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All Journal Jurnal Ragam Pengabdian Women, Education, and Social Welfare
Nurhayati
Universitas Sains Islam Al-Mawaddah Warrahmah Kolaka
Humanities Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Pengaruh Kompetensi Guru dan Sarana Prasarana terhadap Motivasi Belajar Peserta Didik di Madarasah Aliyah Al-Hudzaifiyyah Kolaka Sitti Masyita; Muhammad Akbar; Nurhayati
Jurnal Ragam Pengabdian Vol. 3 No. 1 (Spesial Issue) (2026): "Dharma Samudera"
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/36mah843

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh kompetensi guru dan sarana prasarana terhadap motivasi belajar peserta didik di Madrasah Aliyah Al-Hudzaifiyyah Kolaka. Penelitian ini menggunakan pendekatan kuantitatif dengan desain penelitian pengaruh. Populasi penelitian terdiri atas 12 guru dan 97 peserta didik, dengan teknik sampling jenuh sehingga seluruh anggota populasi dijadikan sampel. Pengumpulan data dilakukan melalui observasi, wawancara, dokumentasi, dan penyebaran angket menggunakan skala Likert. Instrumen penelitian mengukur kompetensi guru berdasarkan aspek pedagogik, profesional, sosial, dan kepribadian; sarana prasarana berdasarkan ketersediaan fasilitas pembelajaran dan infrastruktur pendukung; serta motivasi belajar berdasarkan indikator hasrat untuk berhasil, kebutuhan belajar, harapan masa depan, penghargaan, kegiatan belajar yang menarik, dan lingkungan belajar yang kondusif. Teknik analisis data meliputi uji validitas, uji reliabilitas, uji normalitas, dan analisis regresi linier berganda dengan bantuan perangkat lunak statistik. Hasil penelitian menunjukkan bahwa kompetensi guru berpengaruh positif dan signifikan terhadap motivasi belajar peserta didik. Sarana prasarana juga berpengaruh positif dan signifikan terhadap motivasi belajar. Secara simultan, kompetensi guru dan sarana prasarana berpengaruh signifikan terhadap motivasi belajar peserta didik. Dengan demikian, peningkatan kompetensi guru dan penyediaan sarana prasarana yang memadai dapat meningkatkan motivasi belajar peserta didik.
How Do Assignment Workload and Time Management Relate to Academic Stress in Early Adolescence? Khafifatu Syahraini; Nurhayati; Khusnul Fatimah
Women, Education, and Social Welfare Vol. 3 No. 2 (2026): June 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i2.504

Abstract

Academic stress can undermine adolescents' well-being during the transition to lower secondary education, particularly when assignment demands accumulate within limited completion windows. This cross-sectional correlational study examined the relationships of perceived assignment workload and time management with academic stress among 127 Grade VII students at a public lower secondary school in Kolaka, Indonesia. Data were collected using five-point Likert-scale questionnaires and analyzed through descriptive statistics, Pearson correlations, and multiple linear regression. Assignment workload was positively associated with academic stress (r = 0.363, p < 0.001, 95% CI [0.202, 0.505]). Time management was not significantly associated with stress (r = 0.136, p = 0.127, 95% CI [-0.039, 0.303]). Jointly, the predictors explained 13.2% of the variance in academic stress, F(2,124) = 9.454, p < 0.001. In the regression model, workload was a significant predictor (B = 0.387, p < 0.001), whereas time management was not (B = -0.027, p = 0.758). The findings position assessment coordination and manageable assignment design as human-centered educational priorities. Time-management support remains valuable, but it should complement rather than substitute institutional responsibility for preventing avoidable academic overload.
Co-Authors Khafifatu Syahraini Khusnul Fatimah Muhammad Akbar Sitti Masyita