Bringing Everyone to the Table: An Experimental Study of LLM-Facilitated Group Decision Making

This study examines the relationship between cognitive processes and job performance in teachers at the Cruz del Norte Educational Unit, focusing on attention, planning, organization, anxiety, and job stress. A mixed-method design was applied, combining quantitative and qualitative techniques such as psychometric tests, Pearson correlation, multiple regression analysis, Student’s t-test, the Delphi method, and the Ishikawa diagram. The results show that executive functions, particularly planning and organization, have a significant positive impact on job performance. Teachers with higher levels of these skills demonstrate better performance, with strong correlations (r = 0.72, p = 0.001; r = 0.65, p = 0.003). In contrast, anxiety and stress act as limiting factors. Multiple regression analysis indicates that anxiety (β = -0.4946, p < 0.0001) and stress (β = -0.3721, p < 0.001) negatively predict job performance. Additionally, job indiscipline—reflected in absenteeism and lateness—shows a strong negative correlation with performance (r = -0.74, p < 0.000). These findings highlight the importance of time management and organizational commitment, as well as the need to implement training and psychological support strategies to improve teacher performance and educational quality.

این مطالعه به بررسی رابطه بین فرایندهای شناختی و عملکرد شغلی در معلمان واحد آموزشی Cruz del Norte می‌پردازد و بر توجه، برنامه‌ریزی، سازمان‌دهی، اضطراب و استرس شغلی تمرکز دارد. از طرح پژوهشی ترکیبی استفاده شده است که تکنیک‌های کمی و کیفی مانند آزمون‌های روان‌سنجی، همبستگی پیرسون، تحلیل رگرسیون چندگانه، آزمون t استیودنت، روش دلفی و نمودار ایشیکاوا را ترکیب می‌کند. نتایج نشان می‌دهد که کارکردهای اجرایی، به‌ویژه برنامه‌ریزی و سازمان‌دهی، تأثیر مثبت معناداری بر عملکرد شغلی دارند. معلمانی که سطوح بالاتری از این مهارت‌ها را دارا هستند، عملکرد بهتری از خود نشان می‌دهند و همبستگی‌های قوی (r = ۰.۷۲, p = ۰.۰۰۱؛ r = ۰.۶۵, p = ۰.۰۰۳) مشاهده شده است. در مقابل، اضطراب و استرس به‌عنوان عوامل محدودکننده عمل می‌کنند. تحلیل رگرسیون چندگانه نشان می‌دهد که اضطراب (β = -۰.۴۹۴۶, p < ۰.۰۰۰۱) و استرس (β = -۰.۳۷۲۱, p < ۰.۰۰۱) پیش‌بینی‌کننده منفی عملکرد شغلی هستند. همچنین، بی‌انضباطی شغلی—که در غیبت و تأخیر منعکس می‌شود—همبستگی منفی قوی با عملکرد دارد (r = -۰.۷۴, p < ۰.۰۰۰). این یافته‌ها اهمیت مدیریت زمان و تعهد سازمانی و همچنین ضرورت اجرای راهبردهای آموزشی و حمایت روان‌شناختی برای بهبود عملکرد معلمان و کیفیت آموزشی را برجسته می‌کند.

This study examines the relationship between cognitive processes and job performance in teachers at the Cruz del Norte Educational Unit, focusing on attention, planning, organization, anxiety, and job stress. A mixed-method design was applied, combining quantitative and qualitative techniques such as psychometric tests, Pearson correlation, multiple regression analysis, Student’s t-test, the Delphi method, and the Ishikawa diagram. The results show that executive functions, particularly planning and organization, have a significant positive impact on job performance. Teachers with higher levels of these skills demonstrate better performance, with strong correlations (r = 0.72, p = 0.001; r = 0.65, p = 0.003). In contrast, anxiety and stress act as limiting factors. Multiple regression analysis indicates that anxiety (β = -0.4946, p < 0.0001) and stress (β = -0.3721, p < 0.001) negatively predict job performance. Additionally, job indiscipline—reflected in absenteeism and lateness—shows a strong negative correlation with performance (r = -0.74, p < 0.000). These findings highlight the importance of time management and organizational commitment, as well as the need to implement training and psychological support strategies to improve teacher performance and educational quality.

این مطالعه به بررسی رابطه بین فرایندهای شناختی و عملکرد شغلی در معلمان واحد آموزشی Cruz del Norte می‌پردازد و بر توجه، برنامه‌ریزی، سازمان‌دهی، اضطراب و استرس شغلی تمرکز دارد. از طرح پژوهشی ترکیبی استفاده شده است که تکنیک‌های کمی و کیفی مانند آزمون‌های روان‌سنجی، همبستگی پیرسون، تحلیل رگرسیون چندگانه، آزمون t استیودنت، روش دلفی و نمودار ایشیکاوا را ترکیب می‌کند. نتایج نشان می‌دهد که کارکردهای اجرایی، به‌ویژه برنامه‌ریزی و سازمان‌دهی، تأثیر مثبت معناداری بر عملکرد شغلی دارند. معلمانی که سطوح بالاتری از این مهارت‌ها را دارا هستند، عملکرد بهتری از خود نشان می‌دهند و همبستگی‌های قوی (r = ۰.۷۲, p = ۰.۰۰۱؛ r = ۰.۶۵, p = ۰.۰۰۳) مشاهده شده است. در مقابل، اضطراب و استرس به‌عنوان عوامل محدودکننده عمل می‌کنند. تحلیل رگرسیون چندگانه نشان می‌دهد که اضطراب (β = -۰.۴۹۴۶, p < ۰.۰۰۰۱) و استرس (β = -۰.۳۷۲۱, p < ۰.۰۰۱) پیش‌بینی‌کننده منفی عملکرد شغلی هستند. همچنین، بی‌انضباطی شغلی—که در غیبت و تأخیر منعکس می‌شود—همبستگی منفی قوی با عملکرد دارد (r = -۰.۷۴, p < ۰.۰۰۰). این یافته‌ها اهمیت مدیریت زمان و تعهد سازمانی و همچنین ضرورت اجرای راهبردهای آموزشی و حمایت روان‌شناختی برای بهبود عملکرد معلمان و کیفیت آموزشی را برجسته می‌کند.

Improving educational quality requires human resource (HR) management that supports teachers’ continuous professional development and adaptation to global demands. This study aims to describe the management of educational HR transformation toward global quality at SMP Muhammadiyah 15 Surabaya and identify its supporting and inhibiting factors. A qualitative approach was employed, with data collected through non-participant observation, interviews, and documentation. Informants were selected through purposive sampling and included the vice principal, the vice principal for curriculum, two teachers, and two students. Data were analyzed through data reduction, data display, conclusion drawing, and verification. The findings indicate that HR transformation is managed through planning, organizing, implementation, supervision, and evaluation. Development programs include internal and external training, a teacher learning community, weekly learning reflection, monthly coaching, and academic supervision. Supporting factors include a collaborative culture, regular professional guidance, and school support. Inhibiting factors comprise limited time, insufficient openness in reflection, short coaching sessions, delayed follow-up, and some teachers’ extrinsic motivation. These findings provide contextual insights into school-level HR management but do not establish program effectiveness in improving student learning outcomes or achieving global quality standards. ABSTRAK Peningkatan mutu pendidikan membutuhkan manajemen sumber daya manusia (SDM) yang mampu mengembangkan kompetensi guru secara berkelanjutan dan adaptif terhadap tuntutan global. Penelitian ini bertujuan mendeskripsikan manajemen transformasi SDM pendidikan menuju mutu global di SMP Muhammadiyah 15 Surabaya serta mengidentifikasi faktor pendukung dan penghambatnya. Penelitian menggunakan pendekatan kualitatif dengan teknik pengumpulan data berupa observasi non-partisipan, wawancara, dan dokumentasi. Informan dipilih secara purposive, meliputi wakil kepala sekolah, wakil kepala sekolah bidang kurikulum, dua guru, dan dua peserta didik. Data dianalisis melalui reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa transformasi SDM dikelola melalui perencanaan, pengorganisasian, pelaksanaan, pengawasan, dan evaluasi. Program pengembangan mencakup pelatihan internal dan eksternal, komunitas belajar, learning reflection mingguan, coaching bulanan, dan supervisi akademik. Faktor pendukung meliputi budaya kolaborasi, pembinaan rutin, serta dukungan sekolah, sedangkan hambatannya mencakup keterbatasan waktu, keterbukaan refleksi, durasi coaching, keterlambatan tindak lanjut, dan motivasi ekstrinsik sebagian guru. Temuan ini bersifat kontekstual dan belum membuktikan efektivitas program terhadap hasil belajar atau pencapaian standar mutu global.

Islamic civilization is one of the major civilizations that has significantly contributed to the development of science and education worldwide. During its golden age, it established educational institutions, fostered scholarly traditions, and produced influential scholars whose ideas continue to shape modern knowledge in the digital era. This article examines the relevance of Islamic civilizational values to the development of modern education through qualitative library research using thematic content analysis. The findings show that Islamic education was distinguished by four interrelated values, namely a strong culture of literacy, the integration of religious and general knowledge, an emphasis on moral formation (akhlak), and openness to knowledge from other civilizations, which together enabled scholars to advance science while upholding ethical and social responsibility. These values are highly relevant to addressing contemporary educational challenges, including declining critical literacy, uncritical dependence on digital technology and artificial intelligence, and the ongoing crisis of learners’ character. These values can inform the development of a modern educational system that integrates critical thinking, digital literacy, character education, and lifelong learning while maintaining moral and social responsibility.

Although Kurikulum Merdeka promotes flexible, student-centered learning, the implementation of Natural and Social Sciences (IPAS) instruction in elementary schools continues to face various challenges. This study aimed to describe the challenges in implementing IPAS instruction under Kurikulum Merdeka in Grade V at SD Negeri 005 Desa Baru, Kampar Regency. The study employed a descriptive qualitative approach involving two fifth-grade teachers and six purposively selected students. Three students had IPAS scores above 75, and three had scores below 75. Data were collected through nonparticipant observation, structured interviews, and documentation and analyzed through data reduction, data display, and conclusion drawing. Data trustworthiness was assessed through triangulation of sources and data collection techniques. The findings identified three domains of challenges related to students, teachers, and learning assessment. Student-related challenges were the most prominent, including differences in understanding, declining attention after approximately 15–20 minutes of lecturing, interest that depended on the type of activity, uneven participation, dependence on external motivation, inconsistent task management, and varying levels of learning readiness. Teacher-related challenges included the breadth of integrated science and social studies content and classroom management during group activities. Assessment involved oral quizzes and student worksheets, supplemented by remedial instruction and enrichment. Achievement scores ranged from 60 to 96, with a mastery threshold of 75. These findings underscore the need for differentiated instruction, concrete and contextually relevant instructional media, clearly assigned group roles, time management, and the use of assessment results to improve instruction. This study provides a contextual account of challenges in IPAS instruction and the need to adapt fifth-grade teaching practices. Its restriction to one school and a focused observation period highlights the need for further research covering more lessons and IPAS topics.