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All Journal E-Jurnal Ekonomi Sumberdaya dan Lingkungan Tekno - Pedagogi : Jurnal Teknologi Pendidikan Jurnal Bahana Manajemen Pendidikan Journal of Education and Learning (EduLearn) Edukasi: Jurnal Pendidikan dan Pengajaran JURNAL IQRA´ Jurnal Manajemen Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Diklabio: Jurnal Pendidikan dan Pembelajaran Biologi Tarbawi: Jurnal Keilmuan Manajemen Pendidikan International Journal of Pedagogy and Teacher Education Jurnal Ilmiah Dikdaya EDUKATIF : JURNAL ILMU PENDIDIKAN GERVASI: Jurnal Pengabdian kepada Masyarakat Jurnal Gentala Pendidikan Dasar Dinasti International Journal of Education Management and Social Science Al-Kharaj: Journal of Islamic Economic and Business Jurnal Paedagogy Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Jurnal Pengabdian UNDIKMA Indonesian Journal of Educational Development (IJED) Journal Of Human And Education (JAHE) DINAMIKA ILMU: Jurnal Pendidikan Jurnal Ilmiah Ilmu Terapan Universitas Jambi Electronic Journal of Education, Social Economics and Technology Indonesian Educational Administration and Leadership Journal (IDEAL) JUPEMA Asian Journal of Science Education Educational Leadership and Management Journal Edukasi Jurnal Sinar Edukasi (JSE)
Hendra, Robi
Universitas Jambi
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Pengaruh Kepemimpinan Kepala Sekolah, Lingkungan Sekolah, Motivasi Kerja, dan Disiplin Kerja terhadap Kinerja Guru di Kabupaten Kerinci Cahaya Rahma Izandy; Robi Hendra; Akhmad Habibi
Jurnal Manajemen Pendidikan dan Ilmu Sosial Vol. 6 No. 6 (2025): Jurnal Manajemen Pendidikan dan Ilmu Sosial (Oktober-November 2025)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v6i6.6593

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh kepemimpinan kepala sekolah, lingkungan sekolah, motivasi kerja, dan disiplin kerja terhadap kinerja guru. Penelitian ini menggunakan pendekatan kuantitatif dengan teknik analisis data Partial Least Square (PLS) melalui aplikasi SmartPLS. Hasil penelitian menunjukkan bahwa semua variabel independen dalam model berpengaruh secara positif dan signifikan terhadap variabel dependen. Kepemimpinan kepala sekolah terbukti berpengaruh langsung terhadap motivasi kerja dan kinerja guru. Motivasi kerja juga berpengaruh terhadap disiplin kerja dan kinerja guru, sementara disiplin kerja secara langsung berpengaruh terhadap kinerja. Selain itu, lingkungan kerja memberikan kontribusi terhadap peningkatan disiplin dan kinerja guru. Temuan ini menunjukkan bahwa peningkatan kinerja guru tidak hanya ditentukan oleh faktor individual, tetapi juga sangat dipengaruhi oleh peran kepemimpinan dan lingkungan kerja yang mendukung. Implikasi dari penelitian ini menekankan pentingnya manajemen sekolah untuk memperkuat aspek kepemimpinan, menciptakan lingkungan kerja yang kondusif, serta membangun motivasi dan kedisiplinan guru secara berkelanjutan.
Pengaruh Altruistic Leadership, Budaya Organisasi, Lingkungan Kerja, dan Pengembangan Sumber Daya Manusia terhadap Kinerja Guru Sekolah Dasar di Kabupaten Bungo Wila Yurnita; Robi Hendra; Akhmad Habibi
Jurnal Manajemen Pendidikan dan Ilmu Sosial Vol. 7 No. 1 (2025): Jurnal Manajemen Pendidikan dan Ilmu Sosial (Desember 2025 - Januari 2026)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v7i1.6596

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh altruistic leadership, budaya organisasi, lingkungan kerja, dan Pengembangan Sumber Daya Manusia (SDM) terhadap kinerja guru SD di Kabupaten Muara Bungo. Penelitian ini menggunakan metode deskriptif kuantitatif dengan sampel 303 guru, dan analisis data dilakukan menggunakan Smart-PLS 4 untuk menguji hubungan antar variabel. Temuan penelitian menunjukkan bahwa altruistic leadership berpengaruh positif dan signifikan terhadap kinerja guru, tetapi berpengaruh negatif terhadap budaya organisasi dan lingkungan kerja. Lingkungan kerja berpengaruh positif terhadap kinerja guru, meskipun berdampak negatif terhadap budaya organisasi. Sementara itu, pengembangan SDM menunjukkan pengaruh positif dan signifikan terhadap kinerja guru, budaya organisasi, dan lingkungan kerja, dengan pengaruh paling kuat dibandingkan variabel lainnya. Budaya organisasi juga berpengaruh positif terhadap kinerja guru. Temuan ini menyoroti bahwa penguatan SDM dan penciptaan lingkungan kerja yang kondusif merupakan faktor kunci dalam meningkatkan kinerja guru, sekaligus menekankan perlunya mengatasi dampak negatif altruistic leadership terhadap budaya organisasi dan lingkungan kerja.
Readiness of State Junior High School 18 Tanjung Jabung Timur in Implementing Digital-Based Promotion Hajrawati; Mohamad Muspawi; Robi Hendra
Al-Kharaj: Journal of Islamic Economic and Business Vol. 7 No. 4 (2025): All articles in this issue include authors from 3 countries of origin (Indonesi
Publisher : LP2M IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/kharaj.v7i4.8790

Abstract

This study aims to describe the readiness of SMP Negeri 18 Tanjung Jabung Timur in implementing digital-based promotions in the era of information technology transformation. The background of this study departs from the condition of the school which experienced a significant decline in the number of students and the low utilization of digital media in school promotional activities. This study uses qualitative and quantitative approaches with a descriptive research type, through data collection techniques in the form of observation, interviews, documentation, and distribution of questionnaires to the principal, vice principal, school operators, and social media administrators. Data analysis was carried out through the processes of data reduction, data presentation, triangulation, and drawing conclusions. The results of the study indicate that SMP Negeri 18 Tanjung Jabung Timur is quite ready to implement digital-based promotions, but not yet optimal. Of the four main indicators, technological infrastructure readiness is quite adequate, with the availability of computers, an internet network, and a school social media platform, although not yet fully utilized. Regarding the human resources indicator, the digital competence of teachers and education personnel is still limited, requiring ongoing training and mentoring. The policy and management support indicator indicates the school's commitment, but it is not yet supported by structured strategic planning. Meanwhile, the procedure indicator for implementing digital promotions has not been implemented consistently due to the lack of operational guidelines and periodic evaluations. Based on these findings, schools need to improve the digital competency of their human resources, refine work program-based digital promotion planning, strengthen management policies, and optimize the use of digital platforms to ensure effective and sustainable promotional strategies. This research is expected to serve as a reference for other schools in developing digital promotion strategies as part of increasing educational institution competitiveness in the digital era.
The Influence of E-Leadership, School Culture, Teacher Cooperation, and Teacher Self-Efficacy on Teacher Performance: The Context of Indonesia Elfina, Ira; Hendra, Robi
Educational Leadership and Management Journal Vol. 3 No. 1 (2025): Element - 2025
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v3i1.51294

Abstract

This study investigates the influence of leadership, school culture, teacher cooperation, and teacher self-efficacy on teacher performance in Indonesian primary schools. Using a quantitative survey. Data were collected from 500 elementary school teachers in Jambi Province, drawn from a population of 16,910 teachers. The sample size was determined using a sample size calculator with 95% confidence and a 4% margin of error. A 46-item questionnaire, adapted from established scales, was administered using a five-point Likert scale. Content validity was confirmed through expert review and the Content Validity Index (CVI), with all items exceeding 0.80. Data was analysed using Partial Least Squares Structural Equation Modeling (PLSSEM) with SmartPLS 4. The structural model shows that e-leadership has a positive and significant effect on school culture (β = 0.190; p < 0.001), teacher cooperation (β = 0.299; p < 0.001), and teacher performance (β = 0.288; p < 0.001). School culture (β = 0.266; p < 0.001) and teacher cooperation (β = 0.253; p = 0.002) also significantly enhance teacher performance. Teacher self-efficacy significantly predicts school culture (β = 0.683; p < 0.001) and teacher cooperation (β = 0.578; p < 0.001), but its direct effect on teacher performance is not significant (β = 0.109; p = 0.080). These results highlight the central role of e-leadership, school culture, and collaboration as key drivers of teacher performance, while self-efficacy operates mainly through indirect, contextual mechanisms.
The Influence of Digital Culture, Teacher AI Competence, and Teacher Leadership on Student AI Leadership and Academic Performance at Senior High School in Muaro Jambi Nova Triana Hakim; Hendra, Robi
Educational Leadership and Management Journal Vol. 3 No. 1 (2025): Element - 2025
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v3i1.51296

Abstract

This study examines the impact of digital culture, teachers’ AI competence, and teacher leadership on students’ AI leadership and academic performance amid digital transformation in education. Grounded in an extended Technology Acceptance Model (TAM), the research explores how these constructs interact to influence AI integration in teaching and learning. A quantitative approach was employed, with data collected from students at Senior High School in Muaro Jambi who engaged in AI-assisted learning. Using Partial Least Squares Structural Equation Modeling (PLS-SEM) for analysis, the study found that digital culture significantly and positively impacts teacher leadership, teacher AI competence, and student AI leadership, positioning digital culture as a primary enabler of technological and pedagogical innovation. However, the direct effects of teacher leadership, teacher AI competence, and student AI leadership on academic performance were positive but statistically insignificant, suggesting that their influence is mediated through pathways of leadership and competence development. These findings underscore the importance of fostering a strong digital culture for AI adoption and highlight that improvements in academic performance require sustained pedagogical alignment and implementation. This research contributes to the theoretical expansion of TAM by integrating cultural and human dimensions. It offers practical insights for educators and policymakers aiming to strengthen AI integration for educational transformation.
Validating A Technology Acceptance Model of Generative AI in Undergraduate Music Education Tomi, Masvil; Utama, Galuh Tulus; Ramadhanti, Sri; Dekti, Gen; Sembiring, Dian Arisandy Eka Putra; Hendra, Robi; Yusuf, Muhammad
Educational Leadership and Management Journal Vol. 3 No. 1 (2025): Element - 2025
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v3i1.51436

Abstract

Generative artificial intelligence (AI) tools such as ChatGPT are rapidly entering higher education, yet their acceptance in highly embodied and practice‑oriented domains like music education remains underexplored. This study examines relationships among perceived usefulness (PU), perceived ease of use (PEOU), attitude toward use (ATT), behavioral intention (BI), and actual use (AU). A cross‑sectional survey of 218 music education students was conducted, supported by focus group discussions (FGDs) and classroom observations. A 28‑item TAM‑based instrument was adapted to Generative AI in music learning and underwent expert review, pilot testing, and full validation. Measurement results indicated satisfactory reliability and validity (Cronbach’s α = 0.80–0.89; composite reliability = 0.84–0.91; average variance extracted = 0.56–0.66; HTMT < 0.85), with good model fit (χ²/df = 2.11, CFI = 0.953, TLI = 0.943, RMSEA = 0.072, SRMR = 0.049). Descriptive results suggested generally positive acceptance (means on a 1–5 scale: PU = 4.07, PEOU = 3.94, ATT = 4.02, BI = 3.88, AU = 3.41). Students predominantly used AI to summarize theory, brainstorm composition ideas, generate practice drills, and simplify technical terms, while performative and practical uses remained limited. The findings corroborate TAM’s applicability to Generative AI in music education and resonate with evidence from language learning and teacher education contexts. We propose institutional strategies to support responsible adoption: concise usage guidance, assessment‑integrated AI literacy, and transparent ethical policies addressing originality and authorship. The study offers a domain‑specific, validated instrument and empirically grounded recommendations for integrating Generative AI as a cognitive and creative adjunct—rather than a replacement—for embodied musical learning.
Journal Management at the University of Jambi: An Evaluative Study Towards an Accredited Journal: Journal Management at the University of Jambi: An Evaluative Study Towards an Accredited Journal Hansein Arif Wijaya; Yusuf, Muhammad; Hendra, Robi
Educational Leadership and Management Journal Vol. 3 No. 1 (2025): Element - 2025
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v3i1.51608

Abstract

Scientific journals play a strategic role in ensuring the quality and reputation of higher education institutions, particularly through the national accreditation mechanism facilitated by the Arjuna portal. This study aims to evaluate journal management at the University of Jambi from the aspects of management, substance, accreditation, and indexation as a basis for strengthening governance towards meeting accreditation standards. The study uses a descriptive-evaluative approach with document analysis of the recapitulation file "JURNAL UNJA Rev.xlsx" containing 49 journals as a sample. Data were analyzed quantitatively and descriptively to describe the distribution of Sinta status, ISSN completeness, consistency of publication frequency, the existence of an editorial team and publication ethics, as well as DOAJ and Scopus indexing status. Qualitative-interpretive analysis was conducted by comparing actual conditions with Arjuna standards and literature findings regarding journal management and publication ethics. The results show that the majority of journals in the sample have been Sinta accredited (S1–S6), with the largest concentration in Sinta 4 and Sinta 5, but there are still journals with status 0 and marked "-" which reflect unclear or incomplete accreditation data. Six journals do not yet have an ISSN, five journals show discrepancies in publication frequency, six journals do not have documented editorial team information and publication ethics, and six journals are listed as "empty" or inactive journals. In terms of indexing, only a small number of journals are indexed by DOAJ and two journals are listed in Scopus category Q4. These findings indicate that the University of Jambi has a potential base of accredited journals, but still requires regulatory journal identity, strengthening editorial and ethics institutions, structuring the portfolio of inactive journals, and a gradual strategy for improving accreditation and indexing to support sustainable fulfillment of Arjuna standards.
Examining the Effects of Leadership, Organizational Commitment, and Well-Being on Teacher Performance Coziffya, Meryza; Hendra, Robi; Agustira, Arza; Fadilah, Muhammad Irzi
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.18692

Abstract

This study aims to examine the influence of leadership, commitment, and welfare on teacher performance in Muaro Jambi Regency. Teacher performance is regarded as a strategic factor in improving educational quality, in which principal leadership, organizational commitment, and teacher welfare are assumed to play significant roles. The study employed a survey research method using simple random sampling. Data were collected through Google Form–based questionnaires distributed to 213 junior high school teachers in Muaro Jambi Regency. Data analysis was conducted using the Partial Least Squares–Structural Equation Modeling (PLS-SEM) approach with SmartPLS 4 software. The results indicate that all proposed hypotheses were supported. Transformational leadership has a positive and significant effect on organizational commitment (β = 0.417; p < 0.001), teacher welfare (β = 0.726; p < 0.001), and teacher performance (β = 0.365; p < 0.001). Teacher welfare also significantly influences organizational commitment (β = 0.447; p < 0.001) and teacher performance (β = 0.344; p < 0.001), while organizational commitment has a significant effect on teacher performance (β = 0.236; p < 0.001). The coefficient of determination (R²) for teacher performance is 0.738, indicating that leadership, welfare, and commitment collectively explain 73.8% of the variance in teacher performance. These findings confirm that effective principal leadership, adequate teacher welfare, and strong professional commitment are key determinants of teacher performance and overall educational quality.
Examining The Influence of School Effectiveness, Knowledge Management, and School Based Budgeting on Teachers’ Work Motivation Danisma, Danisma; Hendra, Robi; Habibi, Akhmad
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.18731

Abstract

This study aims to examine the influence of school effectiveness, knowledge management, and school-based budgeting on teachers’ work motivation in educational settings. The research employed a quantitative approach with a non-experimental survey design (ex post facto). The sample consisted of 207 teachers from various schools in Jambi Province. Data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) to examine the relationships among the study variables. The results indicate that the proposed model meets the criteria for good validity and reliability. Furthermore, all three independent variables have positive and statistically significant effects on teachers’ work motivation. Specifically, knowledge management contributes to increased motivation through processes of knowledge sharing and professional competence development. School effectiveness and school-based budgeting enhance teacher motivation by strengthening managerial systems, increasing teacher participation, and promoting transparency in school resource management. These findings confirm that improving school effectiveness, optimizing knowledge management practices, and implementing school-based budgeting are key determinants in fostering sustainable teacher work motivation and enhancing overall educational quality.
Analysis of The Influence of Principal Leadership and Emotional Intelligence on Teacher Motivation and Performance Mandela, Erna; Hendra, Robi; Habibi, Akhmad
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.18901

Abstract

This study examines the influence of principal leadership and emotional intelligence on teachers’ work motivation and performance. Employing a quantitative explanatory method, the research involved a sample of 220 senior high school teachers in Sarolangun Regency. Data were collected through structured questionnaires and analyzed using Structural Equation Modeling (SEM). The results indicate that principal leadership (β = 0.505) and teachers’ emotional intelligence (β = 0.404) have significant positive effects on work motivation. Both variables also exert direct positive effects on teacher performance. Notably, work motivation emerges as the strongest predictor of performance (β = 0.706) and serves as a key mediating variable that strengthens the indirect effects of leadership and emotional intelligence on performance. These findings suggest that improving teacher performance requires strategies that extend beyond enhancing leadership practices and emotional competencies to include the systematic cultivation of intrinsic motivation. Accordingly, this study recommends that teacher development policies integrate emotional intelligence and transformational leadership training to foster a school climate that supports optimal teacher motivation and performance.
Co-Authors Ade Kusmana Adellia Adellia Affriliani Affriliani, Affriliani Agustin, Salsabila Agustira, Arza Ahmad Ridwan Akhmad Habibi Akhmad Habibi, Akhmad Akmal Sutja Aldino, Sopyan Ali Idrus Ali Sadikin Ali Sadikin Amirul Mukminin Aprililitzavivayarti, Aprililitzavivayarti Aprillitzavivayarti Aprillitzavivayarti Aprillitzavivayarti, Aprillitzavivayarti Atiyyah, Jazilatul Ayu Wulandari, Bunga Bahri, Zainul Bestari, Nyami Boy Indrayana Budi Setiawan Cahaya Rahma Izandy CIndy SIntiya Coziffya, Meryza Danisma, Danisma Danola Padang, Astri Denny Denmar Dezaneru, Rio Dian Arisandy Eka Putra Sembiring Dinda Anggun Kurnia Dinda Khairunnisa, Dinda Dwipa, Rendy Dyfa Maharani Andalusia Elfina, Ira Ella Febriyanti Fadilah, Muhammad Irzi Fathiah Rahmadani Febriyanti, Ella Fidhiya Marlan Utami Firman Firman Firman Firman Fitriana Fitriana Francisco D. Guillén-Gámez Friscilla Wullan Tresta Gen Dekti Hajrawati Hansein Arif Wijaya Hary Soedarto Harjono Hendra Sofyan Hendri Hendri I Wayan Sumandya Indria Nurfadanti Irma Sulistyawati Istifada Istifada Jatmiko Budi Santoso Jazilatul Atiya Jehlie Alaisa Marasigan Contreras K.A. Rahman Kemas Abdu Rahman Lalu Nurul Yaqin Leni Rahmadani Lestari, Agus Lestari, Nindi Linardo Pratama Lutfi Lutfi Mahesa Nababil Mandela, Erna Memi, Memi Mohamad Muspawi Mohamad Muspawi Mohd Afifi Bahurudin Setambah Mohd Faiz Mohd Yaakob Muazza Muazza Muhammad fauzan Muhammad Fauzan Muhammad Idris Addayan Muhammad Joni Muhammad Ridwansyah Muhammad Rifqi Muhammad Safri, Muhammad Muhammad Yusuf Muhammad Yusuf Mukhlash Abrar Mursyd, Danial Musyaiyadah, Musyaiyadah Nanang Sriyadi Nisa, Salsa Nofi Fitri Salfika Nova Susanti Nova Triana Hakim Okky Wulandari Okky Wulandari Partiwi, Marsa Hijro Pratama, Robin Putri Ayu Lestary Putri Nurhidayati Putri, Dea Amelia Dwi Qudwatie, Muhammad Rafiqi Ragil Prastian Ramadhanti, Sri Rangga Ernanto Rio Dezaneru Risna Fadillah Robin Pratama Roihan, Muhammad Rudi Hartono Rukmana, Lisa Ryan Ilhamsyah Safitri, Rahma Ayu Saputri, Lidya Saputri, Nadila Sari, Liza Puspita SAUDAGAR, FERDIAZ Serlly Serlly Serlly, Serlly Setiyadi, Bradley Setiyadi, Bradley Siskawati, Garina Siti Amanah Sofyan Sofyan Sri Wachyunni Supian Syifa Nurul Huda Tersta, Friscilla Wulan Tomi, Masvil Turki Mesfer Alqhatani Utama, Galuh Tulus Utami, Sindi Marsya Wahyudi, Astari Wati, Suci Rahma Widana, I Wayan Wijaya, Hensein Arif Wila Yurnita Wulandari, Okky YAAKOB, MOHD FAIZ MOHD YANTO YANTO Yantoro, Y Yantoro, Yantoro Yovinda, A. Noven Yuliana Afifah Yundi Fitrah Yusa Hendra Pratama Zainul Bahri Zuhri Saputra Hutabarat Zusmita Wasni, Nila