Article Per Year (5 Year)
p-Index From 2021 - 2026
0.817
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This Author published in this journals
All Journal Profesi Pendidikan Dasar International Journal of Pedagogy and Learning Community (IJPLC)
Mazni Muhammad
Universiti Islam Melaka
Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Instructional Leadership, Teacher Commitment, and Motivation as Predictors of Holistic Child Development in TABIKA KEMAS Nor Maizatul Akmal Mohd Zubir; Mazni Muhammad; Adi Bandono
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 2 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijplc.v3i2.43

Abstract

This study examines the influence of instructional leadership, teacher commitment, and teacher motivation on the holistic development of TABIKA KEMAS children in Northern Malaysia. A quantitative survey design was employed involving 313 TABIKA KEMAS teachers from Kedah, Perak, and Penang. Data were analysed using SPSS through descriptive statistics, Pearson correlation, and multiple regression analyses. The findings revealed that instructional leadership (M = 4.04), teacher commitment (M = 4.10), teacher motivation (M = 3.84), and holistic child development (M = 3.81) were all at high levels. Pearson correlation analysis indicated that teacher motivation had a strong and significant positive relationship with holistic child development (r = 0.694, p < .001), whereas instructional leadership showed no significant relationship. Multiple regression analysis further demonstrated that teacher motivation was the strongest predictor of holistic child development (β = 0.835, p < .001), explaining 81.7% of the total variance (R² = 0.817). The findings highlight the importance of strengthening teacher motivation in improving preschool educational quality and enhancing children’s holistic developmental outcomes within TABIKA KEMAS institutions.
Innovative Approaches to Science and Social Studies-Centered Learning with a Focus on Student Wellbeing in Elementary Education Helzi Helzi; Minsih Minsih; Anatri Desstya; Mazni Muhammad
Profesi Pendidikan Dasar Vol. 11, No. 1, April 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i1.6173

Abstract

Science and Social Studies-centered learning in elementary schools has the potential to significantly enhance student wellbeing by addressing their holistic learning needs. This study seeks to examine how student wellbeing is integrated into the Science and Social Studies (IPAS)-centered curriculum for elementary students. Employing a qualitative research design grounded in a phenomenological approach, the study explores the lived experiences of students, teachers, and the school principal at Diponegoro Elementary School during the IPAS learning process. Data for this research were gathered through in-depth interviews, observations, and document analysis, with participants including teachers, the school principal, and students. Triangulation techniques were utilized to ensure data validity. The data analysis was conducted following the Miles and Huberman model, which comprises data reduction, data display, and conclusion drawing. The findings indicate that IPAS-centered learning has effectively integrated science and social studies through project-based learning initiatives, which actively engage students in practical, real-world applications. As a result, students have become more active and participatory, benefiting from hands-on activities within a supportive and conducive learning environment. This approach not only enhances learning outcomes but also underscores the importance of student wellbeing by fostering an integrated, holistic educational experience
The Relationship Between Teacher Competence and Student Satisfaction in a State Religious Secondary School in Pahang Mohd Syafiq Zainuddin; Mazni Muhammad
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 2 No. 3 (2025): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijplc.v2i3.27

Abstract

This study investigates the relationship between teacher competence and student satisfaction in religious secondary schools. The primary aim is to determine how various dimensions of teacher competence influence students’ overall satisfaction with the learning experience. A quantitative research design was employed, using structured questionnaires administered to a sample of Form 4 and Form 5 students in selected religious secondary schools in Pahang, Malaysia. The data were analyzed using descriptive statistics, Pearson correlation, and regression analyses. The results revealed that teacher competence particularly in professionalism and content mastery has a strong and statistically significant positive correlation with student satisfaction. Linear regression analysis showed that teacher competence accounts for over 50% of the variation in student satisfaction levels. While the general level of teacher competence was rated as high, the integration of technology in teaching was found to be only moderate. This highlights a need for improved digital literacy among teachers. The study concludes by recommending continuous professional development focused on strengthening teachers’ professionalism, enhancing subject matter expertise, and advancing the integration of educational technology. Support from school leadership and educational policymakers is essential to sustain teacher effectiveness and address the evolving needs of 21st-century education.
Social Environment and Student Satisfaction: A Study Among Religious School Students Mohd Syafiq Zainuddin; Mazni Muhammad
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 2 No. 4 (2025): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijplc.v2i4.30

Abstract

This study aims to examine the relationship between three dimensions of social environmental influence parental influence, teacher influence, and peer influence and the level of student satisfaction at a State Religious Secondary School in Malaysia. A total of 100 Form Four and Form Five students were selected using stratified random sampling to ensure balanced representation. Data were collected through a structured questionnaire and analyzed using SPSS version 27, employing descriptive statistics, Pearson correlation, and multiple linear regression analyses. The results revealed significant positive relationships between all three dimensions of social influence and student satisfaction. Among them, teacher influence showed the strongest correlation, followed by parental and peer influences. Regression analysis indicated that these dimensions collectively explained 56% of the variance in student satisfaction, with teacher influence being the most influential predictor. The findings underscore the pivotal role of teachers as facilitators who enhance students’ satisfaction and motivation. Additionally, parental support contributes significantly to students’ positive learning experiences, while peer influence mainly affects social and emotional well-being. The study recommends that school administrators and stakeholders strengthen positive social interactions and supportive environments to promote greater student satisfaction and overall well-being.
Co-Authors Adi Bandono Anatri Desstya Helzi Helzi Minsih Mohd Syafiq Zainuddin Nor Maizatul Akmal Mohd Zubir