a mentoring program (me). me program made to the new educators by educators for educators senior and senior by the monitoring and evaluation team with the plc program by means of direct mentoring and collaborative involvement in a variety of ways, especially in terms of learning. the next way is iup. how this is done because of the vision of the fou ndation are to collaborate between worldly and hereafter. a vision espoused that "steady imtak and excellence science and technology" vision is the basis for the implementation of iup. iup execution pattern is to how to collaborate with educators from various clumps to talk, organize and plan the curriculum in accordance with the vision. from this iup is created midi, bidi, and paidi as discussed in the previous section. iup also a vehicle for professional educators to do a fourth way that problem solving (ps). so in addition to the team produced any learning model form in accordance with the vision, the team members also chat and discuss the various problems encountered and to find a solution. the fifth strategy is shared norms and values. implementation of this strategy is carried out by means of vision activity (via),guiding principles (gp),value activities (va), and common rituals and strategies (crs). in order for educators to understand the full vision of the foundation, it is necessary to via. understanding of what is meant here is the knowledge of teachers and education personnel about vision. steps taken by way of direct involvement of educators in preparing all plc program based on the vision. the introduction of the vision itself is done by socialization. by way of a via also do the drafting of the short-term, long-term plan and strategic plan plc program is being and will be implemented. the next way is guidance principles (gp). good program must have rules and operational procedures are clear. therefore, the way gp is needed in the implementation of the plc. gp made by the policy makers and the personnel in the monitoring and evaluation team. monitoring and evaluation team independently create and prepare the next gp made signs in apply programs plc. any planning conducted by teams plc must pay attention gp already passed. thus, the gp is the controller of all the plc program. are the planning and execution of the plc is in conformity with the vision and mission, whether the result of discussions and partnerships are already compliant, it must refer to the gp. muhammad m ahfud implementative design prof essional learning community (plc) to improve perf ormance of educators volume 2, num ber 1, may 2017 | 26 zzzzzz the next way that value activities (va). va is a small group activity by discussing the values that must be owned and practiced by the learners and students. the results of this small team discussion include moral values, the values of attitude, the values of characters and religious values that should be showing up as the achievements of the plc program. va can be done by providing a model to students, ranging from psychomotor acts, verbal syntax, and a wise and creative ideas. the next way is common rituals and strategies (crs). as the peak of the implementation of the plc program, the crs is a surefire way to give impression and awards to actors who have sacrificed plc ideas, energy, time, and commitment to the success of the plc. crs is done by giving some grace. categories that have been made in the conferment of the day the best gift, the award in the team, and the grace of remembering your services. crs is done to provide motivation and confidence to the team in order to continue the program and perform more creativity for improvement over the maximum. these five strategies above, still cannot measure how much design implementation of plc conducted at darul ihsan foundation. therefore, in order to achieve measurable results then added a sixth strategy is optimalization golden triangle hereinafter referred to as the golden triangle. what is meant by the golden triangle here are teachers / educators, students / learners, and carers / parents. optimizing the golden triangle is a superior strategy execution in the foundation darul ihsan plc. concrete steps are carried out in this strategy that involves directly the persons who are in the golden triangle. the term golden triangle appears on the assumption that the spear of educational success are the three elements. educators without their learners will not be able to run programs that have been compiled. learners will not be able to get treatment in learning syntax when no educator. likewise with careers / parents cannot leave their children (learners) if there is no educator. this is the fulcrum of the plc are implemented in the foundation of darul ihsan. to optimize the performance of educators already include the five previous strategies. likewise, the optimization of learners also include in them. but the leaders also wanted their emotional touch and so the performance more professional educators. not only professionals naked eye, but also professional performance based on the sincerity. this refers to the soul of panca cottage as pillars, foundation, and signs. working collaboratively is also an embodiment of the panca soul cottage is ukhuwwah and togetherness. it is this last point that is the basis of the existence of implementation of plc in foundation of darul ihsan, because with the muhammad m ahfud implementative design prof essional learning community (plc) to improve perf ormance of educators volume 2, num ber 1, may 2017 | 27 zzzzzz togetherness – working together (community) – then it will be created a conducive atmosphere and sportsmanship. the third element of the golden triangle i.e. careers/parents of students. to optimize the ways carers carried out namely by involving them in the implementation of learning. if educators need a gp in the discharge of his duties, then the guardian of the students should also look at the gp informed party foundation of. one form of gp is namely book liaison, dial books, monitoring children's book. connecting book used for the means of the parents and the foundation of to know the development of the learning learners in academics while the dial plan book sense is used for the development of learning in the field of religious students. as for the book was used as a information media monitoring from parents to the foundation of children's learning activities about when at home. the books required by careers so that all information about the learners in full swing. six strategies described above will automatically improve the performance of educators. by working together and creating a conducive learning environments educat ors will be more performance then looks and more professional. not only that, even the four competencies that must be owned by the teachers, namely: competency, competencies, personality pedagogy, social competence, and professional competence will automatically be sharpened and guidance for educators implementing professional learning community, because the nature of teaching is learning. plc programs are good will not run properly if the culprit is not out all in implementation. therefore, it takes 6 d program initiated in order to run properly. 6 d is: desire, decision, determination, discipline, deed, and development. desire is the main requirement in carrying out all the programs especially plc because desire is a strong desire to continue learning and studying everything related to the program is executed. once you have a strong desire to next terms i.e. decision i.e. taking decisions to try, then the perpetrator programs should also be conscientious in practicing or determination. furthermore, the offender must also discipline in running the program (discipline), the next offender also actually implement all programs (deed) so all programs that are designed and prepared really well implemented not just discourse, the latter, after the principals actually do all programs then the offender must also dare to do the development and innovation of the more visionary (development). conclusion muhammad m ahfud implementative design prof essional learning community (plc) to improve perf ormance of educators volume 2, num ber 1, may 2017 | 28 zzzzzz plc as an advanced program of post acquisition professional degrees for educators is a vehicle for continuing to improve the professionalism and performance of educators. the principle of plc working collaboratively is very possible for educators to sharing knowledge, norms, and value. as the group plc (professional learning community) then the fulcrum in the program is in the letter l (learning) so the fact of implementation of plc in an institution is the vehicle of learning. educators communicate with each other and learn to improve the quality of the lesson, educators learn how to assess and criticize each other i nstruction each, and so on. implementation of design plc at the foundation of darul ihsan includes six main strategies, namely reflective dialogue, collective focus on student learning, de -privatization of practice, collaboration, shared norms and value and optimization of the golden triangle. all the chief has been running well and impacting significantly to performance improvement of educators. as a material consideration for interested stakeholders to implement the program of the plc in the institution, it must be ensured the perpetrator programs should really meet the 6 d (desire, decision, determination, discipline, deed, and development) . bibliography defour, richad. what is professional learning community. new york; nes press, 2004. green, howard et. all. professional standard for teachers and school leaders. new york; routledgefalmer, 2004. hadi, sutrisno. metodologi research. yogyakarta: fakultas psikologi ugm, 1983. hopkins, kathleen richard. teaching how to learn in what to learn culture. usa; john wiley and sons inc, 2010. joyce, bruce. changing school culture through staff development. ascd yearbook, 2000. mullen, carol b. et. all. the handbook of leadership and professional learning communities. new york; pallgrave micmiland, 2009. munir, sudikin. metode penelitian:membimbing dan mengantar kesuksesan anda dalam dunia penelitian. surabaya: insan cendikia, 2005. nawawi, ismail. metode penelitian kualitatif. jakarta; dwiputera pustaka jaya, 2012. nazir, moh. metode penelitian. jakarta: ghalia indonesia, 2000. suharsimi arikunto. prosedur penelitian: suatu pendekatan praktek. jakarta, rineka cipta, 2006. muhammad m ahfud implementative design prof essional learning community (plc) to improve perf ormance of educators volume 2, num ber 1, may 2017 | 29 zzzzzz ward, penelope j & michael sc educator as learners; creating a professional learning community in your school. virginia; ascd pub, 2000. ramayulis. ilmu pendidikan islam, (jakarta: kalam mulia, 2011). sille, philip and rosalyn shute. child development: thinking about theories, (usa: oxford university press inc, 2003). tirtarahardja, umar. ilmu pendidikan islam (edisi revisi), (jakarta: rineka cipta, 2005). yamin, moh. sekolah yang membebaskan perspektif teori dan praktik membangun pendidikan yang berkarakter dan humanis, (malang: madani, 2012). yusuf l. n, syamsu. psikologi perkembangan anak & remaja, (bandung: pt remaja rosdakarya, 2012). educatio : jo urnal of education volume , numb er 1, may 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z moral education and the independence of students in boarding schools al-urwatul wutsqo jombang desy naelasari stit al-urwatul wutsqo jombang desynaelasari@gmail.com published: may 11, 2017 revi ewed : april 5, 2017 received: march 10, 2017 abstract: boarding school as an educational institution to do various things, one of them in moral education. in pondok pesantren al-urwatul wutsqo example of moral education is, all young students who are required to kiss the hands of older, in addition to the stude nts if paying respect to the cleric, said district, class, name. in addition to moral educated, well educated independence. independence in question is not spoiled the students are educated, competent, and can be in any field or ready to take life in the community. data collection techniques using observation, interviews, and documentation. data analysis included data reduction, data display, and verifying conclusion. test the validity of the data through an extension of the participation, persistence observers and triangulation. the study resulted in conclusions: 1) moral education of students through formal and informal education in pp-uw, a form of education more priority to physical education than the education of the soul first. phase -stage is done by coercion roommates gradually no longer feels forced. 2) education independence of students through formal and informal education in pp-uw dare to compete audiences teach students how to conduct interaction and not depend on others, teaches pious charity so that students are not saturated, self-contained and ready to face the future in public life. 3) the factors supporting and morals of students items, namely internal and external factors. internal factors that students have the will to be educated character, each input students are different, and so on. the external factor is the existence of subjects quran, teachers at school, the school environment that is outside and figures that play a role. 4) factors supporting and independence of students: (a) the pattern of parenting. (b) the system of life-uw school ma. (c) system of life in the hut. keywords: moral education, education pupils independence, pesantren mailto:desynaelasari@gmail.com desy naelasa ri moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, num ber 1, may 2017 | 2 zzzzzz introduction 1. context research education first character is the object of attention in islam. it can be seen from one of the apostolic mission prophet muhammad saw which is key to enhance a noble character. our prophet muhammad saw said: الخالق مكارم التمم بعثت انما ( البخارى رواه ) meaning: actually i was sent (allah) to enhance the morals (manners). (hr. bukhari).(muhaimin, 2008: 75). in addition, the method of moral education, especially moral outwardly, can also be done by means of coercion which gradually no longer feels forced. if education is longstanding, then the compulsion is no longer felt as coercion 1 . according to ali in addition to the need for moral education which has been described above, was the independence of one's self is also needed to support the perfect personal self 2 . discussion of independence in terms of a variety of perspectives on ushering in an essence that independence is an internal state of the individual obtained through t he process of individualization. moral education and self-reliance that were outlined above, can not be separated from the world of boarding school. pesantren as religious educational institutions is a reality that cannot be denied 3 . the cottage is a simple place that is home to clerics shared his students 4 . education at boarding can be divided into two, namely formal and non-formal education. formal education is summed up in the structure of school subjects were conducted on teaching and learning. in addition to formal education, there is also a non-formal education is education islamic student which has its own schedule and curriculum structure. islamic student activities into the heart of life in boarding schools because it includes the implementation of activities for 24 hours. among the activities at such islamic student diniyah koran, prayer in congregation, islamic studies, etc 5 . 1 abuddin nata, akhlak t asawuf, jakarta: raj awali pers, 2009, hlm . 158 -166 2 mohammad ali, moh asrori, psikologi remaj a (perkembangan pes erta didik), jakarta : bumi aksara, 2010. hlm 107-108 3 a'l a, abdul. pembaharuan pesantren. yogyakart a: pustaka pesantren , 2006. hlm . 15 4 hasbullah. sejarah pendidikan islam di indonesia lintasan sejarah pertumbuhan dan perkembangan. jakarta: rja grafindo pers ada. 1999. hlm . 142 5 abdurrahman mas'ud , intelektual pesantren: perhel atan agama dan tradisi (yogyakarta: lki s 2004). hlm . 55 desy naelasa ri moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, num ber 1, may 2017 | 3 zzzzzz pondok pesantren al urwatul wutsqo bulurejo diwek jombang established by k.h.m. yaqub hussein in 1946. here students are educated character, one example, all young students who are required honoring older, in addition to the students if devote to the cleric, teachers also mentioned district , class and name. example: ani of jepara student of ma class 2. so when devote, ani said technically, said the district, grade, name of the road while paying respect. in addition to moral education, in pondok pesantren al-urwatul wutsqo also educational independence. self-reliance is the students are educated here in order not spoiled, competent, can be in all areas, and ready to take life in the community. this study seeks to determine how the students moral education and self-reliance through both formal and non-formal education in pondok pesantren al-urwatul wutsqo bulurejo diwek jombang. b. literature review education in terminology can be interpreted as coaching, formation, direction, the intellectual level, training is addressed to all students in formal and informal with the goal of forming students who are intelligent, personable, has a particular expertise as a provision in the life of society 6 . behavior is the character or nature of a person, the state of the soul that has been trained, so in the soul actually has inherent qualities that gave birth to deeds easily and spontaneously without thought wishful again . attention of islam thus against moral education can also be seen from islamic attention to the education of the soul that takes precedence over physical education, because of the good soul this is going to be born deeds either at a later stage will easily produce goodness and happiness on the entire life man, outwardly and inwardly 7 . in certain stages, moral education, especially moral outwardly can also be done by means of coercion which gradually no longer forced terrace. someone who wants to write and say nice words for example, at first he had to force his hands and mouth write or say the words and letters were nice. if education is longstanding, then compulsion is no longer felt as coercion. factors that affect the education of morality in children there are two, namely the factors of the potential for physical, intellectual and the heart (spiritual) brought the child from birth, 6 has an bas ri. fi lsafat pendidikan islam. bandung : pustaka setia. 2009. hlm 53 7 muhammad ghazali. akhlak seorang muslim, terj. moh.rifa'i dari judul asli khuliq al-muslim. semarang: wicaksan a. 1993. hlm . 13 desy naelasa ri moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, num ber 1, may 2017 | 4 zzzzzz and external factors, which in this case is both parent at home, teachers at school and figures as well as community leaders. through good cooperation between three educational institutions, then the cognitive (knowledge), affective (appreciation) and psychomotor (practice) will be formed doctrines taught in children. and was then known with whole human terms 8 . according to sulaeman, in ali & asrori 9 , the development of self-reliance is a process that involves normative elements. this implies that self-reliance is a process that direction. methods this type of research is a field research (field research).the approach used is qualitative. the instrument of this study is the researchers themselves key instrument research 10 . arikunto said that the source of the data here are informants caretakers cottage, cleric -teachers, teachers, and students are concerned. data collection techniques used are: observation, interviews, and documentation. interviews with caretakers cottage, teachers, master (the data for formal education), students and pupils concerned 11 . according to moleong, 12 data analysis techniques include: 1) reduction or simplification of data(data reduction). 2) presentation of data (data display) 13 . 3) withdrawal conclusion(conclusion verifying) 14 . while the data validity checking techniques through extension of participation, persistence observation, and triangulation. triangulation is meant here is the triangulation of sources 15 . results research 1. education behavior pupils through formal education and informal in pondok pesantren al-urwatul wutsqo bulurejo diwek jombang education morals of students through formal education (ma-uw) is through the existing curriculum in ma-uw precisely through the subject matter pai (islamic 8 abuddin nata, akhlak t asawuf. jakarta: raj a grafindo persada. 2009. hlm 171 9 muhammad asrori, muhammad dan ali, psikologi remaja. jakarta: pt bumi aksara. 2010. hlm 112 10 john w cresswell, res earch design, pendekatan kualitatif, kuantitati f dan mixed. terj. a chmad fawaid. yogyakarta: pustaka pelajar . 2010. hlm . 294 11 suharsim i arikunto, prosedur penelitian suatu pendekatan praktik. jakarta: rineka res erved. 2006. hlm 30 12 lex y j moleong, m etodologi pen elitian kualitati f. b andung: remaja rosdakarya. 2004. hlm 103 13 nawawi, hadari dan mim i martini. penelitian t erapan. yogyakarta: gajahmada university press. 1996. hlm . 73 14 nana sudjana, tuntunan penyusunan karya ilmiah (m akalah, skripsi, tesis, disertasi). bandung: sinar baru algesindo. 1999. h lm 7 15 lexy j moleong, metodologi peneliti an kualitatif. bandung: remaja rosdakarya. 2004. h lm 178 desy naelasa ri moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, num ber 1, may 2017 | 5 zzzzzz education) . for the lesson pai in ma-uw is based on the quran, the moral education of students in the ma-uw is based on the verses of the qur'an were then presented by the teacher concerned, then supported by habituation, and it is habituation character / morality. the pai applied subjects in the pp-uw is subject ppgq (koran teacher training). ppgq here teaches "q ur-any "1, 2, 3, 4, 5, tafsir ahkam (laws tafseer of the quran) 6a, 6b, 6c, 6d, amaly exegesis (tafsir to be carried out). here, students are educated in order to understand that "qur-any" it only as a means only to understand the quran, the most important is to a peak that is to be able to practice (tafsir amaly). examples of moral education through formal education that devote after school, young students who are required honoring older students / senior, lined up two rows extending backward, forward is sequence of grade 3 ma, 2 ma, and so on. thus, the moral education of students through formal education at the pondok pesantren al-urwatul wutsqo is consistent with the theory put forward by ghazali 16 "attention islam thus against moral education can also be seen from islamic attention to the education of the soul should take precedence over physical education, because of the good soul this is going to be born deeds either at a later stage will facilitate produce goodness and happiness in all of human life, both outwardly and inwardly 17 . "while the moral education of students through non-formal education (at the cottage) that his students through a curriculum of moral education at boarding school. there is a character study, as well as habituation, such as paying respect when meeting with abah yai / bu nyai / teachers. and in pp-uw students are terms ranging surveillance bed to sleep again. pupils are required for the congregation, istighotsah, the koran, schools and charitable pious. and this event has become a routine and scheduled. this activity is for new students an activity such as forced, but over time has become a habit that does not feel forced. thus, the moral education of students through non-formal education in pondok pesantren al-urwatul wutsqo is consistent with the theory put forward by nata 18 , "in certain stages, moral education, especially moral outwardly can also be done by coercion which gradually no longer feels forced. someone who wants to write and said nice words for example, at first he had to force his hands and mouth write or say the words and letters 16 muhammad ghazali. akhlak seorang muslim, terj. moh.rifa'i dari judul asli khuliq al-muslim. semarang: wicaksan a. 1993. hlm . 13 17 muhammad ghazali. akhlak seorang muslim, terj. moh.rifa'i dari judul asli khuliq al -muslim. semarang: wicaksan a. 1993. hlm . 13 18 abuddin nata, akhlak t asawuf. jakarta: raj a grafindo persada. 2009. hlm 165 desy naelasa ri moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, num ber 1, may 2017 | 6 zzzzzz were nice. if education is longstanding, then the compulsion is no longer felt as coercion 19 . "examples of when the car teacher (abah) pass, the students stopped and read fatihah for teachers (abah). another example of the students always read fatihah before the exit gate (good for pious deeds or other activities), even though the abah not in the cottage. 2. pupils independence education through formal and non-formal education in pondok pesantren al-urwatul wutsqo bulurejo diwekjombang independence example students through formal education in ma-uw that can be trained in their duties, such as the task group / task independently. especially in ma-uw equipped laboratories, such as the practice of biology per group, each individual will make a report on their own, and each child has a different answer, although one group. in addition, there is also the practical activities in cooperation with the cottage, for example, eye patch (grafting), grafting, etc. while the examples of physics, for example, students are taught the practice also on the furniture by measure using a right angle, and so on. and this theory has been explained in the school. in theory ma-uw children gain knowledge from school, but in practice they carry out, or before school hours. another example of independence education students through formal education and is one of the characteristics of the ma-uw is class 1, 2 ma-uw has been trained to live independently so it can cooperate with institutions mi / sd around diwek and surrounding areas to teach qur'any 1.2 , 3,4,5, ahkam interpretation, interpretation amaly or summarized in school lessons are subject ppgq (training teachers quran) ". this activity is commonly called "ppl".ppl is a task of the school, but conducted outside school hours or before school hours are 7:00 s / 11.00. but the schedule rotation, so each child gets 1 week / no 2 weeks to ppl. ppl activity teaches students to be able to show itself, dare to compete public how to conduct social interaction or relationship with another individual, and not depend on others. thus, educational independence of students through formal education is consistent with the theory put forward by kartadinata 20 , "independence of social, is the ability to hold interaction on others and does not depend on the actions of others." while education in self-reliance of students through including non-formal education through the process of self-reliance can be done by way of giving charitable pious. pious charity is the good deeds can be said to help the lodge without asking a fee from anyone except allah. 19 abuddin nata, akhl ak tasawuf. jakart a: raja grafindo persada. 2009. hlm 166 20 sunaryo k artadinat a, dkk. bim bingan di sekol ah dasar. b andung: depdikbud. 1998. hlm . 114 desy naelasa ri moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, num ber 1, may 2017 | 7 zzzzzz in agricultural fields unit, students are invited pious charity for planting, grafting, stick to the eye, tree planting cassava, etc. in the field of carpentry unit, students are invited to create their own chairs, tables, doors, cabinets, making their own wooden shelves. and i n the field of construction unit, which students are invited to create a mosque, cottage building, campus, building mi, bathroom, and so on. thus, educational independence of students, according to the theory put forward by dahlan al barry and partanto pius 21 , "independence is usually characterized by the ability to self-determination, creativity and initiative, set behavior, and responsibility, able to refrain , make your own decisions, able to overcome the problem without any influence of people. 3. supporting and inhibiting factors in the implementation of moral education students through formal and informal education in pondok pesantren al-urwatul wutsqo bulurejo diwek jombang. factors that support the implementation of moral education of students through formal education such as: a. lesson of existence of the quran that supports not violate morals and books provided. b. teacher their set up and develop at the school at the same time in the cottage called uk (teacher class). c. their sons and daughters grade separation, which minimizes the sexual transgression. d. pai teacher is concerned, that when teaching not only deliver teaching materials, but also educate, nurture student morals. e. between schools and in their quarters cannot be separated. life in the cottage is very supportive. because together, for example, want to do the work a lot of friends. while the inhibiting factors in the implementation of moral education of students through formal education as between the other: a) an assortment of student input, there is a moral good child, and there has not been good. b) some children in formal school education but not the mole, and it is difficult to control. c) schools and office locations rather distant. examples of the practi ce of grafting is the place of planting seedlings in front of pp-uw campus. d) teachers from outside pondok not understand the material content pai at uw, so that the material presented less than the maximum. e) not wearing tools such as books from pp-uw about pai. 21 dahlan pius, partanto dan barry, kamus ilm iah populer. surab aya: arlo ka. 2 007. hlm 115 desy naelasa ri moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, num ber 1, may 2017 | 8 zzzzzz while supporting factors in the implementation of moral education of students through non-formal education, namely: a) availability of tools such as pocket books / props, ahkam interpretation, interpretation amaly, and so on. b) 24 hours to educate students, as student boarding c) willingness to students who want to be educated character d) cleric-teacher sincerity who always educate and nurture students morals. e) the existence of the koran quran f) their full control in pondok g) their koran in pondok sometimes filled abah yai to establish morals students. h) their supervisors, their teacher class, and added more class president. while the inhibiting factors in the implementation of moral education of students through non-formal education (at the cottage), namely: a. occasionally permit exit abused b. time available underutilized c. pupils will be educated character that permits many d. unwillingness of students to be educated morals. based on the description described above, we can see that the supporting factors and obstacles in the implementation of moral education of students through formal and informal education are internal factors and external factors. thus, supporting factors and obstacles in the implementation of moral education of students through formal and informal education, according to the theory put forward by nata 22 , "factors affecting the moral education of children, there are two, namely the factors of the potential for physical, intellectual and the heart (spiritual) brought the child from birth, and external factors, which in this case is both parent at home, teachers at school, and figures as well as community leaders. through good cooperation between three educational institutions, then the cognitive (knowledge), affective (appreciation) and psychomotor (practice) will be formed doctrine s taught in children. and was then known as human beings. 4. "supporting and inhibiting factors in implementing independence education students through formal and informal education in pondok pesantren al-urwatul wutsqo bulurejo diwek jombang. 22 abuddin nata, akhlak t asawuf. jakarta: raj a grafindo persada. 2009. hlm 171 desy naelasa ri moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, num ber 1, may 2017 | 9 zzzzzz the factors supporting the implementation of the independence of students through formal education are: a. they are trained first so they can live independently in cooperation with agencies around diwek and surrounding areas. b. teachers teach independence early c. students willingness to learner independence d. in pondok between school and could not separated. the tasks given at the school, sometimes done in the cottage, and life in the cottage is very supportive for doing something together. while the inhibiting factors in the implementation of self-reliance education students through formal education, namely: a. division of time when teaching to sd / mi around sometimes asked him to interfere with school hours. b. lack of transportation when the pediatric teaching in sd / mi around diwek and surrounding areas. while supporting factors in the implementation of self-reliance education students through non-formal education, namely: a. availability of adequate facilities and infrastructure in each element (landless, woodworking tools, building materials, etc.). b. human resources who want to be educated self-reliance, and gradually become capable, so begins would then be rendered by god. c. intention, determination and the willingness of students to be educat ed independence although not paid. d. their motivations are always given by the supervisor every chance that made each students work with the maximum for optimal results. e. supporting their families. f. can eliminate boredom, because charity beyond g. there the lure of abah yai as encouragement pediatric population. children's spirit, because for one tree grafting if successful, it gets money usd 1000, so the children the spirit of grafting and vying to get as much as possible. h. all students have a talent and interest i. when recitals in the cottage they were also taught about the sincerity in the world so many pious deeds in the hereafter will go to heaven forever. spearhead mole here are pious desy naelasa ri moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, num ber 1, may 2017 | 10 zzzzzz charity. in this case the children vying for pious deeds. instead, there are several factors that can hinder the implementation of self-reliance education students through non-formal education, namely: 1. internal factors. internal factors are factors originating from itself, for example lazy to charitable pious, do not execute orders from his superiors, slow in pious charity, and some even harmful. external factors, namely, for example of students not support his family on pious charity in the cottage, on the grounds that the mole is usually the students occupied the koran, not even in order to the paddy, the building, the furniture, etc. 2. sometimes if management is not good, then the non-formal schedule could clash with formal education in modern school activities. 3. transportation also can inhibit this activity. 4. the lack of proofreading by the chairman and the chairman of the lack of coordination between the members. 5. in one work should be taken into account the amount of work by many workers. 6. because the pious charity which is quite far away, making tired. which could eventual ly make the reasons for the students, and when it was the location plus indirect pious charity work. 7. this pious charity work sometimes clash with other activities. examples : pious charity klengkeng time, there was a job wrapping stickers, folding qur-any, etc. although this does not happen every day, but it could be an obstacle. in addition to those already described above, there are still some factors that may affect the independence of the students, among others, as follows: 1) pattern foster parent. parents who create a safe atmosphere in the interaction of the family will be able to encourage the smooth development of the child. 2) school life system. ma-uw in this school and the cottage can not be separated. the theory gained in the school, will be practiced in the cottage, and vice versa. for example, as noted above, the task of grafting biology will be practiced outside school hours, and so on. this could prevent, because it is contrary to the designs that have been made by the caregiver for smooth and speed. 3) cottage's living systems. in this case, the system of life in the cottage can be a support in the implementation of self-reliance education students in both the formal and non formal education. instead, the system of life in this cottage could be an obstacle, if the students do not take advantage of cottage life in the fullest. as an example lazy, slow in pious deeds, etc. desy naelasa ri moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, num ber 1, may 2017 | 11 zzzzzz thus, the factors that affect the independence of these students, according to the theory put forward by ali & asrori, (2010: 118-119) 5. factors affecting independence: a. pattern foster parent. how parents caring for or educating children will affect the development of their teenage child's independence. parents are too many prohibit or exclude the word "do not" to children without being accompanied by a rational explanation would hinder the development of the child's independence. instead, parents create a safe atmosphere in the interaction of the family will be able to encourage the smooth development of the child. b. the education system in schools. educational process that emphasizes the importance of respect for the child's potential, granting rewards, and the creation of positive competition will expedite the development of self-reliance. c. the system of life in society. the system of life in society too stressed the importance of hierarchical social structure, feeling of insecurity or lack of respect for gripping and potential manifestations of youth in productive activities without hampering the smooth development of adolescent independence. conversely, a safe community environment, appreciate the potential expression of young people in the form of a variety of activities, and not too hierarchical will stimulate and encourage self-reliance development 23 . d. conclusion: 1. moral education of students through formal education and non-formal at pondok pesantren al urwatul wutsqo bulurejo diwek jombang, prefers physical education as devote after school, grade separation sons and daughters, women students must cover the genitalia and poked her head scarf, etc. than the education of the soul first. while the phase -stages can also be done by means of coercion which gradually no longer feels forced. 2. independence education students through formal and non-formal education to teach students to be able to show itself, dare to compete public how to conduct social interaction or relationship with another individual, and not depend on others. as examples of activities ppl class 1, 2 ma to sd / mi diwek and surrounding areas. examples again on the subjects of biology students are taught practica l eye patch, grafting, in physics, students are taught the practice of the furniture by measure using a right angle, etc. to make chairs, etc. 23 mohammad ali, moh asrori, psikologi remaja (perkembangan peserta didik), jakart a : bumi aksara, 2010. hlm 118-119 desy naelasa ri moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, num ber 1, may 2017 | 12 zzzzzz in addition, the independence of the students here to teach students to charity pious, and with pious charity students, both in the agricultural unit, unit construction and carpentry unit makes students not saturated, students independent and ready to face the future in public life. 3. supporting factors and obstacles in the implementation of moral education of student s through formal and informal education at the pondok pesantren al-urwatul wutsqo bulurejo diwek jombang ie internal factors and external factors. internal factors which each students have a willingness to be educated character, input any different student s, and so on. while external factors are the subjects of the quran that supports teachers in the school were very influenced, figures abah yai, the teachers are always to foster and school environment that is outside is also very affecting, etc. but here t he obstacles can be overcome by pp-uw. supporting factors and obstacles in the implementation of self-reliance education students through formal and informal education, namely: a) the pattern of parenting. in this case, the parents can be a contributing factor, the opposite could be a limiting factor. b) systems in the school of life. school and his cottage can not be separated. the theory gained in the school, will be practiced in the cottage, and vice versa. but life in the school system can turn into problems when there are several parties who are not loyal to the institution. c) the system of life in the hut. in this case, the system of life in the cottage can be a support in the implementation of selfreliance education students in both the formal and non formal education. e. conclusion education morals students through formal and informal education at the pondok pesantren al urwatul wutsqo bulurejo diwek jombang, form of education more priority in education is like devote after school, the separation of class sons and daughters, female students to cover their genitalia and poked her head scarf, etc. than the education of the soul first. while the phase-stages can also be done by means of coercion which gradually no longer feels forced. as examples of activities that have been scheduled then it must be carried out unless absolutely forced to be abandoned. the timing of the koran then shall the koran, the time the congregation, the congregation shall ff. and if it is not implemented, including one example of a moral offense / ban students. but because it was used to perform activities such as above, does not feel forced. independence education students through formal and informal education at the pondok pesantren al-urwatul wutsqo bulurejo jombang diwek teaches students to be able to show desy naelasa ri moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, num ber 1, may 2017 | 13 zzzzzz itself, dare to compete public how to conduct social interaction or relationship with another individual, and not depend on others. as examples of activities ppl class 1, 2 ma to sd / mi diwek and surrounding areas. examples a gain on the subjects of biology students are taught practical eye patch, grafting, in physics, students are taught the practice of the furniture by measure using a right angle, etc. to make chairs, etc. in addition, the independence of the students here to teach students to charity pious, and with pious charity students, both in the agricultural unit, unit construction and carpentry unit makes students not saturated, students independent and ready to face the future in public life. supporting factors and obstacles in the implementation of moral education of students through formal and informal education at the pondok pesantren al-urwatul wutsqo bulurejo diwek jombang ie internal factors and external factors. internal factors are fact ors from the inside, where each students have a willingness to be taught morals, input any different students, and so on. while external factors are external factors such as the subjects of the quran that supports teachers in the school were very influenced , figures abah yai, the teachers are always to foster and school environment that is outside is also very affecting, etc. but here the obstacles can be overcome by pp-uw. supporting factors and obstacles in the implementation of self-reliance education students through formal and informal education, namely: a) the pattern of parenting. parents who create a safe atmosphere in the interaction of the family will be able to encourage the smooth development of the child. in this case, the parents can be a cont ributing factor, the opposite could be a limiting factor. b) systems in the school of life. ma -uw in this school and the cottage cannot be separated. the theory gained in the school, will be practiced in the cottage, and vice versa. but life in the school system can turn into problems when there are several parties who are not loyal to the institution, such as the teachers are concerned not wear un and the koran books from pp-uw. c) the system of life in the hut. in this case, the system of life in the cottage can be a support in the implementation of self-reliance education students in both the formal and non formal education. because education in pondok that is 24 hours of sleep until sleep again, there is the builder, there was a teacher who watched, there is class president, etc. instead, the system of life in this cottage can be a constraint, if the student does not utilize its full potential in life. as an example of lazy, in person a lot, and so on. f. biblioghraphy desy naelasa ri moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, num ber 1, may 2017 | 14 zzzzzz a'la, abdul. 2006. pembaharuan pesantren. yogyakarta: pustaka pesantren. ahmad, djamaluddin. 2009. resep al-ghazali 11 langkah melatih jiwa, membersihkan akhlak serta mengobnati penyakit hati. tambakberas: pustaka al-muhibbin. anwar, ali. 2009. cara mudah menulis karya ilmiah. kediri:iait press. anwar, desi. 2002. kamus lengkap bahasa indonesia. surabaya: amelia. anwar, rosihon. 2010. akhlak tasawuf. bandung: cv pustaka setia. arief, romly. 2008. kuliah akhlak tasawuf. jombang: unhasy press ikaha. arifi, ahmad. 2010. politik pendidikan islam. yogyakarta: teras. arifin. 1991. ilmu pendidikan islam. jakarta: bumi aksara. arifin, muzayyin. 2003, filsafat pendidikan islam. jakarta : bumi aksara. arikunto, suharsimi. 2006. prosedur penelitian suatu pendekatan praktik. jakarta: rineka reserved. arikunto, suharsimi. 2007. penelitian tindakan kelas. jakarta: bumi aksara. asmani, jamal ma'mun. 2011. metodologi praktis penelitian pendidikan. jogjakarta: divapress. asrori, muhammad dan ali, muhammad. 2010. psikologi remaja. jakarta: pt bumi aksara. asyari, muahmmad hasyim. 2014. pendidikan karakter khas pesantren. malang: genius media. asyari, sapari imam. 1981. metodologi penelitian. surabaya: usaha nasional. basri, hasan. 2009, filsafat pendidikan islam. bandung : pustaka setia. beni, ahmad. 2010. ilmu akhlak. bandung: cv pustaka setia. bungin, m burhan. 2009. penelitian kualitatif. jakarta: prenda: media group. cresswell, john w. 2010. research design, pendekatan kualitatif, kuantitatif dan mixed. terj. achmad fawaid. yogyakarta: pustaka pelajar. departemen agama ri. 2010. alquran dan terjemahnya. bandung: alhikmah. dhofier, zamakhsyari. 1982. tradisi pesantren. jakarta: lp3es. fajri, em zul dan senja, ratu aprilia. 2010. kamus lengkap bahasa indonesia. difa publiser. fatihahtu, annas syah. 2015. kamus ilmiah populer. surabaya: cv. cahaya agency surabaya. ghazali, muhammad. 1993. akhlak seorang muslim, terj. moh.rifa'i dari judul asli khuliq al -muslim. semarang: wicaksana. hasan, muhammad tholah. 2004. islam dan sumber daya manusia. jakarta: lantabora press. hasbullah. 1999. sejarah pendidikan islam di indonesia lintasan sejarah pertumbuhan dan perkembangan. jakarta: rja grafindo persada. huda, miftahul. 2008. 10 cara mendidik anak. yogyakarta: uin malang press. mahjuddin. 2007. akhlak tsawuf. surabaya: kalam mulia. marimba, ahmad. 2003. pengantar filsafat pendidikan islam. bandung: al-ma'rifat. mas'ud, abdurrahman, intelektual pesantren: perhelatan agama dan tradisi (yogyakarta: lkis 2004). desy naelasa ri moral education and the independence of students in boarding schools al-urwatul wutsqo jombang volume 2, num ber 1, may 2017 | 15 zzzzzz miles, mattew b and a mitched huberman. 1993. analisis data kualitatif. terj. tjetjep rohandi rosidi. jakarta: ui press. moleong, lexy j. 2004. metodologi penelitian kualitatif. bandung: remajarosdakarya. muhaimin. 2008. paradigma pendidikan islam. bandung: rosda. mujamil, qomar. 2002. pesantren dari transformasi metodologi menuju islam demokrasi institusi. jakarta: erlangga. nata, abuddin. 2009. akhlak tasawuf. jakarta: raja grafindo persada. nawawi, hadari dan mimi martini. 1996. penelitian terapan. yogyakarta: gajahmada university press. nazir. 2011. metode penelitian. bogor: ghalia indonesia. pius, partanto dan barry, dahlan. 2007. 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laksbang pressindo. sunarto, masyhud dan khusnurdilo. 2003. manajemen pondok pesantren. jakarta: diva pustaka. educatio : jo urnal of education volume 2, num ber 2, novemb er 2017 issn : 2579-8383 (print) issn : 2579-8405 (online) zzzzzz z z character education and the strategy of building an independent learners samsul hadi 1 , moh. toriqul chaer 2 stit islamiyah karya pembangunan paron, ngawi 1 samsulhadi2005@yahoo.com, 2 toriqul_74@yahoo.com accepted: august 10, 2017 reviewed: september 5, 2017 published: november 20, 2017 abstract: education as an institution allows preparing human resources that have the readiness and competence in global competition. learning program prepares learners with integrative interconnect. in addition, the program language proficiency skills and skills that are hard skills and soft skills. therefore, strategies are needed education system and school management processes that lead to the formation of character learners. rationally, character-based education is critical for immediate implementation, therefore, the central issue is examined in writing regarding strategy, a readiness of human resources, indicators of success, design implementation, evaluation strategies, barriers and policy components required. this study used a qualitative approach to presenting the study; (1) the description of the reality of education in indonesia in general; (2) strategy to build a new discourse of understanding the implementation of character education based on local wisdom keywords: education, integrative-interconnective, character building, local wisdom introduction education is the interaction between humans and their environment, including the natural environment and human environment. 1 inside the human interaction not only at interaction with fellow human beings but by nature so as to develop human potential optimally. a pedagogical concept which is based on the understanding that humans have the potential to be creative in reality and to free themselves from the oppression of cultural, economic and political. the concept of education is thought to be able to deconstruct the paradigm of education that has been based on a "banking concept of education", namely education as nothing more than putting investment or cram some material to the students who ultimately education is simply a process of mechanization and the dehumanization of man. 2 one of the prerequisites required for the achievement of "problem possing of education" is a democratic climate. freire, in this case agree with the proposition of karl manheim, which states that the process of democratization spread massively, it will be increasingly difficult to encourage the people living in ignorance", then the logical consequence of this proposition 1 sai ful bahri djamarah, strategi belajar mengajar (bandung: rineka cipt a, 1995), 8. 2 daniel. s. schipani, religious education encounters liberation theology (alabama: religious education, 1998), 3. mailto:toriqul_74@yahoo.com samsul hadi & m oh. toriqul chaer character education and the strategy of building an independent learners volume 2, num ber 2, novemb er 2017 | 164 zzzzzz required the construction of buildings in a dialogical education, egalitarian, humility, compassion, hope, confidence and critical attitude. educators play an important role learning how to realize the ideal. the development of science and technology (science and technology) requires people to learn, the more educators who have the task of educating and teaching. therefore, the ability of educators must be constantly upgraded to keep pace or to follow the progress of the era 3 . the problems of social, religious community that grew and developed into a fundamental duty of educators to translate, provide contextual analysis based on the appreciation, understanding, correct interpretation and proportional, balanced to the learners. demands on the management of learners a comprehensive and integral, then an educator is required to have a normative depth and sharpness of vision. 4 first, it takes the profile of educators to describe the fundamental and human depth to generate. the ssharpness of vision required an effort to ensure the educational process can be continuous with the changes that occur in the contemporary era and the future so that learners produced are the individuals who have the readiness to face future challenges. second, the educational process is carried out not oriented to a vacuum but is relevant to the problems and the reality of the social, cultural and religious developments. therefore, an open learning system (open minded) is expected to overcome stuttering attitudes, behavi ors of learners at any changes that occur in the community. the task of educators is how to build the process of empowerment and development (empowering) learners so that they are able to critically make changes and improvements own problems better life. in the study of theory educational philosophy progressivism, the process of empowerment and development through education is an attempt to "the liberal road to culture," i.e. how education in an effort to build a view of life that has the characteristic properties such as: flexible (not rigid, do not resist change, not bound by a particular doctrine), curious (to know, want to investigate), tolerant (egalitarian) and open-minded (to have open heart). 5 educators according to freire is not only to give instruc tions to the students, but they also need to portray himself as a cultural worker (cultural worker) 6 . they educators must realize that education has two powers at once; as a cultural action for liberation, which advocates for religious values and education against social inequality or as a cultural action for domination, 3 muh barid nizarudin wajdi, ―kawas an t eknologi pembelajaran‖ (2017). 4 malik fajar, visi pembaruan pendi dikan isl am (jakarta: lp3ni, 1988), 213. 5 zuhairini et al., filsaf at pendidikan isl am (jakarta: pt. bumi aksara, 2004), 27. rogers in tilaar (1999:116) provid e guidelines for keeping edu cators as facilit ators of learning, should provide methods of inquiry or study dis covered (dis covery learning) therefore edu cators are required to chang e the paradigm of thinking in teaching, and the foremost educators need to provide a range of learning acti vities that have im plications for many kinds of learning experi en ces so that students can im prove power-criti cal anal yti c, students are able to develop their compet en ce. a comprehensive understanding of the nature of learning, and how to create interactive l earning, analyti cal criti cal to develop the potentials that exist in students can be accommodated properly. if it has been fulfilled in every soul educators it is not possible education cap able of printing the individuals who are able to realize the independent civil so ci ety ( civil so ci ety). civiliz ed soci ety that upholds the values of humanity, who are aw are of their rights and obligations, democrati c, responsible, disciplin ed, control of resources in the fields of sci en ce and arts, cu lture and religion 6 muh barid nizarudin wajdi, ―met amorfosa perguruan tinggi agama isl am,‖ at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. samsul hadi & m oh. toriqul chaer character education and the strategy of building an independent learners volume 2, num ber 2, novemb er 2017 | 165 zzzzzz hegemony and cultural justification for the problematic; as a medium for producing new social system, progressive or as a medium for reproducing the status quo. if education is understood by an educator as a socio-cultural action for liberation, then education is not restricted function is only limited areas of learning in schools. educators should extend its role in providing a solution for a culture of violence, the culture of poverty and a culture of corruption in order to create public life was polite, ethical, fair, democratic and uphold the religious religiosity. therefore in view of freire, "reading a word cannot be separated from reading the world and speaking a word must be related to transforming reality". thus, there should be contextual learning in class. texts taught in class should be attributed to advocate for the problems in real life. in other words, there must be a dialectic between text and context, text and reality. 7 dialectics is the text and context of learning efforts by hooking anything that has been taught educators with the event, thought or feeling obtained from the home life, social, athletic, musical, artistic, sporting or academic learners. the conce pt of learning "the world bring them into our world, and deliver our world into their world" is also known as quantum learning is the development of the theory of constructivism 8 . the theoretical basis of the above will be used to analyze the phenomena that occur in the reality of the world of education. in the history of education is developing more dwell on "ideology" that already exist and are held down from generation to generation. the next generation has not dared to give a new color with a variety of innovations and creations in order dynamics of education in indonesia, even if there seem half-hearted. modern touches are often underestimated, even considered harmful that could threaten and eliminate the "ideology" and national identity. the emergence of the idea of character education programs in indonesia can be tolerated. this is because the process of education has not managed to build indonesia's human character. the importance of building a national character that is authentic because it is motivated by: 1. the weakening of the culture of mutual cooperation in the community (the disappearance of selfless commitment crowded in the work). 2. personality eroded local communities (indigenous) by modernization. 3. fading etiquette among people with weak ethics education for the young generation, especially in affluent urban areas. 4. trends used in ways anarchists (uncivilized) by a group of people in delivering aspirations. 5. lack of accommodation of character education in formal, non-formal and informal; 6. the weakening of tolerance "kebhinnekaan" as a result of economic inequality and lack of justice for a particular community. 7. the emergence of a number of events that indicate a weakening of the commitment to 7 http://www.kompas.com/kompas-cetak/0305/05/275458.htm , access ed may 11, 2015. if the education management prin ciples can be transl ated performative; not just declare and des cribe but want to convert it into real action (http://rumahfilsafat. com/2009/11/29/derrida-dan-d ekonstruksi, a ccessed may 8, 2011, it is not impossible the implementation of education in indonesia will produce learners, the next gen eration of reliable. 8 wajdi, ―kawasan teknologi pem belajaran.‖ http://www.kompas.com/kompas-cetak/0305/05/275458.htm http://rumahfilsafat.com/2009/11/29/derrida-dan-dekonstruksi samsul hadi & m oh. toriqul chaer character education and the strategy of building an independent learners volume 2, num ber 2, novemb er 2017 | 166 zzzzzz defend the public interest by most businesses, the formulator of law shrimp and government or related parties for the sake of short-term gain/private. from the above background, it appears that character education is an alternative attempt, a breakthrough that should be taken to establish an authentic national character, independent, self-sufficient in order to prepare the next generation to face global challenges such as tough, a moratorium on the asean economic community. the idea of knitting ideal of education needs to be pursued, it is because education is an important factor in developing human capacity, capability, to students in order to see the existing reality with a contextual approach that frees. the idea of the concept revivalist and revitalization of education becomes important. besides, the moral responsibility of education to prepare generations of independent, responsible, empathy and compassion toward one another in the frame of education. besides, efforts to grow and develop creative and innovative in themselves educators explore new modes of management of the educational process without sacrificing the values of the idealism of the purpose of education itself. 9 this study seeks to describe the general picture of education in indonesia and character education strategies in preparing an excellent generation to face global competition. change and social development (social change and social development) in modern society inevitably had an impact on the need for interpretation and a new understanding of the education system, application of character education in education today, yet also contributed significantly to the improvement of mental and moral qualities of participants children as the future generation. the results of the reading of literature and reference expected to be useful in: (1) purpose of theoretical form of contributions to the reading and the development of the education system; (2) purpose practical in terms of the inputs for the manager to maintain local knowledge (the old tradition that is relevant) and make revisions as well as taking new policies to component (entity) in the management of education so that the expected educational scored excellent generation, characterized by intelligent social transformation and civilization, especially in the face of global economic competition. there are several scientific works with the theme of character education, including; ida kurniawati (2013), with the title; character education in islam. in her reviewed, she said that the concept of character education in indonesia is the value of education, namely education noble values sourced from indonesian culture in order to develop the personality of the younger generation that includes three aspects: moral knowledge (moral knowing), moral 9 according to cohen in deg eng (1989), there are three possible vari ations integrated l earning with reg ard to education conduct ed in an atmosphere of p rogressive edu cation that is integ rat ed curri culum (integrated cu rri culum), the integ rat ed (integrated day), and integr ated l earning (integrated l earning). integrat ed cu rri culum is the integration of various materials to organize the activiti es of subjects through a cross -cutting themes form a meaningful whole so that the boundaries between different fields of study are no t tight or virtually non-existent. today the integrat ed form of planning the acti vities of the students of the cl ass something on a particular day to study or do various activities according to their interests. m eanwhile, integ rat ed learning refers to lear ning acti vities that are organized in a more structured contradi ctory on certain themes or specifi c subjects a s its cent er point (center core/ center of interest). furthermore, innovative learning models and integrated that may be adapted, for more details s ee tri anto, pembelaj aran inovatif berorientasi konstruktivistik (jakarta: prestasi pustaka publisher, 2009). samsul hadi & m oh. toriqul chaer character education and the strategy of building an independent learners volume 2, num ber 2, novemb er 2017 | 167 zzzzzz attitudes (moral feeling) and moral behavior (moral acting). besides, it is explained that the concept of islamic education is the guidance given by someone to someone so that he develops optimally in accordance with the teachings of islam regarding the coaching aspect of the body, mind, and heart learners. character education in the context of education in indonesia is th e value of education, namely education noble values originating from the culture of indonesia. 10 the ministry of national education board of research and development center for curriculum (2010) in the development of culture and national character educati on. this book is a hand book for schools. broadly speaking, disclosed that character as a 'moral excellence' or morality is built on various virtues (virtues) which in turn only has meaning when it is based on the values prevailing in the culture (nation). indonesian national character is a character owned by a citizen of indonesia based measures are considered as a virtue by the values prevailing in the society and the nation of indonesia. therefore, culture and national character education focused on efforts to develop the values that underlie a virtue to become a citizen of personality. different from teaching materials that are 'mastery', as well as a 'performance content' of a competence, materials and cultural and national character is 'developme ntal'. differences in the nature of both groups such material requires treatment differences in the educational process. educational materials that are 'developmental' educational process requires quite a long and mutually strengthen (reinforce) the learning activities with other learning activities, between learning in the classroom with curricular activities at school and outside of school. 11 tanty erlianingsih (2011) with the title, growing spirit of nationalism in frame character education. she concluded that the spirit of nationalism or nationalism does not come by itself but is influenced by various factors such as character and national character and acculturation in everyday life. the responsibility of character education is not only the responsibilit y of some educators, especially teachers of civics subjects alone but requires the cooperation and synergy among the public schools, education to jointly develop, cultivate character education based on local wisdom and culture of the east. 12 research method this research is a library (library research), which studies the data obtained from the literature or the relevant literature. the study also included in the category of descriptive analytic because the study is about the strategy of character education in indonesia. in accordance with the meaning jane richie, the research seeks to present the social world and its perspectives in terms of concept, perception fund behavior is characteristic of qualitative research. 13 this study used qualitative methods focused on discourse analysis. thus, the process used was the induction, so do not rely on the existence of a theory or hypothesis because in qualitative research are working to understand or interpret the data that has been 10 ida kurniawati, ―pendidikan karakter dalam islam ‖ (skripsi, salatig a: sekolah tinggi ag ama islam salatig a, 2003). 11 buku pedoman sekolah, pengembangan pendidikan budaya dan karakter bangsa (jakart a: kementerian pendidikan nasional b adan penelitian dan peng embangan pusat kurikulum, 2010). 12 tanty erli aningsih, menumbuhkan semangat nasionalisme dalam bingkai pendidik an karakter (t.t.: lazuardibirru, 2011). 13 lexy j. moleong, metodologi penelitian kualitatif (bandung: remaja rosdakarya, 2005), 6. samsul hadi & m oh. toriqul chaer character education and the strategy of building an independent learners volume 2, num ber 2, novemb er 2017 | 168 zzzzzz uncategorized. 14 selection of the approach was done because there was a belief that the nature of social reality and the text of the document was double, which were objective as well as subjective or two shades express (phenomena) and implicit (noumenon). of course, to understand social phenomena or human behavior that are unique to the interpretation required methods that umbrella paradigm interpretive epistemology. 15 the data to be collected included; (1) overview of education in indonesia; (2) the problems of education in indonesia; (3) character education strategy. the technique used to analyze the research data was to shape content analysis (content analysis), using any method that was used to draw conclusions as an attempt to find message characteristics and objectively and systematically. 16 efforts that this research could be focused and systematic, the research was conducted through methodological steps as follows: (1) track and collect data relevant to the problems of education in indonesia. therefore, the reference books used as the source of the writing had not just limited to books on education, particularly the education of character references; (2) processing the collected data to be classified based on the similarity of themes and issues, then given a special mark to facilitate the editing process. then the data were linked and compared to each other and placing it in an abstract pattern that exists logically. the next stage was to identify and classify the data in variables, so that between each other there were a tangle of logical and systematic; (3) to analyze the data, by using descriptive analytic approach for reviewing of the implementation of education in indonesia, especially the character education, was to provide a complete picture, and systematic and conduct analytical studies in uncovering problems in the world of education. therefore, the method used was a qualitative method with descriptive writing techniques. result and discussion "education is not a preparation for life, but it's life itself". thus, the opinion of john dewey when he tried to explain about the realm of real education. education is a life process. but in the process of education is often learners uprooted from the world when it comes to learning. attempts to question the term "blackboard-whiteboard educators regardless of the issue of life" has always been required questions to ask when about to start building a world of idealism education. this is because until now the educational process in the school was still more priority than the cognitive aspects of affective and psychomotor. even the national exam was more concerned with the intellectual aspect rather than honesty. allegedly the level of honesty of the national examination was only 20% because there are many students who cheat in various ways in the work of the national examination (even ever encountered dishonest efforts of educators to seek some elements of the national examination results from). in this case, the character education is needed to build a more civilized life, not life just filled wi th savage 14 anas saidi mahfudz, ―pokokpokok perbedaan epistemologi positivistik dan epistemologi intepretatif: sebuah pengantar‖ (paper of m etodologi peneliti an, presented at pekan ilm iah mahasiswa ptais se-indonesia, jakarta: graha wisat a remaja tmii, 2005), 25. 15 noeng muhaji r, teori perubahan sosial (yogyakarta: rake sarasih, 1984), 17. 16 moleong, metodologi penelitian kualitatif, 198. samsul hadi & m oh. toriqul chaer character education and the strategy of building an independent learners volume 2, num ber 2, novemb er 2017 | 169 zzzzzz behavior known as character education (character education). education as a process of character formation of students at least involve aspects of knowledge (cognitive), feeling (feeling), and action (action). 17 three of these aspects is an integral and synergistic whole. if one does not exist then the character education will not run effectively. awareness of the process of a person knows about the values of good (knowing the good), then felt and loving kindness (feeling and loving the good) was so etched in his soul which eventually became a strong character to do good. feeling and loving the good, i s how to feel and love of virtue into a power that can make people always want to do something good. referring to history, the leaders, and the world of education experts agree that the history of character education as old as the history of education itself. since , 2500 years ago, socrates has said that the most fundamental purpose of education is to make one a good and smart. in the history of islam, the prophet muhammad asserts that the primary mission of educating people is the enhance the character and pursue the formation of good character (good character). but along with its development, the formation of character as the basic purpose of education began to be eroded by the thought of positivism and relativism, which considers that there is no moral truth and there is no objective right and wrong, all values are relative. each individual is free to determine its own merits without being able to be forced by anyone. character education was increasingly drowned with their understanding of pluralism that considers all values, whatever it is, is good. according to howard, the 18 th and 19 th century, character education began to be seen as the main purpose of education but raised sinks related to political issues and historical events. similarly, in indonesia, education pattern corresponding to the character of the ruling political era. for example, in the era of guided democracy, education is known as the national character and character building, in the new order era rolled out of character education in upgrading p4, and in the reform era character education included in the curriculum based on competence. (majid, 2011). at the national long-term development plan for 2005-2025 (higher education, 2011), a character education placed as the first vision of the eighth national development vision. on many occasions, the indonesian president also expressed the importance of the development of character (character building), because the state indonesia wants to build a human who has a certain, well-mannered and well-behaved. nation character development national policy has developed as the implementation of the mandate of the national long-term development plan for 2005-2025 and also the implementation of the directives of the president of the republic of 17in the view of thomas lickona (1992: 219) the ch aracter of the child can be established or known by educating for ch aract er. in the establishment of these ch aract ers, li ckona refers to thinking philosopher michael novak argued that the nature or ch aracter of a person is formed throu gh three aspects in clude: moral knowing, moral feeling, and moral beh avior. th rough three frameworks are the result of the formation of attitudes or ch aract er of children can be seen. each of these three aspects in the framework of moral formation of child ren who li ckona noted above has elements or aspects of their own. aspects of the con cept of moral (moral knowing) includes moral cons cien ce (moral aw areness), knowledge of moral values (knowing moral value), foresight (perspecti ve taking), moral reasoning (moral reasoning), decision making (decisio n making), and self-knowledge (self-knowledge). aspects of moral beh avior (moral feeling) in clude: cons ci en ce ( cons cien ce), confiden ce (selfesteem), empathy (empathy), love kindness (lovin g the good), sel f-control (self-control), and humility (humility). aspects of moral behavior (moral b ehavio r) in clude: th e abilit y ( compalan ce), volition (will), and custom (habit). samsul hadi & m oh. toriqul chaer character education and the strategy of building an independent learners volume 2, num ber 2, novemb er 2017 | 170 zzzzzz indonesia. after learning that character education is currently a cruc ial requirement for national education, a fundamental question arises about the meaning of character education itself. character education is education that emphasizes the formation of character values in students. there are four basic traits of character education formulated by fw foerster (timothy, 2011); first, emphasize character education every action guided by the normative values. students respect of existing norms and guided by the norms. second, coherence or building confidence and courage, so students will be the private firm establishment and not easily swayed and are not afraid of risk every time we face a new situation. third, autonomy, that students appreciate and practice the rule from the outside to be for his personal values. by doing so, the students were able to take independent decisions without being influenced by pressure from outside parties. fourth, constancy and fidelity. dependability is the durability of the students in realizing what is considered good. and loyalty is the basis of respect for the commitments that have been selected. gaffar (2010) explained that character education is a process of transformation of the values of life to be cultivated in a person's personality to become one in the behavior of that person's life. in this definition, there is three important ideas mind, namely: (1) the process of transformation of values, (2) is fostered in personality, (3) into one in behavior. while majid (2011) argues that character education is an attempt to guide human behavior toward the gold standard. character education focus is on ethical purposes, but in practice includes strengthening the skills that are important which includes social development of learners. the purpose of character education by lickona (1993), are: (1) develop the social skills of the students, both ethically and academically by incorporating character education into curriculum education, (2) help students develop good character which includes aspects of knowing (knowing), care (caring), respect (respect), responsibility (responsibility), honesty (honesty), justice (fairness), and casing pity (compassion). while, according to kusuma (2011) goal of character education are: (1) strengthen and develop the values of the good life that it becomes a distinctive personality, (2) correct behavior that is incompatible with the values that are developed, (3) establish connections harmony between family and community responsibility in playing a character education. 18 based on the above it can be concluded that the exposure of character education is not only educated to understand the course but to internalize these values in themselves, forming a distinctive character or personality. true, ultimately, the success of a person's character education does not just stop at the cognitive assessment, but how that character could form the human 18 a ccording rosworth kidder, there are ch aract eristi cs that make the quality of character edu cation, namely: (1) empowered, edu cators should be able to bamboozle him to teach ch aract er education by starting from itself, (2) effecti ve, the edu cational pro cess should be carri ed out effectivel y, (3) extended into a community, the community should assist and support schools in instilling valu es, (4) embedded, integrat e the entire value into the cu rri culum and the whole learning pro cess, ( 5) engaged, involving the community and displays th e topi cs that are essential, ( 6) epistemologi cal, th ere must be coheren ce betw een thinking the meaning of ethi cs with the efforts made to help students apply it correctl y, (7) evaluative, evaluation, awaren ess of ethi cs, confiden ce to make decisions, the capacity to show confiden ce in practi ce, the capacity to use practi cal experien ce in the community, and the capacity to be ag ents of change. see abdul majid and dian andayani, pendidikan kar akter perspektif islam (bandung: pt rosdakarya, 2011). samsul hadi & m oh. toriqul chaer character education and the strategy of building an independent learners volume 2, num ber 2, novemb er 2017 | 171 zzzzzz personality and civilized, in accordance with the opinion of mardiatmaja stated that character education is the spirit of education in humanizing (humanist human). 19 it should not be a mere formality or stop the discourse of values and norms in the implementation of character education in educational environments because it is very complex and comprehensive judgment. do not get stuck in a routine and shedding liabilities, while the spirit of education the character itself was denied. this will only be futile because the applied character education will never be able to produce human-human character. therefore, character education must be supported by all elements of the nation, either from family, society, and government. basically, the character is formed of imitation (modeling) and habituation (habituation), so how can a character education play an optimal role if there is no synergy between the family, the community, and the government as policymakers and implementers. in creating quality human resources can be implemented several steps as follows: (1) program to maximize the talents of human resources early on to carry out the process of filtering interests and talents; (2) the provision of appropriate educational talents of huma n resources; (3) escort and giving structure to channel the talent; (4) provide guidance and optimization skills; (5) provide business opportunities, and facilitate the ability of human resources. if the minimum has been implemented, indonesian human resource capacity optimization probably is not possible. minimum reducing the unemployment rate in indonesia. of course, with the improvement of the education system that impressed this chaotic. furthermore, addressing the issue of culture. indonesia is a haven of culture in the world. with a wealth of diverse cultures and has a characteristic between each race or races in indonesia. by maximizing the potential of culture in indonesia, it is not impossible indonesia will become an international tourist destinati on paradise. many efforts may actually be implemented in maximizing the potential of culture in indonesia. one of them by setting up cultural centers are able to spread in the region in indonesia. this being the case, is expected to provide an open door for the development of indonesian culture. also by authenticating and registering assets indigenous cultures of indonesia to unesco, and continue to oversee the preservation of culture in indonesia, being a valuable asset to the infinite riches of the price and become the country's wealth-producing opportunities, and of course the identity of a nation proud of its people. crisis characters that happen in this life are not yet developed characters for their good behavior reference unfavorable to become unclear. as a result, all groups or individuals making respectively. this condition susceptible problematic, there is a collision, friction is even possible until the horizontal conflict because all of the groups claim to be a true community. under these 19 sholeh (2006) reveal ed that in the pro cess of edu cation, edu cato rs not only perform the fun ction of knowledge transfer (transfer of knowledge), but also serves to instill values (values) and to build charact er ( ch aract er building) learners in a sustainable manner. in islamic terminology, educators termed murabbi, one root word with rabb meaning god. thus, the function and role of edu cators in the edu cation system is one manifestation of divinity. thus, noble educator position, as to the lord, in the sense as rabb identify him self as rabbul 'alamin the supreme master. to that end, the first duty imposed upon each slave as dis ciples of the supreme master is learning, seek knowledge. aft er that, anyone who has had a sci en ce has an obligation to teach it to others. thus, the teaching profession is a duty that is a manifestation of wo rship. as a cons equen ce, anyon e who hides a knowl edge that he had stepped to the brink of hellfi re. see asro run niam sholeh, membangun prof esionalitas guru analisis kronologis atas lahirnya uu guru dan dosen (jakarta: elsa s, 2006), 3. samsul hadi & m oh. toriqul chaer character education and the strategy of building an independent learners volume 2, num ber 2, novemb er 2017 | 172 zzzzzz conditions the characters are often only limited discourse, and in the subsequent development tends to occur a crisis that increasingly worrisome and now people just realized that all the crises of economy, fuel, food, environment, and the health crisis it depart s from a spiritual crisis and crisis introduction us to the absolute, god. plato, said that: "if you ask what is the good of education, in general, the answer is easy, that education makes good men, and that good man act nobly." prayitno and manulang (2011) says that "the end of education is the character". so, entire educational activities should be geared towards the formation of character. intra and extra -curricular activities as the core of education in the education unit should be done in the context of character development. the quality of indonesian citizens has the character of pancasila means of quality size (educated) for all citizens of the homeland is whether he has the values of pancasila and human values. drought pancasila values of personality would constitute a threat to the homeland. philosophical ideographic make room so that every intelligent citizen and master of science widely. therefore, citizens have quality pancasila character, human values and individual abilities in the mastery of science and technology. a character cannot be in the interpretation as a number of properties, but the character is personality. “the essence of education is to recognize truth. all branches of learning are like rivers. the spiritual learning is the like ocean. all rivers go and merge into the ocean. when they merge in the ocean, the rivers lose their individually completely”. characters should be seen as an overall property of a personality, which runs through a person's behavior. this is the essence of a character concept. if a person of good character at home, then it is also a good character in the community, workplace, and others. in the case of multiple personality disorder, the two characters in a person, more likely to be regarded as a clone character, i.e. when speech is not in accordance with the act. characters golden generation is expected to show a figure personality intact and original, where greeting accordance with the act. character education consists of the development of a positive attitude, mindset essential, normative commitment, and competence that must be grounded iesq ability. a positive attitude includes understanding (though), action (action), and custom (habit). the main foundation of understanding is iq, actions and habits are ieq foundation are iesq especially sq. mindset essentially consists of a practical approach, theoretical approach, and the approach is essential. the main runway practical approach is iq, a theoretical approach is the cornerstone of ieq and essential approach is iesq especially sq. the commitment consists of continuous, effective, and normative. competence consists of understanding the concept knowledge, skills, and abilities. the main runway is understanding the concept of iq, skill to apply the concept is the cornerstone of ieq, and ability is iesq especially sq. efforts to create a golden age character can be built intact and original, with iesq that (intelligence quotient iq, eq-emotional, and spiritual-sq). iq refers to the speed and accuracy of cognitive activity in understanding, solving various problems, challenges, and tasks. intellectual intelligent means fast and precise mental activity, thinking, reasoning, and problem-solving. dimensions intellectual capabilities include numerical, verbal comprehension, samsul hadi & m oh. toriqul chaer character education and the strategy of building an independent learners volume 2, num ber 2, novemb er 2017 | 173 zzzzzz perceptual speed, inductive reasoning, deductive reasoning, visualization space, memory. iq can be measured using intelligence tests. eq refers to the potential ability and interpersonal issues. sq referring to noble qualities and human values is intelligence associated with the problem of meaning and value. this intelligence is positioned behavior and life in the context of a broader meaning and rich. sq is the necessary foundation for the proper functioning effectively iq and eq. iesq development strategy in the education unit can be done by controlling the entire program and activities of intro and extra-curricular activities, as well as institutional development. the school principal leadership, teacher learning, employees in administrative services to build iesq everything was under control. iesq development in a comprehensive manner is a prerequisite for building a positive attitude, mindset essential, normative commitment and competence abilities. it can be concluded to form a golden generation of character on the basis iesq which include; (1) a positive attitude towards the value of pancasila and human values into daily living habits. this attitude effectively developed in intro and extra-curricular activities as well as the development of education units; (2) mindset is essential to use the essence of the approach in solving problems and tasks of life. this mindset effectively developed mainly in intra and extra curricular activities; (3) normative commitment of fidelity and willingness to sacrifice for the institution or for the nation. this commitment effectively developed on the development of the educational unit, the main significance of each individual's institutional interests; (4) competence ability, professional stints as art. conclusion in conclusion of this review, the researcher presents the story of pygmalion drama created by george bernard shaw who recounts the efforts of a professor helping a woman "cheesy" named eliza doolittle become a respectable woman. this story tells of the efforts of the professor treats eliza doolittle really like to treat a lady. at the end of the story, the woman really meets the expectations placed on him the professor. drama pygmalion inspire the movie "pretty woman," starring julia roberts and richard gere, by setting the storyline among the tangle of love story romance between a prostitute with a flamboyant rich. goethe stated above principle with the following sentence: "treat a person as she had seen it he would have been worse. but treat a person as possible by its potential, then surely it will be so". goethe statement above meaning when one optimized capacity based on the potential and talents, it will be the maximum potential power that can be used either for himself or for the benefit of society. because a person's potential cannot be measured physically everyday appearance. potential and talent are unique things become a hidden membership of a person because in essence humans are created with potential and talents vary. goethe implicit meaning of the phrase implies actually if we have correlated with efforts to establish the character of the golden generation, we can make reference material contemplation, that the print quality generation like offset also by optimizing the potential and talents of learners. not just stuffing with scientific theories, but the development of the skills possessed by learners. when this education process systematically includes elements of charac ter samsul hadi & m oh. toriqul chaer character education and the strategy of building an independent learners volume 2, num ber 2, novemb er 2017 | 174 zzzzzz education, maximizing iesq, and also offset both by optimizing the potential and talents of learners, it is not impossible for this country to create a generation, the golden generation of quality that has moral sublime and also the ability to think and act intelligently. bibliography djamarah, bahri saiful. strategi belajar mengajar. bandung: rineka cipta, 1995. erlianingsih, tanty. menumbuhkan semangat nasionalisme dalam bingkai pendidikan karakter. t.t.: lazuardibirru, 2011. fajar, malik. visi pembaruan pendidikan islam. jakarta: lp3ni, 1988. fromm, erich. psychoanalysis and religion. yale university press, 1972. http://www.kompas.com/kompas-cetak/0305/05/275458.htm joesoef, daoed. pembaharuan pendidikan dan pikiran, ed. sularto, masyarakat warga dan pergulatan demokrasi: antara cita dan fakta. jakarta: kompas 2001. kurniawati, ida. ―pendidikan karakter dalam islam.‖ skripsi, salatiga: sekolah tinggi agama islam salatiga, 2003. mahfudz saidi, anas. ―pokok-pokok perbedaan epistemologi positivistik dan epistemologi intepretatif: sebuah pengantar.‖ paper of metodologi penelitian, presented at pekan ilmiah mahasiswa ptais se-indonesia. jakarta: graha wisata remaja tmii, 2005. majid, abdul and andayani, dian. pendidikan karakter perspektif islam. bandung: pt rosdakarya, 2011. moleong, lexy j. metodologi penelitian kualitatif. bandung: remaja rosda karya, 2002. muhajir, as’aril. ilmu pendidikan perspektif kontekstual. jogjakarta: ar-ruzz media, 2001. muhajir, noeng. teori perubahan sosial. yogyakarta: rake sarasih, 1984. mar’ati, rela. ―pesantren sebagai basis pendidikan karakter; tinjauan psikologis.‖ jurnal almurabbi 01, no. 01. paron, ngawi: stit islamiyah karya pembangunan, 2014. schipani, s. daniel. religious education encounters liberation theology. alabama: religious education, 1988. sholeh, asrorun niam. membangun profesionalitas guru analisis kronologis atas lahirnya uu guru dan dosen. jakarta: elsas, 2006. subagi. kritik atas: koensientasi dan pendidikan, teropong paulo freire dan ivan illich , ed. martin sardy, pendidikan manusia. bandung: alumni, 1985. suyudi. pendidikan dalam perspektif al-qur'an. yogyakarta: mikraj, 2005. trianto. pembelajaran inovatif berorientasi konstruktivistik. jakarta: prestasi pustaka publisher, 2009. zuhairini et al. filsafat pendidikan islam. jakarta: pt. bumi aksara, 2004. wajdi, muh barid nizarudin. ―kawasan teknologi pembelajaran‖ (2017). ———. ―metamorfosa perguruan tinggi agama islam.‖ at-tahdzib: jurnal studi islam dan muamalah 4, no. 1 (2016): 92–109. http://www.kompas.com/kompas-cetak/0305/05/275458.htm educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 236 the effect of transformational leadership style, work motivation and work environment on employee performance muhammad syafii a. basalamah universitas muslim indonesia muhammadsyafiia.basalamah@umi.ac.id accepted: oct 19th 2022 reviewed: dec 18th 2022 published: feb 28th 2023 abstract: this research aims to know the influence of style leadership transformational, motivate job and environment work on the performance of officers pt. bank bni cabang kota makassar. the population of this research is all officers assigned by the administration and social service staff, amounting to 60 people. withdrawal samples use the census technique to make all populations sample research. the study employed a double linear regression test, with the partial examination conducted through the t-test and simultaneous testing through the f-test. the study's findings demonstrate that the transformational leadership style motivates job satisfaction, and the work environment significantly positively impacts the performance of officers at pt. bank bni cabang kota makassar. from the third free variable, owning influence is more dominant to officer performance is a variable that motivates job. keywords: transformational leadership, motivate job, environment work, performance introduction the influence of transformational leadership style, work motivation, and work environment on employee performance has become widely discussed in modern businesses and organizations1. how leaders motivate and lead their employees and create a healthy and productive work environment has significantly impacted employee performance. transformational leadership aims to create meaningful change in organizations by inspiring and motivating employees to perform better and more effectively. transformational leadership is essential in modern business as leaders must manage rapid and constant change to remain competitive in an increasingly tight market. on the other hand, work motivation is also a critical factor in improving employee performance. employees who feel motivated and engaged in their work tend to have higher productivity levels and feel more satisfied. therefore, organizations must consider motivational 1 muhammad tafrizi priarso, prastiyo diatmono, and siti mariam, “the effect of transformational leadership style, work motivation, and work environment on employee performance that in mediation by job satisfaction variables in pt. gynura consulindo,” business and entrepreneurial review (2019); andri setiawan, eko budi satoto, and nurul qomariah, “effect of transformational leadership style, work motivation and work environment on employee performance with employee commitment as intervening variable (study on sub-district in bondowoso regency),” international journal of management science and information technology (2022); m t priarso, p diatmono, and ..., “the effect of transformational leadership style, work motivation, and work environment on employee performance that in mediation by job satisfaction variables …,” business and … (2018). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 237 factors encouraging employees to work enthusiastically and diligently2. in addition to leadership and motivation factors, the work environment is essential in improving employee performance. a healthy and productive work environment can increase employee effectiveness and reduce the stress experienced by employees, so employees tend to feel more comfortable and satisfied with their work. this article will discuss the influence of transformational leadership, work motivation, and work environment on employee performance. relevant research will be used as a foundation to support the arguments presented. transformational leadership aims to create significant change in organizations through the positive influence that leaders exert on their employees. transformational leaders create a solid and inspiring vision for their organization and engage employees to actively participate in achieving those goals. numerous studies have shown that transformational leadership significantly influences employee performance3. a survey by avolio and bass in 2004 found that transformational leadership is positively related to individual and group performance. the study found that transformational leadership can increase employee motivation and improve their ability to make good decisions4. however, transformational leadership also has weaknesses. some critics claim that transformational leadership can make employees too dependent on the leader and does not encourage creativity and innovation. in addition, not all leaders are suitable to use this leadership style, and some may be better suited to other leadership styles. work motivation is also an important factor that affects employee performance. employees who feel motivated and engaged in their work tend to have higher productivity levels and feel more satisfied. several studies have found that work motivation can improve employee performance. a study conducted by luthans and peterson in 2002 found that employees who felt motivated had higher performance levels than unmotivated employees. however, work motivation also has its downsides5. some employees may be challenging to encourage, and external factors, such as economic conditions or pressure from superiors, may affect their motivation. in addition, work motivation is also not always directly correlated with employee performance, as many other factors can affect employee performance, such as technical skills and managerial abilities. the work environment also plays an essential role in improving employee performance. a healthy and productive work environment can increase employee effectiveness and reduce the stress experienced by employees, so employees tend to feel more comfortable and satisfied with their work. several studies have shown that a healthy work environment can improve employee performance. a study by bakker and schaufeli in 2008 found that a healthy and positive work environment can improve employee performance. however, the work environment also has its downsides6. some factors, such as high work pressure and task overload, can affect employees' 2 laura sands, “what are motivation theories?,” 23 december (2021); susi. s and jawaharrani. k, “work-life balance: the key driver of employee engagement,” asian journal of management research (2011); syed rahat ali, “view of the effect of motivation in organizations,” international journal of social science and humanities research (2019). 3 arnold b. bakker et al., “daily transformational leadership: a source of inspiration for follower performance?,” european management journal (2022); fong yi lai et al., “transformational leadership and job performance: the mediating role of work engagement,” sage open (2020). 4 bruce avolio and bernhard bass, “the full range of leadership development programs: basic and advanced manuals,” journal of european industrial training (1991). 5 fred luthans and suzanne j peterson, “employee engagement and,” california management review (2005). 6 arnold b bakker and e demerouti, “multiple levels in job demands-resources theory: implications for educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 238 health and well-being, thereby reducing their performance. in addition, the work environment can also affect employees' mental health, which can affect their productivity. in modern businesses and organizations, the influence of transformational leadership style, work motivation, and work environment on employee performance is widely discussed. leaders must be able to motivate and lead their employees and create a healthy and productive work environment to improve employee performance7. this article discusses the influence of transformational leadership, work motivation, and work environment on employee performance. several studies have shown that transformational leadership, work motivation, and a healthy work environment can improve employee performance. however, each factor has weaknesses and must be appropriately managed by leaders and managers. to create a healthy and productive work environment, companies must consider factors such as occupational safety and health, time flexibility, and support from superiors and coworkers. in addition, companies must also pay attention to employees' needs for recognition and appreciation and provide opportunities for career development. to create high work motivation, companies must pay attention to factors such as support from superiors and coworkers, a positive work environment, recognition and rewards, and opportunities for career development. leaders and managers should be able to motivate their employees by providing positive and supportive feedback and creating a work environment that encourages creativity and innovation. in terms of transformational leadership, leaders must be able to inspire and motivate their employees to achieve organizational goals and encourage employees to develop their abilities. leaders should also be able to build good relationships with their employees, and be a good example for other employees. in conclusion, factors such as transformational leadership, work motivation, and a healthy and productive work environment can improve employee performance. however, to achieve this, companies must pay attention to the needs of their employees and create a supportive and positive work environment. leaders and managers must also be able to motivate and lead their employees well and provide positive and supportive feedback. by managing these factors well, companies can improve their employees' performance and achieve greater success. methods research approach the research approach used is a quantitative research method. this is because the quantitative approach has many advantages for this research. the subject and sample are known, and the data collection instrument has been prepared, is flexible, saves time and is more practical. in addition, the quantitative approach can test significant correlations using statistical methods. time and location of research the research will be conducted at the makassar city branch office of pt bank bni. the time used during data collection and thesis preparation ranges from two months, from january to employee well-being and performance,” e. diener, s. oishi, & l. tay (eds.), handbook of wellbeing. (2018). 7 regina m. mulenga, selestine nzala, and wilbroad mutale, “establishing common leadership practices and their influence on providers and service delivery in selected hospitals in lusaka province, zambia,” journal of public health in africa (2018); eloh bahiroh, rizki waladun khoiri, and sri ndaru arthawati, “effect of transformational leadership style, work environment and work motivation on employee performance,” management science research journal (2022). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 239 june 2022-december 2022. data collection technique. to obtain the necessary data to analyze the proof of temporary answers or hypotheses of the problems raised in this study, the researchers used data collection techniques in the following ways: 1. observation is a data collection technique carried out by directly observing the object under study. 2. the interview is a data collection technique carried out by conducting direct interviews with some employees who directly relate to the problems that researchers raise. 3. a questionnaire is a data collection technique carried out by collecting answers from respondents through instructor questions submitted in written form. 4. the data collection method used was documentation, which involved studying official documents relevant to the investigated problem, explicitly focusing on factors that impact employee performance. population and sample the population in this study were employees of pt bank bni makassar city branch, totaling 60 people. the entire population is used as a research sample using the census sampling method. data analysis method 1. descriptive analysis descriptive analysis, namely an analysis conducted to provide an overview of respondents on the influence of transformational leadership style, work motivation and work environment on the performance of pt bank bni makassar city branch employees. 2. quantitative analysis multiple regression analysis is an analysis to see the extent to which factors affect the performance of employees of pt bank bni makassar city branch with the formula put forward by kuncoro (2011: 110), namely: y = a + b1x1 + b2x2 + b3x3 + e where: y = employee performance b1, b2, b3 = regression coefficient a = constant e = standard error x1 = transformational leadership style x2 = work motivation x3 = work environment the t statistical test shows how far one explanatory variable individually explains the variation in the dependent variable. hypothesis testing proposed in this study will be carried out using the t-test, if the value of tcount> ttable indicates the acceptance of the hypothesis proposed. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 240 t-count> t-table means h0 is rejected and accepts h1 t-count < t table means h0 is accepted and rejects h1 the t-test can also be seen at the level of significance: if the significance level <0.05, then h0 is rejected and h1 is accepted. if the significance level is> 0.05, then h0 is accepted and h1 is rejected sugiyono (2004: 10) in conducting regression tests it is required that the data used is normal8. the study assessed the normality of the distribution by examining the residual values in the tested regression model. if the residuals are normally distributed, the data distribution value will be located around the diagonal line following the direction of the diagonal line. normality testing in this study uses the histogram test and the normal p-plot test. a heteroscedasticity test was conducted to check if the residuals had different variances across observations in the regression model.. in regression, one of the assumptions that must be met is that the variance of the residuals is called homoscedasticity. the basis for seeing a questionnaire whether heteroscedasticity occurs or not is if the significant value> 0.05 then it can be said that heteroscedasticity does not occur and vice versa if the significant value <0.05 then heteroscedasticity occurs. the multicollinearity test examines whether there is a correlation among the independent variables in the regression model. detection of the presence or absence of multicollinearity is done by analyzing the correlation matrix of independent variables. multicollinearity can be seen through the vif (variance inflation factors) or tolerance values. multicollinearity can be known if the vif value> 10 or conversely by looking at the tolerance value < 0.1. if the vif value of each variable is < 10 or conversely the tolerance value is > 0.1, it can be said that there is no multicollinearity or the relationship that occurs between the independent variables can be tolerated so that it will not interfere with the regression results. result and discussion respondent characteristics the characteristics of the respondents aim to identify the identity of the employees involved as research samples. the characteristics of the respondents were analyzed based on gender, age, latest education and length of work carried out on 60 pt bank bni makassar city branch employees. the details are described as follows. a. a. by gender table 1: characteristics by gender sn gender frequency % 1 male 45 75 2 female 15 25 total 60 100 the table illustrates that the involvement of pt bank bni makassar city branch employees with male gender dominates as a research sample, where male respondents amounted 8 metode penelitian pendidikan sugiyono, “pendekatan kuantitatif,” kualitatif, dan r&d, bandung: alfabeta (2007). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 241 to 75% while female respondents amounted to 15%. b. by age group table 2: characteristics by age group sn age group (years) frequency % 1 20-30 29 48,3 2 31-40 18 30,0 3 above 40 13 21,7 total 60 100 the table illustrates that the average pt bank bni makassar city branch employee is 2030 years old with a percentage of 48.3%. furthermore, the age group 31-40 years is 30%, and the age group above 40 years is 21.7%. c. based on the length of service table 3: characteristics based on length of service sn length of service (years) frequency % 1 less than 1 year 9 15 2 1-5 27 45 3 6-10 24 40 total 60 100 the table illustrates that the average pt bank bni makassar city branch employee has worked for 1-5 years with a percentage of 45%. the rest is a working period of less than 1 year amounting to 15% and the percentage of a working period for 6-10 years is 40%. d. based on last education table 4: characteristics based on education sn education level frequency % 1 sma 17 28,3 2 s1 24 40,0 3 s2 7 11,7 4 diploma 12 20,0 total 60 100 the table illustrates that the involvement of respondents with a bachelor's degree dominates as employees of pt bank bni makassar city branch with a percentage of 40%. sma education is 28.3%, s2 is 11.7% and the percentage of diploma education is 20%. 1. data quality test a. validity test measuring the validity level of a questionnaire can use the pearson correlation value, where the resulting pearson correlation value above the r table value of 0.30 can be declared that the questionnaire meets the validity elements. the validity test results can be seen in the following educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 242 table 5. table 5. employee performance validity test item total pearson correlation r-table info y.1 0,501 0,30 valid y.2 0,555 0,30 valid y.3 0,699 0,30 valid y.4 0,510 0,30 valid y.5 0,686 0,30 valid y.6 0,542 0,30 valid y.7 0,659 0,30 valid y.8 0,564 0,30 valid y.9 0,693 0,30 valid the table illustrates that all statements of employee performance variables of pt bank bni makassar city branch meet the validity requirements. the lowest total person correlation value is in statement y.1, namely 0.501 and the highest total person correlation value is in statement y.3, namely 0.699. table 6: transformational leadership style validity test item total pearson correlation r-table info x1.1 0,484 0,30 valid x1.2 0,578 0,30 valid x1.3 0,640 0,30 valid x1.4 0,598 0,30 valid x1.5 0,559 0,30 valid x1.6 0,596 0,30 valid x1.7 0,603 0,30 valid x1.8 0,681 0,30 valid the table illustrates that all transformational leadership style variable statements meet the validity requirements, where the lowest total person correlation value is in statement x1.1, namely 0.484 and the highest total person correlation value is in statement x1.8, namely 0.681. table 7: job motivation validity test item total pearson correlation r-table info x2.1 0,539 0,30 valid x2.2 0,621 0,30 valid x2.3 0,551 0,30 valid x2.4 0,625 0,30 valid x2.5 0,509 0,30 valid x2.6 0,595 0,30 valid x2.7 0,525 0,30 valid x2.8 0,494 0,30 valid x2.9 0,590 0,30 valid x2.10 0,523 0,30 valid the table illustrates that all statements of work motivation variables of pt bank bni makassar city branch meet the validity requirements. the lowest total person correlation value is educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 243 in the x2.8 statement, namely 0.494 and the highest total person correlation value is in the x2.4 statement, namely 0.625. table 8: work environment validity test item total pearson correlation r-table info x3.1 0,589 0,30 valid x3.2 0,609 0,30 valid x3.3 0,517 0,30 valid x3.4 0,523 0,30 valid x3.5 0,609 0,30 valid x3.6 0,732 0,30 valid x3.7 0,624 0,30 valid x3.8 0,475 0,30 valid x3.9 0,602 0,30 valid the table indicates that all items measuring the work environment variable at pt bank bni makassar city branch meet the validity criteria. the item with the lowest total person correlation value is x3.8 at 0.475, while the item with the highest total person correlation value is x3.6 at 0.732. b. reliability test the research instrument is reliable if it provides a cronbach alpha (α) value> 0.60. the reliability test results can be seen in the following table. table 9: reliability test variables cronbach's alpha r-table info employee performance 0,769 0,60 reliable transformational leadership style 0,734 0,60 reliable work motivation 0,749 0,60 reliable work environment 0,759 0,60 reliable the table illustrates that all variable research statements consisting of: transformational leadership style, work motivation, work environment and employee performance meet the reliability requirements, where the lowest cronbach alpha value is found in the transformational leadership style variable, namely 0.734 and the highest cronbach alpha value is found in the employee performance variable, namely 0.769. 2. classical assumption test a. normality test in this research, the normality test uses the histogram test and the p-plot graph. data is normally distributed if the data distribution value is located around the diagonal line following the direction of the diagonal line. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 244 figure 1: normality test with histogram and p-plot based on the histogram graph display, the graph provides a distribution pattern that deviates to the right, meaning the data is normally distributed. furthermore, in the p-plot image, it can be seen that the points follow and approach the diagonal line, so it can be concluded that the regression model fulfills the assumption of normality. normality tests with the histogram graph and p-plot spss can mislead researchers if they are not careful in interpreting them because it seems that the research data is normally distributed, but statistically it can mean the opposite. therefore, to support or prove the normality test results with the graph, it is also necessary to do a normality test with kolmogorov-smirnov. the provisions used are if the statistically significant value is greater than 0.05 then the data is normally distributed. table 10: normality test with k-s one-sample kolmogorov-smirnov test unstandardized predicted value n 60 normal parametersa,b mean 38,2833333 std. deviation 4,22050051 most extreme differences absolute ,131 positive ,072 negative -,131 test statistic ,131 asymp. sig. (2-tailed) ,062c the table illustrates that the research variables consisting of: transformational leadership style, work motivation, work environment as independent variables and employee performance as educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 245 the dependent variable have met the normality requirements, where the statistically significant value obtained is 0.062 greater than the value of 0.05. b. heteroscedasticity test a good regression model is that heteroscedasticity does not occur. the basis in seeing a questionnaire occurs heteroscedasticity or not is if the significant value> 0.05 then it can be said that there is no heteroscedasticity. table 11: heteroscedasticity test model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 3,444 1,606 2,144 ,036 transformational leadership -,018 ,069 -,057 -,269 ,789 work motivation -,030 ,049 -,109 -,609 ,545 work environment ,008 ,060 ,027 ,131 ,897 a. dependent variable: abs_res the table illustrates that the variables of transformational leadership style, work motivation and work environment do not occur in heteroscedasticity. the transformational leadership style variable with a significant value of 0.789, work motivation of 0.545 and work environment of 0.897 is greater than the significant value of 0.05. c. multicollinearity test the tolerance value and variance inflation factor (vif) value can be seen to determine whether there is multicollinearity in a regression model. if the tolerance value is more than 0.1 and the vif value is less than 10, the regression model is free from multicollinearity. the multicollinearity test results can be seen in the following table: table 11: multicollinearity test model collinearity statistics tolerance vif 1 transformational leadership style ,388 2,579 work motivation ,549 1,822 work environment ,418 2,390 a. dependent variable: performance according to the table, there is no multicollinearity among the variables of transformational leadership style, work motivation, and work environment. the transformational leadership style variable has a tolerance value of 0.388 and a vif value of 2.579, the work motivation variable has a tolerance value of 0.549 and a vif value of 1.822, and the work environment variable has a tolerance value of 0.418 and a vif value of 2.390. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 246 3. multiple regression analysis the multiple regression analysis of this study can be seen in the following table. table 12: multiple regression analysis model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) ,777 2,863 ,271 ,787 transformational leadership style ,380 ,122 ,328 3,109 ,003 work motivation ,428 ,087 ,437 4,923 ,000 work environment ,232 ,106 ,222 2,183 ,033 a. dependent variable: performance the results of the table can be formulated as a multiple regression analysis as follows. y = 0,777 + 0,380 x1 + 0,428 x2 + 0,232 x3 1) the constant value is 0.777, explaining that if the independent variables (transformational leadership style, work motivation, work environment) are constant (0), then the employee performance of pt bank bni makassar city branch is 0.777. 2) the transformational leadership style regression coefficient of 0.380 explains that the transformational leadership style has a positive or unidirectional relationship with the employee performance variable. this means that every increase in the value of transformational leadership style by 1 unit will also increase the performance of pt bank bni makassar city branch employees by 0.380. 3) the work motivation regression coefficient of 0.428 explains that work motivation has a positive or unidirectional relationship with the employee performance variable. that is, every increase in the value of work motivation by 1 unit will also increase the performance of pt bank bni makassar city branch employees by 0.428. 4) the work environment regression coefficient of 0.232 explains that the work environment has a positive or unidirectional relationship with the employee performance variable. this means that every increase in the value of the work environment by 1 unit will also increase the performance of pt bank bni makassar city branch employees by 0.232. it can also be explained that of the three independent variables, the one that has a more dominant influence on employee performance is the work motivation variable. this is due to the coefficient value shown by the work motivation variable, which is 0.428, which is more dominant when compared to the coefficient value of the transformational leadership style variable of 0.391 and the coefficient value of the work environment variable of 0.232. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 247 4. hypothesis testing a. simultaneous test the research results are said to have a simultaneous effect if f count> f table or if sig < 0.05. the simultaneous test results can be seen in the following description. table 13: simultaneous test (f test) model sum of squares df mean square f sig. 1 regression 1050,945 3 350,315 58,518 ,000b residual 335,238 56 5,986 total 1386,183 59 the table shows that the calculated f value of 58.518 is greater than the f table value of 2.77 with a statistical significance level of 0.000 (less than the significance value of 0.05). this value illustrates that the variables of transformational leadership style, work motivation and work environment significantly influence the employee performance variable of pt bank bni makassar city branch. a. determination test determination hypothesis testing is intended to determine the influence of the independent variable on the dependent variable, which can be seen in the r square coefficient. details can be seen in the following description. table 14: determination test model summaryb model r r square adjusted r square std. error of the estimate 1 ,871a ,758 ,745 2,44671 the influence of the independent variables (transformational leadership style, work motivation and work environment) on the dependent variable (employee performance) is 0.758 or 75.80%. this shows that the variables of transformational leadership style, work motivation and work environment cannot fully influence the performance of pt bank bni makassar city branch employees. there are still 24.20% of employee performance influenced by other variables not involved in this study. b. partial test the research results are said to be partially influenced if t statistics> t table or if sig. statistics <0.05. partial test results can be seen in the following description. hypothesis test i table 14 shows that the calculated t-value for the transformational leadership style variable is 3.109, which exceeds the t-table value of 1.673 at a significance level of 0.05. therefore, the transformational leadership style variable significantly affects the employee performance variable of pt bank bni makassar city branch. this finding supports the acceptance of hypothesis h1, which states that the transformational leadership style significantly impacts employee performance. hypothesis test ii educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 248 table 14 indicates that the calculated t-value for the work motivation variable is 4.923, which exceeds the t-table value of 1.673 at a significance level of 0.05. this indicates that the work motivation variable significantly impacts the employee performance variable of pt bank bni makassar city branch. therefore, the study confirms the hypothesis that the work motivation variable really influences employee performance. thus, this study accepts hypothesis h2, namely work motivation significantly affects employee performance. hypothesis test iii based on the information provided, the statement seems to be an error. the calculated tvalue of the work environment variable is 2.183. still, it cannot be determined whether it is smaller or greater than the t-table value of 1.673 without knowing the degrees of freedom and the significance level. however, if the significance level is 0.05 and the degrees of freedom are sufficient to exceed 2.183, then the work environment variable would not significantly impact the employee performance variable of pt bank bni makassar city branch. thus, this study accepts hypothesis h3, namely the work environment significantly affects employee performance. 5. discussion 5. effect of transformational leadership style on performance leadership is the central point and policy determinant of the activities to be carried out in the organization, because, basically leadership is a leader's behavior in encouraging, and influencing morale. the interaction between leaders and employees makes a leader the key to his group. as stated by hasibuan 9 , leadership style is how a leader influences the behavior of subordinates who aim to encourage work passion, job satisfaction, and high productivity to achieve maximum organizational goals. one indicator of the success of the leader is the success of his subordinates to carry out their duties. for this reason, a leader certainly needs to have strong leadership and place himself as a protector and director of his members so that the company can achieve common goals. the right leadership style is needed so that the organization can continue to carry out its duties amid major changes in management, one of which is the transformational leadership style. according to rotwell, stavros, and sullivan 10, transformational leadership is related to strong selfidentification, creating a shared vision for the future and the relationship between leaders and followers based on one thing more than just giving awards to obey. the transformational leadership style provides education and transfer of expertise from a leader to his employees. in implementing the transformational leadership style, a leader sets an example and serves employees. transformational leadership is a type of leadership that blends or motivates their followers in the direction of established goals by clarifying roles and task guidance. this leadership style provides individualized consideration and intellectual stimulation and has charisma. transformational leadership style is very important to improve employee performance in the organization. therefore, a leader must be able to carry out his leadership effectively so that the group's goals are well achieved. the transformational leadership style variable in this study refers to ancok's theory), which consists of 4 indicators, namely charismatic, inspirational, intellectual stimulation and individualized attention11. based on descriptive analysis, it illustrates that the transformational leadership style is positive or a good category because the majority of respondents made the choice to agree and 9 malayu s p hasibuan and h malayu s p hasibuan, manajemen sumber daya manusia (bumi aksara, 2016). 10 william j rothwell et al., practicing organization development: a guide for leading change, vol. 34 (john wiley & sons, 2009). 11 sumaryono sumaryono and djamaludin ancok, “orientasi komitmen ditinjau dari kepemimpinan transformasional &amp; kepercayaan terhadap manajemen,” psikologika : jurnal pemikiran dan penelitian psikologi 10, no. 19 (2005), http://dx.doi.org/10.20885/psikologika.vol10.iss19.art1. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 249 none of the respondents chose a strongly disagree statement so that charismatic, inspirational, intellectual stimulation and individual attention leaders can influence the performance of employees of pt bank bni makassar city branch in their daily work activities. with this transformational leadership style, followers feel trust, admiration, loyalty and respect for the leader, and followers are motivated to do more than initially expected. transformational leadership further enhances employee motivation and performance. transformational leadership effectively influences subordinates so that their way of thinking becomes creative and innovative. transformational leadership leads the organization to high performance in the face of demands for renewal and change. transformational leadership can continuously improve organizational competitiveness in an increasingly competitive era. this study's transformational leadership style has a positive (unidirectional) effect and a significant (real effect) effect on employee performance variables. this means that every increase in the value of transformational leadership style by 1 unit will also increase the performance of pt bank bni makassar city branch employees by 0.380. thus, this study accepts hypothesis h1, namely that transformational leadership style significantly affects employee performance. transformational leaders effectively influence their subordinates, encouraging and motivating them to think positively, creatively, and innovatively, therefore providing high employment by supporting the actions of subordinates to make choices. 6. effect of work motivation on performance motivation is a mental condition that encourages action (action or activities) and provides strength that leads to achieving needs, providing satisfaction or reducing imbalances. mangkunegara states that motivation is formed from the attitude of employees in dealing with work situations in the company (situation)12. motivation is a condition or energy that drives employees who aim to achieve the company's organizational goals. the pro and positive attitude of employees towards the work situation strengthens their work motivation to achieve maximum performance. according to robbins and judge, fostering a positive attitude in the workplace can involve cultivating different mindsets that promote motivation and encourage employees to excel in their performance. motivation is a condition that moves humans towards a certain goal, expertise in directing employees to want to work optimally. employees who have high motivation will work more than what is expected. conversely, employees who do not have motivation see work as something unpleasant and negative attitudes will arise such as not doing work with responsibility, and avoiding work that is physically and psychologically stressful and absent. to improve employee performance in the organization, requires leaders to take an indirect approach, creating motivation through an organizational atmosphere that encourages asns to be more productive. this atmosphere is created by managing organizational factors in the form of reward systems, standards, regulations and policies, as well as maintaining communication and leadership styles that encourage mutual trust. motivation or encouragement to employees to be willing to work together to achieve common goals in this study refers to maslow's theory by fulfilling 5 needs, namely physiological, security, social, appreciation and self-actualization needs. based on descriptive analysis, it illustrates that work motivation is positive or a very good category because the majority of respondents made a strongly agree choice and none of the respondents chose a strongly disagree statement so that the salary earned can meet the needs of life, increased benefits, comfortable with the security system, like interacting and helping coworkers, the existence of awards, providing the best performance to get a higher position can affect the performance of employees of pt bank bni makassar city branch in their daily work activities. 12 a a anwar prabu mangkunegara, manajemen sumber daya manusia perusahaan (remaja rosdakarya, 2000). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 250 the results showed that work motivation has a positive (unidirectional) effect and a significant (real effect) effect on employee performance variables. this means that every increase in the value of work motivation by 1 unit will also increase the performance of pt bank bni makassar city branch employees by 0.428. thus, this study accepts the h2 hypothesis, namely work motivation has a significant effect on employee performance. the results of this study illustrate that employee work motivation as energy to generate encouragement within and as an influential condition that arouses, directs and maintains behavior related to the work environment. asns expect their performance to correlate with the agency's rewards. asns set expectations regarding rewards and compensation if certain performance levels are achieved. hard work and high performance are recognized by the leadership and rewarded by the agency, the asns will expect such a relationship to continue in the future. in order to sustain the synergy between performance and asn (achievement, success, and need for achievement) motivation, it is crucial to have a precise assessment of asn performance, rewards tied directly to performance levels, and feedback from leaders. 7. effect of work environment on performance the work environment in a government agency is one of the important things to pay attention to. according to sunyoto 13 that one of the factors that affect employee performance is the work environment. the work environment is everything around the workers that can affect them in carrying out their assigned tasks. creating a comfortable, safe and pleasant work environment is one way to improve employee performance. the work environment is everything around the worker and can affect him in carrying out his assigned tasks. the work environment factor that needs to be considered is creating an attractive atmosphere for employees' views on their work. the work environment variable in this study refers to the theory of nitisemito 14, which consists of 3 indicators: relationships with coworkers, relationships between superiors and subordinates and work facilities. a work environment is good if employees can carry out activities optimally, healthily, safely, and comfortably. based on descriptive analysis, it illustrates that the work environment is positive or a good category because the majority of respondents chose to agree and none of the respondents chose a strongly disagree statement so that they can establish cooperation, build effective communication with coworkers, leaders who can establish good communication with employees, be friendly, polite, leaders who are fair, complete facilities and infrastructure and cool air conditions in the workspace can affect the performance of employees of pt bank bni makassar city branch in their daily work activities. therefore, determining and creating a good work environment will determine the success of achieving organizational goals. conversely, if the work environment is not good, it will reduce motivation and morale and ultimately reduce employee performance. paying attention to a good work environment or creating conditions that motivate employees to work can influence employee morale. this indicates a positive relationship between employee performance and the environment of the agency where they work. the results showed that the work environment has a positive (unidirectional) effect and a significant (real effect) effect on employee performance variables. this means that every increase in the value of the work environment by 1 unit will also increase the performance of pt bank bni makassar city branch employees by 0.232. thus, this study accepts hypothesis h3, namely that the work environment significantly affects employee performance. when employees are motivated, their performance will improve and they will achieve the desired work results and goals. 13 danang sunyoto, metodologi penelitian akuntansi (bandung: pt refika aditama, 2016). 14 alex nitisemito, “manajemen sumber daya manusia,” yogyakarta :bpfe ugm (2014). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 251 the results of this study prove that the work environment has a very important role for agencies because it can affect employee performance. an inadequate work environment will reduce performance and ultimately reduce employee motivation. suppose employees like the work environment where they work. in that case, these employees will feel at home in their workplace to carry out activities so that working time is used effectively and optimistically employee performance is also high. based on the simultaneous test, it shows that the variables of transformational leadership style, work motivation and work environment together have a significant influence on employee performance variables. the magnitude of the influence of the independent variables on the dependent variable is 0.758 or 75.80%. this shows that the variables of transformational leadership style, work motivation and work environment cannot fully influence the performance of pt bank bni makassar city branch employees. there are still 24.20% of the performance of pt bank bni makassar city branch employees influenced by other variables not involved in this study. of the three independent variables, the one that has a more dominant influence on the performance of pt bank bni makassar city branch employees is the work motivation variable. this is due to the coefficient value shown by the work motivation variable, which is 0.428, which is more dominant when compared to the coefficient value of the transformational leadership style variable of 0.391 and the coefficient value of the work environment variable of 0.232. this is in accordance with the objective conditions that exist at pt bank bni makassar city branch where employees who achieve work targets and work optimally, get rewards from the leadership in the form of recognition, allowances, compensation and promotion so that more work motivation is increased in the form of fulfilled employee physiological needs, security at work, harmonious interactions between employees, appreciation of performance achievements and self-actualization, the higher the performance of pt bank bni makassar city branch employees. providing the best performance to get a higher position motivates employees in their daily work activities. conclusion transformational leadership style has a positive and significant effect on employee performance variables. this means that every increase in the value of transformational leadership style by 1 unit will also increase the performance of pt bank bni makassar city branch employees by 0.380. work motivation has a positive and significant effect on employee performance variables. this means that every increase in the value of work motivation by 1 unit will also increase the performance of pt bank bni makassar city branch employees by 0.428. the work environment has a positive and significant effect on employee performance variables. this means that every increase in the value of the work environment by 1 unit will also increase the performance of pt bank bni makassar city branch employees by 0.232. therefore, based on the findings of this study, several recommendations can be proposed for pt bank bni makassar city branch. firstly, it is crucial for the leadership to maintain a strong transformational leadership style that inspires and motivates employees to perform at their best. secondly, increasing employee motivation can be achieved by meeting their needs through providing additional benefits and incentives. finally, creating a safe and conducive work environment with adequate facilities is essential to ensure employee satisfaction and well-being. for future research, it is recommended to include additional variables that may impact employee performance, as the performance of pt bank bni makassar city branch employees cannot be solely influenced by the variables of transformational leadership style, work motivation, and work environment. by considering a broader range of factors that influence employee performance, it will be possible to gain a more comprehensive understanding of the mechanisms that drive optimal workplace performance. there are still 24.20% of employee performance influenced by other variables not involved in this study. for institutions, it can be used as study material for students and academics so that it can be useful for developing knowledge educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 252 of human resource management in relation to employee performance, transformational leadership style, work motivation and work environment. references ali, syed rahat. “view of the effect of 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(2018). hasibuan, malayu s p, and h malayu s p hasibuan. manajemen sumber daya manusia. bumi aksara, 2016. lai, fong yi, hui chuan tang, szu chi lu, yu chin lee, and cheng chen lin. “transformational leadership and job performance: the mediating role of work engagement.” sage open (2020). luthans, fred, and suzanne j peterson. “employee engagement and.” california management review (2005). mangkunegara, a a anwar prabu. manajemen sumber daya manusia perusahaan. remaja rosdakarya, 2000. mulenga, regina m., selestine nzala, and wilbroad mutale. “establishing common leadership practices and their influence on providers and service delivery in selected hospitals in lusaka province, zambia.” journal of public health in africa (2018). nitisemito, alex. “manajemen sumber daya manusia.” yogyakarta :bpfe ugm (2014). priarso, m t, p diatmono, and ... “the effect of transformational leadership style, work motivation, and work environment on employee performance that in mediation by job satisfaction variables ….” business and … (2018). priarso, muhammad tafrizi, prastiyo diatmono, and siti mariam. “the effect of transformational leadership style, work motivation, and work environment on employee performance that in mediation by job satisfaction variables in pt. gynura consulindo.” business and entrepreneurial review (2019). rothwell, william j, jacqueline m stavros, roland l sullivan, and arielle sullivan. practicing organization development: a guide for leading change. vol. 34. john wiley & sons, 2009. sands, laura. “what are motivation theories?” 23 december (2021). setiawan, andri, eko budi satoto, and nurul qomariah. “effect of transformational leadership style, work motivation and work environment on employee performance with employee commitment as intervening variable (study on sub-district in bondowoso regency).” international journal of management science and information technology (2022). sugiyono, metode penelitian pendidikan. “pendekatan kuantitatif.” kualitatif, dan r&d, bandung: alfabeta (2007). sumaryono, sumaryono, and djamaludin ancok. “orientasi komitmen ditinjau dari educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 253 kepemimpinan transformasional &amp; kepercayaan terhadap manajemen.” psikologika : jurnal pemikiran dan penelitian psikologi 10, no. 19 (2005). http://dx.doi.org/10.20885/psikologika.vol10.iss19.art1. sunyoto, danang. metodologi penelitian akuntansi. bandung: pt refika aditama, 2016. susi. s, and jawaharrani. k. “work-life balance: the key driver of employee engagement.” asian journal of management research (2011). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 211 the continuation school system in ghana: revisiting technical/vocational education at its best philip oti-agyei, matida obeng kyereh akenten appiah-menka university of skills training and entrepreneurial development (aamusted), ghana potiagyen@gmail.com, mobengkyereh@gmmail.com accepted: nov 3th 2022 reviewed: dec 5th 2022 published: feb 28th 2023 abstract: the study is a historical analysis of the continuation school system (css) in ghana. an examination of relevant archival data retrieved from the offices of public records and archival administration department (praad) in ashanti and central regions in ghana were scrutinized. three persons who were identified as having adequate knowledge of the css in the country also provided relevant information to aid the study. in addition, secondary data relating to css was also used to enhance analysis of the primary data retrieved. the major findings were that the css achieved its main goal of predisposing and equipping its beneficiaries with practical/vocational skills to make them productive in their future lives. however, the css policy was abolished with the introduction of the 1987 educational reforms in the country. its total abolition was rather unfortunate since its ultimate goal and that of the new educational reforms were somewhat similar. one anticipated that it should have been overhauled to incorporate the new ideals of the new educational reforms. in particular, the utilization of the local non-professional artisans as teachers in the css could have been maintained to ensure adequate and continuous supply of local expert instructors without incurring much cost. keyword: continuation schools, adinkra clothes, leatherworks, tailoring, dress making, local introduction the attainment of independence in 1957, from the british colonial rule could be described as a “mixed blessing”. in one breadth, the period was a moment of joy, relaxation and hope for the future; emanating from a deep sense of liberation from the shackles of colonial administration. the leader of the new born ghana, dr. kwame nkrumah, flanked by his able collaborators and compatriots, on the eve of independence, brilliantly captured this new feeling of national consciousness and exhilaration in the following words: “ghana your beloved country is free forever”. in another breadth, the period, was for sober reflection on the myriad of socio-economic challenges that confronted the country at the time and the urgent need for putting up pragmatic measures to deal with such challenges as low industrial capacity leading to low productivity, high levels of unemployment, excessive reliance on foreign goods and astronomical levels of rural-urban drift. through the provision of numerous technical and vocational educational institutions in the country, dr. nkrumah sought, relentlessly to provide practical solutions to these socio-economic challenges 1. 1 rose hazel, “the role of the self-concept in aging,” annual review of gerontology and geriatrics, volume 11, 1991: mailto:potiagyen@gmail.com mailto:mobengkyereh@gmmail.com educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 212 consequently, technical/vocational education (tve) is recognized by successive governments as one of the effective means of solving the socio-economic challenges. interestingly, different modes of tve have, over the years, been implemented to deal with such challenges. one of them which was put in place between the 1970s and 80s was the continuation school system (css), a kind of entrepreneurial training and skill acquisition training that was provided to pupils in the ghanaian middle schools during the period, would be focused on in this article. the justification for such a study lies in the fact that available literature on such an educational policy that lasted for almost two decades is scanty and somewhat uncoordinated. again, the lessons learnt from such a historical study could be used to enhance the persistent national effort in providing technical/vocational education to ameliorate, if not totally eradicate the numerous socio-economic challenges ghana is confronted with. in may, 1967, a circular titled “the continuation school scheme” by j.w. e. mills, the then director of education in ghana, referred to a decision in 1962 to the effect that “the elementary school course in ghana should be of eight years’ duration and that after the 8th class, pupils who could not enter secondary schools should proceed to a ‘continuation school’ and be pre-disposed to trades in preparation for life” 2. by this letter, there was going to be a reduction of the duration of the period for the existing ten years of elementary school which had six years of primary school and four years of middle school. this decision, though, not implemented at the time the circular, clearly portrayed leadership’s thinking of a paradigm shift regarding elementary school during the period. among other things, it was recognized that there was no clear-cut policy to tap the talents of pupils whose skills and aptitudes were veered towards tve. furthermore, it was clear that once there was no policy for such pupils, they were left on their own, after elementary school to “swim in the vast ocean” of joblessness and its attendant social evils. the policy to reduce the duration of elementary school to allow pupils who could have potentially become drop-outs, in a heavily dominated academic environment, to be predisposed to trades and vocations during this period, as contained in the above circular, was thus very realistic and commendable. being pre-disposed to various vocations in one’s locality and acquiring competencies for productive living was both politically prudent and economically strategic. by the time of its nationwide implementation, the suggested duration of the system had been abandoned and the already existing ten-year duration for the elementary school course was maintained. it meant that all pupils in middle school should learn the pre-vocational skills for four years (the entire duration for middle school). but in the course of the four-year duration at middle school, if a pupil passed the then common entrance examination, he could leave for secondary school education, meaning that the rest would continue to learn the syllabus of middle school education and concurrently learn the vocational/practical skills (crafts) at designated time on the schools’ time table. antwi 3 explains that the continuation schools were in active operation in the 1970s and pupils in the then middle schools were learning the various trades and vocations in their localities to arouse their interests in the learning of local crafts and acquire the rudimentary skills in the vocations which could even make them selfemployed after middle school. in an interview with oduro amoateng, a former continuation school behavioral science & aging 11 (1991): 110; hazel, “the role of the self-concept in aging”; paul bennell and kwame akyeampong, teacher motivation in sub-saharan africa and south asia, vol. 71 (dfid london, 2007). 2 ted honderich, “mill on liberty,” inquiry (united kingdom) (1967). 3 capital avenue et al., “college of education and human development,” harvard educational review (2015). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 213 instructor in adinkra (funeral) clothes at sunyani odumasi on the 18th october, 2020, explained that, all pupils at the middle school level, all over the country, from 1970, were expected to acquire some pre-vocational or rudimentary knowledge and skills in the various vocations in the country, so that by the time they finished middle school they might have been predisposed to the requisite knowledge and skills. in an interview on 22nd of may, 2018 with mr. i.k. boateng, a former assistant director of education at afigya sekyere district of ashanti, ahafo ano north district of ashanti, who also served as the kumasi metropolitan director of education, conceded that the continuation school system was developed out of the need to train ghanaian pupils in formal school setting, in the trades and practical skills of their communities; dependent upon the availability of raw materials in those communities. in the event that they terminate their schooling at the middle school level, they could create their own jobs and reduce the burden of government creating jobs for all school leavers. the current district director of education at bibiani anwiaso bekwai district in the western region of ghana, mr. samuel nyarko, who was a product of the continuation school, was full of appreciation for the promoters and implementers of the continuation school system. explaining the rationale for css, he said, “in all educational programmes, the dropout phenomenon is likely to occur, and learning basic trades in the communities was bound to help those who would not be able to complete school, economically, thereby reducing the pressure on government to find work for all people in the country” (interview with mr. samuel nyarko, the district director of education of bibiani-anwiaso district, western region of ghana, 28th may, 2014). the paper discusses the background, objectives, philosophy, organization, methods and curriculum of the continuation school system in ghana; using the adjamesu asante local authority middle continuation school, ghana, between 1970 and 1980 as a case study. through an analytical and thematic presentation of data, the study reflects on the possible challenges that led to the demise of this rather pragmatic and cost-effective educational programme and examines what could have been done to sustain such an educational initiative in the country. literature review the concept of existentialism and continuation school system the term “existentialism” was coined by jean-paul sartre 4. according to him, existentialism, in simple terms, means “existence precedes essence”. he further explains that human beings have no given identity until they have made specific decisions and have chosen their work and have thereby defined themselves. in other words, existentialism can be described as a philosophy that is concerned with human beings in their concrete existence as active and functional individuals. man is the creative realizer of his own potentialities. thus, one important effect of existentialism is that it puts every man or woman in possession of him or herself as he/she is, and places the entire responsibility for his existence squarely upon his own shoulders. obviously, the philosophy of existentialism puts premium on the fact that the learner should be given the freedom and opportunities to explore and discover their talents in order to develop them for their 4 stephen a stumpf et al., “journal of management education” (1990). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 214 own growth and that of their environments 5. in other words, the teaching and learning process should be a democratic process in which the student is offered with the opportunity to explore his or her unique talents and in line with the resources of the environments and localities, develop them for rapid socioeconomic development. the css, as would be discussed subsequently, was largely a flexible curriculum in which all pupils were predisposed to a variety of crafts and vocations in their environments to develop interest and further facilitates the choice of future vocations and occupational opportunities. methods content analysis was the main method used in this study. consequently, a detailed description and critical review of relevant data collected from archival documents in various offices in ghana and public records and archives administration department (praad) were used. in addition, interview sessions were held with three knowledgeable persons on the subject matter particularly on the rationale for the provision and practice of educational programme under consideration. secondary data was also used to strengthen the analysis. to ascertain the reliability and validity, the data was subjected to both internal and external criticisms. internal criticisms border on the evaluation of “the accuracy and worth of the statements contained in a historical document” 6. on the other hand, external criticisms deal the authenticity and genuineness of a document. in external criticism, elimination of forgery and going for original copies of documents are crucially important 7. these two important historical techniques were employed in the study. the documents used were official documents written at the time of events they describe by well accredited personalities and kept at districts, regional education and praad offices in ghana. the interviewees were also purposively selected because they were directly involved either in the policy formulation or participants in the provision and delivery of the continuation school system in ghana from 1972 to 1987. the data retrieved from both the archival data and interviewees have been thematically discussed in line with the objectives of the study. result and discussion nature and organization of the continuation school system it appears that the structure of the scheme was a nation-wide replication of the bekwai arts and crafts centre in the 1940s 8, and thus a widespread phenomenon throughout the whole country. every middle school in the country within the period was required to put up a workshop through government and communal resources for the learning of the various handicrafts and trades. but in the semi-urban and urban centres, where there were quite a lot of middle schools, one workshop at a middle school, strategically located, could serve a cluster of schools and depending on the capacity of the community, two workshops could be built; one for girls and one for boys. where one workshop was built, separate 5 james w pennebaker et al., “the development and psychometric properties of liwc2007,” liwc2007 manuel (2007). 6 w. r. gall, m. d., gall, j. p., & borg, “i dentifying a research problem and question , and searching,” educational research: an introduction (2006). 7 meredith damien gall, walter r borg, and joyce p gall, educational research: an introduction (longman publishing, 1996). 8 kwaku sarfo frederick et al., “information and communication technology access and use and competency level among second-cycle school teachers in ghana,” journal of media and communication studies (2016). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 215 apartments were created in it for girls and for boys. recruitment of instructors, who were mostly nonprofessional teachers, depended largely on the trade or skill, the management of the school, in consultation with the district directorate of education, wanted to teach. furthermore, the availability of instructors and their skills, in some cases, determined the learning of vocations by the pupils. significantly quite a lot of vocations and skills were taught at a centre and pupils were at liberty to choose which areas of interest they preferred. like the asante bekwai arts and craft centre in the 1940s, the periods for teaching the skills were structured in such a way that every class in the school had one session a week and therefore if a term had fourteen weeks, it meant that each of the four classes would have fourteen-week sessions. thus, fourteen multiplied four classes (14x4) would be the total period; a school would have for a term. in semi-urban and urban centers, the same arrangements were made except that a form one class, for example, visiting the workshop would consist of form one pupils from all the clustered middle school utilizing that workshop facility. whereas boys were learning trades and other related skills such as kente weaving, adinkra clothes, tailoring and knitting, basketry, leatherworks, and carpentry, charcoal production, the girls were concentrating on learning issues of domestic significance including sewing, needle work, cookery and others. curriculum and training methods of the continuation schools: the adjamesu asante local authority middle continuation school experience. curriculum available records indicate that the following vocational skills were taught at the adjamesu asante local authority middle continuation school: leather work, tailoring, livestock, dress-making, and adinkra 9. for a school in a rural setting to have mounted five different vocational subjects to provide practical lessons for students to acquire relevant skills in the various crafts prevalent in their locations clearly showed that the css had gained considerable popularity among ghanaian pupils within the period. it is important to stress that the curricula of the css were very broad and comprehensive in nature; reinforced by a high degree of flexibility. this certainly provided ample opportunities for all the pupils to democratically select and try their hands on the various crafts to facilitate the choice of whatever skills they considered appropriate. again, such an integrated curriculum approach was bound to make judicious use of time, expand the intellectual breadth of students and to deepen their vocational capacities in other words, the purpose of the curriculum was thus two-fold: to pre-dispose the pupils to indigenous occupational knowledge and skills and to promote the phenomena of self-employment and job creation among school leavers. it is significant that the teaching of crafts/skills in the school was largely contingent on the local resources and the expertise available at the time. within the broad framework of the curricula, a school such as adjamesu could select three or four crafts/vocations for effective training. this modus operandi of the continuation school system could be likened to one of the four approaches/mode of tve described by lillis and hogan (1983) according to these authors, the “components of core curriculum mode” emphasizes the acquisition “pre-vocational with an important 9 mn nii-dortey and a arhine, “the performing arts and the post-colonial ghanaian experience: the ghana national symphony orchestra in perspective,” research review of the institute of african studies (2010). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 216 attitudinal strand…intension is to encourage attitudes and skills conducive to acquiring employment skills” 10. it is worth noting that the practical “component of core curriculum” approach adopted by the continuation schools in the country, as illustrated at adjamesu in the 1970s and 80s, was not a novelty in the country’s formal educational system. it is on record that from the late 1820s, the christian missions, particularly the basel, were so particular and vigorous in the provision and delivery of this mode of education in the country. for the basel mission, “the spade was as important as the bible” and all efforts were geared towards popularizing this type of curriculum in all schools they set up in the country 11. a contemporary writer at the time of ghana’ independence explains that “the older generation [in country] have for some reason the idea fixed in their minds that even skilled technical work and largescale farming are not proper occupations for literate people”12. he further provides the antidote to this misconception by saying that: “there are not enough white-collar jobs and if the hundreds of school lads leaving the primary and secondary schools are not to become loafers and vagabonds, they would be advised and should be encouraged, to learn the science of farming or a skilled trade”. even though amamoo provided a solution to the challenge, his restricted solution was expanded in the 1970s and 1980s to include most of the vocations in the localities in the implementation of the css. it could therefore be said that the curriculum of the css provided some suitable vistas for the younger generation to be equipped to create their own jobs and also provide employment opportunities for others. illustrations from the adjamesu school curricula discussed below could be instructive: manufacture of adinkra clothes adinkra, being part of the curricula of the adjamesu school, deserves some analysis largely because of its potential for income generation; based on its enormous socio-cultural utility in the locality. adinkra is a local akan word, literally translated as bidding farewell to the departed souls in the community. so the costume or all the category of the clothes used for funeral rites is referred to as adinkra. the economic significance of learning how to make adinkra cannot be overemphasized in ghanaian traditional communities particularly among the akan. organizing elaborate funeral rites `3ewdsxfor the departed members of akan communities was (is) a common feature of their cultural and religious practices. the production of adinkra in large quantities was (and still is) a prosperous economic activity and it was therefore no surprising that, in almost all the continuation schools, the making of adinkra featured prominently. the vivid description of the work of adinkra and its economic prospects at adjamesu was significant, and there is no doubt that, it was reflective of the general trend in the country. the report reads as follows: 10 kevin lillis and desmond hogan, “dilemmas of diversification: problems associated with vocational education in developing countries,” comparative education (1983). 11 beverly lindsay, “the development of education in ghana by h. o. a. mcwilliam and m. a. kwamena-poh london, longman, 1975. pp. 151. £1.05 paperback.,” the journal of modern african studies (1976); peter boakye and kwame osei kwarteng, “education for nation building: the vision of osagyefo dr. kwame nkrumah for university education in the early stages of self-government and independence in ghana,” abibisem: journal of african culture and civilization (2018). 12 j. g. amamoo, “fresh national problems,” african affairs (1956). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 217 the instructor was seen at work with form four pupils. kuntunkuni 13[bark of a tree] was being boiled with the children around listening attentively to the instruction on the process of dyeing. the children were very keen. they asked him some questions which were readily answered. number of cloths dyed at the time of visit was twenty-five and these had been collected by their owners. according to records, the amount realized totaled ¢3,750. the expenditure involved ¢1,410 14. (see appendix 22 for a detailed report). the profits accrued from the adinkra at the school were lucid indication that those pupils who could produce adinkra after school were likely to be self-reliant or wealthy. from the above report, it is crystal clear that teaching and learning materials were available and most significantly were readily and relatively cheaply acquired from local resources or raw materials so abundant in the ghanaian forest zone. this was bound to promote the sustenance and maintenance of the learning of the craft for considerable period of time. the utilization of the demonstration method in the teaching of adinkra is noteworthy. demonstration is the process through which students learn how to perform certain skilled actions. as evident in the passage above, the teacher explained all operations in the manufacture of the adinkra in a logical, stepby-step progression. and once twenty-five clothes had been collected by their owners from the adjamesu showed that the learning of the craft had been very successful; indicating that the students were given the chance to try the step-by-step procedures inherent in the learning of the craft. a palpable display of progress in term of predisposing the students to the vocations and crafts in their neighborhoods. leather works additionally, the fact that leather works served as a source of income for the school, provided an immediate and practical meaning to the economic function of the tve through a mutual interaction between the latter and the community. the profits could be used to expand the facilities at the workshops and defray other expenses. with regard to the progress of other crafts at adjamesu, the report was unequivocal. the leather work instructor, gyimah kwasi, was not in school at the time of the visit, but his absence was as a result of going “on trek to sell the product of his work” 15. according to the report, he had already generated an income of two thousand cedis (¢2,000.00) with an expenditure of nine hundred cedis (¢900.00) thus making a profit of one thousand, one hundred cedis (¢1,100) 16. indisputably, one of the cardinal functions of tve as pointed by host of authors is economic development and social amelioration 17. it has also been pointed out that, “the provision of technical 13 phyllis forster, “traditional mourning dress of the akans of ghana,” matatu (2013). 14 nii-dortey and arhine, “the performing arts and the post-colonial ghanaian experience: the ghana national symphony orchestra in perspective.” 15 nii-dortey and arhine, “the performing arts and the post-colonial ghanaian experience: the ghana national symphony orchestra in perspective.” 16 nii-dortey and arhine, “the performing arts and the post-colonial ghanaian experience: the ghana national symphony orchestra in perspective.” 17 j. middleton, a. ziderman, and a. van adams, “skills for productivity: vocational education and training in developing countries,” skills for productivity: vocational education and training in developing countries (1993); j. middleton, a. ziderman, and a. van adams, “vocational and technical education and training,” vocational and technical education and training (1991); arvil v. adams, john middleton, and adrian ziderman, “the world bank’s policy paper on vocational and educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 218 and vocational education training is critical for the production of middle-level human resource required for socio-economic development of the country” (government of ghana, ndpc, 2011. p. 155). thus, if an instructor of the school was out selling the handicraft of the students in leather works and could make a profit over hundred percent (100%), then two significant lessons could be drawn up. firstly, that the students had become largely skillful and could be relied upon for a relatively mass production of the leather items under the guidance of the instructor. secondly, that the ghanaian public had, to a greater extent, generated interest and taste for made in ghana goods and thus a strong signal to the ghanaian policy maker and educator that the pervasive perception that the average ghanaian is somewhat aversive tve and made in ghana goods could be unfounded especially when the appropriate climate and needed resources are provided. tailoring tailoring as one of the vocations was also receiving considerable attention at adjamesu. the report indicated that the instructor, nkrumah adasa was seen at work. the methodology of teaching tailoring was superb. like the making of adinkra clothes, the demonstration method and co-operative learning strategy were utilized in teaching tailoring to the pupils. the methods were pupil-centered and actual skill acquisition was going to be facilitated. the systematic description of the methods of teaching here was quite fascination. the details were reported as follows: “he [instructor] had his training material ready for work and the children had been divided into two groups. each of the pupils in the first group was holding a needle and a piece of cloth. in this group the pupils were given instruction on hemming and making of button holes. the other group of pupils was doing pedalling on straight sewing on machine 18. the fact that the training material[s] were ready was an indication of serious business at the school. the division of the pupils into two group underscored the essence of co-operative learning strategy where students actively participated in the learning of the skill. apart from the fact that this strategy was bound to buoy up the confidence of the pupils, it further allowed them to think, share and exchange ideas. even though the reason for the division of the class into two groups to perform different functions in the teaching and learning of tailoring was not directly given, it could be deduced that this learning group was a heterogeneous one composed of different classes of different age groups who had already acquired some competences in the various skills inherent in tailoring. on the other hand, it could be that it was homogenous one composed of only one class but was considered expedient by the instructor to share the learning tasks for each of the groups so as to maximize the time allotted for the teaching of the skills in tailoring so that when each of the group had mastered the skills specified for them, then the pieces could have been brought together for a “holistic piece” of artifact. this pragmatic way of teaching to get results could be described as a model for replication in our school especially in the light of an unprecedented upsurge in enrolment levels in our educational institutions. technical education and training,” prospects (1992); j. middleton, a. ziderman, and a. adams, “making vocational training effective,” finance & development (1990); bennell and akyeampong, teacher motivation in sub-saharan africa and south asia, vol. 71, p. . 18 nii-dortey and arhine, “the performing arts and the post-colonial ghanaian experience: the ghana national symphony orchestra in perspective.” educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 219 equally important was the economic dimension of the teaching and learning of tailoring. it is to be noted that “no initial capital was given to the instructor but at the time of visit he had been able to earn an amount of eight hundred cedis (¢800) to the school” 19. the resourcefulness of the instructor is captivating and future entrepreneurs could learn a great lesson from this. the constant complaints of modern graduates of our school system of non-availability of initial capital and money as the cause of doing nothing could considerably be checkmated by this “can do spirit” in this instructor. no doubt the inspector of the school was full of appreciation when he made the above remark. dress making dress making was also given attention by adjamesu. concerning dressmaking, the report indicated “that training materials had been bought and serious work was in progress. the only setback was that “some few girls had not bought their training materials but efforts were being made by the school to get them ready at the re-opening of the schools next term” 20. the comment that some few girls had not bought their training materials deserves some comments. the fact that the school was getting ready to procure machines for the girls is very gratifying. this attempt by the authority of adjamesu to get them the materials in due course, to some extent, illustrate transformational leadership which focusses on addressing the needs of the marginalized and the vulnerable in society. gender issues are critically important when such issues crop up in an environment that is highly male dominated. traditionally, the ghanaian society still nurtures the conception that the society should largely cater for the interest of boys more than girls and for the school during the period to have taken the decision to get the dress making materials for the girls to be economically empowered through the acquisition of relevant skill was most laudable. agricultural activities the agricultural activities of the continuation school programme deserve some attention because of its potential to prepare the pupils for occupational opportunities and its income generating capacities and the availability of vast stretches of land within the locality. there were two practical subjects that comprised the agricultural studies. these were farming and animal rearing. given the fact that a substantial number of ghanaians during the period were farmers, it was reasonable for the school to promote agricultural activities since such activities were going to provide numerous economic avenues for the pupils in future. it was reported that “about half (½) an acre of land was put under the cultivation of tomatoes [and] the tomatoes had been harvested and the amount realized was ¢965.00.” apart from this, “there was one and half (1½) acres of cassava farm, about a quarter of mile away from the school” 21. the 1987 educational reforms and collapse of the continuation school system in ghana 19 nii-dortey and arhine, “the performing arts and the post-colonial ghanaian experience: the ghana national symphony orchestra in perspective.” 20 nii-dortey and arhine, “the performing arts and the post-colonial ghanaian experience: the ghana national symphony orchestra in perspective.” 21 nii-dortey and arhine, “the performing arts and the post-colonial ghanaian experience: the ghana national symphony orchestra in perspective.” educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 220 the continuation school system was eventually abolished in 1987 following the nationwide introduction of what is popularly known as the 1987 educational reforms in the country. though the reforms also focused on predisposing pupils/students at the junior secondary school level (now junior high school), it was essentially a departure from the continuation school system in at least three main senses. firstly, all the local instructors in the crafts and vocations who were mainly non-professional teachers were dismissed. this meant that the vocational/ technical and craft skills were going to be taught by professional teachers who had already gone through pedagogical training for at least three years. secondly, unlike the continuation school “graduates” who did not write any final examination for certification after three or four years of continuation school training, the jss students after going through the programme for three years were to write an examination that culminated in the award of certificates that could lead to further schooling. thirdly, whereas the css was highly in competition with other parallel programmes concurrently run in the same school, the jss programme was radically integrative and focused as the literary curriculum was largely seamlessly combined with the learning of the pre-vocational skill and pre-technical skills. the point worth emphasizing here is that whereas the jss student was psychologically prepared right from the outset that he/she had a final examination that covers all the subjects (both literary and vocational) to write at the end of three years, the continuation school “graduate” had other two examinations; one optional and other compulsory to write which could be distracting enough especially in an environment where academic/grammar education had been so popularized and famed as true scholarship. the optional examination was the common entrance examination (cee) which could even be written by a pupil in middle school form one or middle school form four was the logical terminating point for an elementary school graduate. the student who passed the cee at any level or form could leave elementary school and continue his education at a second cycle institution. those who continued to form four were required to write the middle school leaving certificate (mslc) which interestingly could not pave way for an entrance into a typical ghanaian secondary school system, but could lead to other post middle professional training. significantly, it was within these two parallel levels of programmes/examinations that the css was struggling to compete with. for example, the same pupil/student at middle school form one who was learning a craft in the continuation school, which had become an integral part of the middle school, also had the option of studying to pass the cee at any form of the middle school he/she likes and was also being prepared or studying for the ultimate mslc which was indubitably the main goal of a middle school. the distraction for such a student could be enormous! on the contrary, all students at the jss were more focused on writing one common examination namely bece only at the end of three years. reflections on the challenges of the css from the above discussions, it appears that one key challenge that confronted the adjamesu continuation school was the non-issuance of certificates for various skills achieved by pupils in a particular vocation or craft. available information on the css in ghana, including adjamesu, does not point to any attempt to award certificates to pupils who achieved varying degrees of success in mastering the skills in the various crafts or vocations. this phenomenon, arguably, constituted a disincentive to students, and could easily develop or nurture the perception that such an educational system was inferior educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 221 to the purely academic literary programme of the middle school leaving certificate that ran parallel to the continuation school programme. undoubtedly the issuance of certificates for one’s cognitive and skillful achievements has the potential of facilitating the process of getting employment opportunities in the formal sectors of the economy after school. another possible challenge to the products of the continuation school system was the popularity and patronage that the grammar and literary aspects of education had already received in the country during that time. the products or “graduates” of the school like their counterparts in the country could easily lose respect and prestige for terminating school after training in the continuation school programme to establish their own businesses. the option of searching for an admission into a prestigious secondary school was very irresistible. at the micro/family level, the average ghanaian parent/guardian was more willing to borrow money at any cost to buy the items listed on secondary school prospectus for his or her child to attend secondary school than to spend money to sharpen the skills acquired by the child from a continuation school at a local industry or receiving training under the tutelage of a master craftsman. the social downgrading for the choice of the latter option was too bitter a pill to swallow by such parent. at the macro/ societal/government level, the acquisition of initial materials or resources to start a job as a successful /brilliant products of the continuation school were going to be difficult especially during the 1970s and 1980s when the country was going through numerous socio-economic challenges and military interventions in political activities in the country 22. for the continuation school programme to have been successful, the initial training of predisposing the pupils to skills in the communities should have received further sharpening in most if not all secondary schools in the country at the time, to have broadened the scope of the pupils’ cognitive and dexterous capacities for more economically productive results. contingent on this, it is argued that the parent/guardian would have been more willing to buy the materials and tools for the sharpening of skills for the pupil proceeding to secondary school than the one at home receiving further sharpening under the tutelage of a master craftsman. admittedly, this would have been difficult, during the period, given the quantum of resources that could been utilized but the results would have been more cost effective. the model of using the expertise of local craftsmen in a formal setting as prevalent in the continuation school system could have been adopted for pragmatic purposes. the utilization of the advantages inherent in the saying that “if there is a will, there is a way” could have been exploited. significantly, the introduction of secondary/technical schools in the 1990s to provide an avenue of continuation for the graduates of the jss system is recognized as a solution to the challenge that faced the continuation school graduates. the new educational reforms implemented nationwide in the country in 1987 which eventually dealt a lethal blow to the continuation school system should have even in several ways augmented the continuation school system. the irony is rather startling! the 1987 educational reforms was primarily aimed at predisposing the pupils at the junior secondary school (jss), (which later became junior high school (jhs) to vocational, technical and life skills in the communities and neighborhoods of the pupils 23. 22 mike oquaye, “the ghanaian elections of 1992 a dissenting view,” african affairs (1995); mike oquaye, “the process of democratisation in contemporary ghana,” commonwealth & comparative politics (2000). 23 naa dodua dodoo, adriana a e biney, and mumuni abu, “methods in population studies,” population studies: key issues and contemporary trends in ghana 5 (2014): 260. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 222 the local instructors in the continuation schools who were technically not professional teachers but very adept, practically, in their various areas of specialization, were dismissed and their names expunged from the government pay roll at the inception of the jss system. this action almost invariably created a psychological set among the populace including the pupils that school education was not for artisans and craftsmen. it thus further deepened the perception that once a person is not “certificated” in a formal sense, he/she, in this context, is not qualified for teaching in the formal education system. reimer’s “diploma disease” almost caught up with ghanaians with all its inimical ramifications. the school system the becomes an “ivory tower” situated in the midst of “thatched houses. there could have been a way for certifying these nonprofessional crafts instructors through the organization of pedagogical training sessions even in local languages for their practical skills to have been useful to the pupils/students. it was a stark fact that adequate number of technical /vocational teachers had not been trained for the nationwide implementation of jss concept. even though workshops and refresher courses were organized for the jss teachers, such training could be described as insufficient for teachers who had long been trained in academic/ literary school environments. so, the dismissal of the local instructors was largely unjustifiable irrespective of external pressures. it was therefore not surprising that the jss programme which was largely aimed at inculcating vocational/technical skills into the pupils/ students eventually turned into literary/academic phenomenon. in the light of the above, one would not have been far from right to have thought that the continuation school should not have been abolished totally rather its basic elements such as the utilization of local non=professional instructors could have been maintained. what could have been done was to have given such instructors some pedagogical training to have sharpened their training skills. this particular feature of the continuation school was vitally significant since the local instructors already had the expertise to share with the students/pupils. undoubtedly skillful teachers are urgently and indispensably needed for the successful implementation of all new curricular policies at school. and since the local instructors were already at post and not much vocational and technical training had already been given to the certificated and professional teachers who were going to handle the students at the newly introduced jss/ programme, it was just realistic and economical to have retained the local instructors for the newly introduced vocational / technical skills what was to have been was to introduced a kind of pedagogical training that would have systematically the local instructors to gain more experience in the teaching and learning process¬ conclusion from the above discussions, it is clear that the continuation school system was one of the most pragmatic educational policies ever embarked upon by ghana in the 1970s and 80s to find solutions to the excessive “pen-pushing” education which had largely failed to provide solutions to the myriad of socio-economic challenges that confronted the ghanaian society during the period. however, with the introduction of the new educational reforms in 1987, the system was allowed to collapse. admittedly, there could have been some inherent challenges in the operations of the system, it was however anticipated that challenges could have been addressed and most importantly integrated appropriately into the 1987 educational reforms. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 223 references adams, arvil v., john middleton, and adrian ziderman. “the world bank’s policy paper on vocational and technical education and training.” prospects (1992). amamoo, j. g. “fresh national problems.” african affairs (1956). avenue, capital, p o box, antwi akom, aekta shah, aaron nakai, tessa cruz, wednesday october, et al. “college of education and human development.” harvard educational review (2015). bennell, paul, and kwame akyeampong. teacher motivation in sub-saharan africa and south asia. vol. 71. dfid london, 2007. boakye, peter, and kwame osei kwarteng. “education for nation building: the vision of osagyefo dr. kwame nkrumah for university education in the early stages of self-government and independence in ghana.” abibisem: journal of african culture and civilization (2018). dodoo, naa dodua, adriana a e biney, and mumuni abu. “methods in population studies.” population studies: key issues and contemporary trends in ghana 5 (2014): 260. forster, phyllis. “traditional mourning dress of the akans of ghana.” matatu (2013). frederick, kwaku sarfo, kwame amankwah samuel, oti agyen philip, and yidana issifu. “information and communication technology access and use and competency level among second-cycle school teachers in ghana.” journal of media and communication studies (2016). gall, m. d., gall, j. p., & borg, w. r. “i dentifying a research problem and question , and searching.” educational research: an introduction (2006). gall, meredith damien, walter r borg, and joyce p gall. educational research: an introduction. longman publishing, 1996. hazel, rose. “the role of the self-concept in aging.” annual review of gerontology and geriatrics, volume 11, 1991: behavioral science & aging 11 (1991): 110. honderich, ted. “mill on liberty.” inquiry (united kingdom) (1967). lillis, kevin, and desmond hogan. “dilemmas of diversification: problems associated with vocational education in developing countries.” comparative education (1983). lindsay, beverly. “the development of education in ghana by h. o. a. mcwilliam and m. a. kwamena-poh london, longman, 1975. pp. 151. £1.05 paperback.” the journal of modern african studies (1976). middleton, j., a. ziderman, and a. adams. “making vocational training effective.” finance & development (1990). middleton, j., a. ziderman, and a. van adams. “skills for productivity: vocational education and training in developing countries.” skills for productivity: vocational education and training in developing countries (1993). ———. “vocational and technical education and training.” vocational and technical education and training (1991). nii-dortey, mn, and a arhine. “the performing arts and the post-colonial ghanaian experience: the ghana national symphony orchestra in perspective.” research review of the institute of african studies (2010). oquaye, mike. “the ghanaian elections of 1992 a dissenting view.” african affairs (1995). ———. “the process of democratisation in contemporary ghana.” commonwealth & comparative politics (2000). pennebaker, james w, cindy k chung, molly ireland, amy gonzales, and roger j booth. “the development and psychometric properties of liwc2007.” liwc2007 manuel (2007). stumpf, stephen a, roger l m dunbar, stephen a stumpf, and roger l m dunbar. “journal of management education” (1990). educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 224 educatio : journal of education volume 8 , number 1, may 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) the role of the basic education system in promoting entrepreneurship skills gloria buyisile mlambo1, dickson mdhlalose2 1department of education, mpumalanga, south africa 2department of information and communication technology, national electronic media institute of south africa, johannesburg, south africa correspondence author: dsskosana@gmail.com* accepted: feb 10th 2023 reviewed: april 5th , 2023 published: may 30th 2023 abstract; basic education is for all in south africa. the dawn of the democratic government in 1994 brought forth numerous curriculum changes throughout the basic education system to redress past differences. the changes saw the introduction of a subject like technology designed to stimulate innovativeness and develop learners' creative and critical thinking skills. this study aimed to explore the role of the basic education system in promoting entrepreneurship skills, including teacher selection and evaluation, learning tools, classroom situations and support systems for the system’s effectiveness in producing learners with entrepreneurial skills. the constructivist worldview underpinned this qualitative study, using four schools within the malelane circuit in mpumalanga province. a case study explored the system's role in promoting entrepreneurship skills to learners. senior phase technology teachers were selected for data collection, two grade 7 technology teachers, four grade 8 technology teachers, and four grade 9 technology teachers. primary data were collected through in-depth semi-structured interviews. meanwhile, journals, books, and policy documents were used for secondary data. a thematic data analysis technique was employed. the study revealed that entrepreneurship education promotes creativity and innovation needed to eradicate poverty and unemployment in our country. furthermore, data show, among other things, that the basic education system faces challenges in teacher selection, resources, and infrastructure for an array of information. it is recommended that the basic education system invests in training technology teachers properly towards content knowledge and recruiting qualified teachers to teach the subject. keywords: curriculum, entrepreneurship, education, learners, technology, teachers introduction education became secondary to achieving liberation because of the struggle for independence in south africa 1. basic education in south africa has seen a change in its curriculum since the inception of the country's democracy in 1994 2. the changes brought about 1 john ramaphakela and dickson mdhlalose, “examination of the creation of a positive culture of teaching and learning through classroom management,” open journal of educational research (2021): 32–40. 2 driekie hay and ’mabokang monnapula-mapesela, “south african education before and after 1994,” higher education in south africa a scholarly look behind the scenes (sun press, 2009), http://dx.doi.org/10.18820/9781920338183/01; johan muller and ursula hoadley, “curriculum reform and learner performance: an obstinate paradox in the quest for equality,” south african schooling: the enigma of inequality (springer international publishing, 2019), http://dx.doi.org/10.1007/978-3-030-18811-5_6; dickson mdhlalose, zandile fakude, and john ramaphakela, “an analysis of the south african history of the mailto:dsskosana@gmail.com* volume 8, number 1, may 2023 | 21 zzzzzz z two parallel curriculum reform processes3. the first is the general education and training (get) band comprising grades r-9, and the second is the further education and training (fet) band comprising grades 10-124. according to muller and hoadley5, in 1998, the first reformed curriculum was introduced, outcome-based education (obe), also known as curriculum 2005 (c2005). the curriculum was based on outcomes rather than content 6. besides, they mentioned the emphasis on learner-centredness and the learners’ creative activities through progression and competence-based direction. the flexibility and non-prescriptive approach resulted in a guiding framework for teachers and curriculum relevance 7. according to muller and hoadley8, this led to introducing a new curriculum in 2002, the revised national curriculum statement (rncs) 9. however, the outcomes-based framework was maintained with knowledge specification. the rncs curriculum was revised based on its pedagogical shortcomings and conceptual instability 10. in 2012, curriculum reform known as curriculum and assessment policy statement (caps) at the get band took a decisive shift toward a specialized performance-based curriculum (muller & hoadley, 2019). furthermore, the curriculum provided high specifications of the subject content and clear stipulations regarding the sequencing and space of coverage. the learning process is through summative assessment and textbooks as critical aspects 11. the challenges facing implementing the technology senior phase in malelane circuit and in other provinces besides teaching and learning technology include a lack of learning resources (materials), a conducive learning environment and lacking subject expertise among teachers teaching technology (content knowledge). the aim of this study is to explore the role of the basic education system in promoting entrepreneurship skills through senior-phase technology teaching and learning in the malelane circuit in the mpumalanga province. this study will explore the basic education system's role in promoting the phase's entrepreneurship skills. culture of teaching and learning,” open journal of educational research 2, no. 6 (2022): 289–300, http://dx.doi.org/10.31586/ojer.2022.499. 3 muller and hoadley, “curriculum reform and learner performance: an obstinate paradox in the quest for equality.” 4 muller and hoadley, “curriculum reform and learner performance: an obstinate paradox in the quest for equality.” 5 muller and hoadley, “curriculum reform and learner performance: an obstinate paradox in the quest for equality.” 6 s garnett russell, sandra l sirota, and a kayum ahmed, “human rights education in south africa: ideological shifts and curricular reforms,” comparative education review 63, no. 1 (2019): 1–27, http://dx.doi.org/10.1086/701100. 7 linda chisholm, “the politics of curriculum review and revision in south africa in regional context,” compare: a journal of comparative and international education 35, no. 1 (2005): 79–100, http://dx.doi.org/10.1080/03057920500033563; jonathan d jansen, “curriculum reform in south africa: a critical analysis of outcomes-based education,” cambridge journal of education 28, no. 3 (1998): 321–331, http://dx.doi.org/10.1080/0305764980280305. 8 muller and hoadley, “curriculum reform and learner performance: an obstinate paradox in the quest for equality.” 9 russell, sirota, and ahmed, “human rights education in south africa: ideological shifts and curricular reforms.” 10 kadar asmal, “truth, reconciliation and justice: the south african experience in perspective,” the modern law review 63, no. 1 (2000): 1–24. 11 muller and hoadley, “curriculum reform and learner performance: an obstinate paradox in the quest for equality.” volume 8, number 1, may 2023 | 22 zzzzzz z additionally, this study will explore the ways to help address curriculum implementation issues related to senior phase technology teaching and learning in south africa. it is the responsibility of the senior phase technology cluster in the malelane circuit and other sections of basic education across the country to ensure that learners in this phase reap the benefits of the curriculum: to equip learners with the knowledge, skills and values necessary for self-fulfilment and meaningful participation in society as citizens of a free country; provide access to higher education; facilitate the transition from education institutions to the workplace and provide employers with a good profile of a learner's competences (caps, 2011). therefore, there should be an effective way(s) for the implementation of the senior phase technology curriculum to reach these stipulated goals of the basic education system in the country. teachers with subject expertise, learning resources and a conducive learning environment promote learner performance; in this case, we can have learners with entrepreneurial skills in technology. literature review entrepreneurship education entrepreneurship education is learning various skills for learners to discover broader benefits on individual and socioeconomic levels. entrepreneurs need distinct learning for entrepreneurial activities different from regular professional activities12. schumpeter 13 states that “entrepreneurship as innovation” means embracing creativity in school education and innovation so that entrepreneurship becomes a goal of innovative practice. taking steps like these may avert such discrepancies and the impossibilities of inventiveness. therefore, opening a business requires one to be creative and innovative. birdthistle et al. 14 mentioned that education must impart and prepare learners' mentality regarding the challenges they will face tomorrow, which is a saying among departments, teachers, and lawmakers. communities must prepare today’s learners for tomorrow's responsibilities in solving complicated and dynamic problems or issues possible through entrepreneurial education. mars and rios-aguilar 15 observe that the connection between education and entrepreneurship had developed into a remarkably significant presence. entrepreneurship is described as bringing forward essential opportunities 16. therefore, entrepreneurship education occurred due to entrepreneurship actions which are the seeds of entrepreneurship education, resulting in eminent development and improvement 17. research conducted at the secondary level has shown positive feedback 12 colin jones and andy penaluna, “moving beyond the business plan in enterprise education,” education + training 55, no. 8/9 (2013): 804–814, http://dx.doi.org/10.1108/et-06-2013-0077. 13 ina drejer, “a schumpeterian perspective on service innovation,” in 9th international joseph schumpeter society conference, gainesville, 2002. 14 naomi birdthistle, yvonne costin, and briga hynes, “engendering entrepreneurial competencies in the youth of today: a teacher’s perspective,” education + training 58, no. 7/8 (2016): 766–782, http://dx.doi.org/10.1108/et-02-2016-0031. 15 matthew m mars and cecilia rios-aguilar, “academic entrepreneurship (re)defined: significance and implications for the scholarship of higher education,” higher education 59, no. 4 (2009): 441–460, http://dx.doi.org/10.1007/s10734-009-9258-1. 16 miri yemini, “entrepreneurship in the education system – the revolution of the twenty-first century,” journal of enterprising communities: people and places in the global economy 8, no. 1 (2014), http://dx.doi.org/10.1108/jec-11-2013-0035. 17 colin jones, harry matlay, and alex maritz, “enterprise education: for all, or just some?,” education + training 54, no. 8/9 (2012): 813–824, http://dx.doi.org/10.1108/00400911211274909. volume 8, number 1, may 2023 | 23 zzzzzz z from learners towards enhancing their entrepreneurial competencies, entrepreneurial abilities, and effectiveness 18. it is said that increasing the perception of entrepreneurship as a career option through entrepreneurial education increases motivation and stimulates learners to start new ventures 19. entrepreneurship education aims to target how to perform entrepreneurial activities 20 rather than focusing on what theories and knowledge the learner must learn from in conventional educational viewpoint 21. aamir et al., 22 stated that the influence of entrepreneurial education on all educational systems levels had developed into a center of consideration. the target is to incorporate common entrepreneurial skills in learners. it has instructional and upgradation influence components on which learners choose entrepreneurial careers 23. a study conducted by rosique-blasco et al. contributed to developing entrepreneurial skills at schools and how inventions, proactive, and risk-taking attitudes as skills prepare an entrepreneurial career choice in learners24. the entrepreneurial intention in high school learners is overwhelmed by sociocultural elements. another study by de lourdes carcamo-solis et al. 25 showed that entrepreneurial 18 eli gimmon, “mentoring as a practical training in higher education of entrepreneurship,” education + training 56, no. 8/9 (2014): 814–825, http://dx.doi.org/10.1108/et-02-2014-0006; virginia barba-sánchez and carlos atienza-sahuquillo, “the development of entrepreneurship at school: the spanish experience,” education + training 58, no. 7/8 (2016): 783–796, http://dx.doi.org/10.1108/et-01-2016-0021; mario rosique-blasco, antonia madrid-guijarro, and domingo garcía-pérez-de-lema, “entrepreneurial skills and socio-cultural factors,” education + training 58, no. 7/8 (2016): 815–831, http://dx.doi.org/10.1108/et-062015-0054. 19 z j lin and j zhang, “ethical awareness of chinese business managers and accountants and their views on the use of off-book accounts,” advances in accounting 27, no. 1 (2011): 143–155, https://www.scopus.com/inward/record.uri?eid=2-s2.079958782890&doi=10.1016%2fj.adiac.2011.04.004&partnerid=40&md5=9cb5cfe7d83584d85a456fcc164e 39d3; nicole e peterman and jessica kennedy, “enterprise education: influencing students’ perceptions of entrepreneurship,” entrepreneurship theory and practice 28, no. 2 (2003): 129–144, http://dx.doi.org/10.1046/j.1540-6520.2003.00035.x; linda f edelman, tatiana s manolova, and candida g brush, “entrepreneurship education: correspondence between practices of nascent entrepreneurs and textbook prescriptions for success,” academy of management learning &amp; education 7, no. 1 (2008): 56–70, http://dx.doi.org/10.5465/amle.2008.31413862. 20 hemant kassean et al., “entrepreneurship education: a need for reflection, real-world experience and action,” international journal of entrepreneurial behavior &amp; research 21, no. 5 (2015): 690–708, http://dx.doi.org/10.1108/ijebr-07-2014-0123. 21 allan gibb, “creating an entrepreneurial culture in support of smes,” small enterprise development 10, no. 4 (1999): 27–38, http://dx.doi.org/10.3362/0957-1329.1999.040. 22 suhaib aamir, nuray fatma atsan, and ayfer ferda erdem, “a review of entrepreneurship education research in the special issues of education + training journal,” education + training 61, no. 9 (2019): 1078– 1099, http://dx.doi.org/10.1108/et-02-2019-0027. 23 joakim falkäng and fernando alberti, “the assessment of entrepreneurship education,” industry and higher education 14, no. 2 (2000): 101–108, http://dx.doi.org/10.5367/000000000101294931; jones, matlay, and maritz, “enterprise education: for all, or just some?”; aamir, atsan, and erdem, “a review of entrepreneurship education research in the special issues of education + training journal”; rosique-blasco, madrid-guijarro, and garcía-pérez-de-lema, “entrepreneurial skills and socio-cultural factors.” 24 mario rosique-blasco, antonia madrid-guijarro, and domingo garcía-pérez-de-lema, “entrepreneurial skills and socio-cultural factors: an empirical analysis in secondary education students,” education + training 58, no. 7/8 (2016), http://dx.doi.org/10.1108/et-06-2015-0054. 25 maría de lourdes cárcamo-solís et al., “developing entrepreneurship in primary schools. the mexican experience of ‘my first enterprise: entrepreneurship by playing,’” teaching and teacher education 64 (2017): 291–304, http://dx.doi.org/10.1016/j.tate.2017.02.013. volume 8, number 1, may 2023 | 24 zzzzzz z abilities could be developed at the foundation and intermediate school levels. therefore, the senior phase of caps for technology in south africa was introduced to recognize the demand to produce designers, artisans, and architects essential in modern civilization and promote a technologically knowledgeable society for the modern world. with such a curriculum, south africa will flourish with such skills or a young promising future technologically literate population. nonetheless, the technology classroom setting needs to be positioned to provide the necessary space or environment for competent teaching and learning. technology is a more practical subject where learners need to work with tools, creatively and critically develop design ideas and investigate, make, evaluate, and communicate or present a product that best solves the problems the learners face. benefits of equipping learners with entrepreneurship skills du toit and gaothobogwe26 stated that the purpose of technology in the senior phase is for "learners to gain skills, knowledge, competencies and confidence that equip them to explore entrepreneurial initiatives. entrepreneurship skills include being creative and innovative, having investigative skills, working as a team, meeting due dates, working within a given budget and having market experiences and initiatives. this implies resilience, practical working skills and compelling needs identification, collection and working with available resources thus equipping learners with entrepreneurship skills. mcguigan 27 stated that entrepreneurship education contributes to the entrepreneurial thinking and behaviour of learners to exercise their everyday activities and new experiences. consequently, learners will develop skills that include identifying and investigating, making critical decisions and inventiveness, work effectively as individuals and as a group. thus, learners can coordinate and manage their activities responsibly and effectively by collecting, analyzing, evaluating scenarios, and communicating effectively 28 lotulung et al. 29 declared that exposing learners to entrepreneurship is only through an awareness of entrepreneurship around them as an essential building block to their careers and society. with entrepreneurship, learners can design something new and different through innovative and inventive activities to establish opportunities in facing life's challenges. for example, du toit & gaothobogwe 30 stated that learners could be able to investigate (do research, analyse products, and make comparisons), draw (sketch and develop ideas) and design (identify and select appropriate materials, methods, and finishes). furthermore, they evaluate (judge quality, compare, and adjust to fit the consumer's needs more closely) and communicate (present findings and products to a target market) when they are equipped with entrepreneurial 26 adri du toit and michael gaotlhobogwe, “benchmarking the intended technology curricula of botswana and south africa: what can we learn?,” african journal of research in mathematics, science and technology education 21, no. 2 (2017): 148–158, http://dx.doi.org/10.1080/18117295.2017.1328834. 27 lisa powell and nicholas mcguigan, “teaching, virtually: a critical reflection,” accounting research journal (2020). 28 du toit and gaotlhobogwe, “benchmarking the intended technology curricula of botswana and south africa: what can we learn?” 29 chirsant lotulung, nurdin ibrahim, and hetty tumurang, “effectiveness of learning strategy and learning style on learning outcomes,” proceedings of the international conference of science and technology for the internet of things (eai, 2019), http://dx.doi.org/10.4108/eai.19-10-2018.2281392. 30 du toit and gaotlhobogwe, “benchmarking the intended technology curricula of botswana and south africa: what can we learn?” volume 8, number 1, may 2023 | 25 zzzzzz z skills. therefore, opportunities to develop an interest in entrepreneurial activities will be increased in our societies, reducing youth unemployment. the preparedness of technology senior phase teachers in implementing the curriculum numerous scholars have different meanings for the term 'curriculum.' in a more simplified way, du toit and gaothobongwe 31 described the curriculum as principles, content, and processes to support learning. they mentioned that curriculum could be described as what, why, how, and when learners should learn. the curriculum includes all the organised, prepared, and unintended experiences utilised to reach learning outcomes 32. thijs and van den akker 33 mentioned that there are three forms of curriculum: the “intended curriculum, which is the ideal envisioned curriculum that is formalised on paper as a document; the implemented curriculum, referring to how the intended curriculum is recognised and used in practice by teachers; and the attained curriculum, which encompasses the experiences and learning outcomes of the learners”. therefore, a curriculum can be defined as a plan for attaining goals. marques and albuquerque 34 argued that “economic growth and community-oriented progress require entrepreneurship education, effective curriculum, competent teachers and clear learning intentions”. they explained that entrepreneurship education requires applicable content, an effective curriculum, and competent teachers to support its implementation. technology in senior phase is based on innovation (practical skills) and design skills incorporated into its curriculum, presenting opportunities for learners to make products (models), resulting in future producing income-generating products (du toit & gaothobongwe, 2017). therefore, combined technology curricula and entrepreneurship education can develop learners’ preparation as entrepreneurs 35. however, trained teachers and a practical curriculum are needed to support curriculum effectiveness. mulenga and luangala 36 stated that teachers are demand assets of any education system. teachers play a crucial role in facilitating learners' acquisition of desirable knowledge, abilities, beliefs, and perspectives. the quality of teachers is critically acknowledged and significant for effective learning to occur in schools. the teacher’s competence to clarify, arrange and carry out a curriculum by implementing the procedure requires ensuring learning objectives 37. thus, “teachers need to have the 31 du toit and gaotlhobogwe, “benchmarking the intended technology curricula of botswana and south africa: what can we learn?” 32 edward ebert, christine ebert, and michael bentley, the educator’s field guide: from organization to assessment (and everything in between) (corwin press, 2011), http://dx.doi.org/10.4135/9781452275154. 33 nienke nieveen, jan van den akker, and frans resink, “framing and supporting school-based curriculum development in the netherlands,” schools as curriculum agencies (brill, 2010), http://dx.doi.org/10.1163/9789460912818_017. 34 j t blummer, “life style characteristics of the hunter,” amer. assoc, for conservation information. albuquerque. new mexico 10 (1971). 35 du toit and gaotlhobogwe, “benchmarking the intended technology curricula of botswana and south africa: what can we learn?” 36 regina m. mulenga, selestine nzala, and wilbroad mutale, “establishing common leadership practices and their influence on providers and service delivery in selected hospitals in lusaka province, zambia,” journal of public health in africa (2018). 37 sila kiprotich et al., “moderating effect of social networking on the relationship between entrepreneurial orientation and performance of small and medium enterprise in nakuru county, kenya” (2015). volume 8, number 1, may 2023 | 26 zzzzzz z pedagogy content knowledge of a specific area of study” 38. besides, teachers need continuous training so they can be able to manage new challenges of the curricula changes 39. thus, preservice education and in-service education are crucial for effectively implementing curricula like technology. professional teacher training is the education that materialised before teachers enter the line of work and/or employment in various educational institutions 40, which is critical. hugh 41 pointed out “that implementing the curriculum changes and the continuance of new approaches depend not on teachers' retraining but rather expertise, competence and perspectives approved during the professional training of teachers”. in-service teacher training is an ongoing development of expertise and individual improvement 42. daresh and playko stated that in-service teacher training is ensuring that programmes are aimed at meeting the demands of teachers and teachers are courageous to find the need for retraining. also, they indicated that in-service training would be effective if teachers have professional education in subjects of expertise and pursue up-skilling. therefore, it is evident that the technology curriculum in the senior phase was rushed as teachers in the service had not received pre-service training before its introduction. as the department of education (2003:31) declared “while educators in south african schools are qualified to teach a variety of subjects, many of the educators of technology are uncomfortable with the pedagogy of technology." therefore, most of the teachers received in-service training that was not good enough for implementing a curriculum of this magnitude, such as technology. method research design creswell 43 view a research design as a method or form of enquiry that applies to various scenarios, including a quantitative, qualitative, or mixed methodology for the sake of giving direction within a given study. sekaran and bougie 44 stated that “a research design is a plan that is built to collect, measure and analyse the collected data which is used to provide answers to the outlined research questions within a study”. on another note, saunders et al. 45 view the “research design as a plan that paves the way towards answering given research questions within a study”. this study uses an exploratory qualitative research design to understand the role of the basic education system in promoting entrepreneurship skills at this level and if teaching and learning of the technology senior phase impart skills in learners to become entrepreneurs. 38 collins kasoka masumba and innocent mutale mulenga, “teachers’ pedagogical content knowledge for teaching computer studies in rural zambian secondary schools of north-western province.” (2019). 39 p a kafu, “planning for instruction: the secret of effective teaching,” nairobi: jomo kenyatta foundation. african educational research journal 9, no. 2 (2010): 591–599. 40 masumba and mulenga, “teachers’ pedagogical content knowledge for teaching computer studies in rural zambian secondary schools of north-western province.” 41 james r sheffield, “curriculum and reality in african primary schools. hugh hawes,” comparative education review 24, no. 2, part 1 (1980): 279–280, http://dx.doi.org/10.1086/446125. 42 john c daresh and marsha a playko, “mentoring for headteachers: a review of major issues,” school organization 12, no. 2 (1992): 145–152. 43 john w creswell, “research design: qualitative, quantitative and mixed method aproaches,” sage publications (2007). 44 uma sekaran and roger bougie, research methods for business: a skill building approach (john wiley & sons, 2016). 45 mark saunders et al., strategic human resource management: contemporary issues (pearson higher ed, 2007). volume 8, number 1, may 2023 | 27 zzzzzz z research paradigm creswell and creswell 46 refer to research paradigms as worldviews or a general philosophical view of the world as well as the type of research the researcher undertakes. the various forms of research philosophies include positivism, critical realism, interpretivism, postmodernism and pragmatism. this study adopted a social constructivism paradigm which puts forward that reality is constructed through social interaction in which social actors create partially shared meanings and realities. therefore, this means that it is necessary as a researcher to study a situation in detail, including historical, geographical, and sociocultural contexts to understand what is happening or how realities are being experienced 47. research strategy a case study was employed as the research strategy in four schools in the malelane circuit, mpumalanga province; two grade seven technology teachers, four grade eight technology teachers and four grade nine technology teachers from four schools (two schools are combined schools with grade r-9, and two schools are high schools with grade 8-12). a case study design involves exploring an "abounded system," or undertaking detailed single or multiple cases, data collection that is in-depth from multiple sources of data for the sake of describing, organising, as well as interpreting a given scenario at hand 48. schram49 defined a case study as "a way of conceptualising human behaviour or merely as a way of encapsulating it; its strategic value lies in its ability to draw attention to what can be learnt from the single case. a case study design allows focusing on one issue or entity and collecting detailed data using different ways to have a deeper understanding 50. population and sample of the study the target population is a specific population needed for a study 51. the target population for this study was senior phase technology teachers in malelane circuit, mpumalanga province; two grade seven technology teachers, four grade eight technology teachers, and four grade nine technology teachers from four circuits. a sample comprises elements or a subset of the population considered for actual inclusion in the study. it can be viewed as a subset of 46 john. w. creswell, qualitative inquiry & research methods: choosing among five approaches (thounsand oaks: ca: sage, 2013). 47 mark n k saunders and keith townsend, “choosing participants,” the sage handbook of qualitative business and management research methods: history and traditions (sage publications ltd, 2018), http://dx.doi.org/10.4135/9781526430212.n28. 48 yin cheong cheng, “quality assurance in education: internal, interface, and future,” quality assurance in education 11, no. 4 (2003): 202–213. 49 dirk morschett, hanna schramm-klein, and joachim zentes, strategic international management, strategic international management, 2010. 50 rob walker, “reviews : the art of case study research, robert stake. london: sage, 1995. 208 pp. £29.50 (hbk); £12.95 (pbk). isbn: 0-8039-5766-1 (hbk); 0-8039-5767-x (pbk,” evaluation 2, no. 2 (1996): 231–235, http://dx.doi.org/10.1177/135638909600200211; robert k yin, “case study research: design and methods 4th ed,” in united states: library of congress cataloguing-in-publication data, vol. 2, 2009. 51 virginia braun and victoria clarke, “using thematic analysis in psychology,” qualitative research in psychology 3, no. 2 (2006): 77–101, http://dx.doi.org/10.1191/1478088706qp063oa. volume 8, number 1, may 2023 | 28 zzzzzz z measurements drawn from a community we are interested in 52. in this study, the sample was purposively selected as technology senior phase teachers at four schools in malelane circuit, mpumalanga province. malelane circuit has a population of 35 senior-phase technology teachers. out of the 35 technology teachers, two grade seven (7), four grade eight (8), and four grade nine (9) technology teachers were drawn as a sample of the study. the sample size for this study was ten (10) senior phase technology teachers. data collection methods yin 53 stated that data collection methods depend on the research problem, objectives and questions, all of which suggest a suitable research design, philosophical worldview and data collection strategies and instruments. researchers use different data collection methods in a study depending on which methods suit their research project. furthermore, yin 54 mentioned that qualitative research is designed to increase real-life phenomena. in this study, primary data collection was done through face-to-face interviews and secondary data collection was done through document analysis. this is further explained below respectively. interviews semi-structured interviews can be defined as those interviews that are centred on known areas of interest and have a moderate level of flexibility in scope (dicicco-bloom & crabtree, 2006:315). this study conducted ten in-depth semi-structured interviews with ten technology teachers in the senior phase, one from each grade, 7-9 in four schools in the malelane circuit in mpumalanga province, to provide data needed to understand the phenomenon under study. interviews were conducted with different participants on various days, and the duration varied per interviewee as they had different perceptions and views of the phenomenon under study. the researchers presented the data collected as units of data, and some quotes from the participants contain vernacular language (isiswati). this was done to make participants feel comfortable and express their opinions in an environment that they were familiar with. document analysis documentary analysis involves studying existing documents to understand the content to have a clear meaning on any given topic under study 55. this study used public documents, including teacher files, learner files, policies, annual teaching plan (atp) and caps for the technology senior phase. this was done to see if what is supposed to be done in class is covered satisfactorily. the researchers requested the participants' files for analysis. another reason was to check if monitoring tools were there to monitor the work progress of the teachers in the class by the school departmental head. the researcher also checked their lesson plans for compliance with the departmental expectations. 52 jonathan parker, “book review: unrau, y.a., p.a. gaoborand and r.m. grinnell, jr (2007) evaluation in social work: the art and science of practice, 4th edn. new york: oxford university press. isbn 0-19-530806-9, pbk, xxvii + 468 pp,” international social work 51, no. 1 (2008): 117–119, http://dx.doi.org/10.1177/00208728080510011104. 53 robert k yin, “studi kasus desain & metode,” jakarta: pt raja grafindo persada (2014). 54 yin, “studi kasus desain & metode.” 55 jane ritchie et al., qualitative research practice: a guide for social science students and researchers (sage, 2013). volume 8, number 1, may 2023 | 29 zzzzzz z result and discussion during the investigation, the participants clearly understand what entrepreneurship education can offer in one’s life and to the country's economy. the participants outlined that through entrepreneurship education, learners can be equipped with skills that are critically needed in the world of work, and some will become entrepreneurs. most participants stated that learners in senior phase technology are taught basic skills through the min-pat project. however, some participants pointed out that there is a need for the effectiveness of the basic education system to ensure that learners are equipped effectively and as it will mould learners with entrepreneurial skills. in addition, the lack of curriculum implementation is a challenge that detracts from the effectiveness and efficiency of teaching and learning in the technology senior phase. based on the findings, little was done to prepare learners to be participants in the economy. there is minimal participation of learners. the challenge is the lack of learning materials. participants pointed out that they require schools to provide them with basic policies such as the caps document. schools must provide each learner with the materials needed to carry out activities in a technology class. another view is that there is no clear direction to what learners expect to achieve as technology in most schools is done up until grade 9. learners in this phase are likely not mature enough to know their future. however, lourdes carcamo-solis et al. 56 claimed that entrepreneurial abilities could be developed at the foundation and intermediate school levels. the participants also explained how technology teaching and learning brought about skills acquisition in learners. as a result, it was noted that learners acquire artistic skills in putting their ideas in sketches and making skills when they are required to present a model of the solution they have come up with. skills of this nature can see one venturing into various fields of career path (such as working with recyclable materials, fixing electrical appliances, mechanics, and architecture, just to mention a few) in the sense that they are dealing with different concepts such as structures and materials processing. in order words, learners are exposed to different kinds of knowledge in which they must innovatively and creatively make a model that solves a particular problem in one of these fields. such learning will bring some of these learners to become entrepreneurs. however, most participants stated that the challenge is that more needs to be done when making models (prototypes) in schools. poor participation in these activities was evident from the responses that la ack of resources and a conducive environment contribute to learners not striving to give their best in making these models. learners rely on working with any available materials to make their models thus resulting in no value on what they are trying to do, make or design. in addition, the participants stated that learners need to be more motivated to make models because they are oriented around getting marks to progress to the next grade rather than developing skills for the learner. furthermore, the participants stated that there are very few exhibitions or competitions organised for learners to showcase their talents or skills. based on the findings, more needs to be done about the effectiveness of teaching and learning technology to impart entrepreneurial skills to the learner as activities are focused on awarding marks. this is evident when learners are presented with a scenario to identify a problem and develop ideas to solve the problem. most learners produce a model that does not really show how the model 56 cárcamo-solís et al., “developing entrepreneurship in primary schools. the mexican experience of ‘my first enterprise: entrepreneurship by playing.’” volume 8, number 1, may 2023 | 30 zzzzzz z solves the problem at hand. in most cases, learners do not even try to get their ideas in sketches (graphic drawings), let alone make a model. the literature revealed that the goal of entrepreneurship education can be to target how to perform entrepreneurial activities rather than focusing on what theories and knowledge the learner must learn from in conventional educational viewpoints 57. the participants were engaged in trying to find out the challenges, and it was noted that most teachers teaching technology had limited content knowledge and expertise to ensure quality teaching and learning practices, which will, in turn, ensure that learners are equipped with relevant entrepreneurial skills. failure to implement the senior phase technology curriculum on teaching and learning was visible. the essential weakness stressed is the minimal training the technology teachers received on the content knowledge related to technology education (pedagogical content knowledge). it is evident that three of the participants are holders of degrees with technology as a major subject, and only one has a diploma. on the other end, two participants have no professional training, and four hold degrees in other major subjects rather than technology. based on the findings of the study, it can be revealed that teachers' lack of content knowledge contributes to the challenges faced in teaching innovation and creativity in the technology senior phase. the literature stated that teachers must have the pedagogy content knowledge of a specific study area. another statement mentioned that implementing education innovation requires quantity building of personnel in specialised content knowledge. conclusions this section gives an outline of the conclusions identified from the related literature review and primary data of the study. the study's primary research explores the basic education system’s role in promoting entrepreneurship skills in senior phase technology teaching and learning. one hundred percent of the participants of this study indicated that a lack of resources, learning environment conditions and the teacher’s content knowledge of technology senior phase content are the most contributing factors to poor learner performance in the technology subject. the same was shown by literature. therefore, both data sources agree that the basic education systems promote entrepreneurship skills in the senior phase of technology. however, implementing its practices hinders the system's effectiveness in the phase. it was concluded that technology is not taught as per policy but rather for compliance in most schools. the learning environment does not permit technology teaching and learning, as teaching and learning materials are scarce. the models (prototypes) are made primarily out of materials that are of reach to learners. in other words, learners rely on improvisation to make models. it was also concluded that training and recruitment of technology education teachers are needed to practise comprehensive technology teaching and learning. such moves can lead to learners partaking in activities that will put them in the competitive world of innovation and creativity in solving real-life problems, and such teaching and learning will eventually alleviate youth unemployment. 57 kassean et al., “entrepreneurship education: a need for reflection, real-world experience and action”; gibb, “creating an entrepreneurial culture in support of smes.” volume 8, number 1, may 2023 | 31 zzzzzz z limitations of the study this study was limited to the following limitations: four schools in the malelane circuit, mpumalanga province. the limited literature on the role of the basic education system in promoting entrepreneurship skills. the latest books and journals related to the study are limited. recommendations based on the findings of this study, the following recommendations were made to address the challenges faced by technology senior phase teachers teaching grades 7-9 for effective teaching and learning to take place. it is recommended that the technology classroom be prepared to meet the requirement stated in the caps document, and models must be done, completed in class, and displayed to enhance the innovation and creativity of the learner. promotion of technology subject: based on the important role that the technology subject plays in terms of imparting relevant skills that our society needs, it is important that the doe during the “education indaba” programmes and workshops advocate for the importance of technology subjects. this will make a difference in our society. it is believed that once society is interested in the subject , the children at school will have more interest, just as learners are interested in mathematics and physical science. review of allocated teaching time for technology: based on the findings of this study, time allocated for technology grades 7-9 seems not to be enough for teaching and learning. it is recommended that the teaching technology senior phase needs to be reviewed by the curriculum developers. additional time is needed because the teachers need to supervise learners during the make-skill activities to be able to give guidance to learners. provision of materials and tools: it has been highlighted by the participants that some learners do not participate in making models because of a lack of resources in schools. technology content needs the learner to have all the necessary resources for effective teaching and learning to take place. this may assist in lessening the burden on both the teachers and learners. areas of further research it is recommended to conduct a study using either mixed or quantitative research methodology to investigate the basic education system's role in promoting entrepreneurship skills within the senior phase concerning technology education teaching and learning. quantitative studies use a bigger sample size than qualitative ones, which covers a huge area, giving a higher chance of collecting more meaningful data than a qualitative study. references aamir, suhaib, nuray fatma atsan, and ayfer ferda erdem. “a review of entrepreneurship education research in the special issues of education + training journal.” education + training 61, no. 9 (2019): 1078–1099. 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july 5th 2021 published: august 20th 2021 abstract: this research is about the analysis of stem approaches carried out during distance learning (pjj) in the field of electricity. the method used is experimental design and qualitative descriptive consisting of the preparation stage, field test stage, and data analysis stage. the subjects came from two classes of 45 people. data collection techniques in the form of observations, interviews, and documentation. as many as 90% of students can master electrical materials through stem approaches, especially in the fields of science, technology, and engineering. but in the field of mathematics still needs to be retrained because only 40% can provide a good mathematical solution to the problem given. stem can be integrated through distance learning by providing structured tasks and systematic evaluation. keywords: stem, distance learning (pjj),electricity introduction learning during this pandemic often finds various obstacles1 especially in new students who are still adapting to their learning environment2. although today almost all parts of learning are carried out online, but there are some shortcomings caused. these shortcomings such as the ineffectiveness of learning due to lack of interaction between teachers and students, lack of adequate learning facilities in each student, and the dissatisfaction of learning due to interaction between lecturers and students3. in essence, learning aims to train various abilities in learners. these skills include the ability to solve problems, think critically, think creatively, and analyze is an ability that is needed in the 21st century 4. therefore, it is important that online learning conducted by students becomes more meaningful and still the same to train various skills of critical thinking, creative, and analysis5. 1 adhetya cahyani, iin diah listiana, and sari puteri deta larasati, “motivasi belajar siswa sma pada pembelajaran daring di masa pandemi covid-19,” iq (ilmu al-qur’an): jurnal pendidikan islam (2020); muh barid nizarudin wajdi et al., “education policy overcome coronavirus, a study of indonesians,” edutec: journal of education and technology 3, no. 2 (2020): 96–106. 2 luh devi herliandry et al., “pandemic learning during the covid-19.,” jurnal teknologi pendidikan (2020); sakshi agarwal and jaya shankar kaushik, “student’s perception of online learning during covid pandemic,” indian journal of pediatrics, 2020; zaid i. almarzooq, mathew lopes, and ajar kochar, “virtual learning during the covid19 pandemic,” journal of the american college of cardiology (2020). 3 muh barid nizarudin wajdi et al., “pendampingan redesign pembelajaran masa pandemi covid-19 bagi tenaga pendidik di lembaga pendidikan berbasis pesantren di jawa timur,” engagement: jurnal pengabdian kepada masyarakat 4, no. 1 (2020): 266–277. 4 yoana nurul asri, “pembelajaran berbasis stem melalui pelatihan robotika,” wapfi (wahana pendidikan fisika) (2018). 5 hani morgan, “best practices for implementing remote learning during a pandemic,” the clearing house: a journal of educational strategies, issues and ideas (2020); retno puji rahayu and yanty wirza, “teachers’ perception of mailto:ynurulasri@gmail.com volume 6, number 2, august 2021 | 166 zzzzzz one approach that fits especially in the learning needs of the 21st century is stem, short for interdisciplinary approach to learning among the natural sciences, technology, engineering, and mathematics. in a journal presented in previous research6 believes that the four-dimensional approach is a harmonious pairing between problems that arise in the real world and problematic learning. the purpose of teaching stem approaches is suitable for high schools that require complex knowledge7 and find that stem represents teaching and learning in the fields of science, technology, engineering, and mathematics. stem methods can be applied not only at the elementary and intermediate levels, but also at the university or even post-doctoral level. so, integrated education in stem is a comprehensive learning through the fields of science, technology, engineering, and mathematics to develop students' creativity through the process of problem solving in everyday life. in this case we can take an example that is with the existence of an online learning system that is currently often used by many schools both from the level of early childhood education, to upper secondary and even college. this distance learning system is very helpful for students in supporting teaching and learning activities during the covid-19 pandemic 8. students can still carry out teaching and learning activities, even if held at their homes. in addition, students will also understand more about what the importance of technology in the industrial era 4.0 as it is today. distance learning (pjj) uses learning management system (lms) software that allows schools or universities to manage online learning or meetings effectively and regularly. teachers, students, lecturers, students, and school or campus leaders can use many useful features to facilitate learning. method the research methods applied in this study are experimental design and qualitative descriptive. the subject consists of two classes of 45 students. data collection techniques in the form of observations, interviews, and documentation. the entire data collection is through remote observation. the method is carried out in three stages, namely the preparation stage, the stage in the field, and the data analysis stage. during the preparation stage, the tutor provides a stimulus on an issue related to the topic to be discussed. the next stage is field tests and data collection, namely observations and structured interviews. both are used to measure critical and creative thinking skills. online learning during pandemic covid-19,” jurnal penelitian pendidikan (2020); lisa rakhmanina et al., “students’ perception on online english learning during covid-19 pandemic era,” silampari bisa: jurnal penelitian pendidikan bahasa indonesia, daerah, dan asing (2021); et al., “students’ perception of online learning during covid-19 pandemic: a case study on the english students of stkip pamane talino,” soshum : jurnal sosial dan humaniora (2020). 6 clarissa desyana putri, indarini dwi pursitasari*, and bibin rubini, “problem based learning terintegrasi stem di era pandemi covid-19 untuk meningkatkan keterampilan berpikir kritis siswa,” jurnal ipa & pembelajaran ipa (2020). 7 siti zubaidah, “steam (science, technology, engineering, arts, and mathematics): pembelajaran untuk memberdayakan keterampilan abad ke-21,” seminar nasional matematika dan sains (2019). 8 unik hanifah salsabila et al., “pemanfaatan teknologi pembelajaran pendidikan agama islam berbasis online masa pandemik covid-19,” jurnal penelitian tarbawi (2021). volume 6, number 2, august 2021 | 167 zzzzzz result and discussion stem approaches through distance learning are conducted through video conferences and structured tasks performed by tutors to learners. stem consists of four inter-integrated pillars consisting of science, technology, engineering, and mathematics. previously, an analysis of material by tutors related to what topics can be conveyed through the stem approach. next, the tutor presents a problem on the topic to be solved by each group. in the field of science, each group can convey the basic concepts of the material. next there is a question and answer session from the tutor to each member in the group about what concepts, laws, and equations will be used. the field of technology can be evaluated from what technology will be used from the prototype manufacturing stage to the finishing stage. the field of engineering is evaluated through the process of making prototypes as well as solutions that can be offered to create an efficient and effective prototype. furthermore, in the field of mathematics, students can convey their work quantitatively. the topic of the problem is about basic electricity. so that the concepts, laws, and equations that apply to the material. in figure 1, the group representative has completed the floor plan along with schematic diagrams of each room to provide solutions to the given problems. figure 1. group representatives: create a floor plan along with schematic digram figure 2. tool stringing process volume 6, number 2, august 2021 | 168 zzzzzz in figure 2 is shown the process of stringing tools according to schematics diagrams that have been created. and figure 3 is shown the mockup of the electrical installation that has been made. the four fields integrated in stem can be applied directly, it's just that each group has its own difficulties in mathematical calculations. this is shown that students still have difficulty in determining the scale to be used in making the room plan. . in addition, they still find it difficult to calculate the amount of electric current and electrical resistance in a room. as many as 60% of students have not been able to provide a good mathematical solution to the problem given and only 40% can solve it well. so the tutor must reexplain the basic concepts and mathematical calculations that have been submitted before through the stem approach. this is in line with previous research conducted by (sumarni et al., 2019) that mathematical ability can be trained through stem approaches the field of science can actually be mastered dominantly by each group. but mathematical calculations covered in understanding the concept still show unsatisfactory results. this is inversely proportional in the field of technology and engineering that can be mastered dominantly. as many as 90% of students can express a good solution in this field. this is because they are used to learning hands on before. figure 3. mock electrical installation conclusion based on the above description it can be concluded that stem can be integrated through distance learning by providing tasks in a structured and systematic evaluation. as many as 90% of stem fields are predominantly controlled, namely science, technology, and engineering. but only as many as 40% of students can solve problems in the field of mathematics and the rest still need to be retrained. the advice for further research is that there needs to be a comprehensive evaluation in each stem field and not just in the final evaluation, so that each field can be reconstructed. volume 6, number 2, august 2021 | 169 zzzzzz reference agarwal, sakshi, and jaya shankar kaushik. “student’s perception of online learning during covid pandemic.” indian journal of pediatrics, 2020. antonius setyawan nur agung, and monika widyastuti surtikanti. “students’ perception of online learning during covid-19 pandemic: a case study on the english students of stkip pamane talino.” soshum : jurnal sosial dan humaniora (2020). almarzooq, zaid i., mathew lopes, and ajar kochar. “virtual learning during the covid19 pandemic.” journal of the american college of cardiology (2020). asri, yoana nurul. “pembelajaran berbasis stem melalui pelatihan robotika.” wapfi (wahana pendidikan fisika) (2018). cahyani, adhetya, iin diah listiana, and sari puteri deta larasati. “motivasi belajar siswa sma pada pembelajaran daring di masa pandemi covid-19.” iq (ilmu al-qur’an): jurnal pendidikan islam (2020). herliandry, luh devi, nurhasanah, maria enjelina suban, and kuswanto heru. “pandemic learning during the covid-19.” jurnal teknologi pendidikan (2020). morgan, hani. “best practices for implementing remote learning during a pandemic.” the clearing house: a journal of educational strategies, issues and ideas (2020). putri, clarissa desyana, indarini dwi pursitasari*, and bibin rubini. “problem based learning terintegrasi stem di era pandemi covid-19 untuk meningkatkan keterampilan berpikir kritis siswa.” jurnal ipa & pembelajaran ipa (2020). rahayu, retno puji, and yanty wirza. “teachers’ perception of online learning during pandemic covid-19.” jurnal penelitian pendidikan (2020). rakhmanina, lisa, feny martina, friang br halolo, syafryadin syafryadin, and noermanzah noermanzah. “students’ perception on online english learning during covid-19 pandemic era.” silampari bisa: jurnal penelitian pendidikan bahasa indonesia, daerah, dan asing (2021). salsabila, unik hanifah, andini, fita triyana, khalidah fitri arum sari, and mardaty rauv. “pemanfaatan teknologi pembelajaran pendidikan agama islam berbasis online masa pandemik covid-19.” jurnal penelitian tarbawi (2021). wajdi, muh barid nizarudin, iwan kuswandi, umar al faruq, zulhijra zulhijra, khairudin khairudin, and khoiriyah khoiriyah. “education policy overcome coronavirus, a study of indonesians.” edutec: journal of education and technology 3, no. 2 (2020): 96–106. wajdi, muh barid nizarudin, m burhanuddin ubaidillah, sri mulyani, khoirul anwar, lailatul istiqomah, fauziyah rahmawati, sholihatul atik hikmawati, diah retno ningsih, and hasan syaiful rizal. “pendampingan redesign pembelajaran masa pandemi covid-19 bagi tenaga pendidik di lembaga pendidikan berbasis pesantren di jawa timur.” engagement: jurnal pengabdian kepada masyarakat 4, no. 1 (2020): 266–277. zubaidah, siti. “steam (science, technology, engineering, arts, and mathematics): pembelajaran untuk memberdayakan keterampilan abad ke-21.” seminar nasional matematika dan sains (2019). educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 41 improved integrated thematic learning outcomes applying immersed models for elementary school nur atikah, santia indah purnama , afriya mahdalena, risda amini program magister pendidikan dasar, fakultas ilmu pendidikan, universitas negeri padang nurnuratikah7@student.unp.ac.id accepted: jan 13th 2021 reviewed: april 15th 2021 published: may 30th 2021 abstract: the purpose of this study is to describe the learning outcomes of grade 3 elementary students through immersed model. this research was conducted in the even semester of teachings 2019/2020. the research method used is class action research (ptk) with 3 cycles of action. the subjects of the study were grade 3 students, totaling 28 students, consisting of 14 male learners and 14 female learners. the data collection technique used is test. the test was conducted to measure the level of completion of learners' learning outcomes in learning through immersed model models. in the implementation of research through immersed models through the stages of planning, implementation, observation, and reflection. from the results of the study on cycle i obtained a percentage of classical completion 55.17%. in cycle ii there was an increase in classical completion learning outcomes of 82.76%. it can be concluded that the model of make a match and media diorama can improve the learning outcomes of grade 3 elementary students. keyword : learning outcomes, integrated thematic, immersed model. introduction the thematic learning model has been implemented in elementary schools since the establishment of regional autonomy based on law no. 32 of 2004. this policy among others provides a wide range of wiggle room to educational institutions, especially elementary schools in managing existing resources, by allocating all potentials and priorities so as to make breakthroughs in more innovative and creative learning systems. one of the creative efforts in implementing learning using competency-based curriculum in elementary schools is to conduct thematic learning1 in the great dictionary of indonesian language (kbbi), the word guru is interpreted as a person whose job is to educate and teach. teachers are a profession that requires broad and high knowledge and insight, demanding a cleverness, intelligence, and expertise in communicating, wise, patient, and accepting individual differences. before teaching, teachers must plan the teaching systematically, so that in the implementation stage of learning, the whole process can run well and achieve good results as well and the assessment stage. from the above statement, a teacher greatly 1 adib rifqi setiawan, “pembelajaran tematik berorientasi literasi saintifik,” jurnal basicedu 4, no. 1 (2020): 51–69. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 42 influences how an education goes. teachers are one of the determining factors in the success of the learning implementation process2 the thematic learning model will not go well if the teacher does not master how exactly the thematic learning model should be. thematic learning in elementary schools is well conceptualized, but in the implementation in the field there are still many elementary schools that do not apply thematic learning. that is because teachers have difficulty in implementing thematic learning, such as the lack of knowledge of teachers about thematic learning concepts, lack of facilities in schools, excessive capacity of students in the classroom, and lack of class numbers3; 4. although the syllabus and rpp are made in accordance with the established thematic learning concepts, but in reality are not applied thematically. this can be seen from the learning process that still uses certain subjects. most teachers still have difficulty in implementing thematic learning models, even though the planning stage is well designed. if the implementation stage is not done well, then this will cause difficulties also at the assessment stage. based on observations made by researchers in elementary school researchers see some difficulties experienced by teachers in the implementation of thematic learning models. as the limited knowledge and ability of teachers in teaching children's songs according to the theme, teachers have not mastered how exactly the thematic learning concepts in which teachers should be able to combine materials between fields of study in accordance with the theme so that in the implementation can run well, the difficulty of teachers in utilizing the media in accordance with the theme, researchers want to analyze the difficulties faced by teachers in carrying out thematic learning in elementary schools, especially low grades who are still learning basic reading lessons , write, and count (calistung), so that researchers can also know what are the factors that cause the difficulties and how solutions should be done. teachers are more active than students, teachers use lecture methods more and students only listen to what the teacher describes. thus, the thematic learning outcomes of students are 50% more still under kkm based on data taken from the students' daily test scores. this average has not reached the minimum completion criteria (kkm) that has been set by the school which is 70. the data shows that only 10 out of 29 students can achieve kkm and can be said to be complete in thematic learning. the low thematic learning outcomes are due to the majority of new students being able to spell letters into words, so if the teacher forces the student's will to answer the story text there is a chance of students having difficulty. this thematic material can be helped by the teacher displaying interactive videos or power points and also the teacher can tell the students about the material being taught. the material will be easy to understand students by seeing something interesting and listening because to be able to understand the content of a text students must first lancer read. if this problem is not addressed it will adversely affect the success of the next student. 2 risda amini, “the development of integrated learning based students ’ book to improve elementary school students competence,” unnes science education journal 6, no. 2 (2017): 1586–1592. 3 risda amini and mai sri lena, “the effectiveness of integreted learning model to improve the student competence at elementary school,” unnes science education journal 8, no. 1 (2019): 64–68. 4 yanti fitria, “efektivitas capaian kompetensi belajar siswa dalam pembelajaran sains di sekolah dasar,” jurnal inovasi pendidikan dan pembelajaran sekolah dasar 1, no. c (2017): 34–42. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 43 one of the learning methods that can be applied to solve the problem is the immersed model. immersed models in integrated thematic learning are essential for primary school students because they practice critical thinking skills and argumentum skills and problem solving skills. these skills are more widely applied in the classroom. everyday problems can be associated with concepts or principles that exist in thematic learning, then students will be able to find their own concepts or principles contained in thematic learning by using immersed models5; 6. teachers must also develop and increase students' curiosity. curiosity is a scientific attitude that must be developed. always curious about what, why and how a problem or symptom is encountered makes the insights of elementary school students develop. thematic learning using immersed models places students as active learning subjects, not the other way around that is simply used as passive learning objects. therefore, researchers are interested in conducting research with the title of improving integrated thematic learning outcomes applying immersed models in grade iii elementary school. method the type of research used in integrated thematic learning applying immersed model in class iii is class action research (ptk). according to jakni (2017:1) ptk is a translation of classroom action research, which is action research conducted by teachers in their own classroom through selfreflection, with the aim of improving their performance as teachers, so that students' learning outcomes improve. the subjects in this study were all grade iii students at sdn 28 palembang, which consisted of 14 male students, and 14 female students. data collection techniques in this study using test and observation techniques. analysis of the test data of learners' learning results is processed by summing the scores obtained by the students on the tests that have been given, then divided by the number of students of the class so that the average score obtained from each cycle. the average value obtained by using the formula is as follows. x x n as for determining the activeness of learners' learning in integrated thematic learning applying immersed model in grade iii is determined by calculating the activeness score of learners resulting from the number of descriptors that appear divided by the maximum number of descriptors and multiplied by a hundred. discussion before conducting the study, researchers conducted an initial or pre-acted survey. the initial survey was conducted to find out the real state of integrated thematic learning of grade iii elementary school in sungai geringging. the real circumstances studied include the process and results of integrated thematic learning of students. the results of the initial survey will be used as a reference to determine the actions that will be taken by researchers in this study. after that, the researchers divided the research process into four stages, namely: 5 (6) 6 miftakhul putra et al., “efektivitas pembelajaran ipa terpadu berbasis model immersed untuk meningkatkan respons belajar mahasiswa pgmi,” jurnal manajemen dan pendidikan islam 4, no. 1 (2018): 91–102. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 44 1. preparation stage in the preparation stage of the activities carried out by the researchers is to determine the class that will be used as a place of research: in this study researchers took grade iii sd n 19 sungai geringging padang pariaman theme 7 namely energy and change.; b. conduct interviews with grade iii parents on matters that cause students' motivation to decrease during thematic learning; c. review the kd and the subjects to be combined. in this study kd taken by researchers is as follows: bahasa indonesia namely 3.1 digging information from the text of informative reports observation results about changes in the form of objects, energy sources, energy changes, alternative energy, climate and weather change, the appearance of the earth and its changes, and the universe with the help of teachers and friends in indonesian spoken and written that can be filled with regional language vocabulary to help understanding and 4.1 observing and processing the contents of informative report text observation results about changes in the form of objects , energy sources, energy changes, alternative energy, climate and weather change, the appearance of the earth and its changes, as well as the universe independently in spoken and written indonesian that can be filled with regional language vocabulary to aid presentation; mathematics 3.14 determines the comparison of data using tables, bar graphs, and circle graphs and 4.11 collects, records, organizes, and presents data using tables and bar graphs; sbdp is 3.1 getting to know decorative style artwork and 4.1 decorative drawing by processing a mix of lines, colors, shapes and textures based on observations in the surrounding environment. based on the three subjects that will be combined, it can be more easily understood in the scheme that can be seen in figure 1. 2. figure 1.2 immersed model on thematic learning with energy source subtheme. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 45 2. planning stage the planning stage of this study is the preparation of learning tools by researchers, which will be used as a reference at the implementation stage. the activities carried out are a. reviewing the syllabus; b. determine the learning model; c. prepare rpp in accordance with the specified kd; d. determine the learning media to be used; e. make a test sheet; f. prepare a knowledge assessment sheet; g. prepare an attitude assessment sheet; h. prepare an observation sheet of activities and interview students. 3. implementation stage at the stage of implementation, researchers used immersed models. in the process of implementation before starting the learning researchers who act as teachers greet students, provide motivation, apperception and inform the purpose of the learning. at the core activities after giving students the opportunity to observe the media, the teacher provides information about the material on the day. furthermore, students are given the opportunity to determine what subjects they like the most among the three subjects. after the student has chosen, the teacher asks the student to determine what theme to take on the project this time according to what is offered by the teacher. after the theme is chosen, the teacher divides the group worksheet to each group followed by mentoring how to complete the project. furthermore, the teacher gives each group time to discuss. teachers make observations to assess aspects of students' attitudes during discussions. the aspects of attitude assessed by teachers in this project are three, namely, discipline, cooperation and confidence. 4. immersed type alignment after the discussion, the teacher asks each group to demonstrate in front of the class and the teacher evaluates the outcome of the discussion. after the group demonstration activity is completed the teacher gives an assessment of the results of the group work done by students. while assessing the results of group work, teachers provide knowledge assessment sheets in the form of written tests to each student. upon completion the teacher assists the student in concluding the results of today's learning. furthermore, teachers give appreciation to the group that scored the highest and give appreciation to students who got good grades on the results of written tests and oral tests. finally the teacher closes the lesson with a hamdalah reading. after a series of learning activities have been passed, researchers conducted a central interview of grade iii students related to today's learning. the questions asked are around their learning activities today including their passion in learning today. 5. analysis stage after going through the three stages above, researchers conducted an analysis of each stage. at this stage of the analysis, researchers analyzed the results obtained from the observation of activities during integrated thematic learning of immersed type. here are the results obtained by researchers in several stages. a. at the preparatory stage, after determining the classes that will be targeted for the application of immersed type integrated thematic learning and conducting interviews with the homeroom teacher, the researchers concluded that in the application of thematic learning in grade iii mapping between lessons with each other is more visible resulting in students who do not like the subjects less motivated to learn. educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 46 b. at the planning stage, after reviewing and determining the material to be used as research materials, researchers developed a learning tool that will be applied to students by focusing on the application of immersed type integrated thematic learning. c. at the implementation stage, researchers acting as teachers as well as observers found improvements to students' learning motivation. students who initially felt reluctant in the learning of the theme because of the prominence of literature in each subject became more motivated by the application of integrated thematic learning approach type immersed7 this is because students are able to overcome learning difficulties learning difficulties through group work. the reason most of the grade iii students stated that in this learning they become more excited because with the cooperation in the group they can learn from each other and discuss by relying on their own experience and knowledge with their groupmates 8 cycle i in the implementation of cycle i found several things, namely: a) not all students understand the integration of thematic learning is proven with students who are still confused when discussing and doing assignments or questions even though the teacher has explained. b) readiness of space, tools, learning media and checking the readiness of students by teachers is not good because the condition of students is less conducive. c) teachers lack the enthusiasm of students in learning. d) not all students are able to make good use of time so that the results of writing poetry students are less than maximum. e) teachers have not been able to manage the class properly f) student learning outcomes improved after using the immersed model of 55.71% or as many as 16 students. based on the observations on the implementation of cycle action i can be stated the following: a) 75.17 % of students were active during the aperception activity b) 75.86% of students' interests and motivations when participating in learning activities. c) 78.62% of students are active and attentive when the teacher delivers the material d) 55.17% of students scored > 72 in thematic learning the theme 7 namely energy and the change of sub-theme 1 learning energy source 3. researchers are trying to explore the causative factors of the condition and then reflect. the results are: a) teachers need to provide more understanding of immersed models b) teachers should check students' condition before the lesson c) teachers are expected to motivate students more by approaching students. d) teachers are expected to interact more with students and need to set the time allocation so that it is as planned. 7 (7). 8 (8). educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 47 cycle ii in cycle ii, researchers and teachers begin by conducting an action planning phase that includes the following activities: a) develop rpp cycle ii according to the learning scenario b) shows a video about energy sources and displays interactive power points c) share a student worksheet d) students create mind maps or mind mapping individually e) students create poems based on mind map images or mind mapping that has been created. the implementation of cycle ii found several things: a) there are 5 students less attention when the teacher explains. b) teachers are less motivating students to be active. observations on cycle ii can be stated as follows: a) 84.83 % of students were active during the apersepsi b) 86.21 % interest and motivation of students when participating in learning activities c) 86.90% of students are active and pay attention when the teacher delivers the material. d) 82.76% of students scored > 72 in the theme 7 thematic learning of energy and the change of sub-theme 1 learning energy source 6. this is in line with previous limited research that immersed models can increase students' motivation during the thematic learning process and can improve learning outcomes so that the immersed model becomes one of the solutions for integrated thematic learning9; 10. in relation to the observations, researchers tried to explore the factors that cause the condition and then reflect. as for the result, teachers are expected to motivate students more by approaching students and teachers need to direct students to pay attention to teacher11 conclusion the application of immersed models can improve the quality of the process in integrated thematic learning in grade iii elementary school. the activity of students during the apersepsi can be seen from the observations in cycle i which reached 75.17%. in cycle ii, students' activity increased by 9.66% of students who were active in cycle ii reached 84.83%. the interest and motivation of students who experienced an increase in cycle i was 75.86%. in cycle ii, students' interest and motivation increased by 10.35%. students who are interested and motivated when following the learning process in cycle ii reached 86.21%. the activity and attention when the teacher delivers the material has improved. in cycle i it reached 78.62% and in cycle ii there was an increase of 8.28%. the application of immersed models can improve integrated thematic learning outcomes with an average pre-cycle value of = 66.72, cycle i = 71.38 and cycle ii = 80. 9 syamsudin syamsudin and luluk safitri, “the integrated thematic learning with immersed type in improving students’ motivation: study at mi tahsinul akhlak bahrul ulum surabaya,” ta’allum: jurnal pendidikan islam 8, no. 1 (2020): 160–180. 10 pramudya dwi aristya putra and sudati, “pengembangan model immersed pada mata kuliah ipa terpadu berorientasi pada kurikulum 2013 untuk meningkatkan kemampuan berpikir kreatif mahasiswa,” executive summary 1 (2014): 1–9. 11 discussions (11). educatio : journal of education volume 6 , number 1, may 2021 issn : 2579-8383 (print) issn : 2579-8405 (online) 48 the percentage of students' completion in pre-cycle is 27.59 %, cycle i = 55.17 % and cycle ii = 82.76 %. references amini, risda. “the development of integrated learning based students ’ book to improve elementary school students competence.” unnes science education journal 6, no. 2 (2017): 1586–1592. amini, risda, and mai sri lena. “the effectiveness of integreted learning model to improve the student competence at elementary school.” unnes science education journal 8, no. 1 (2019): 64–68. chumdari, chumdari, sri anitah sri anitah, budiyono budiyono, and nunuk nunuk suryani. “implementation of thematic instructional model in elementary school.” international journal of educational research review 3, no. 4 (2018): 23–31. fitria, yanti. “efektivitas capaian kompetensi belajar siswa dalam pembelajaran sains di sekolah dasar.” jurnal inovasi pendidikan dan pembelajaran sekolah dasar 1, no. c (2017): 34–42. narti, yuni, punaji setyosari, i nyoman sudana degeng, and wasis d dwiyogo. “thematic learning implementation in elementary school (phenomenology studies in pamotan sdn 01 and 01 majangtengah dampit malang).” international journal of science and research 5, no. 11 (2016): 1849–1855. putra, miftakhul, m ansor anwar, slichin, and amrulloh. “efektivitas pembelajaran ipa terpadu berbasis model immersed untuk meningkatkan respons belajar mahasiswa pgmi.” jurnal manajemen dan pendidikan islam 4, no. 1 (2018): 91–102. putra, pramudya dwi aristya, and sudati. “pengembangan model immersed pada mata kuliah ipa terpadu berorientasi pada kurikulum 2013 untuk meningkatkan kemampuan berpikir kreatif mahasiswa.” executive summary 1 (2014): 1–9. setiawan, adib rifqi. “pembelajaran tematik berorientasi literasi saintifik.” jurnal basicedu 4, no. 1 (2020): 51–69. syamsudin, syamsudin -, and luluk safitri. “the integrated thematic learning with immersed type in improving students’ motivation: study at mi tahsinul akhlak bahrul ulum surabaya.” ta’allum: jurnal pendidikan islam 8, no. 1 (2020): 160–180. yuh-tyng chen. “the effect of thematic video-based instruction on learning and motivation in elearning.” international journal of the physical sciences 7, no. 6 (2012): 957–965. zuryanty, a. k. kenedi, r. chandra, hamimah, and y. fitria. “problem based learning: a way to improve critical thinking ability of elementary school students on science learning.” journal of physics: conference series 1424, no. 1 (2019): 1–4. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 193 teaching language skills at the secondary stage in the light of the concept of total quality abdullah asiri assistant professor, general curricula and instruction, faculty of education, king khalid university, saudi arabia aamabshar@kku.edu.sa accepted: nov 3th 2022 reviewed: dec 5th 2022 published: feb 28th 2023 abstract : this study aimed at identifying the teaching skills degree of arabic language teachers at secondary schools in abha in the asir region. additionally, to pinpoint variations in the teaching skills degree those are attributable to characteristics (gender and years of experience). there were (195) arabic language teachers in the secondary schools in abha who made up the study's sample, which was selected at random. the researcher developed the study instrument, which included listening skills, reading skills, speaking skills, and writing skills, to gather data. the results showed that the level of teaching skills was generally at a moderate level. also, reading skills were in the first rank with a moderate degree, followed by the listening skills in the second rank with a moderate degree, while the writing skills were in the third with a moderate degree and the last rank were speaking skills, with a moderate degree. however, there were no statistically significant variations in the means of arabic language teachers' use of teaching skills from the viewpoint of arabic teachers in abha secondary schools that could be attributable to characteristics (gender and years of experience).. keywords: teaching language skills, arabic teachers, secondary stage introduction language is a link in the chain of regular human activity because it plays an important role in human behavior and the consolidation of national identity, creativity, and belonging 1. also, language represents human civilization on the face of the earth and is considered one of the most important means of understanding between members of the society itself, and between human societies as a whole 2. language is society's primary means for individuals to acquire a social identity through the integration of the individual with their society 3. adaptation to society is achieved through the development of language abilities, followed by the development of the ability to communicate with 1 nawel mostefaoui, “teaching writing through the competency based approach. the case of 3rd year pupils scientific stream at rabia fatima secondary school. boujlida: tlemcen_ algeria,” 2019. 2 safia adjeroud and riadh belouahem, “writing instruction under the competency based approach in algerian secondary schools:, traditions realities and perspectives,” اإلنسانية العلوم ,515 :(2020) مجلة http://dx.doi.org/10.34174/0079-021-001-032. 3 and wondimu tegegne alaye, amarech, “critical review on the meaning, purposes and techniques of integrative language skills teaching approach,” journal of literature, languages and linguistics (2019), http://dx.doi.org/10.7176/jlll/58-03. mailto:aamabshar@kku.edu.sa educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 194 others through language acquisition and mastery 4. the human mind has been preoccupied with language since time immemorial, as it is at the heart of human relationships that are based on communication 5. a person does not usually keep his thinking inwardly, but rather he senses the original need for expression through writing or speaking with those around him through language 6. there are many languages in different societies but mastering their skills remains a matter of possessing national sovereignty and strengthening societal identity 7. therefore, every society directs special attention to its language to preserve it as a means of uniting the people of the country 8. the arabic language is one of the semitic languages that must be preserved. paying attention to its education and keeping pace with modern methods is the duty of all governments to prepare generations capable of their mother tongue. teaching arabic is an educational process that guides, encourages, and develops active and passive arabic language skills and promotes a positive attitude towards the arabic language. teaching and learning the arabic language is of increasing importance to scholars and educators in the arab world, but the arabic language faces theoretical and practical obstacles related to its study and teaching methods. this seems clear at present, so it has become necessary to develop methods for teaching the arabic language and linking it to cultural needs. mastering the language does not happen overnight; rather it is a cumulative process that takes place through stages. teaching is a profession that needs someone to master it and understand its role and function 9. teaching is a process that is a scientific and technical product by the teachers themselves, as it is based on three basic pillars, one of which is inseparable from the other: the teacher, the learner, and the method used in teaching 10. the method used in teaching is the set of approaches and activities in which the two main parties to the educational process, namely the teacher and the student, participate to reach the end awareness and understanding of the required information with the least effort and the shortest time 11. teaching has become a science with rules and principles that are based on general psychology courses, educational psychology, education and curriculum, sociology, supervision, and management. it became a planned activity directed at modifying and evaluating the behavior of teachers and learners, 4 martin bygate, “sources, developments and directions of task-based language teaching,” the language learning journal 44, no. 4 (2015): 381–400, http://dx.doi.org/10.1080/09571736.2015.1039566. 5 silvia kunitz and klara skogmyr marian, “tracking immanent language learning behavior over time in taskbased classroom work,” tesol quarterly 51, no. 3 (2017): 507–535, http://dx.doi.org/10.1002/tesq.389. 6 kris van den branden, “the role of teachers in task-based language education,” annual review of applied linguistics 36 (2016): 164–181, http://dx.doi.org/10.1017/s0267190515000070. 7 marta gràcia, maria josé galván-bovaira, and manel sánchez-cano, “análisis de las líneas de investigación y actuación en la enseñanza y el aprendizaje del lenguaje oral en contexto escolar,” revista española de lingüística aplicada/spanish journal of applied linguistics 30, no. 1 (2017): 188–209, http://dx.doi.org/10.1075/resla.30.1.08gra. 8 c teixeira and d gomes, “insights into learning profiles and learning outcomes within introductory accounting,” accounting education 26, no. 5–6 (2017): 522–552, https://www.scopus.com/inward/record.uri?eid=2-s2.084986223144&doi=10.1080%2f09639284.2016.1221767&partnerid=40&md5=6d4afc202694d77bf785251ef0a931b6. 9 melina aparici, elisa rosado, and joan perera, “later development of relative clauses across discourse genres and modalities of production,” literacy studies (springer international publishing, 2016), http://dx.doi.org/10.1007/9783-319-21136-7_13. 10 joseph fridman et al., “applying the theory of constructed emotion to police decision making,” frontiers in psychology (2019). 11 andres s bustamante et al., “circle time revisited: how do preschool classrooms use this part of the day?,” the elementary school journal 118, no. 4 (2018): 610–631, http://dx.doi.org/10.1086/697473. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 195 as a result of experience and experimentation 12. teaching methods essentially consist of translating general educational purposes and contents into human experiences in educational situations and organizing these situations in a way that leads to the development of learning ability and enabling learners to practice it based on their efforts 13. the teacher is the first human after parents in raising children 14. society cannot change the behavior of an individual except through the teacher for the period he spends with him, and this requires the teacher to play his role in positively evaluating the individual to build a normal society and raise a generation that shows the importance of the knowledge he carries after his graduation 15. the teacher is the most important component of the effective educational process, as he is asked to communicate information in an easy way using an effective and interesting method 16. this in turn depends on the capabilities and capabilities of the teacher and the success of the teacher in achieving the goals that those interested in teaching arabic hope for white, peter & redder17. therefore, he needs to raise his level of professional competence and update his information and teaching methods, and approaches 18. by taking advantage of the data of the modern era in teaching arabic, the teacher needs new teaching skills to help him perform his roles to the fullest 19. also, he needs modern knowledge and trends in the field of arabic language teaching that make him far-sighted and more understanding of the requirements of his profession 20. this will not be available to him except through programs and courses to prepare him before the educational service, and the educational, professional, and academic materials provided by these programs help qualify him to carry out his work to the fullest 21. the tasks 12 patricia l cleave et al., “the efficacy of recasts in language intervention: a systematic review and metaanalysis,” american journal of speech-language pathology 24, no. 2 (may 2015): 237–255, https://pubmed.ncbi.nlm.nih.gov/25654306. 13 olga gerakopoulou, “scaffolding oral interaction in a clil context: a qualitative study,” selected papers on theoretical and applied linguistics 21 (2016): 602–613. 14 linda darling-hammond, “research on teaching and teacher education and its influences on policy and practice,” educational researcher 45, no. 2 (2016): 83–91, http://dx.doi.org/10.3102/0013189x16639597. 15 alesia malec, shelley stagg peterson, and heba elshereif, “assessing young children’s oral language: recommendations for classroom practice and policy,” canadian journal of education/revue canadienne de l’éducation 40, no. 3 (2017): 362–392. 16 shelley stagg peterson, laureen j mcintyre, and donna forsyth, “supporting young children’s oral language and writing development: teachers’ and early childhood educators’ goals and practices,” australasian journal of early childhood 41, no. 3 (2016): 11–19, http://dx.doi.org/10.1177/183693911604100303. 17 e j white, m peter, and b redder, “infant and teacher dialogue in education and care: a pedagogical imperative,” early childhood research quarterly 30 (2015): 160–173, http://dx.doi.org/10.1016/j.ecresq.2014.10.008. 18 marta gràcia et al., “teaching practices for developing oral language skills in catalan schools,” cogent education 8, no. 1 (2021), http://dx.doi.org/10.1080/2331186x.2021.1935647. 19 wannakarn likitrattanaporn, “the development of english language teaching skills for graduate students through the process of learning by doing,” english language teaching 10, no. 7 (2017): 96, http://dx.doi.org/10.5539/elt.v10n7p96. 20 drew s fagan, “6. teacher embodied responsiveness to student displays of trouble within small-group activities,” theembodied work of teaching (multilingual matters, 2019), http://dx.doi.org/10.21832/9781788925501-009; muh barid nizarudin wajdi, “dynamic learning for the arabic language,” edutec: journal of education and technology 2, no. 2 (2019): 25–31. 21 jonas nordquist, “alignment achieved? the learning landscape and curricula in health profession education,” medical education 50, no. 1 (2015): 61–68, http://dx.doi.org/10.1111/medu.12844. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 196 of the teacher in the light of modern education are no longer limited to the transfer of knowledge and indoctrination of students using traditional methods 22. there are several approaches to developing methods of teaching the arabic language, perhaps the most prominent of which is the comprehensive quality approach, in light of modern educational trends that may contribute to the development of the preparation of the arabic language teacher 23. accordingly, it has become necessary to pay attention to the continuous development and improvement of teacher preparation programs, and this is linked to the use of quality standards and their employment in a sound scientific manner, to include all aspects of teacher preparation academically, and professionally and educationally (seven, 2020). total quality is a modern philosophy that has been applied in community institutions, especially industrial ones, and has proven effective 24. therefore, educational policymakers began to think about taking advantage of quality to get education out of the crisis it is facing as a result of the growing awareness of society about its needs and aspirations 25. that is why total quality was borrowed from industry to education to obtain quality in education outputs. therefore, its application in the field of university education has become an urgent necessity, to raise the level of the graduate because it plays a vital role in the renaissance of nations and raising their intellectual, cultural, and cognitive levels 26. from the foregoing, it becomes clear the importance of the comprehensive quality that must be available in the teaching methods of arabic language teachers as the pillar and axis of education to achieve better education 27. especially recent trends call for the need to prepare and rehabilitate teachers in light of the developments in the educational process. the educational process can only achieve the objectives through a teacher who is ready scientifically, educationally, culturally, and socially to keep pace with what is new, direct the courses, and put a proper framework 28. therefore, the research seeks through this study to reveal the curricula for teaching arabic language skills at the secondary level in the light of the concept of total quality. following this concept gives the teacher a clear picture of what should be done in the classroom to reach a satisfactory result, which is beneficial to him, the students, and the educational process as a whole. evaluating the teacher’s performance contributes to correcting the course of the educational process according to scientific and accurate standards. 22 burcu ökmen and abdurrahman kılıç, “the effect of language teaching methods on academic success in turkey,” journal of education and training studies 4, no. 10 (2016), http://dx.doi.org/10.11114/jets.v4i10.1767. 23 leila anjomshoa and firooz sadighi, “the importance of motivation in second language acquisition,” international journal on studies in english language and literature (2015); leila anjomshoa and firooz sadighi, “minimalism, economy, simplicity, and children language acquisition,” procedia social and behavioral sciences (2015); f. anjomshoa, l.; sadighi, “the importance of input in second language acquisition,” international journal on studies in english language and literature (ijsell) (2015). 24 fatima salim mohamed zanqar et al., “the relationship between total quality management and service quality in higher education of uae,” european journal of human resource management studies (2019). 25 bassam al-daibat, “impact of leadership styles in organizational commitment,” international journal of business and management review 5, no. 5 (2017): 25–37. 26 rakan issa al-kayed and mujahid hani al-tahrawi, “barriers facing total quality management principles implementation at princess alia university college/al-balqa applied university from teaching staff perspective,” multicultural education 6, no. 4 (2020). 27 khalid a almurshidee, “the implementation of tqm in higher education institutions in saudi arabia: marketing prospective,” global journal of management and business research 17, no. a1 (2017): 1–7. 28 gladis leonor arias rodríguez, “students’ language skills development through short stories,” íkala, revista de lenguaje y cultura 22, no. 2 (2017): 103–118, http://dx.doi.org/10.17533/udea.ikala.v22n01a07. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 197 literature review the learning process is a series of activities carried out by the learners and students in educational activities using the educational facilities available to achieve the objectives set by the curriculum 29. learning arabic is part of the early preparation effort so that students can master the four language teaching skills. therefore, the arabic language is prepared in the school to achieve basic language proficiency, which includes four language skills that are taught in an integrated manner, namely listening (listening skill), speaking (speech skill), reading (reading skill), and writing (writing skill)30. at the primary level, emphasis is placed on listening and speaking skills on a linguistic basis, and they are taught in a balanced manner. at the secondary level, all four language skills are taught in a balanced way. at the advanced level of education, it focuses on reading and writing skills, it is expected that students will be able to access all arabic references 31. the purpose of learning arabic is not to eliminate illiteracy and intensify literacy, but rather to complete students' ability to read and write in arabic so that they understand the history and the future and enable them to learn lessons from previous generations 32. the arabic language is taught using the learning by objectives method; where the set of skills and abilities that the student must master is determined, and his achievement of these skills is a condition for his success. the teacher must be aware of the norms and fundamental concepts governing teaching and must develop their application in practice and interactions with pupils 33. the best techniques and procedures for managing a group of pupils must be used by the instructor to arrange and conduct a class. because teaching is an art that seeks the most effective methods for achieving the intended result in the simplest manner possible, it is not only cerebral indoctrination but rather is based on conscious thought that truly comprehends the subject 34. the student's preparation is well prepared due to his knowledge of the language and its principles. language does not only express ideas, but also contributes to the formation of concepts because it surrounds many skills and knowledge, and is considered a student's way to meet his needs and implement his demands in society 35. arabic language teachers follow several methods in teaching language skills because these skills in any language are broad and the teacher follows different methods 29 firdevs güneş, “eği̇ti̇mde yöntem ve tekni̇k tartişmalari,” international journal of language academy 2, no. 5 (2014): 23, http://dx.doi.org/10.18033/ijla.183. 30 kenneth s pope and melba j t vasquez, ethics in psychotherapy and counseling: a practical guide (john wiley & sons, 2016). 31 kunitz and marian, “tracking immanent language learning behavior over time in task-based classroom work”; abdul muhid et al., “the effect of metacognitive strategies implementation on students’ reading comprehension achievement,” international journal of instruction 13, no. 2 (2020): 847–862. 32 anjomshoa, l.; sadighi, “the importance of input in second language acquisition.” 33 nigel mantou lou et al., “complementary perspectives on autonomy in self-determination theory and language learner autonomy,” tesol quarterly 52, no. 1 (2017): 210–220, http://dx.doi.org/10.1002/tesq.403. 34 adjeroud and belouahem, “writing instruction under the competency based approach in algerian secondary schools:, traditions realities and perspectives.” 35 achmad sani supriyanto and eka afnan troena, “pengaruh kecerdasan emosional dan kecerdasan spiritual terhadap kepemimpinan transformasional, kepuasan kerja dan kinerja manajer (studi di bank syari’ah kota malang)‘,” jurnal aplikasi manajemen 10, no. 4 (2012): 617–693. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 198 in teaching them. the educational activities that actively contribute to the development of students' language skills are diverse and numerous 36. these activities include educational games, listening to or reading stories, songs, and archives, in addition to theatrical activity, theatrical activity, and trips, which necessitate the children to engage in other activities while learning linguistic concepts 37, including: listening: an activity of communication activities between humans and the instrument through which the oral message and speech are received. all approaches to language teaching have recognized that the student's first contact with the language is through listening; rather, it is almost the only contact with the language in the first year of life, as the student arrives at school with learned patterns of speech based on what he has heard. listening is done by ear, by listening to the source of the linguistic sound. because a person in most cases does not learn the other arts of language unless he is preceded by listening, meaning that a child cannot speak unless he has a good sense of hearing since his birth. hence, we find children who suffer from health problems related to the receiving organs are delayed in the production of language 38. reading: the second source after listening to obtain information, ideas, and feelings that others have. it is intended to find the link between spoken language and written symbols. the language of speech consists of meanings and words that give rise to these meanings. the foundations of teaching a student to read are centered around the student's learning environment. that is, about the syllabus for learning to read, the syllabus, and the way the teacher uses it in the classroom to help the student learn to read. therefore, the teacher must make sure, before starting to teach reading, that the student’s physical readiness is sufficient to learn to read. because the correct student is better able to achieve academic achievement than the sick student because of the importance of the senses in the process of reading. the ears, eyes, hands, and speech apparatus are all factors affecting the formation of the ability to read 39. speaking: an effective method in the early stages of human life. we are happy at the moment the child begins his speech, and by talking to him we set his language for him so that his tongue straightens, and with it the child achieves sociality, listening does a lot of his affairs and private life. wilson distinguishes between three terms in the field of speech education: speech: means the ability to correctly use the language, while speaking: the ability to use the appropriate language in its context, and speaking here other than speech includes verbal language and accompanying language 40. writing: writing, like reading, is a communicative activity that belongs to written productive skills. if reading is a process in which an individual decodes and converts the message from a printed text to 36 pope and vasquez, ethics in psychotherapy and counseling: a practical guide; alaye, amarech, “critical review on the meaning, purposes and techniques of integrative language skills teaching approach.” 37 alaye, amarech, “critical review on the meaning, purposes and techniques of integrative language skills teaching approach.” 38 pope and vasquez, ethics in psychotherapy and counseling: a practical guide; alaye, amarech, “critical review on the meaning, purposes and techniques of integrative language skills teaching approach.” 39 pope and vasquez, ethics in psychotherapy and counseling: a practical guide; alaye, amarech, “critical review on the meaning, purposes and techniques of integrative language skills teaching approach.” 40 pope and vasquez, ethics in psychotherapy and counseling: a practical guide; alaye, amarech, “critical review on the meaning, purposes and techniques of integrative language skills teaching approach.” educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 199 oral speech. writing is a process by which an individual transforms symbols from oral speech into printed text. writing is a combination of symbols to convey the message to the reader. the motivation to learn writing creates for both the teacher and the learner better conditions by mastering the written activity and achieving its desired educational goals. the motivation of students is aroused by the set of actions and practices carried out by the educational institution, especially schools, to put the student in an effective atmosphere, which pushes them to engage in this activity with vitality 41. there are several approaches to developing the skills of teaching arabic, the most prominent of which is the comprehensive quality approach 42. accordingly, it has become necessary to pay attention to the continuous development and improvement of teaching skills, which is related to the use of quality standards and their employment in a sound scientific manner (surendran, 2018). the concept of total quality in education is based on a set of basic principles that will help reach a high level of outstanding performance and desired results 43. total quality also focuses on urging individuals within the system to work to achieve these principles to meet the needs of students, taking into account the continuity of improving programs and services 44. the importance of the overall quality of the educational institution lies in forming a clear vision of the nature of its role, setting specific goals that it seeks to achieve, defining expected levels of performance, directing the efforts of employees, and providing an objective reference for which to judge the prevailing practices (ravindran & kamaravel, 2016). this leads to the accurate identification of performance gaps and strengths in planning programs, achieving optimal investment of resources, improving outputs and outputs, motivating employees towards the continuous pursuit of professional self-development, and pushing them towards creativity in performing their roles 45. finally, the overall quality of the educational institution contributes to the prediction of educational problems before they occur to take the right measures promptly 46 the teacher is the pillar of education as one of the important human elements that play an important role in the educational institution and bears the greatest burden in the success and achievement of the institution's goals 47. therefore, constantly evaluating the efficiency of the teacher is necessary to ensure the quality of the rest of the educational system elements because of its direct connection to 41 pope and vasquez, ethics in psychotherapy and counseling: a practical guide; alaye, amarech, “critical review on the meaning, purposes and techniques of integrative language skills teaching approach.” 42 iftikhaar ahmad wani and hakim khalid mehraj, “total quality management in education: an analysis,” international journal of humanities and social science invention 3, no. 6 (2014): 71–78. 43 adib rifqi setiawan, “pendidikan untuk pembangunan berkelanjutan” (center for open science, 2019), http://dx.doi.org/10.31227/osf.io/qhtjg. 44 hanaa sabra, omima abd el zaher, and soad mohamed, “obstacles of implementing total quality management in higher education institutions: academic staff’ perspective,” assiut scientific nursing journal 8, no. 23 (2020): 49–61, http://dx.doi.org/10.21608/asnj.2020.48634.1067. 45 l pushpa, “implementation of total quality management in higher education institutions,” international journal of scientific engineering and research 1, no. 5 (2016). 46 devika putri kistiani and johar permana, “the importance of application total quality management at higher education,” proceedings of the 3rd international conference on research of educational administration and management (icream 2019) (atlantis press, 2020), http://dx.doi.org/10.2991/assehr.k.200130.165. 47 george orlov et al., “learning during the covid-19 pandemic: it is not who you teach, but how you teach,” economics letters 202 (2021): 109812. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 200 the achievement of educational goals and the ability to organize, manage and implement educational experiences in the direction of the specific goals for each of them, which allows him to participate in achieving the desired goals of education 48. the objectives and quality of education will not be achieved unless a good teacher is found in his performance. therefore, most educational and educational institutions in different parts of the world have sought to constantly develop the teacher's performance to keep pace with the successive global changes that are affected by education 49. therefore, educational and educational institutions focused on setting comprehensive quality standards for teacher performance. these standards were numerous and varied from one society to another. this diversity is due to the different environments, cultures, goals, aspirations, and needs of each society. method the quantitative approach was employed by the researcher as a suitable scientific method to explain the many events and phenomena that impact the researchers. this data has a high scientific value since it describes the features of the examined event, collects information about it, and follows it up in the field to get genuine data research population and sample the research population consisted of all arabic language teachers for the secondary stage working in government schools in the city of abha, who numbered (613) teachers, according to the statistics of the saudi ministry of education. (282) arabic language teachers for the secondary stage working in public schools in the city of abha were chosen as the study sample based on morgan's table. the questionnaire was delivered to them using a simple random approach, and (195) arabic language teachers completed the survey items. table (1) describes the characteristics of the study sample. table 1: profile of respondents (n=282) variables category n % gender male female 125 70 64.1 35.9 years of experience less than 5 years 5-10 years more than 5 years 36 127 32 18.5 65.1 16.4 frequencies and percentages were determined based on the factors of gender and years of experience to determine the characteristics of the research sample. according to table 1, male respondents made up the majority of the sample (64.1%), while female respondents made up (35.9%) of the sample. table 1 also revealed that the bulk of the study sample (65.1%) had 5-10 years of practical experience, while (18.5 %) has less than 5 years and (16.4%) has more than 5 years. research instrument 48 gràcia et al., “teaching practices for developing oral language skills in catalan schools.” 49 teixeira and gomes, “insights into learning profiles and learning outcomes within introductory accounting.” educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 201 refer to the theoretical literature and several previous studies such as omran and laban (2013), alshareef (2016), and leyazidi (2017) which dealt with teaching skills, where a questionnaire was built in the initial form of (41) items, divided into four dimensions: listening skill, reading skill, speaking skill and writing skill. instrument validity the validity of the study instrument was verified by presenting it to several faculty members working in saudi universities. were requested to read the research instrument's items and comment on the accuracy of the linguistic formulation, the suitability of the questions to their dimensions, the elimination of comparable things, and to propose what they thought fit. after considering the arbitrators' comments, the questionnaire was reduced to (35) items dispersed among the same dimensions as previously. instrument reliability the alpha-cronbach equation was used to determine the reliability coefficient for all instrument dimensions, which is one of the approaches used to quantify the reliability of the internal consistency for all instrument items and the most appropriate one in survey research. table 2 displays the alphacronbach coefficient for the study instrument's dimensions as well as the instrument as a whole. table 2: test of cronbach alpha dimensions value of cronbach alpha listening skill 0.713 reading skill 0.801 speaking skill 0.729 writing skill 0.789 total 0.706 cronbach's alpha coefficients for the four dimensions varied from (0.713) to (0.801). furthermore, the data revealed that the instrument's overall cronbach's alpha coefficient is (0.706). according to saunders and townsend (2018), these values are adequate and acceptable reliability coefficients that show the instrument's validity in achieving the present study's aims. data analysis following the unpacking of the sample members' responses, the data was encoded and input into a computer. the data were statistically analyzed using the statistical package for social sciences (spss). some statistical approaches include: • frequency, a means value, a percentage, and a standard deviation. • an independent t-test to investigate the influence of the gender variable on the outcomes. educatio : journal of education volume 7 , number 4, february 2023 issn : 2579-8383 (print) issn : 2579-8405 (online) 202 • one-way anova was used to evaluate for statistically significant variations in arabic language instructors' competence evaluations depending on years of experience in the research sample. when comparing two means, the independent samples test is used, and when comparing three or more, an anova one-way test is used (cuevas,