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All Journal ANTHROPOS: JURNAL ANTROPOLOGI SOSIAL DAN BUDAYA (JOURNAL OF SOCIAL AND CULTURAL ANTHROPOLOGY) JUPIIS: Jurnal Pendidikan Ilmu-ilmu Sosial Al Ishlah Jurnal Pendidikan INTERNATIONAL JOURNAL ON LANGUAGE, RESEARCH AND EDUCATION STUDIES Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Analitika : Jurnal Magister Psikologi UMA Jurnal Administrasi dan Manajemen Pendidikan JURNAL DIVERSITA Edukasi Islami: Jurnal Pendidikan Islam Jurnal Basicedu AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Jurnal Isema : Islamic Educational Management Jurnal Pendidikan dan Konseling Almufida: Jurnal Ilmu-Ilmu Keislaman EDUTEC : Journal of Education And Technology JAMP : Jurnal Administrasi dan Manajemen Pendidikan Edunesia : jurnal Ilmiah Pendidikan Didaktika: Jurnal Kependidikan Journal Evaluation in Education (JEE) Proceeding International Seminar of Islamic Studies Jurnal Basicedu Bersatu: Jurnal Pendidikan Bhinneka Tunggal Ika Pedagogik Edumaspul: Jurnal Pendidikan
Candra Wijaya
Universitas Islam Negeri Sumatera Utara
Religion Arts Humanities Astronomy Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Social Sciences Other

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The Influence of Interpersonal Communication, Innovative Behaviour and Self-Determination on Teacher Performance Netty Zakiah; Candra Wijaya; Wahyudin Nur Nasution
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.1531

Abstract

Purpose of the Study: This study aims to analyze the effects of interpersonal communication, innovative behavior, and self-determination on teachers' performance at Madrasah Aliyah Negeri in Medan City. Methodology: The research was conducted at Madrasah Aliyah Negeri in Medan, with teachers as participants. A quantitative research design was applied using a simple random sampling technique based on the Slovin formula. Main Findings: The findings indicate that interpersonal communication, innovative behavior, and self-determination directly and indirectly impact teacher performance. These factors significantly enhance the teaching quality in Madrasah Aliyah Negeri in Medan City. The study underscores the importance of fostering effective interpersonal communication, encouraging innovative behavior, and promoting self-determination to improve teacher performance. Although the study identifies key factors influencing performance, it also acknowledges that other variables might contribute to teacher effectiveness, which were not explored in this research. Novelty/Originality of the Study: This research offers insights into how interpersonal communication, innovative behavior, and self-determination shape teacher performance, specifically within Madrasah Aliyah Negeri in Medan. These factors have not been extensively studied in this setting, making this research an essential addition to the field. The study highlights the importance of developing strategies that improve communication, foster innovation, and enhance teacher autonomy to boost teacher performance and educational outcomes.
The Effect of Visionary Leadership Managerial Ability and Job Satisfaction on Teacher Performance Muhammad Taufiq Azhari; Candra Wijaya; Tien Rafida
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.1614

Abstract

Purpose of the Study: The study focuses on three key variables: visionary leadership of madrasah principals, managerial ability, and job satisfaction. These variables are explored as internal and institutional factors that shape the meaning of educational quality and directly impact teacher performance. The research aims to determine which of these factors plays the most significant role in enhancing the effectiveness and productivity of certified teachers within the context of Islamic educational institutions. Methodology: This research employs a quantitative survey method to measure respondents’ perceptions and attitudes. It is categorized as confirmatory research, validating existing theoretical models by identifying the most influential variables affecting teacher performance. Additionally, it uses a correlational approach to measure the strength and direction of the relationships between the selected variables and teacher outcomes. A total of 242 respondents were selected using random sampling, and data were analyzed using path analysis to explore both direct and indirect effects. Main Findings: The study reveals that visionary leadership, managerial competence, and job satisfaction all exert significant direct effects on teacher performance. Among them, visionary leadership is identified as the most dominant contributor. Novelty/Originality of the Study: The novelty lies in the simultaneous and integrative investigation of leadership, managerial skills, and job satisfaction within a specific regional and institutional context. Unlike prior studies that often analyze these factors in isolation, this research offers a comprehensive causal model tailored to Madrasah Tsanawiyah Negeri, filling a gap in the literature on Islamic school leadership and performance enhancement.
Certified Teacher Performance: Principal Leadership Organizational Culture Rewards and Work Motivation Dody Yogaswara; Candra Wijaya; Saiful Akhyar Lubis
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.1615

Abstract

Purpose of the Study: This study aims to analyze the causal relationship between the leadership of madrasah heads, organizational culture, and the provision of rewards on the work motivation and performance of certified teachers in Madrasah Ibtidaiyah Negeri (MIN) in Bireuen Regency. In particular, it seeks to uncover both the direct and indirect effects of these organizational factors on teacher performance through the mediating role of work motivation. Methodology: The research adopts an ex post facto design and employs exploratory quantitative analysis. A sample of 242 certified teachers was selected using random sampling, with a significance level of 0.05. Data were analyzed using path analysis to identify the magnitude and direction of influence among the variables. Main Findings: The findings reveal that the leadership of the madrasah head, organizational culture, and the provision of rewards each have a significant total effect both directly and indirectly on teacher performance. Leadership influences performance through motivational pathways, while organizational culture and reward systems serve as structural supports that reinforce professional commitment and productivity. Novelty/Originality of this Study: Unlike previous studies that often isolate one or two variables, this research presents a comprehensive and integrative model that simultaneously evaluates multiple external (leadership, culture, rewards) and internal (motivation) factors. Conducted in a unique institutional and geographic context public Islamic elementary schools in Bireuen Regency this study contributes novel empirical evidence relevant to performance improvement strategies in faith-based educational environments, especially in the post-certification era of Indonesian teacher reform.
Causal Model of Learning Supervision on Teacher Performance: Madrasah Head, Organizational Culture, and Self-Discipline Muhammad Yusuf; Candra Wijaya; Abdurrahman Abdurrahman
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.2230

Abstract

Purpose of the study: This study analyzes the direct and indirect effects of instructional supervision by the head of madrasah, organizational culture, and self-discipline on the performance of Madrasah Aliyah teachers in Gayo Lues Regency. Methodology: Using a quantitative approach with a causal model and involving 84 teachers selected through the Krejcie–Morgan sampling technique, this research employs path analysis to examine the structural relationships among the variables. Main Findings: The findings indicate that organizational culture has the strongest influence on teachers’ self-discipline (ρ = 0.436), while instructional supervision exerts a smaller but positive effect (ρ = 0.132). Teacher performance is significantly affected by instructional supervision (ρ = 0.597), organizational culture (ρ = 0.408), and self-discipline (ρ = 0.324). Although instructional supervision and organizational culture also influence teacher performance indirectly through self-discipline, these mediating effects are relatively small—0.044 and 0.132 respectively. The model fit analysis confirms that the proposed causal structure aligns well with the empirical data. This study contributes to educational management literature by offering a comprehensive model integrating supervision, culture, and self-discipline, and by establishing self-discipline as a partial mediator between organizational culture and teacher performance. Novelty/Originality of this study: The findings highlight the importance of strengthening supervisory practices, cultivating a positive organizational culture, and enhancing teacher discipline to improve professional performance in madrasahs. Overall, the study provides empirical evidence that can support the development of strategic policies to enhance teacher quality and accountability in Islamic educational institutions.
Evaluation of the Teacher Quality Improvement Training Program for Junior High School Level Using the CIPP Model Usman Usman; Candra Wijaya; Muhammad Dalimunte
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.2232

Abstract

Purpose of the study: This study evaluates the Junior High School Teacher Quality Improvement Training Program organized by the Gayo Lues Department of Education using Stufflebeam’s CIPP (Context, Input, Process, Product) evaluation model to assess its relevance, implementation quality, and measurable outcomes. Methodology: Employing a qualitative evaluative design, the research involved teachers, principals, facilitators, and program organizers as key informants. Data were collected through in-depth interviews, direct observation, and documentation, and analyzed descriptively to capture the program’s effectiveness across the four CIPP dimensions. Main Findings: The findings show that the program is highly relevant to teachers’ professional development needs, particularly in strengthening pedagogical and classroom management skills. Although the program benefited from competent facilitators, input evaluation revealed shortcomings in learning facilities and teaching media. The process evaluation indicated that training sessions were generally well-implemented, yet participant engagement and reflective practice require improvement. The product evaluation demonstrated meaningful gains in teachers’ pedagogical competence; however, the transfer of training into classroom practice remained partial due to limited follow-up support. Novelty/Originality of this study: The novelty of this study lies in its comprehensive application of the CIPP model to a rural district training program, offering a nuanced diagnostic framework that links systemic constraints with individual teacher outcomes an approach seldom used in remote Indonesian contexts. The results highlight the need for active learning strategies, improved infrastructure, and structured post-training mentoring to sustain instructional improvements and ensure continuous professional growth among junior high school teachers.
Quality Management of Kindergarten Teaching Staff: A Multisite Study of Integrated Islamic Kindergartens in Aceh Rusydi Ananda; Windisyah Putra; Candra Wijaya
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.2234

Abstract

Purpose of the study: This study investigates teacher quality management in Integrated Islamic Kindergartens in Central Aceh Regency by examining the processes of planning, organizing, implementation, and supervision across Islamic Kindergartens. Methodology: Using a qualitative multisite approach, data were gathered through interviews, observations, and document analysis, and analyzed through systematic data condensation, display, and verification. Main Findings: The findings show that quality planning is guided by a synergy between institutional vision, mission, motto, and objectives with national education standards and JSIT (Jaringan Sekolah Islam Terpadu) guidelines, resulting in a balanced emphasis on academic competence, professional skills, and spiritual formation. Organizational quality is sustained through transparent structures, measurable task distribution, coordinated teamwork, and standardized operating procedures. Recruitment applies competency-based selection enriched with Islamic values, prioritizing Qur’anic mastery, character integrity, pedagogical expertise, and emotional maturity. Teacher development is implemented through Islamic andragogy, integrating professional training with spiritual nurturing via halaqah, mentoring, and routine religious studies. Supervision adopts a holistic model that evaluates academic performance, pedagogical practice, and spiritual consistency to ensure continuous improvement. Novelty/Originality of this study: The novelty of this study lies in the formulation of a hybrid teacher quality management model that fuses national quality assurance frameworks with JSIT principles, positioning moral goodness as the foundation, pedagogical quality as the institutional output, and educational excellence as the long-term goal. This model offers a new theoretical framework and practical reference for enhancing teacher quality in faith-based early childhood education institutions.
Implementasi Terapi Musik Klasik Untuk Meningkatkan Kemampuan Berbahasa Anak Autisme di SLB Mutiara Hati Revianda Sofia; Candra Wijaya; Azizah Hanum OK
Pedagogik Vol. 2 No. 2 (2024)
Publisher : CV Edu Tech Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65311/pedagogik.v2i2.595

Abstract

Penelitian ini bertujuan untuk dapat melihat kemampuan keberhasilan berbahasa pada anak autis melalui media terapi musik klasik dimana Penelitian ini dilatar belakngai oleh adanya suatu implementasi yang dilakukan terhadap anak autis me dalam meningkatkan kemampuan berbahasa memalui terapi musik klasikal.Dimana pada Anak penyandang autisme dapat menunjukkan kemampuan fisik yang baik. Pada penelitian ini berjenis penelitian kuantitatif dimana menggunakan teknik pengumpulan data melalui observasi , wawancara dan dokumtasi Adapun objek dalam penelitian ini ialah salah satu murid slb penyandang autis dimana pada penelitian ini ditemukan upaya guru dalam meningkatkan kemampuan berbahasa pada anak autis. Pada penelitian ini dapat di simpulkan bahwa anak dengan terapi musik saat anak mendengar musik kesukaaanya setiap anak memiliki respon yang berbeda- beda adayang loncat-loncat, kegirangan, menggambar, tepuk tangan sesuai dengan irama yang didengarkannya. pada kasus kali ini pada saat anak mendengarkan musik yang diputarnya anak mendapatkan respon kegirangan . saat menjalani trapis musik ada pula sebagian anak yang langsung mencontohkan dengan gerakan tangan dan bernyanyi tahapan ini di sebut dengan metode kolady yaitu sitem do, re, mi, fa, so, la, si, do. Adapun manfaat dari adanya trapi musik ini ialah untuk melatih kepekaan tubuh terhadap irama, perkembangan respon saraf pada anak dan bagaimana pola fikir anak setelah mendengarknan musik.
Curriculum Management in Traditional Islamic Boarding Schools: An Integrative Model from Salafi Dayahs M. Nasir; Candra Wijaya; Yusuf Hadijaya
JURNAL AL-TANZIM Vol 10, No 4 (2026): IN PRESS
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i4.14697

Abstract

This study aims to analyze the management of the dayah curriculum in Islamic educational institutions through a multi-site study of two Salafi dayahs. This study uses a qualitative approach with a multi-site study design. The research data were obtained through in-depth interviews, observations, and document studies, and then analyzed using single-site and cross-site analyses. The results show that the dayah curriculum management at both sites is implemented systematically, directed, hierarchically, and continuously while remaining grounded in the classical Islamic scientific tradition. The curriculum implementation integrates the transmission of religious knowledge with the development of students' character and morals through the methods of talaqqi, bandongan, sorogan, memorization, and musyāfahah. Curriculum management plays a role in maintaining the quality of graduates, maintaining the continuity of the classical Islamic scientific tradition, and strengthening the epistemological identity of the Salafi dayahs. The organization of the curriculum is supported by the division of teaching staff tasks based on competence, experience, and scientific sanad, as well as orderly institutional governance. Learning evaluation was conducted comprehensively through oral practice, mastery of traditional Islamic texts, moral assessment, and non-academic evaluation procedures. This research yielded an integrative Salafi Islamic boarding school curriculum model built on five main components: planning, implementation, organization, management, and evaluation of learning, united by the core values of traditional Islamic texts, a chain of scientific transmission, etiquette, discipline, and responsibility.
The Impact of School Culture, Work Attitude, Stress Management, and Job Satisfaction on Organizational Commitment among Secondary School Teachers M Ali; Candra Wijaya; Muhammad Dalimunthe; Ikhwanuddin Abdul Majid
JURNAL AL-TANZIM Vol 10, No 3 (2026)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i3.13576

Abstract

This study aims to analyze the influence of school culture, work attitudes, stress management, and job satisfaction on teachers' organizational commitment in schools. The study used a quantitative, survey-based approach. Data were collected through questionnaires distributed to teachers and analyzed using path analysis to examine relationships among variables and to measure direct and indirect effects. The results indicate that school culture and work attitudes have a direct, positive, and significant effect on teachers' stress management. Furthermore, school culture, work attitudes, and stress management have a direct, positive, and significant effect on teachers' job satisfaction. The coefficient of determination indicates that these four variables together explain 74.8% of the variation in teachers' organizational commitment, while factors outside the research model influence the remaining 25.2%. These findings confirm that teachers' organizational commitment is shaped by the interaction of organizational, work behavior, psychological, and affective factors. The implications of this study suggest that strengthening teachers' organizational commitment can be achieved through developing a supportive school culture, fostering professional work attitudes, and enhancing job satisfaction in an integrated manner, thereby improving teacher performance and the effectiveness of educational organizations.
Beyond Bureaucracy: Designing a Value-Based PPEPP Management Model in Islamic Higher Education Arfin Hasibuan; Candra Wijaya; Ahmad Syukri Sitorus
JURNAL AL-TANZIM Vol 10, No 3 (2026)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i3.14553

Abstract

This study aims to formulate a model of quality improvement based on Islamic values in higher education institutions. Educational quality in Indonesia faces challenges related to governance, accreditation, graduate relevance, research productivity, and internal quality assurance. Islamic higher education requires a model integrating formal assurance systems with moral, spiritual, and institutional values. This research used a qualitative approach with a phenomenological perspective and a multi-site design. Data were collected through observation, in-depth interviews, and documentation, and were analyzed using data reduction, display, conclusion drawing, and within-site and cross-site analysis. The findings show that educational quality is understood holistically as the integration of academic achievement, character formation, spiritual orientation, social responsibility, and accountable governance. Tauhid serves as the foundational value, while amanah, ihsan, justice, syura, istiqamah, and itqan serve as operational principles for leadership, curriculum, services, and quality assurance. The implementation strategy is carried out through SPMI, PPEPP, value-based leadership, curriculum development, services, and evaluation. The study found improvements in academic quality, character formation, governance, professionalism, and quality culture. This study contributes a value-based PPEPP model. Future research is recommended to test this model quantitatively.
Co-Authors Abdul Latif Hutagaol Abdul Latif Hutagaol Abdulroman Mahir Abdurrahman Abdurrahman Achmad Bahtiar Adlan Adlan Afifah Nurul Khoirot Nasution Ahmad Ibrahim Hasibuan Ahmad Mukhlasin Ahmad Syukri Sitorus Ahmad Yani Ahmad Zaki Alpian Rahman Rambe Amrullah Siagian Arfin Hasibuan Ayu Rahmini Hia Dika Triatmaja Dini Rahmawati Nasution Dody Yogaswara Dwika Hanum Sagala Edi Saputra Elfidayanti Elfidayanti Elfidayanti Elfidayanti Fakhrurrazi Fakhrurrazi Firdaus Syah Fitri Musliha Ginting, Lusinta Rehna Hadi Saputra Panggabean Hanum OK, Azizah Heri Azmi Hidayat Hidayat Husni Laili Ihsanadi Ihsanadi Ikhsan Butarbutar Ikhwanuddin Abdul Majid Ilwan Mardani Imron Bima Saputra Indriyani Br.Sitepu Intan Ramadhani Irvan Mustofa Sembiring Ishak Ishak Jelita Ramdhani Marpaung Jihan Fadhilah Taher Juli Iswanto Lahmuddin Lubis M Ali M. Nasir Maulida Maulida Melly Nadia Mesiono, Mesiono Muhammad Dalimunte Muhammad Dalimunthe Muhammad Hasbie Ashshiddiqi Muhammad Iqbal Muhammad Irsan Barus Muhammad Nasir Muhammad Rapono Muhammad Rifa’i Muhammad Rizki Syahputra Muhammad Taufiq Azhari Muhammad Yusuf Mustapid Mustapid Mustapid Mustapid Nasution, Wahyudin Nur Neliwati Neni Nurhasanah Netty Zakiah Novita Sari Nur Halija Dalimunthe Nurmaida Irawani Siregar Nurrahmi Lasahido Nursyamsiah Nursyamsiah Ojak Manurung Purwoko, Agus Rahmadi Ali Rahman, Arief Aulia Rahmat Rifai Lubis Razak Hadinata Hasibuan Revianda Sofia Rini Dewi Andriani Rini Dewi Andriani Rizka Nur Rizka Nur Rizki Akmalia Rohman, Fatkhur Rolin Fadilah Hasibuan Rusydi Ananda Safaruddin Safaruddin Safrial Safrial Saiful Akhyar Lubis Sapirin Siregar, Achmad Zulfikar Sopan Sofian Sri Rezeki Harahap Subri Subri Sudirman Sudirman Suhardi Suhardi Suparliadi Suparliadi Suswanto Suswanto Suzatmiko Wijaya Syafaruddin Syafaruddin Syafira Syafira Tasya Zuraira Tien Rafida Usman Usman Vivin Fitriyani Zabua Windisyah Putra Yenni Fitri Yusuf Hadijaya Zebar, A.