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All Journal International Journal of Evaluation and Research in Education (IJERE) Al Ishlah Jurnal Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Journal of Education Research Journal of Innovative and Creativity EDUCATIONE: Journal of Education Research and Review DEVOTIONIS: Journal of Community Service
Rudolf Kempa
Universitas Pattimura
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Social Sciences Other

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INTERNALISASI NILAI KEARIFAN LOKAL PELA GANDONG DALAM MANAJEMEN SUMBER DAYA MANUSIA UNTUK PENINGKATAN KINERJA GURU Liyona Aty R Puttileihalat; Rudolf Kempa; Paul Arjanto
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14935

Abstract

This study examines the internalization of Pela Gandong local wisdom values within human resource management (HRM) as a strategy for improving teacher performance at SD Inpres 21 Ambon, Nusaniwe District, Ambon City, in the Academic Year 2025/2026. Employing a qualitative approach with a single instrumental case study design (Stake, 1995), this research explores how Pela Gandong values — Masohi (mutual cooperation), Ain ni ain (mutual assistance), Hidup orang basudara (brotherhood across religious and ethnic lines), and Sasi (respect for communal rules) — are operationalized by the school principal in HRM practices, and their impact on organizational climate and teacher performance. Data were collected through in-depth interviews with 9 key informants (principal, 4 senior teachers, 2 junior teachers, 1 school committee member, and 1 supervisor), participatory observation over 4 weeks (July–August 2025), and document analysis. Data analysis employed the Miles, Huberman, and Saldaña (2014) interactive model using NVivo 14. Findings reveal that SD Inpres 21 Ambon has developed four distinctive Pela Gandong-based managerial mechanisms: inter-religious Masohi teacher groups, consensus-based (musyawarah mufakat) staff meetings, Ain ni ain mentoring for junior teachers, and a Sasi-based community agreement. These mechanisms strengthen bridging social capital, foster collective professional identity, and enhance affective commitment to the school — collectively driving sustained improvement in teacher performance. This study contributes the MSDM-KL Model (Local Wisdom-Based HRM) as an original three-layer conceptual framework: values — practices — outcomes, with significant policy implications for educational HRM in Maluku Province.
DO PRINCIPALS’ LEADERSHIP STYLES MATTER? LINKS TO TEACHERS’ WORK MOTIVATION UNDER JOB STRESS Amir Suailo; Rudolf Kempa; Sumarni Rumfot
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.126

Abstract

Principal leadership is the second-strongest in-school influence on learning after classroom teaching and shapes teachers’ resources, stress, and motivation; in Indonesia’s island contexts these leadership routines are pivotal. To estimate the associations of principal leadership practices and teacher work stress with teachers’ work motivation in SD Gugus 3, Kecamatan Nusaniwe (Ambon). Quantitative, cross-sectional survey of n = 87 teachers, proportionate stratified sampling; validated scales for learning-centered leadership, teacher stress, and work motivation (Likert 0–4); assumption checks (P–P plot, VIF); Pearson correlations and multiple regression with α = .05. The model was significant (R² = 0.241; F(2,84) ≈ 13.34, p < .001). Leadership showed a positive, significant effect on motivation (b = 0.287, p < .05), while stress had a near-zero, non-significant partial effect (b = 0.005). Diagnostics indicated no harmful multicollinearity and approximately normal, homoscedastic residuals. Learning-centered leadership—clear academic goals, observation-feedback, and principals’ participation in teacher learning—is the most actionable lever to strengthen teacher motivation; stress likely operates indirectly via job demands/resources. Provides practice-ready guidance for island schools: expand teachers’ job resources (autonomy, collaboration, feedback) and streamline demands (paperwork, behavior routines) through principal routines. Employ longitudinal or quasi-experimental designs, incorporate multi-source measures (e.g., observation-based leadership, objective workload), test JD-R mediation and motivation moderation, and link teacher motivation changes to student outcomes.
Co-Authors Adha Marche Lino Untajana Amir Suailo Arnold Sahalessy Arsyil Waritsman Batlolona, John Rafafy Beatrix Tomasila Desembra Sohilait Dorce Garpenasy Estin Indria Maahury Fenty Retraubun Izaak Hendrik Wenno, Izaak Hendrik Javier Julian Enriquez Johanna Matitaputty Lambertus Johanes Lokollo Liyona Aty R Puttileihalat Mariyam Batlolona Marleny Leasa Marthen Ulorlo Matusela Kunu Meilan Refwutu Nandalita Nunuela Nedhy Tisan Patrisius Rahabav Pattiasina, Johan Paul Arjanto Rahmawati Latukau Salim Nussy Sefanya Sairiltiata Singerin, Sarlota Sumarni Rumfot Theresia Laurens Ujian Mahulauw Vando Kristi Makaruku Vicardy Kempa Wa Ode Ramliani Yuliana Wakim