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Urai Salam
Faculty of Teacher Training and Education, Tanjungpura University Pontianak, 78124, Indonesia
Religion Humanities Education Library & Information Science Other

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The Influence of School Culture, Teamwork, and Work Motivation on the Normative Commitment of Public Senior and Vocational High School Teachers in Teluk Batang District Sahudi Sahudi; Usman Radiana; Eni Rosnija; Urai Salam; Marinu Waruwu
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.1661-1682

Abstract

Normative commitment plays an important role in shaping teachers’ loyalty and responsibility to their institutions. Differences in commitment levels are often influenced by school culture, teamwork, and individual work motivation. This study aims to analyze the influence of these three factors on the normative commitment of public senior and vocational high school teachers in Teluk Batang District. The research used a quantitative approach with an associative design. The sample consisted of 65 teachers 24 civil servants and 41 non-civil servants who had taught for at least one year. Because the population was fewer than 100 individuals, total sampling was applied. Data were gathered through questionnaires and analyzed using simple and multiple linear regression with SPSS version 31. The results show that school culture significantly influences normative commitment with a contribution of 52.7%. Teamwork also has a significant effect, contributing 19.7%, while work motivation contributes 28.6%. Simultaneously, the three variables show a combined influence of 85.8% on normative commitment. In conclusion, school culture, teamwork, and work motivation each play a meaningful role in strengthening teachers’ normative commitment. Strengthening these aspects should be prioritized in school management to reinforce teachers’ loyalty and sense of responsibility.
Development of Canva-Based Animated Video Learning Media for Geography Instruction on Natural Disaster Mitigation at SMAN 01 Sekadau Elisabeth Terusiana; Yohanes Bahari; Muhammad Basri; Warneri Warneri; Urai Salam
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.183-198

Abstract

Disaster mitigation learning in Geography requires dynamic, spatial, and contextual conceptual understanding; however, instructional practices remain largely dominated by static media and lecture-based approaches. This study aimed to develop and evaluate the effectiveness of Canva-based animated video media integrated with the local context of Sekadau to improve students’ learning outcomes. The research employed a Research and Development (R&D) approach using the ADDIE model combined with a mixed-methods design. The subjects were eleventh-grade students at SMAN 1 Sekadau, selected through a quasi-experimental nonequivalent control group pretest–posttest design. Data were collected through interviews, documentation, expert validation sheets, student response questionnaires, and Quizizz-based learning outcome tests. The findings showed that the developed media achieved very high feasibility based on expert validation (mean scores 3.7–3.9) and positive student responses (3.6–3.8). Statistical analysis indicated a significant difference in learning outcomes between the experimental and control groups (p < 0.05), with a very strong effect size (d = 2.48). The results suggest that Canva-based animated videos effectively support students’ understanding of disaster mitigation by facilitating process visualization, spatial representation, and contextual learning integration.
Co-Authors Elisabeth Terusiana Eni Rosnija Marinu Waruwu Muhammad Basri Sahudi Sahudi Usman Radiana Warneri Warneri Yohanes Bahari