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All Journal Bulletin of Educational Management and Innovation JEBMAFA: Journal of Economics, Business, Management, Accounting, Finance, and Administration
Mutiara Restu Amalia
Universitas Semarang
Economics, Econometrics & Finance Education

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Perbedaan Gaya Hidup Minimalis antara Generasi Sandwich dan Non-Sandwich di Tengah Tekanan Ekonomi Mutiara Restu Amalia
JEBMAFA: Journal of Economics, Business, Management, Accounting, Finance, and Administration Vol. 1 No. 2 (2026): JEBMAFA: Journal of Economics, Business, Management, Accounting, Finance, and A
Publisher : CV. Megantara Abdi Nusa

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Abstract

Penelitian ini bertujuan untuk menganalisis perbedaan gaya hidup minimalis antara generasi sandwich dan non-sandwich di tengah tekanan ekonomi modern. Penelitian menggunakan pendekatan kuantitatif dengan desain komparatif. Data dikumpulkan melalui survei terhadap 100 responden usia produktif, yang terdiri atas 50 generasi sandwich dan 50 non-sandwich, menggunakan kuesioner skala Likert. Analisis data dilakukan melalui uji normalitas dan uji beda menggunakan independent sample t-test. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan secara statistik dalam penerapan gaya hidup minimalis antara generasi sandwich dan non-sandwich, dengan nilai signifikansi sebesar 0,002 (p < 0,05). Temuan ini mengindikasikan bahwa struktur tanggung jawab finansial lintas generasi memengaruhi strategi konsumsi dan pengelolaan keuangan individu usia produktif. Generasi sandwich cenderung mengadopsi gaya hidup minimalis sebagai strategi adaptif untuk menjaga stabilitas keuangan rumah tangga di tengah keterbatasan sumber daya ekonomi. Penelitian ini memberikan kontribusi empiris dalam kajian perilaku konsumsi dan ekonomi rumah tangga, khususnya terkait peran tekanan ekonomi dalam pembentukan gaya hidup minimalis
The boundary role of motivation in the relationship between competence, leadership, work environment, and teachers’ continuance commitment Mutiara Restu Amalia; Christantius Dwiatmadja; Djoko Santoso
Bulletin of Educational Management and Innovation Vol. 4 No. 1 (2026): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i1.174

Abstract

Background: Keeping highly qualified teaching staff demands comprehensive insight into the mental and structural drivers shaping an educator's choice to stay at their current school. While professional capability, administrative guidance, and workplace conditions are established predictors of institutional loyalty, it is still unclear how professional drive acts as a moderator within these dynamics. Purpose: The current inquiry explores the capacity of occupational motivation to serve as an interacting variable, specifically examining its influence on the pathways linking competence, leadership styles, and school climate with continuous institutional loyalty amid escalating job demands. Method: This research employed a cross-sectional explanatory design involving 250 state junior high educators in Salatiga City, Indonesia. Participants were chosen via a proportional randomized sampling approach. To gather information, we distributed standardized, independently completed surveys based on validated metrics. Responses were measured on a 5-level rating format to capture participant viewpoints. Finally, the empirical data underwent evaluation via Partial Least Squares Structural Equation Modeling (PLS-SEM). Findings: The structural model explained 76.6% of the variance in teachers’ continuance commitment. Competence, leadership, work environment, and work motivation each had positive effects on continuance commitment. However, work motivation demonstrated differential moderating effects: it weakened the relationship between leadership and continuance commitment, strengthened the relationship between work environment and continuance commitment, and did not significantly moderate the relationship between competence and continuance commitment. These findings suggest that work motivation operates as a context-dependent mechanism rather than uniformly strengthening organizational influences, highlighting its importance in developing effective teacher retention strategies.
Co-Authors Christantius Dwiatmadja Djoko Santoso