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All Journal Jurnal Manajemen Pendidikan Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Ensiklopedia of Journal JTP - Jurnal Teknologi Pendidikan EDUKA : Jurnal Pendidikan, Hukum, Dan Bisnis The Asia Pacific Journal Of Management Studies Pekobis : Jurnal Pendidikan, Ekonomi, dan Bisnis Pekodimas : Jurnal Pengabdian Kepada Masyarakat Communautaire: Journal of Community Service Paidea : Jurnal Pendidikan dan Pembelajaran Indonesia Mindset : Jurnal Pemikiran Pendidikan dan Pembelajaran Lucerna : Jurnal Riset Pendidikan dan Pembelajaran Educazione: Journal of Education and Learning Khidmah Nusantara
Saiful Anwar
Universitas Pamulang, Tangerang Selatan, Banten, Indonesia
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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PENGARUH KEPEMIMPINAN TRANSFORMASIONAL, MOTIVASI GURU DAN KOMUNIKASI INTERPERSONAL TERHADAP KINERJA GURU SEKOLAH DASAR NEGERI DI KECAMATAN PAMULANG KOTA TANGERANG SELATAN Mastanah Mastanah; Saiful Anwar; Siti Zubaidah
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1562

Abstract

Objective: This study aims to analyze the effects of principals’ transformational leadership, teacher motivation, and interpersonal communication on the performance of public elementary school teachers in Pamulang District, South Tangerang City, both directly and through teacher motivation as a mediating variable. Methods: The study employed a quantitative approach using a survey method. The research sample consisted of 120 teachers selected through purposive sampling. Data were collected using questionnaires and analyzed through path analysis. Results: The findings indicate that transformational leadership, teacher motivation, and interpersonal communication have positive and significant effects on teacher performance. Transformational leadership and interpersonal communication also have positive and significant effects on teacher motivation. Teacher motivation shows the strongest direct effect on teacher performance and functions as a mediator in the relationship between transformational leadership, interpersonal communication, and teacher performance. The research model explains a substantial proportion of the variance in teacher performance. Novelty: The novelty of this study lies in examining the mediating role of teacher motivation within an integrated model that links transformational leadership and interpersonal communication to teacher performance
Empowering Indonesian Migrant Workers in Hong Kong with Self-Esteem Development: english Sri Utaminingsih; Saiful Anwar; Shella Rachmawaty
Communautaire: Journal of Community Service Vol. 3 No. 2 (2024)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/communautaire.v3i2.555

Abstract

This study aims to enhance the self-confidence and psychological well-being of Indonesian migrant workers (TKI) in Hong Kong. The initiative was developed in response to the challenges faced by TKI, including discrimination, social isolation, and cultural adaptation difficulties, which often lead to low self-esteem and stress. Using a participatory qualitative research method, the study collected data through observations, in-depth interviews, and participant feedback during a series of training and counselling sessions focused on stress management, communication skills, and community building. The findings reveal significant improvements in participants' confidence, with notable increases in their ability to communicate effectively, manage stress, and build social support networks. These results underscore the importance of integrating training with social support mechanisms to address the multifaceted challenges faced by migrant workers. The study contributes to the literature on migrant worker empowerment by offering a replicable model for similar interventions in other contexts.
Learning Transformation: Applying SBM and the Principle of Equifinality in Facing Local Challenges Sri Utaminingsih; Saiful Anwar; Ersam Mahendrawan
Educazione: Journal of Education and Learning Vol. 3 No. 1 (2025): Character and Religiosity in Islamic Education
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v2i2.550

Abstract

This study focuses on the implementation of the principle of equifinality and School-Based Management (SBM) in early childhood education (ECE) in Serpong Subdistrict. The principle of equifinality provides flexibility for school principals to develop educational strategies tailored to local needs, while SBM emphasizes collaboration and decentralization in decision-making processes. This research aims to explore how these principles are applied in educational management and identify challenges faced during their implementation. The research employs a qualitative method with a case study approach, involving in-depth interviews, direct observation, and document analysis. Key respondents include school principals, teachers, and parents from several ECE institutions in the study area. The findings reveal that the principle of equifinality fosters innovation, such as project-based learning methods that respond to the specific needs of students. However, the success of this approach heavily depends on the availability of resources, which is a significant challenge for some schools. In the context of SBM, teachers are involved in lesson planning, but their participation in strategic decision-making remains limited. The involvement of parents and the community is also found to be low, reducing the effectiveness of the expected collaboration. The implications of this study highlight the need for policies that strengthen the managerial capacity of school principals and teachers, as well as enhance collaboration between schools, parents, and the community. This research contributes significantly to understanding the dynamics of locally-based educational management and its relevance to the needs of early childhood education, particularly in resource-limited areas
Visionary Leadership and Vision Achievement in Higher Education: The Mediating Role of Lecturers' Organizational Commitment Wiwin Widyati; Saiful Anwar; Ichwani Siti Utami; Ubaid Al Faruq; Shella Rachmawaty
Educazione: Journal of Education and Learning Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v3i2.2342

Abstract

Large universities often struggle to convert visionary leadership into tangible institutional achievement, particularly when bureaucratic inertia and a heterogeneous lecturer population fragment a shared sense of purpose. This study examines the mediating role of lecturers' organizational commitment in linking visionary leadership to the acceleration of higher education vision achievement. An explanatory quantitative approach was employed, drawing on a sample of 335 permanent lecturers at a large private university selected through proportional random sampling. Data were collected through a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4, evaluating both the measurement and structural models through a bootstrapping procedure. The findings reveal that visionary leadership influences vision achievement directly (0.350) and, more strongly, by shaping organizational commitment (0.493), which in turn drives vision achievement (0.220). The significant indirect effect (0.108; t = 3.724) confirms partial mediation, and the model explains 51.2 percent of the variance in vision achievement. The implication for transformational education and learning is that committed lecturers are the carriers of educational change, translating institutional vision into classroom practice. Strengthening leadership and lecturer commitment together therefore offers a sustainable pathway toward durable, learning-centered transformation in higher education.
The Influence of Discipline, Work Stress, and Job Satisfaction on Special Education Teachers’ Performance at Talenta Center School Syifa Hayatillah; Siti Zubaidah; Saiful Anwar
Lucerna : Jurnal Riset Pendidikan dan Pembelajaran Vol. 5 No. 2 (2025): Volume 5 Nomor 2 Tahun 2025
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/lucerna.v5i2.4057

Abstract

Educator performance is a key determinant of educational quality in special needs schools, where teaching demands are characterized by high emotional labor, complex instructional responsibilities, and intensive student support. However, empirical studies that examine educator performance through an integrated organizational and psychological perspective particularly focusing on work discipline, work stress, and job satisfaction remain limited in the context of private special needs institutions. This study aimed to analyze the effects of work discipline, work stress, and job satisfaction on educator performance at Talenta Center Special Needs Schools. A quantitative survey design was employed, involving 134 educators selected as respondents. Data were collected using structured questionnaires and analyzed using multiple linear regression. The results revealed that work discipline and job satisfaction had positive and significant effects on educator performance, while work stress had a negative and significant effect. These findings indicate that educator performance in special needs schools is shaped by the interaction of organizational discipline, psychological well-being, and work-related pressures. The study highlights the importance of strengthening work discipline, implementing effective stress management strategies, and fostering job satisfaction to enhance educator performance and support the delivery of high-quality special education services.
Internalisasi Budaya Organisasi Untuk Penguatan Karakter Santri Dalam Meningkatkan Komitmen Dan Disiplin Pesantren Al-Ihsan Bogor Sri Utaminingsih; Saiful Anwar; Estiningsih; Ratna Hidayanti; Ashri Fathia; Dini Puspita; Ismi Nurul Fadillah; Kesni Merianti; Rini Puspitasari
Khidmah Nusantara Vol. 2 No. 2 (2026): Februari 2026
Publisher : CV.RIZANIA MEDIA PRATAMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69533/m62pws02

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memperkuat internalisasi nilai budaya organisasi pada santri Pesantren Al Ihsan Baron Bogor melalui pendekatan Asset Based Community Development (ABCD). Program dilaksanakan dengan metode penyuluhan, pelatihan, diskusi interaktif, serta simulasi pembiasaan positif yang memanfaatkan potensi dan aset internal pesantren sebagai modal utama pembinaan karakter. Tahapan kegiatan meliputi pra-perencanaan, perencanaan kolaboratif, pelaksanaan pelatihan, serta evaluasi melalui pre-test dan post-test. Hasil kegiatan menunjukkan adanya peningkatan signifikan pemahaman santri terhadap nilai kedisiplinan, tanggung jawab, kerja keras, keikhlasan, dan komitmen, dengan rata-rata peningkatan skor sebesar 1,24. Hal ini mengindikasikan bahwa pendekatan ABCD efektif dalam mendorong santri terlibat aktif, menghubungkan nilai-nilai budaya dengan praktik keseharian, serta membentuk perilaku positif yang selaras dengan visi pendidikan karakter pesantren. Temuan ini sejalan dengan penelitian sebelumnya yang menegaskan bahwa pembiasaan nilai secara terstruktur dapat meningkatkan motivasi, tanggung jawab, dan perilaku disiplin pada peserta didik.
The Influence of Discipline, Quality of Work Life, and Self-Efficacy on the Performance of Early Childhood Education Teachers in Gunung Sindur District Purwanti Purwanti; Saiful Anwar; Siti Zubaidah
Paidea : Jurnal Pendidikan dan Pembelajaran Indonesia Vol. 5 No. 2 (2025): Volume 5 Nomor 2 Tahun 2025
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/paidea.v5i2.4067

Abstract

This study provides an integrated analysis of the effects of work discipline, quality of work life, and self-efficacy on the performance of Early Childhood Education teachers in Gunung Sindur District, with particular emphasis on identifying the most influential determinant of performance. Using a quantitative survey design, data were collected from teachers selected through purposive sampling based on predefined professional criteria. Structured questionnaires were administered and analyzed using multiple regression techniques to examine both partial and simultaneous relationships among the variables. The findings reveal that all three variables significantly and positively influence teacher performance; however, self-efficacy emerges as the dominant predictor, indicating that teachers’ belief in their own capabilities plays a more decisive role than organizational or environmental factors alone. This integrated evidence underscores that while supportive working conditions and discipline remain important, strengthening teachers’ self-efficacy is central to optimizing performance. The study contributes to the literature by highlighting self-efficacy as a key leverage point in improving early childhood teacher performance and suggests that institutional policies and professional development programs should prioritize strategies that enhance teachers’ confidence, autonomy, and professional competence to improve the overall quality of early childhood education.
The Effect of Self-Efficacy and Transformational Leadership on Teacher Performance as an Intervening Variable in State Elementary School Yunita Fitri Nugraheni; Saiful Anwar; Siti Zubaidah
Mindset : Jurnal Pemikiran Pendidikan dan Pembelajaran Vol. 5 No. 2 (2025): Volume 5 Nomor 2 Tahun 2025
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/mindset.v5i2.4061

Abstract

This study examined the effects of self-efficacy and transformational leadership on teacher motivation and performance in Public Elementary School Cluster 9, Pamulang Regency. Specifically, it analyzed the direct influence of self-efficacy and transformational leadership on teacher performance, the effect of motivation on performance, and the mediating role of motivation. A quantitative approach with descriptive and associative methods was used, involving 165 teachers selected from a population of 280 using the Slovin formula. Data were analyzed with SPSS. The results indicated that self-efficacy and transformational leadership both had positive and significant direct effects on teacher performance. Teacher motivation also positively influenced performance, confirming its role in supporting teacher effectiveness. Additionally, self-efficacy and transformational leadership positively affected teacher motivation, demonstrating that internal factors and leadership practices contribute to enhancing motivation. Although self-efficacy and transformational leadership indirectly influenced performance through motivation, this mediating effect was smaller than the direct effects, suggesting that motivation partially mediates the relationship. Overall, the findings highlight that self-efficacy and transformational leadership play a dominant role in improving teacher performance, while motivation strengthens performance outcomes. These results emphasize the importance of fostering teacher confidence and effective leadership to enhance educational quality in public elementary schools.
Educational Service Quality in Vocational High Schools: The Role of Visionary Leadership, Teacher Competence, and Organizational Culture Alamsyah Riky Wardana; Saiful Anwar; Siti Zubaidah
Mindset : Jurnal Pemikiran Pendidikan dan Pembelajaran Vol. 5 No. 2 (2025): Volume 5 Nomor 2 Tahun 2025
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/mindset.v5i2.4238

Abstract

This study examines the factors influencing educational service quality in vocational high schools, focusing on visionary leadership, teacher competence, and organizational culture. A quantitative survey design was employed, involving 111 teachers (n = 111) selected using a purposive sampling technique from private vocational high schools in Parung Panjang District, Bogor Regency. Data were analyzed using multiple linear regression with SPSS. The results reveal that visionary leadership, teacher competence, and organizational culture each have a positive and significant effect on educational service quality, both individually and simultaneously. Among these variables, teacher competence demonstrates the strongest influence, as indicated by the highest standardized coefficient (β = [insert value]), highlighting its dominant role in improving educational service quality. This study contributes to the literature by providing empirical evidence on the relative influence of leadership, competence, and organizational culture in shaping educational service quality within the context of Indonesian vocational education. The findings emphasize the importance of strengthening teacher competence, supported by effective leadership and a conducive organizational culture, to enhance the quality of educational services.
PENGARUH GAYA KEPEMIMPINAN DEMOKRATIS, PELATIHAN, DAN MOTIVASI GURU TERHADAP PENINGKATAN KINERJA GURU SEKOLAH DASAR NEGERI GUGUS 20 KECAMATAN CIPUTAT TIMUR Mimchatul Maula; Siti Zubaidah; Saiful Anwar
Ensiklopedia of Journal Vol 8, No 2 (2026): Vol. 8 No. 2 Edisi 3 Januari 2026
Publisher : Lembaga Penelitian dan Penerbitan Hasil Penelitian Ensiklopedia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33559/eoj.v8i2.3725

Abstract

The quality of education in Indonesia remains a government priority as outlined in relevant laws and regulations, with teacher performance serving as the main pillar in educating, teaching, guiding, and evaluating students according to competency standards. Initial observations at SD Negeri Gugus 20, East Ciputat District, South Tangerang City, revealed low teacher performance (52.5% issues in work quality such as unstructured lesson plans and weak mastery of material; 65.86% poor work quantity; 56.36% low effectiveness; 65.23% weak collaboration), triggered by suboptimal democratic leadership style, minimal post-pandemic training, and low motivation. Such conditions can be addressed for curriculum innovation. This associative quantitative research examines the influence of democratic leadership style, training, and motivation on teacher performance through a 40-item questionnaire (Likert 1-5, reverse scoring), analyzed using SPSS 27 (normality, linearity, multicollinearity, heteroscedasticity, regression tests). The results show a significant positive influence from all three variables, with policy implications including routine training, effective democratic leadership, and motivation programs to improve teacher performance in public elementary schools.Keywords: teacher performance, democratic leadership, teacher training, motivation, elementary education
Co-Authors Aeng Muhidin Alamsyah Riky Wardana Ashri Fathia Candra Abdillah Charlon T. Agos Dameis Surya Anggara Dina Yulita Dini Puspita Enggar Prasetyawan Ersam Mahendrawan Estiningsih Estiningsih Trihandayani Fiqoh Apriliani Hendri Hendri Ichwani Siti Utami Irine Budi Habsari Ismi Nurul Fadillah Kesni Merianti LIA YULIATI Lili Nurlaili Mastanah Mastanah Mimchatul Maula Ocha Mardhina Luthfie Purwanti Purwanti PUTUT SAID PERMANA Ratna Hidayanti Rini Puspitasari Rolando P. Quinones Jr. Rufi'i Rusmaini Rusmaini Shella Rachmawaty Shella Rachmawaty Shella Rachmawaty Shella Rachmawaty Shella Rachmawaty SHINTA MARLIA Siti Zubaidah Siti Zubaidah Soffi Soffiatun Soffi Sofiatun Sri Utaminingsih Sri Utaminingsih Sri Utaminingsih Sri Utaminingsih Syafaatul Hidayati Syifa Hayatillah UBAID AL FARUQ Ubaid Al Faruq Wiwin Widyati Yunita Fitri Nugraheni Zikrine Zikrine