https://journal.actual-insight.com/index.php/educare <p><strong>Educare: Jurnal Penelitian Pendidikan dan Pembelajaran</strong> merupakan jurnal penelitian yang bertujuan untuk menerbitkan dan mempromosikan berbagai penelitian bidang pendidikan dan pembelajaran. Jurnal ini menerima berbagai hasil penelitian termasuk dari penelitian lapangan dan penelitian dari hasil studi literatur. Jurnal ini ditujukan untuk berbagai kalangan yaitu para peneliti, dosen, tenaga profesional, pegawai pemerintah, guru, dan mahasiswa yang tertarik dalam bidang pendidikan dan pembelajaran. Pada edisi ini telah<strong> <a href="https://sinta.kemdiktisaintek.go.id/journals/profile/13457" target="_blank" rel="noopener">TERINDEKS SINTA 5.</a></strong><br /><strong>e-ISSN :</strong> <strong><a title="e-ISSN" href="https://issn.brin.go.id/terbit/detail/1612110952" target="_blank" rel="noopener">2775-667X</a></strong> <strong>p-ISSN : <a title="p-ISSN" href="https://issn.brin.go.id/terbit/detail/20210422112268453" target="_blank" rel="noopener">2776-5199</a>. </strong></p> Actual Insight en-US Educare : Jurnal Penelitian Pendidikan dan Pembelajaran 2775-667X https://journal.actual-insight.com/index.php/educare/article/view/3286 <p>This research is motivated by the low interest and motivation of students in learning Mathematics, which has an impact on the lack of optimal understanding of concepts and learning outcomes, especially in data presentation materials. The purpose of this study is to determine the effectiveness of the application of the Realistic Mathematics Education (RME) approach in improving the understanding of Mathematics concepts of grade V students of SDN Bakalan Krajan 2 Malang. This study uses the Kemmis and McTaggart model Class Action Research (PTK) method which is carried out in two cycles. Each cycle consists of stages of planning, action, observation, and reflection. The research subjects amounted to 23 students. The data collection technique is carried out through a concept understanding test at the end of each cycle. The results of the study showed an increase in students' learning completeness from 82.60% in the first cycle to 91.30% in the second cycle. This improvement shows that the application of the RME approach is effective in helping learners better understand the concept of data presentation through the context of real situations that are close to daily life. These findings also confirm that realistic-based learning models can be an alternative to innovative strategies in Mathematics learning in elementary school.</p> Nyamik Rahayu Sesanti Adrianus Jalmaf Sri Hari Copyright (c) 2025 Educare : Jurnal Penelitian Pendidikan dan Pembelajaran 2025-08-03 2025-08-03 5 2 65 73 10.56393/educare.v5i1.3286 https://journal.actual-insight.com/index.php/educare/article/view/4060 <p>Teacher performance is a crucial determinant of educational quality, as it directly influences the effectiveness of teaching and learning processes. This study examines the effects of transactional leadership, work discipline, and job satisfaction on the performance of elementary school teachers in Pondok Aren District, South Tangerang City. Employing a quantitative research design, the study involved a representative sample of teachers selected through proportional sampling techniques. Data were collected using structured questionnaires and analyzed using statistical methods to determine both partial and simultaneous effects of the independent variables on teacher performance. The findings indicate that transactional leadership has a significant positive influence on teacher performance by clarifying expectations, reinforcing accountability, and providing contingent rewards. Work discipline also demonstrates a strong positive effect, reflecting the importance of compliance with rules, time management, and professional responsibility in sustaining optimal performance. In addition, job satisfaction contributes positively by enhancing teachers’ motivation, commitment, and engagement in their professional roles. Simultaneously, transactional leadership, work discipline, and job satisfaction collectively exert a significant influence on teacher performance. These results suggest that improving teacher performance requires an integrated approach that combines effective leadership practices, disciplined work behavior, and supportive organizational conditions that foster job satisfaction. The study provides practical implications for school leaders and policymakers in designing strategies to enhance teacher performance and overall educational quality.</p> Eti Rosmiati Ruknan Ruknan Yulita Pujilestari Copyright (c) 2025 Educare : Jurnal Penelitian Pendidikan dan Pembelajaran 2025-12-31 2025-12-31 5 2 74 86 10.56393/educare.v5i2.4060