Samarah: Jurnal Hukum Keluarga dan Hukum Islam Volume 9.
No.
March 2025 ISSN: 2549 Ae 3132.
E-ISSN: 2549 Ae 3167 DOI: 10.
22373/sjhk.
SeulangkN as a Model for Enhancing Principal Competence in South Aceh:
a Study on the Cultural Approach Effectiveness Maidar Universitas Islam Negeri Ar-Raniry.
Banda Aceh Syawal Gultom Universitas Negeri Medan.
Indonesia Darwin Universitas Negeri Medan.
Indonesia Email: maidar@ar-raniry.
Abstract: The impact of culture on learning has been extensively acknowledged by authorities such as Vygotsky.
This study aimed to evaluate the efficacy of the Acehnese culture-based training model.
Seulangke, and to enhance the competencies of state secondary school administrators in South Aceh Regency.
Indonesia.
This research employs a qualitative methodology with a cultural This paper employs a pre-experimental design characterized by a one-shot case study involving 27 principals in South Aceh.
Data collection was conducted by testing and paperwork, thereafter analyzed with the t-test method utilizing SPSS version 23.
Differences in learning results exist between training participants utilizing the Jigsaw training model .
xperiment A) and the Seulangky model .
xperiment B) among school principals.
The study stated that the experimental data indicated a disparity in learning outcomes between experiment A, which yielded a score of 69.
63, and experiment B, which achieved a score of 75.
This indicates that the application of Experiment B (Seulangky Mode.
in education is superior to the control Experiment B (Jigsaw Mode.
The statistical examination of the "t-test" indicates a t-count of -2.
with a significance level of 5% .
% confidence interva.
and 52 degrees of If the t-count is situated in that region.
H0 is dismissed.
Consequently, it can be inferred that the learning outcomes of participants in experimental classes A and B regarding principal competence .
ersonality, managerial skills, entrepreneurship, supervision, and social abilitie.
are not identical or significantly different, indicating that there are disparities in the learning outcomes of the training participants, with experiment B outperforming experiment A.
Keywords: Seulangky training model, principal competence, cultural approach, local wisdom ic Submitted: January 25, 2024 ic Accepted: March 30, 2025 http://jurnal.
ar-raniry.
id/index.
php/samarah icPublished: March 30, 2025 SeulangkN as a Model for Enhancing Principal Competence in South Aceh Maidar, et.
DOI:10.
22373/sjhk.
Abstrak: Pengaruh budaya terhadap pembelajaran telah diakui secara luas, oleh para pakar diantaranya adalah Vygotsky.
Tujuan penelitian tersebut adalah untuk menguji efektivitas model pelatihan berbasis budaya Aceh.
Seulangke dan untuk meningkatkan kompetensi kepala sekolah menengah negeri di Kabupaten Aceh Selatan.
Indonesia.
Penelitian ini merupakan metode kualitatif dengan pendekatan budaya.
Artikel ini menggunakan desain praeksperimental berupa studi kasus one-shot dan melibatkan 27 kepala sekolah di Aceh Selatan.
Pengumpulan data dilakukan dengan menggunakan tes dan dokumentasi, kemudian dianalisis menggunakan rumus uji-t dengan menggunakan SPSS versi 23.
Diketahui perbedaan hasil belajar peserta pelatihan yang menggunakan model pelatihan Jigsaw .
ebagai eksperimen A) dan model Seulangky .
ercobaan B) di antara para kepala sekolah.
Penelitian menyimpulkan bahwa hasil percobaan menunjukkan adanya perbedaan hasil belajar antara percobaan A dan percobaan B, di mana percobaan A sebesar 69,63 dan percobaan B sebesar 75,00.
Artinya, penggunaan eksperimen B (Model Seulangk.
dalam pembelajaran lebih baik dibandingkan model eksperimen B (Model Jigsa.
sebagai eksperimen kontrol.
Terlihat dari analisis data statistik Auuji-tAy diperoleh keluaran t-hitung sebesar -2,887, sedangkan tabel statistik dengan tingkat signifikansi 5% atau selang kepercayaan 95% dengan derajat kebebasan sebesar 52.
Jika t-hitungan terletak pada daerah tersebut.
H0 ditolak.
Dengan demikian, dapat disimpulkan bahwa hasil belajar peserta kelas eksperimen A dan B pada tema kompetensi kepala sekolah .
epribadian, manajerial, kewirausahaan, pengawasan, dan sosia.
tidak sama atau berbeda nyata yang berarti terdapat perbedaan hasil belajar peserta diklat, di mana eksperimen B lebih baik dibandingkan eksperimen B.
Kata Kunci: Model pelatihan Seulangky, kompetensi kepala sekolah, pendekatan budaya, kearifan lokal Introduction Principal leadership is a vital factor in enhancing educational quality, garnering rising global attention.
This pertains to the principal's proficiency in overseeing a group of individuals, particularly the school staff.
Strong principle leadership positively influences studentsAo academic performance in educational 1 The efficacy of principle leadership is significantly impacted by school performance.
Principal leadership significantly influences student Clive Dimmock and Cheng Yong Tan.
AuExplaining the Success of the WorldAos Leading Education Systems: The Case of Singapore Article,Ay British Journal of Educational Studies 64.
No.
Mahat Hanifah, et.
AuCompetencies For Form Six Geography Teachers in Reaching the Malaysian Education Quality Standards,Ay Cakrawala Pendidikan 38.
No.
SeulangkN as a Model for Enhancing Principal Competence in South Aceh Maidar, et.
DOI:10.
22373/sjhk.
academic development.
2 The principal significantly influences the efficacy and advancement of the institution.
3 The capacity to sway the group one leads is another facet of effective leadership anticipated from the principals.
4 A leader can theoretically influence, inspire, motivate, and direct their team to attain educational objectives inside educational institutions.
Schools require skilled principals with exceptional abilities, since they play a strategic role in achieving quality of national education through effective administration and a competitive culture.
The rapid and spontaneous execution of quality education necessitates the precise delineation of concepts, principles, and procedures within appropriate frameworks and methodologies.
Consequently, pursuant to the Regulation of the Minister of National Education Number 13 of 2007 regarding the Competency Standards for School/Madrasah Principals, a principal must fulfill various competency standards, encompassing personality, managerial, entrepreneurial, supervisory, and social competencies.
According to the most recent data from the Ministry of Education and Culture (Kemendikbu.
of the Republic of Indonesia, the 2019 Principal Competency Test yielded scores of 57.
93 in entrepreneurial competency, 51.
in supervisory competency, and 58.
05 in management competency.
The managerial competency .
, supervisory competency .
, and entrepreneurial competency .
of school principals in Aceh Province remain below the national average.
6 Additional sources cite the outcomes of the 2015 UUKS for secondary education .
, middle school .
, and primary education .
in the domains of leadership, entrepreneurship, management, and supervisory learning.
The performance of junior high school principals in South Aceh Regency remains below the established competency The government has undertaken multiple initiatives to enhance the efficacy of principals, including training programs.
The coaching conducted thus far is uninspiring about the beauty of life, characterized by repetitive ideas and Kenneth Leithwood and Doris Jantzi.
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Peraturan Menteri Pendidikan Nasional Nomor 13 Tahun 2007 tentang Standar Kompetensi Kepala Sekolah/Madrasah.
Hasil Uji Kompetensi Kepala Sekolah (UKKS) Tahun 2019, diakses melalui situs:
https://detikmanado.
com/uji-kompetensi-kepala-sekolah-sulut-peringkat-20-nasional (Detik Menado.
Mei 2.
SeulangkN as a Model for Enhancing Principal Competence in South Aceh Maidar, et.
DOI:10.
22373/sjhk.
scant practical application, excessively abstract, and lacking in scientific ideals and human qualities.
Education and training must be fundamental components of human culture and embody humanitarian principles.
7 According to Vygotsky, culture embraced and valued by the society can facilitate an individual's learning and growth.
Training in Aceh Province predominantly remains conventional, particularly among principals, as training activities fail to incorporate local culture and the surrounding environment, contrary to the independent learning In this setting, instructors must foster collaborative learning among students by posing innovative questions regarding concepts and challenges in 9 This technique is essential for establishing a robust academic foundation to enhance intelligence, including comprehension, empathy, and communication abilities.
The preliminary research reveals multiple core issues in the growth of school administrators in South Aceh Regency.
Aceh Province.
Indonesia.
Included are traditional primary training, reliance on standard textbooks as instructional resources, a predominance of lecture-based methodologies in training, and a deficiency in participant motivation.
The literature indicates that the training received by principals predominantly employs traditional methods rather than a culture-based learning model.
the instructional material is primarily textual, leading most participants to memorize the content.
The significance of culture is substantial in shaping a nation's civilization and addressing social issues, including those related to education.
11 Culturally relevant training helps address educational challenges.
Local culture emerges from the interaction between individuals or groups and their surrounding Mardhatillah, et.
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They must meticulously safeguard the indigenous peoples' local culture for posterity.
12 Consequently, the transmission of regional culture across generations is of paramount significance.
Local wisdom is increasingly acknowledged and valued throughout all aspects of life, including education and training, as evidenced by previous studies undertaken by scholars.
13 They recognize the existence of these values inside the local culture.
The utilization of external training models, which are periodically modified, can occasionally render participants inert due to the intricate nature of fostering positive relationships among participants, their peers, and instructors.
Participants have thus far received concepts and principles of learning in a readily accessible format and are unaccustomed to problem-solving and deriving knowledge from their cultural context.
Instructors exhibit increased confidence in effectively educating learners due to prior experiences.
In training exercises, participants exhibit reluctance to inquire of instructors and peers, despite receiving support and motivation.
15 Capable participants favor solitary work and promptly consult the instructor when encountering difficulties, without sharing the outcomes of their group talks.
Initiatives to enhance the principal's proficiency are conducted via training programs rooted in local culture.
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method to enhance the principal's competence, as it fosters the development of new strategies aimed at improving the knowledge, abilities, and skills expected of the principal, thereby aligning their quality with established standards.
An effective training program offers strategies for principals to maintain competence and adapt to organizational change.
Peters and Waterman contend that organizational transformation, broadly defined, may be achieved through training programs.
Moreover.
Stewart asserts that the training function plays a role in facilitating organizational change.
The purpose of training outcomes is to enable leaders to enhance their competencies in managing change by equipping them with skills, utilizing the change process, and assessing staff needs to elevate their capabilities .
nowledge, skills, and attitude.
for improved The Acehnese culture, characterized by a social system that emphasizes meupakat .
and dialogue, embodies a philosophy of togetherness.
This value system, which includes proper conduct, such as shaking hands with the right hand and ancestral teachings, is deemed essential for implementation in training activities.
18 Integrating Acehnese culture with its training methodology will instill positive cultural values in participants, enhance knowledge, and elevate participants' capabilities in preserving their identity amidst globalization.
Consequently, researchers deem it essential to establish a training model rooted in the local "seulangke" culture of Aceh and the Jigsaw Learning Model to enhance the competencies of high school principals in South Aceh Regency.
Aceh Province.
Indonesia.
This research employs a qualitative methodology with a cultural This paper employs a pre-experimental design characterized by a one-shot case study with 27 school principals in South Aceh.
The therapy is regarded as an independent variable, whereas the outcomes are considered dependent variables.
19 Sugiyono asserts that the quantitative approach employs a deductive-inductive methodology, commencing with theoretical frameworks, expert opinions, and researchers' experiential insights, subsequently evolving Stewart Adam and Deon Nel.
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into problem identification and proposed solutions to acquire justification .
through empirical data corroboration in the field.
An appropriate research methodology is essential for elucidating the necessary activities to be undertaken and the associated challenges.
The methodology of the study, determined by the data's nature, encompasses a quantitative approach wherein the obtained data is represented as statistical The research was carried out in 2023 and included 27 principals from State Junior High Schools in South Aceh Regency.
The Seulangky Model in the Acehnese Culture Seulangky is a distinctive and revered cultural practice embraced by the Acehnese community.
Seulangky is a matchmaker in the Acehnese society who serves as an intermediary.
The Seulangky must possess knowledge of matrimonial customs and exhibits wisdom, authority, influence, and obedience to qualify as a potential suitor.
21 The primary duty of a Seulangky in daily life is to act as a mediator between two parties to facilitate their harmonious union.
Consequently.
Seulangky frequently negotiates demands including dowry, the backgrounds of the prospective bride and groom, and the wedding procession.
To be designated as Seulangky, an individual must possess at least six attributes:
self-confidence, the ability to captivate attention, proficiency in meulego, beuhy kok reusiko, and seumiky u keuy.
A Seulangky is deemed innovative if he have a well-developed strategy to cultivate robust relationships with all stakeholders and successfully execute it.
Seulangky is not only found in the province of Aceh in Indonesia.
It is also found in other provinces in Indonesia, although with different names.
As an illustration, it is called "Talamgkai" in Anuek Suku Jamee,"23 the term, "Parnakon Hata" in the Batak language of the Tabo Tribe, the term "Pangadek" in the Madurese tribe,24 the term "Ana Kuni" in the Pesisir tribe of the Ende Sugiyono.
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Tribe,25 the term "Monggolupe" in the Tolaki tribe in Southeast Sulawesi26 and the term "Munginte" the term used in the Gayo tribe.
The matchmaking function may be perceived as rather formal in certain For instance, the Ashkenazi Jewish Shadchan and Hindu astrologers are frequently regarded as significant advisors who assist in identifying suitable partners due to their strong relationships and connections with families.
Astrologers frequently assert that celestial bodies bless marriage that receive parental approval in societies where marriage is a prevalent institution.
29 This facilitates prompt refusals from hesitant children and streamlines the collection process for fortune tellers.
30 Certain matchmakers incorporate tarot divination into their practices.
Indeed, predicting the influence of an individual in a society lacking matchmaking requirements is challenging, especially when the acceptance of male applicants is largely influenced by economic considerations.
They are limited to affecting the tempo of a pre-established relationship.
They could be engaging with competitors, allies, or other relevant entities.
The structure of the Acehnese society has undergone significant structural changes since the beginning of the reform era and openness.
The method of matchmaking has also changed due to the impact of modernization on the society.
31 Modern online dating services are just one of many examples of dating systems where technology is used almost like a magical miracle with the ability to bring happiness.
In this case, matchmakers operate on the belief that romantic love is a basic human right.
These services often use personality tests to identify the most suitable partners, although genetic factors have also been For example.
China has moved away from the traditional practice of Zakaria Anshori and Sukkrim Mahdin.
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Online dating has undergone radical changes since the internet era began.
32 With most of its users in their 20s and 30s and mostly single, one of China's most popular dating sites has amassed up to 60 million records.
33 Increasingly, internet dating in America will complement rather than replace the traditional function of friends and family as intermediaries and go-betweens.
Friends and family can do what they have always done .
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34 By making it easier to learn more about potential partners, technological savvy is reducing the things associated with marriage.
The Aublind date marketAy was used with the aim of creating a sample with a high probability of parental involvement for 39% of men and 66% of women, according to the findings.
36 This revealed that couples in China still use local knowledge with the help of online social networks.
Local Wisdom in Improving Principal Competence Local wisdom is defined as the idea of local culture that is wise, full of wisdom, has good values, and is embedded and observed by the community,37 and thus, local wisdom emerges from a learning process in which the existence of the community is understood and interpreted as a value that can meet its This knowledge does not appear overnight.
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In essence, local wisdom is a set of principles that regulate how a community behaves.
38 Therefore, in order to protect and monitor the lives of local communities, the community has understood and adopted these values as local principles.
In other words, training management is related to local wisdom and values.
Management training based on the experience, knowledge, and beliefs of the community is a manifestation of this relationship.
All forms of knowledge and intelligence, beliefs, insights, traditions, ethics, and training management methods that are proven to contain local wisdom and values.
Local communities also adapt to the environment by carefully analyzing environmental factors and creating unique adaptation patterns through the development of environmental wisdom that is manifested in traditional values, cultural norms, and rituals that are beneficial to their way of life.
39 This is because all types of local wisdom are internalized, practiced, taught, and passed down from generation to generation while still paying attention to community norms and the perceptions of the surrounding community.
Symbolic values, aesthetic values, educational values, knowledge, and value systems all reflect the realization of what is intended.
Many researchers who study local culture have a strategic role, the values of local wisdom play an important role and contribute to educational management strategies, although these values must become stronger over time.
Local wisdom has soft skills and moral principles that regulate behavior and have an impact on individual and group accountability.
41 Other research findings that community behavior in managing the natural environment is closely related to community understanding of customary law, doctrine, and customary language that contains norms, rules, and prohibitions to control community behavior with nature, support this.
Most studies examine culture, wisdom, and local values in environmental protection.
However, only a few studies examine how local culture and its values can be incorporated into the training process.
It is important to identify areas where cultural values and knowledge from the local area are useful in the training process.
Thus, the use of local wisdom cannot be Sufia, et.
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AuMitigasi Bencana Berbasis Kearifan Lokal Masyarakat Baduy.
Ay Jurnal Penelitian Humaniora 19.
No.
Siswadi, et.
AuKearifan Lokal Dalam Melestarikan Mata Air.
Ay Jurnal Ilmu Lingkungan 9.
No.
SeulangkN as a Model for Enhancing Principal Competence in South Aceh Maidar, et.
DOI:10.
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denied to improve competence in all fields including in the context of Education.
Namely improving the competence of school principals which includes personality, managerial, entrepreneurial, supervisory, and social Comparison of Pretest Results of Experimental Class A and B The initial test score data of training participants in the control class (Jigsaw mode.
and experimental class (Seulangky-based trainin.
can be presented in the table below.
Table 4.
1 Comparison of the Pretest Scores Classification Experimental Group A (Jigsa.
Means 62,78 Median Minimum Score Maximum Score Source: Research findings 2023 Experimental Group B (Seulangk.
63,15 Based on the results shown in Table 4.
1 above, it can be explained that there are differences in the learning outcomes of training participants in experimental class A and experimental class B, but the differences are not In experimental class A (Jigsaw Learning Mode.
the average score obtained was 62.
78 and the standard deviation was 9.
318, while in experimental class B (Seulangky Mode.
the average score obtained was 63.
15 and the standard deviation was 9.
Thus it is known that the learning outcomes of the participants in the training on the theme of managerial competence in experimental class A obtained almost the same pre-test results as experimental class B.
A comparison of the distribution of scores in experimental class A and experimental class B can be seen in the following table:
SeulangkN as a Model for Enhancing Principal Competence in South Aceh Maidar, et.
DOI:10.
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Table 4.
2 Comparison of pre-test score Experimental Group A Score (Jigsa.
Frequency Percentage Total Source: Research finding 2023.
Experimental B (Seulangk.
Frequency Percentage The display of the data can also be viewed as in the following graph:
Grafik 4.
The distribution of the pre-test score in experimental group A SeulangkN as a Model for Enhancing Principal Competence in South Aceh Maidar, et.
DOI:10.
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Grafik 4.
Distribution pretest score of the Experimental Group B Based on the results of Table 4.
2 and Graphs 4.
1 and 4.
2 above, it shows that the lowest score obtained in experimental class A (Jigsaw mode.
is 45 and the lowest score in experimental class B (Seulangky mode.
While the highest score in experimental class B (Seulangky mod.
The score obtained in experimental class A is 80.
Experimental group A and experimental group B raised the theme of principal managerial competence and the results were not much different.
With these conditions, research can be conducted by providing two experimental groups A using the Jigsaw model, in contrast to experiment B which uses the Seulangky model.
Posttest Results of Experiment A and Experiment B The analysis of the final test or posttest data was conducted after experimental group A (Jigsaw mode.
was given principal managerial competency training with experimental group B (Seulangky mode.
The pretest results showed whether the samples used in this study had the same or different learning outcomes after being treated with different training models.
The final test result data were compared with the class average score and t-test.
The comparison of the Posttest results of the experimental class A and B The posttest result of both experimental groups can be seen in the following table:
SeulangkN as a Model for Enhancing Principal Competence in South Aceh Maidar, et.
DOI:10.
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Table 4.
Comparison of the posttest result Classification Experimental Class A (Jigsaw Mode.
Total Respondents (N) Mean Minimum Score Maximum Score Std.
Deviation Source: Research Findings 2023.
Experimental Class B (Model Seulangk.
72,75 Comparison of Posttest Results of Experimental Class A and Experimental The posttest score data of the training participants in experimental class A and experimental class B can be presented in the table below.
Based on the table above, it can be explained that there are differences in the learning outcomes of participants in experimental class A and experimental class B after the training.
In experimental class A, the average value obtained was 69.
63 and the standard deviation was 7.
328, while in experimental class B, the average value obtained was 75.
00 and the standard deviation was 6.
Thus, it is known that the learning outcomes of participants in the managerial material training in experimental class A (Jigsaw mode.
obtained from the posttest are lower than those in experimental class B (Seulangky A comparison of the distribution of scores in experimental class A and experimental class B can be seen in the following table.
Table 4.
Distribution of posttest scores for participants in experimental class B Experimental Class A Experimental Class B (Jigsa.
(Seulangk.
Score Frequency Percentage Frequency Percentage Jumlah SeulangkN as a Model for Enhancing Principal Competence in South Aceh Maidar, et.
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Source: Research finding 2023.
The data was translated into the following graphs Graph 4.
Distribution of posttest score of the Experimental Group A Grafik 4.
Distribution of posttest score of Experimental Group B Based on Table 4.
2 and Graphs 4.
3 and 4.
4 above, it can be understood that the lowest posttest score obtained by experimental class A was 50 .
here was 1 person or 3.
7%) and the lowest score in experimental class B was 60 .
here was 1 person or 3.
7%).
Meanwhile, the highest value of the posttest results obtained in experimental class A was 80% .
here were 5 people or 5%) and experiment B was 85 .
here were 3 people or 11.
SeulangkN as a Model for Enhancing Principal Competence in South Aceh Maidar, et.
DOI:10.
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The Normality test The normality test of the research hypothesis used the KolmogorovSmirnov test with the help of the SPSS.
23 application program.
The results of the normality test can be seen in the following table.
Table 4.
5 The Normality Test of theJigsaw Model
One Sample of Kolmogorov-Smirnov Test
PRE TEST
Normal Parameter a,b Means POST TEST Std.
Deviation 62.
Absolute Positive Negative Test Statistics Asymp .
-taile.
Extreme Difference Distribution of the Normal Test Counted from the Data.
Lilliefors Significant Correction It can be understood that the pretest normality of 0.
151 is greater than 05 so that the data is normally distributed, meaning that the distribution of data in the Jigsaw model normality test is in a normal position.
MPKS Model- Seulangky One Sample of Kolmogorov-Smirnov Test
PRE TEST
Normal Parameter Extereme Differences Mean
POST TEST
Std.
Deviation 9.
Absolute Positive Negative Statistic Test Asymp .
-taile.
0,148 Normal test distribution.
Counted from data.
Lilliefors Significant Correction.
0,052c _ SeulangkN as a Model for Enhancing Principal Competence in South Aceh Maidar, et.
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Based on the normality of the pretest data of 0.
146 is greater than 0.
the data is normally distributed.
So, the Seulangky model data is normally Homogeneity Test of Jigsaw Model and MPKS-Seulangky Model The results of the homogeneity test calculation using the Anova test can be seen in the following table:
Table 4.
7 Homogenity Test
ANOVA
Sum of Squares PRE TEST
POST TEST
Mean Square Betweem Groups Within Group Total Between Groups Within Group Total Source: Research Findings of 2023 Table 4.
7 Homogeneity Test Based on the table above, it can be understood that the Sign value of 0.
885 is greater than the probability value of 5% = 0.
006, meaning that the data is homogeneous and has the same variance between the two groups.
Hypothesis Testing The data were analyzed using the t-test formula.
This t-test aims to determine whether there is a difference in final ability between the two groups by testing the average post-test achievement in each group.
The results of the ttest have been analyzed by researchers using the SPSS application.
version 23, and can be seen in the following table below.
Table 4.
8 Hypothesis Testing Independent Sample Test
Levene for Equality of Variance POST
TEST
Equal Variances Assumed uji-t For Equality of Means Signature SeulangkN as a Model for Enhancing Principal Competence in South Aceh Maidar, et.
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Equal Variances Assumed Source: Research Finding of 2023 Table 4.
8 Hypothesis Testing Based on Table 4.
8 above, the calculated t value is -2.
877 and the calculated sig.
Since p value 0.
05> sig.
2 tailed 019, it can be concluded that experimental class A (Jigsaw Mode.
and experimental class (Seulangky Mode.
have different learning outcomes on the theme of Entrepreneurship Competence.
Experimental class A has poorer learning outcomes compared to experimental class B.
Thus, the average learning outcome of experimental class A is 69.
63, while in experimental group B the average learning outcome is 69.
00 These results indicate that the two classes have significant differences.
Based on the comparison of t-count and t-table, it can be understood that:
If t-count is within the table range, then H0 is accepted If t-count is outside the table range, then H0 is rejected The calculated t output is -2.
887, and the statistical table indicates a significance level of 5% or a 95% confidence interval with 52 degrees of freedom.
If the calculated t at Ho is rejected, it can be concluded that the learning outcomes of participants in experimental class A and experimental class B regarding entrepreneurial competence are not the same or significantly different.
This indicates a difference in the learning outcomes of participants following their entrepreneurship education.
The theme of competence is notably effective.
Effectiveness of Seulangky Model and Principal Competence Improvement This study is driven by the inadequate skills of principals at the junior high school (SMP) level in South Aceh Regency.
Indonesia.
Furthermore, participants exhibit a lack of pride in and appreciation for local cultures.
Field conditions suggest that the actions of principals in fulfilling their responsibilities do not align with the objectives outlined in the Regulation of the Minister of National Education Number 13 of 2007.
The ongoing training for SMP Negeri principals in South Aceh lacks the incorporation of cultural elements in its This omission hinders the optimization of participants' mental functions, including their grasp of concepts and problem-solving abilities.
addition, it does not leverage social interaction patterns to engage participants actively in the reconstruction of knowledge derived from local facts and culture.
The effort made to overcome this problem is to develop a Seulangkybased principal training model in the context of valid, practical and effective Acehnese culture.
This training model is used as a guideline for principals to be SeulangkN as a Model for Enhancing Principal Competence in South Aceh Maidar, et.
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able to help, develop and solve problems they face in the field, so that they can become more independent.
Conclusion The application of the training model using experimental class A (Jigsaw Mode.
and experiment B (Seulangky-based Mode.
gave different average In the Seulangky model, the learning outcomes of participants were higher, because there was freedom for participants to choose problems.
Based on its characteristics, the Seulangky model begins with problems that can be raised by participants in the training, and then participants deepen their knowledge about what they already know and what they need to know in order to solve the problems they will choose.
In addition, participants can also choose problems that are considered interesting to solve, thus encouraging them to play an active role in training activities.
References