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All Journal Journal of Education and Learning (EduLearn) Jurnal Cendekia : Jurnal Pendidikan Matematika Women, Education, and Social Welfare
Dominikus Djago Djoa
Universitas Flores
Humanities Education Environmental Science Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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The mediating role of professional commitment on teacher contextual factors and science teacher performance in Indonesia Irwandani Irwandani; Ardian Asyhari; Misbah Misbah; Heru Juabdin Sada; Dominikus Djago Djoa; Nurul Hidayati Murtafiah; Muhammad Aridan
Journal of Education and Learning (EduLearn) Vol 20, No 3: August 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i3.24419

Abstract

Teacher performance is critical to educational success, particularly in Indonesia’s science education landscape. This study explores the mediating role of professional commitment in the relationship between teacher contextual factors—job satisfaction, pedagogical beliefs, and perceived support—and science teacher performance. Using social exchange theory (SET) as the theoretical foundation, data were collected from 288 science teachers across Indonesia and analyzed using structural equation modeling (SEM) via SmartPLS 4.0. The results reveal that pedagogical beliefs strongly predict professional commitment (β=0.583, p0.001), while job satisfaction significantly influences both professional commitment (β=0.280, p=0.006) and teacher performance (β=0.283, p=0.002). Professional commitment itself has a strong effect on performance (β=0.536, p0.001) and mediates the indirect effects of job satisfaction (β=0.150, p=0.008) and pedagogical beliefs (β=0.312, p0.001) on teacher performance. Conversely, perceived support weak direct and indirect effects. These findings underscore the importance of fostering professional commitment through improved job satisfaction and culturally grounded pedagogical development. Policy implications include reinforcing institutional support systems, especially in underserved regions, to boost science teacher effectiveness and national science, technology, engineering, and mathematics (STEM) competitiveness.
Women’s Self-Confidence in Education and Social Welfare: A Systematic Literature Review Based on International Women’s Day Insights Bella Satiyo Putri; Raicha Oktafiani; Nadya Ulfha Sabila; Dominikus Djago Djoa
Women, Education, and Social Welfare Vol. 2 No. 1 (2025): June 2025 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v2i1.298

Abstract

This study systematically reviews and synthesizes recent research on women’s self-confidence within the intersecting domains of education and social welfare, viewed through the normative and symbolic framework of International Women’s Day (IWD). Adopting a systematic literature review (SLR) design based on the PRISMA protocol, the analysis integrated evidence from 100 articles retrieved from Scopus, Web of Science, and Google Scholar between 2020 and 2024, of which 10 met the inclusion criteria after rigorous screening and quality appraisal. The findings reveal that women’s self-confidence functions as both a psychological resource and a social capital that bridges educational attainment, economic participation, and welfare engagement. Education consistently emerged as the most influential determinant of confidence, enhancing women’s decision-making capacity, autonomy, and leadership readiness, while social welfare systems acted as contextual enablers that transform confidence into tangible well-being. The synthesis further indicates that confidence mediates the relationship between educational empowerment and welfare realization, underscoring its dual role as both outcome and driver of gender equity. The discussion situates these findings within feminist social theory, self-efficacy, and capability frameworks, arguing that self-confidence is a relational construct shaped by institutional inclusion and socio-cultural norms. This review highlights the need for integrated educational welfare programs that incorporate psychosocial mentoring and policy support to sustain women’s empowerment. The implications of this study emphasize that fostering women’s self-confidence is not merely a matter of individual growth but a strategic and structural pathway toward inclusive social transformation and equitable development.
Penerapan Model Project Based Learning Berbasis Etnomatematika dalam Meningkatkan Berpikir Kritis Siswa Sekolah Dasar Agustina Mei; Finsensius Yesekiel Naja; Dominikus Djago Djoa
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 10 No 2 (2026): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 10 Nomor 2 Tahun 2026
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v10i2.4937

Abstract

Kemampuan berpikir kritis merupakan ketrampilan penting yang perlu dikembangkan sejak sekolah dasar, namun proses pembelajaran disekolah belum merangsang siswa untuk berpikir kritis, maka tujuan dari penelitian ini adalah mengembangkan model project-based learning berbasis etnomatematika untuk meningkatkan kemampuan berpikir kritis siswa sekolah dasar. Penelitian ini menggunakan metode Research and Development (R&D) dengan mengadaptasi model Borg dan Gall. Tahapan penelitian meliputi analisis kebutuhan, perancangan produk, pengembangan produk, validasi ahli, uji coba, dan uji keefektifan. Teknik pengumpulan data menggunakan angket, observasi, dan tes kemampuan berpikir kritis. Hasil Validasi menunjukkan bahwa modul ajar sangat valid dengan skor 88,5. Kepraktisan dinilai dari angket respon guru (96%). Kefektifan modul ajar dilihat dari nilai p yang signifikan (p > 0,05) dengan pola distribusi normal. Sedangkan N-gain score menunjukkan rentang nilai antara, dengan rata-rata sebesar 78-87 dan standar deviasi sebesar 1.225. Hal ini menunjukkan bahwa responden secara keseluruhan memiliki skor gain yang relatif tinggi dan variabilitas yang rendah, sehingga modul ajar dinyatakan efektif. Oleh karena itu dapat disimpulkan bahwa modul ajar dan LKPD yang dikembangkan dengan menggunakan model project-based learning berbasis etnomatematika dapat dinyatakan valid, praktis dan efektif dan dapat meningkatkan berpikir kritis siswa sekolah dasar
Co-Authors Agustina Mei Ardian Asyhari Bella Satiyo Putri Finsensius Y. Naja Heru Juabdin Sada Irwandani Irwandani Misbah Misbah Muhammad Aridan Nadya Ulfha Sabila Nurul Hidayati Murtafiah Raicha Oktafiani