Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Indonesian Journal of Educational Development (IJED) Journal of Environmental and Science Education
Hisbulloh Als Mustofa
Sultan Idris Education University
Education Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Effect of Learning Motivation on Science Literacy of 11th grade studentsof MAN on Climate Change material Syafira Alvina; Sudarti; Rifati; Hisbulloh Als Mustofa
Journal of Environmental and Science Education Vol. 5 No. 2 (2025): Journal of Environmental and Science Education: September 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jese.v5i2.17674

Abstract

The concept of motivation to learn encompasses a wide array of components. The attributes mentioned above collectively have an influence on the cognitive processes, emotional states, interpersonal relationships, and behavioral patterns of students in various educational and non-educational settings. While Fives, et al. (2014) classify scientific literacy into 5 components, namely: the role of science, scientific thinking and activities, science and society, mathematics in science, and science motivation and beliefs. In addition, the Program for International Student Assessment (PISA) framework from the OECD (2019a) defines scientific literacy as the ability to engage with science-related problems and with the idea of science as a reflective citizen. This research design uses correlation research to measure the research results, learning motivation as the independent variable and scientific literacy as the dependent variable. The approach used in the research is the survey method. From the overall results and discussion of the research above, it can be concluded that: Based on the R square value of 0.077 in the table above, learning motivation affects science literacy by 46.2%, for the remaining 53.8% ecoliteracy is influenced by other factors. Based on the results of the table above, it is known that the sig. value is 0.102> 0.05, so it can be concluded that learning motivation has no effect on students' scientific literacy.
Cultivating teacher resilience: The impact of transformational leadership and collaborative school culture amidst curriculum innovation Hidayatun Nur; Gunawan Setiadi; Ahmad Hariyadi; Hisbulloh Als Mustofa
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 2 (2026): August 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v7i2.6658

Abstract

Indonesia's Merdeka Curriculum introduces significant challenges for educators, making their professional well-being vital to successful educational reform. This study examines how principal leadership style and organizational culture impact primary school teachers' job satisfaction during this transition. This study employed a quantitative explanatory survey design. From a population of 123 certified civil-servant primary school teachers in Kudus Regency, a sample of 93 respondents was determined using the Slovin formula (5% margin of error) and selected through proportional stratified sampling. Data were collected via a closed-ended, five-point Likert-scale questionnaire (58 items) administered online, and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. Findings reveal both variables positively and significantly influence job satisfaction (R² = 0.541). Notably, organizational culture emerged as a stronger predictor (f² = 0.224) than leadership style (f² = 0.156), suggesting that shared collective values and peer collaboration foster critical emotional resilience among teachers. Ultimately, these results indicate that educational authorities must cultivate inclusive organizational cultures and humanistic leadership to mitigate occupational stress and sustain educators' psychological well-being. It is therefore recommended that education authorities prioritize culture-strengthening programs alongside transformational leadership training for principals, while future research should adopt longitudinal designs and examine factors beyond this model, such as compensation, workload, and intrinsic motivation.
Co-Authors Ahmad Hariyadi Gunawan Setiadi Hidayatun Nur Rifati Sudarti Syafira Alvina