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All Journal Cakrawala Pendidikan ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya International Journal of Elementary Education Aptisi Transactions on Technopreneurship (ATT) Jurnal Pendidikan Manajemen Perkantoran (JPManper) Navigation Physics : Journal of Physics Education International Journal of Educational Administration, Management, and Leadership Journal of Education Research Schrodinger : Jurnal Ilmiah Mahasiswa Pendidikan Fisika International Journal of Business and Applied Economics (IJBAE) ISCO Profesi Pendidikan Dasar
Hidayat, Nandang
Unknown Affiliation
Humanities Astronomy Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Organizational Culture, Work Environment, and Career Growth: Boosting Teacher Performance Through Motivation Kurniawan, Prasetyo; Hidayat, Nandang
International Journal of Educational Administration, Management, and Leadership Volume 6, Number 1, May 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/ijeamal.v6i1.215

Abstract

The study explores the impact of Organizational Culture, Work Environment, and Career Development on Teacher Performance through Teacher Work Motivation at Vocational High Schools (SMK) in Medan Sunggal District. Using a quantitative survey approach with a sample of 152 teachers, the study analyzed the data using PLS software version 3.0 (Partial Least Square). The findings reveal that both Organizational Culture and Teacher Work Motivation positively influence teacher performance, highlighting the importance of a strong organizational culture and motivated teachers in enhancing performance. In contrast, Work Environment and Career Development were not found to directly affect teacher performance, suggesting that while they influence daily conditions, they do not directly improve performance outcomes. The study also identified a negative relationship between Organizational Culture and Teacher Work Motivation, implying that a rigid or misaligned culture can hinder motivation. Furthermore, the Work Environment and Career Development were found to significantly impact teacher work motivation, underscoring the importance of a supportive and growth-oriented environment. Teacher Work Motivation was found to mediate the relationship between Organizational Culture and Work Environment on Teacher Performance, indicating that motivated teachers perform better when these factors are optimized. However, Teacher Work Motivation did not mediate the impact of Career Development on teacher performance, suggesting that career development alone may not be enough to enhance performance without proper motivation. The study emphasizes the need for a strong organizational culture and motivation in improving teacher performance, while also recognizing the limited direct role of career development and work environment.
Integrating Inductive Reasoning to Enhance Conceptual Understanding of Kinematics (Uniform Linear Motion) T W, Alhidayatuddiniyah; Hidayat, Nandang
Navigation Physics : Journal of Physics Education Vol 7, No 1 (2025): Navigation Physics : Journal of Physics Education Vol. 7 No. 1 Tahun 2025
Publisher : UNIVERSITAS INDRAPRASTA PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/npjpe.v7i1.3379

Abstract

This research aims at the effectiveness of inductive reasoning in increasing students' understanding of the concept of Uniform Linear Motion (ULM) by integrating understanding of the philosophy of science as an effort to deepen students' scientific reasoning through the process of direct observation, collecting empirical data, and drawing conclusions independently. The research method used is a quasi-experimental method with a non-equivalent control group design, the research sample consisted 0f 60 students with a sample of two groups of Motion Physics class students, namely the experimental group taught using an inductive approach, and the control group using conventional deductive-based methods. The results of the descriptive analysis showed that there was an increase in the average post-test score with an increase of 9.97 points. Inferential analysis using the t-test showed t = 7.07 with p < 0.05, which indicated a significant difference between the two groups. These results strengthen that the inductive approach is more effective in increasing understanding of the uniform linear motion concept. This finding reinforces the effectiveness of the inductive approach, which can serve as a reference in designing more learner-centered instructional strategies.
The Essential Role of Teacher Self-Efficacy and Teacher Acceptance for Differentiated Learning Khotimah, Husnul; Hidayat, Nandang; Abdul Rashid, Nur Shahira Binti
Profesi Pendidikan Dasar Vol. 12, No. 2, August 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v12i2.9215

Abstract

The heterogeneous characteristics of students require teachers to be creative in implementing innovative learning strategies that can meet the various needs of students. This study explores the influence of differentiated learning management on teacher readiness to implement differentiated learning, by analysing teacher self-efficacy and acceptance of differentiated learning as moderator variables.  The study involved 162 Elementary School (ES) and Madrasah Ibtidaiyah (MI) teachers from 49 schools in three sub-districts, namely Tapos District, Depok City, Cimanggis District, Bogor Regency, and Kelapa Dua Wetan District, East Jakarta City, Indonesia. This research uses quantitative methods. Data collection used three instruments in the form of questionnaires, namely instruments to measure differentiated learning management (DLM), teachers’ readiness to implement differentiated learning (RIDL), teacher self-efficacy (TSE), and acceptance of differentiated learning (ADL). Data were analyzed using partial least squares structural equal modelling (PLS-SEM) with the help of SmartPLS 3 software. The results showed that differentiated learning management, self-efficacy, and teacher acceptance of differentiated learning had a direct and significant effect on teacher readiness to implement differentiated learning. This study has implications for the importance of core support, professional development, and other policies and resources to support teachers’ readiness to implement differentiated learning.
Co-Authors AA Sudharmawan, AA Abdul Rashid, Nur Shahira Binti Ade Sobandi, Ade Agustiana, Erika Agustin, Nurleila Alfian Nurfadilah, Akmal Alhidayatuddiniyah T.W. Anggi Safitri, Ajeng Asih, Dwi Aprillia Setia Dwi Wijayanto, Affandi Farida Wulandari Henny Suharyati Husnul Khotimah Kodariyah, Kodariyah Kurniawan, Andika Kurniawan, Prasetyo Leny Hartati Nurhayati Nurhayati Qadr Dziyaulhaq, M. Rahadi Rukbi, Dasep Ahmad Saripudin, Deni Septania, Himah Septiani, Fauziah Soewarto Hardhienata Wardani, Andri Kusuma Widya Widya, Widya Widyasari, Herlyana YUYUN ELIZABETH PATRAS, YUYUN ELIZABETH