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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Jurnal Pendidikan Bahasa dan Sastra Indonesia Undiksha KEMBARA WARTA JURNAL IQRA´ Jurnal Pendidikan Bahasa Indonesia KREDO : Jurnal Ilmiah Bahasa dan Sastra Jurnal Pendidikan (Teori dan Praktik) JURNAL YAQZHAN: Analisis Filsafat, Agama dan Kemanusiaan Cetta: Jurnal Ilmu Pendidikan Parafrase: Jurnal Kajian Kebahasaan dan Kesastraan Jurnal Ilmiah Pendidikan dan Pembelajaran SALINGKA Literasi : Jurnal Bahasa dan Sastra Indonesia serta Pembelajarannya Disastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia Cakrawala Indonesia Asatiza: Jurnal Pendidikan Buletin Pengembangan Perangkat Pembelajaran Jurnal Genre (Bahasa, Sastra, dan Pembelajarannya) Jurnal PkM (Pengabdian kepada Masyarakat) Wacana : Jurnal Bahasa, Seni, dan Pengajaran Jurnal Ilmiah Kampus Mengajar Prosiding University Research Colloquium Widyaparwa International Conference on Education for All BAHASTRA Buletin Pengembangan Perangkat Pembelajaran Belajar Bahasa : Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesia Jurnal Pendidikan Progresif Jurnal Penelitian Pendidikan Disastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Miftakhul Huda
Universitas Muhammadiyah Surakarta
Religion Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Social Sciences Other

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Journal : jurnal pendidikan progresif

 1 
Learning Engagement as the Primary Catalyst for Transforming Social Support into Rural Teaching Commitment Among Prospective Teachers Muhammad Fahmi Johan Syah; Miftakhul Huda; Arief Cahyo Utomo; Gallant Karunia Assidik; Mahaliza Mansor; Hanifah Tria Intan Jelita; Alifa Salsabila; Salma Rahmadhani Puspita Sari
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp773-792

Abstract

This study aims to analyze the prediction of social support role on rural teaching commitment (RTC), with learning engagement as a mediator. The study involved 350 prospective teachers at the undergraduate and professional teacher education (PPG) levels in Indonesia. Data were analyzed using the Partial Least Squares-Structural Equation Modeling (PLS-SEM) approach. The results showed that the majority of respondents had moderate levels of social support, learning engagement, and RTC. Specific findings indicate that emotional support is the most fundamental social support item in forming engagement. The PLS-SEM analysis confirmed the prediction that learning engagement functions as a strong partial mediator. Although social support contributes directly to teaching commitment in remote areas, its influence becomes even more significant when mediated by learning engagement, namely vigor, dedication, and absorption. However, the current RTC component remains dominated by the normative aspect (obligation), indicating a risk of low teacher retention. This study concludes that teacher placement policies cannot rely solely on administrative and normative approaches; they must integrate strengthening the basic capital within prospective teachers with a conducive school and community environment to create a sustainable commitment in rural areas of Indonesia. Furthermore, this study highlights the need for curriculum reform in both undergraduate teacher education and professional teacher education programs. These curricula should be deliberately designed to internalize key dimensions such as social support, learning engagement, and long-term teaching commitment. This can be achieved by integrating structured learning experiences, including community-based teaching practices, reflective activities, mentoring systems, and immersion programs in rural contexts. Such initiatives are expected to not only enhance prospective teachers’ adaptive capacities but also strengthen their emotional attachment, sense of purpose, and resilience in undertaking teaching assignments in underserved areas. Keywords: learning engagement, social support, rural teaching commitment, pre-service teacher, PLS-SEM.
Co-Authors Abdulkarim Duerawee Agus Budi Wahyudi Alifa Salsabila Ani Rufiah Anjas Rusdiyanto Soleh Anjas Rusdiyanto Soleh Arief Cahyo Utomo Arini Mayang Fauni Ariyani, Irma Eka Aswadi Aswadi Ayu Rahmawati Desy Anggraini Desy Anggraini Detalia Noriza Munahefi Dian Lestari Dicky Eka Prasetya Dina Ramadhanti Dinda Hapsari Prameswari Diyan Permata Yanda Duerawee, Abdulkarim Dwi Setyaningrum Ega Al Anisa Purnomo Eko Purnomo Eko Purnomo Eko Purnomo Ermira Nilansari Putri Erry Widya Kustanti Evi Dwi Kartikasari Farhana Ifrida Faridah Umi Hanifah Febriyanto Arif Nugroho Gallant Karunia Assidik Hami Na’im Hanifah Tria Intan Jelita Harun Joko Prayitno Hibatullah T., Nur Lailatul Ihsan Nugroho Indrijati, Yustika Intan Nur Rahmadhani Irfai Fathurohman, Irfai Izzatul Azmi Mulya Jeanne Janaloka Pramudita Pramudita Laela Ismiyatin Laili Etika Rahmawati Laily Rahmatika Lutfia Septi Ayuni Lutfia Septi Ayuni Luthfiah Nur Ramadhani Luthfiah Nur Ramadhani Mahaliza Mansor Marisa Andriana Mawar Tarista mawar Mega Puspaningrum Mei Wahyu Lestari Miftaqul Janah Mohammed Shamsul Hoque Muh Ihsanudin, Muh Muhammad Fahmi Johan Syah Muhammad Fahmi Johan Syah Nabila Jayshi Syah Putri Nadhiya Dwiksan Retikae NANDA WIDYANI ALVIOLITA Naufal Ishartono Neneng Wicayanti Nisa Ashari Putri Oldri Permata Sari Olivia Septiana Setyo Wijayanti Prameswari, Dinda Hapsari Purwahida, Rahmah Purwaningsih Rachmah, Savina Raditya Ardha Kusuma Rani Setiawaty Ratna Wulansari Reyza Wulandari RR. Ella Evrita Hestiandari Salma Rahmadhani Puspita Sari Sari, Oldri Permata Setyaningsih, Vitria Indriyani Siti Ainun Fadilah Sri Waljinah Sujalwo Sujalwo Sulistio Rini Syah Putri, Nabila Jayshi Temon Bagus Hidayatullah Toni Ahmad Subekti Tri Santoso Vitria Indriyani Setyaningsih Yakub Nasucha Yasir Sidiq Yunus Sulistyono Yunus Sulisyono Zainal Arifin