megawati tamba, Marihot Manullang, Ali Mukti Tanjung

PENGARUH KOMPETENSI KEPALA SEKOLAH DAN TENAGA PENDIDIK UNTUK MENCAPAI TUJUAN PEMBELAJARAN YANG EFEKTIF PADA PAUD SE KECAMATAN KOTA KISARAN TIMUR

Introduction

Pengaruh kompetensi kepala sekolah dan tenaga pendidik untuk mencapai tujuan pembelajaran yang efektif pada paud se kecamatan kota kisaran timur. Penelitian ini mengulas pengaruh kompetensi kepala sekolah dan tenaga pendidik PAUD terhadap tujuan pembelajaran efektif di Kota Kisaran Timur. Analisis kinerja guru.

Abstract

Tujuan dalam penelitian ini yaitu ULntulk melngeltahuli belsarnya pelngarulh kompetensi pedagogik dan krativitas selcara simulltan telrhadap Kinerja guru TK se Kabupaten Asahan. Penelitian ini dilakukan pada sekolah TK Di Kabupaten Asahan. Pelnellitian ini melggulnakan pelndelkatan kulantitatif. Data telrselbult kelmuldian dianalisis delngan meltodel analisis statistik korellasi. Data yang dikulmpullkan mellipulti dula variabell belbas yakni kompetensi pedagogik (X1) selrta satul variabell telrikat yaitul kinerja guru TK (Y). Popullasi pelnellitian ini adalah sellulrulh gulrul TK Di Kabupaten Asahan, yang belrjulmlah 139 orang guru. Kalrenal jumlalh populalsi lebih besar dalri 10l0l malkal sampel diambil 10% dari populasi yaitu 40 guru TK. Teknik pengumpulan data dalam penelitian ini yaitu kuesiuner. Uji hipotesis pada penelitian ini menggunakan uji T karena hanya memiliki satu variabel bebas. Berdasarkan hasil dari penelitian ini mengenai pengaruh kompetensi pedagogik guru terhadap kinerja guru di TK se kabupaten Asahan, maka dapat ditarik kesimpulan sebagai berikut: Hasil dari penelitian menunjukan bahwa ada variabel bebas yaitu kompetensi pedagogik guru memiliki pengaruh yang signifikan terhadap kinerja guru di TK se kabupaten Asahan. Hasil ini bisa dibuktikan dengan hasil hipotesis yang dilakukan, dan dikatakan kompetensi pedagogik ini berpengaruh terhadap kinerja guru dilihat dari hasil uji regresi yang mengatakan bahwa ada pengaruh sebesar 68,6% antara kompetensi pedagogik guru terhadap kinerja guru, untuk 31,4% lainnya bisa dipengaruhi faktor lain diluar dari penelitian ini seperti intensif/gaji, lingkungan fisik, ketersediaan sarana prasarana, dan kurangnya pelatihan-pelatihan untuk meningkatkan kompetensi.

Review

This manuscript aims to investigate the influence of teacher competence on performance within early childhood education settings. The abstract outlines a quantitative study employing correlation analysis to examine the relationship between pedagogical competence (and initially, creativity, though this variable later disappears from the discussion) and teacher performance in TK (kindergarten) schools in Asahan Regency. The research identifies pedagogical competence as having a significant impact on teacher performance, accounting for 68.6% of the variance, with other factors contributing to the remaining percentage. The chosen topic is highly relevant to educational quality and professional development in early childhood education. However, the paper suffers from significant inconsistencies and methodological ambiguities, primarily between its title and abstract. The title refers to the "Influence of School Principal and Educator Competence on Effective Learning Objectives in PAUD (Early Childhood Education) in Kota Kisaran Timur," while the abstract describes a study on "pedagogical competence and creativity... on Teacher Performance in TK (Kindergarten) se Kabupaten Asahan." This fundamental mismatch in variables, target population (PAUD vs. TK teachers), geographical location (Kisaran Timur vs. Asahan Regency), and dependent variable (effective learning objectives vs. teacher performance) makes it extremely difficult to understand the actual scope and focus of the research. Furthermore, the abstract initially mentions two independent variables (pedagogical competence and creativity) but subsequently discusses only one (pedagogical competence) in the methods and results. The explanation for using a T-test "karena hanya memiliki satu variabel bebas" is misleading, especially when regression analysis is later cited for the percentage of influence. The sample selection method also appears inconsistent, stating 10% of 139 (which would be 14) but then settling on 40 teachers. The numerous typographical errors throughout the abstract also severely detract from its professional presentation and clarity. To be considered for publication, a comprehensive revision is absolutely essential. Firstly, the title and abstract must be made consistent, accurately reflecting the specific research questions, variables, methodology, and findings. All variables included in the final analysis must be clearly stated and consistently referred to. Secondly, the methodology section needs substantial clarification: fully explain the selection of independent variables, justify the sample size and selection process more robustly, and accurately describe the statistical tests used (e.g., if regression analysis was performed, clearly state the type and associated statistics rather than just a T-test based on the number of variables). Finally, a rigorous proofreading process is critical to eliminate all typographical errors and improve the overall readability and academic rigor of the abstract. Addressing these concerns will significantly enhance the paper's credibility and its contribution to the field.

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