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All Journal Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Open Access DRIVERset
Abubakar
Universitas Pendidikan Indonesia
Education

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Perceived Organizational Support in Education: A Systematic Literature Review and Implications for School Management and Leadership Hanyfa Shofia Azahra Zulfa; Eka Prihatin; Abubakar Abubakar; Hanyfa Shofia Azahra Zulfa; Eka Prihatin; Abubakar
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 8 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i8.2026.13

Abstract

Perceived organizational support (POS) has attracted increasing attention in educational research, yet existing evidence remains theoretically fragmented and offers limited guidance for school management and leadership. This study aims to synthesize the literature on teachers’ POS by mapping teacher outcomes, dominant theoretical frameworks, leadership and organizational antecedents, and their implications for educational leadership. Following the PRISMA 2020 guidelines, 89 empirical studies published between 2019-2026 were identified through Scopus and ERIC and synthesized narratively. The findings: work engagement, teacher well-being, job satisfaction, and teacher performance are the most prominent promotive outcomes, whereas burnout and turnover intention represent the primary protective outcomes. Social Exchange Theory dominates the literature, alongside Organizational Support Theory, the Job Demands–Resources model, Conservation of Resources Theory, and Self-Determination Theory. The review further suggests that POS operates through both promotive and protective mechanisms and functions not only as a direct predictor but also as a mediator and moderator of teacher outcomes. For school management and leadership, POS should be understood as a system-level organizational outcome shaped by the alignment of leadership practices, organizational procedures, and material working conditions. Future research should adopt more longitudinal, mixed-methods, and cross-cultural designs, particularly in underrepresented contexts such as Islamic educational institutions.
Item Analysis of Mathematical Critical Thinking Skills Using the Rasch Model in Elementary School Students Yogina Pratiwi; Prihantini Prihantini; Abubakar Abubakar; Yogina Pratiwi; Prihantini; Abubakar
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 3 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i3.2027.4

Abstract

The validity and reliability of educational assessment instruments are fundamental prerequisites for accurate measurement of student competencies. This study evaluates the psychometric quality of a 12-item mathematical critical thinking test grounded in the Facione framework, encompassing Interpretation, Analysis, Inference, and Evaluation, administered to 49 Grade V elementary school students (n = 49) using the Rasch measurement model via Winsteps software. Four psychometric dimensions were assessed simultaneously: (1) construct validity through item fit statistics (Outfit MNSQ, Outfit ZSTD, Pt Measure Corr); (2) internal consistency and reliability (KR-20, Person and Item Reliability, Separation Indices); (3) item discrimination (Pt Measure Corr classification); and (4) item difficulty hierarchy (logit scale measures and Wright Person–Item Map). Results show that 10 of 12 items (83.3%) met Rasch fit criteria, yielding construct-valid measures for all four critical thinking indicators. KR-20 = 0.79 (Good), Person Reliability = 0.79–0.82 (Adequate–Good), and Item Reliability = 0.95 (Excellent). Person Separation (1.96–2.12) confirmed differentiation of ≥2 ability strata; Item Separation (4.37–4.61) confirmed a well-differentiated difficulty hierarchy. All retained items exhibited Moderate difficulty (logit range: −0.66 to +0.23), confirming optimal targeting of the respondent population. Two items failed due to low Point Measure Correlation (0.21–0.22) and were excluded. The final 10-item instrument meets international psychometric standards and is recommended for use in authentic mathematical critical thinking assessment.  
Item Analysis of Mathematical Critical Thinking Skills Using the Rasch Model in Elementary School Students Yogina Pratiwi; Prihantini Prihantini; Abubakar Abubakar; Yogina Pratiwi; Prihantini; Abubakar
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 3 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i3.2027.4

Abstract

The validity and reliability of educational assessment instruments are fundamental prerequisites for accurate measurement of student competencies. This study evaluates the psychometric quality of a 12-item mathematical critical thinking test grounded in the Facione framework, encompassing Interpretation, Analysis, Inference, and Evaluation, administered to 49 Grade V elementary school students (n = 49) using the Rasch measurement model via Winsteps software. Four psychometric dimensions were assessed simultaneously: (1) construct validity through item fit statistics (Outfit MNSQ, Outfit ZSTD, Pt Measure Corr); (2) internal consistency and reliability (KR-20, Person and Item Reliability, Separation Indices); (3) item discrimination (Pt Measure Corr classification); and (4) item difficulty hierarchy (logit scale measures and Wright Person–Item Map). Results show that 10 of 12 items (83.3%) met Rasch fit criteria, yielding construct-valid measures for all four critical thinking indicators. KR-20 = 0.79 (Good), Person Reliability = 0.79–0.82 (Adequate–Good), and Item Reliability = 0.95 (Excellent). Person Separation (1.96–2.12) confirmed differentiation of ≥2 ability strata; Item Separation (4.37–4.61) confirmed a well-differentiated difficulty hierarchy. All retained items exhibited Moderate difficulty (logit range: −0.66 to +0.23), confirming optimal targeting of the respondent population. Two items failed due to low Point Measure Correlation (0.21–0.22) and were excluded. The final 10-item instrument meets international psychometric standards and is recommended for use in authentic mathematical critical thinking assessment.  
Co-Authors Abubakar Abubakar Eka Prihatin Eka Prihatin Hanyfa Shofia Azahra Zulfa Hanyfa Shofia Azahra Zulfa PRIHANTINI Prihantini Yogina Pratiwi Yogina Pratiwi