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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
Hendra, Robi
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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.
A Review of Emotional Intelligence and Multicultural Competence in Indonesian University Students: Learning Style and Social Support as Major Predictors of Academic Achievement Hendra , Robi; Denmar, Denny; Wijaya, Hansein Arif; Tomi, Masvil; Yusuf, Muhammad; Sembiring, Dian Arisandy Eka Putra; Putri, Dea Amelia Dwi
Indonesian Educational Administration and Leadership Journal (IDEAL) Vol. 7 No. 2 (2025): Indonesian Educational Administration and Leadership Journal
Publisher : Program Studi Adminsitrasi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ideal.v7i2.50077

Abstract

This study examines how emotional intelligence (EI), multicultural competency (MC), learning style (LS), and social support (SS) affect university students' academic performance. In Jambi, Indonesia, 242 undergraduate students from three universities completed a five-point Likert-scale questionnaire. PLS-SEM with SmartPLS 3.0 tested the proposed relationships. Research indicates that learning style (β = 1.725, p < 0.001) and social support (β = 0.952, p < 0.001) significantly impact academic achievement, explaining 76.4% of its variance (R² = 0.764). Despite expectations, emotional intelligence (β = 0.072, p = 0.137) and multicultural competence (β = -0.030, p = 0.466) did not directly impact academic accomplishment. While multicultural competency negatively impacts learning style (β = -0.987, p < 0.001), social support is the biggest predictor of both learning style and academic accomplishment. Learning style and social support drive academic performance in the examined environment, while emotional intelligence and multicultural competency have minimal direct roles. The report recommends that colleges prioritize programs that help students identify and improve their learning styles and strengthen institutional and peer support systems above emotional intelligence and multicultural training. This study enhances our understanding of non-cognitive factors of academic success in multicultural Indonesian higher education. Keywords: PS-SEM, university students, Indonesia, academic performance, emotional intelligence, multicultural competency, learning style, social support
Modeling Actual Use Of Technology and Student Engagement in Biology Project‑Based Learning Using Artificial Neural Networks Sembiring, Dian Arisandy Eka Putra; Yusuf, Muhammad; Mardiyanti, Lely; Fauzan, Muhammad; Hendra, Robi
Indonesian Educational Administration and Leadership Journal (IDEAL) Vol. 7 No. 2 (2025): Indonesian Educational Administration and Leadership Journal
Publisher : Program Studi Adminsitrasi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ideal.v7i2.51335

Abstract

In higher education, especially science and biology, digital technology in project-based learning (PjBL) environments has improved student engagement and learning outcomes. technological, AI, and lecturer assistance have been studied in PjBL, but few have used Artificial Neural Networks (ANN) to analyze the complicated interactions between technological acceptance variables and student engagement. ANN is used to predict students' attitudes toward technology (ATT), intention to use technology (INT), actual use of technology in PjBL (AU-PjBL), and student engagement (SE) based on PEOU, PU, and Lecturer Support. Biology education students at Universitas Jambi completed a 35-item Likert-scale questionnaire. We created four ANN models: Model A (PU, PEOU → ATT), Model B (PU, ATT → INT), Model C (INT, LS → AU-PjBL), and Model D (AU-PjBL, LS → Each model was trained and tested using ten network configurations. Model performance was assessed using Root Mean Square Error (RMSE), and input variable relevance was determined via sensitivity analysis. All ANN models have low RMSE values for training and testing datasets, indicating good predicting accuracy. According to sensitivity analysis, PU predicts ATT better than PEOU, ATT predicts INT better than PU, INT predicts AU-PjBL better than LS, and AU-PjBL predicts SE better than LS. These data emphasize that students' perceived utility, positive attitudes, intention, and technology use drive biology PjBL involvement. The paper highlights ANN as a powerful analytical tool for modeling non-linear and interdependent relationships in technology-enhanced PjBL and gives practical implications for developing meaningful technology use and engagement learning environments. Keywords: Artifical neural network; actual use of technology; lecturer support; project-based learning; biology education.
The Impact of Parental Support, School Environment, Self-Efficacy, and Effort Expectancy on Innovative Work Behavior with Generative AI among SMK Students in Jambi Province Saudagar, Ferdiaz; Musyaiyadah, Musyaiyadah; Lestari, Agus; Wijaya, Hansein Arif; Hendra, Robi
Indonesian Educational Administration and Leadership Journal (IDEAL) Vol. 7 No. 2 (2025): Indonesian Educational Administration and Leadership Journal
Publisher : Program Studi Adminsitrasi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ideal.v7i2.52232

Abstract

his study aims to examine the influence of parental support, work environment, self-efficacy, and business expectations on the innovative work behavior (IWB) of students at the University of Jambi. Using a quantitative approach, data was collected through a structured questionnaire that was distributed to 310 students from various faculties. The research instrument has passed the validity and reliability test through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Structural Equation Modeling (SEM) is used to test hypotheses. The model feasibility index showed a good fit (χ²/df = 2.91; RMSEA = 0.063; CFI = 0.934; TLI = 0.921). The results showed that the work environment and self-efficacy had a significant positive influence on IWB, while parental support and business expectations did not show a significant direct influence. However, parental support has a positive effect on self-efficacy, and the work environment significantly affects business expectations, which suggests an important indirect pathway. This model explains 48.6% of the variance in IWB. The novelty of this study lies in the integration between environmental factors and personal psychological factors in a single model to predict student innovation behavior in the context of higher education. These findings provide insights for educational institutions to strengthen the potential for student innovation through improved learning environments and confidence-building programs. This research contributes to the development of science in the field of physics education by offering a model of student behavior that supports the formation of innovative, confident, and proactive learners of important attributes in the advancement of science and education. Keywords: Parental Support, Work Environment, Self-Efficacy, Effort Expectancy, Innovative Work Behavior
Determinants of Learning Satisfaction in Technology-Integrated Higher Education: The Role of Digital Competence and Self-Regulated Learning Sari, Liza Puspita; Habibi, Akhmad; Hendra, Robi
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 15 No. 2 (2025): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v15i2.47792

Abstract

The integration of digital technologies into higher education has transformed instructional practices and reshaped determinants of student learning satisfaction. This study investigates the influence of self-efficacy, academic service quality, digital competence, and self-regulated learning on student satisfaction within a technology-integrated biology education context. A quantitative survey design was employed involving 155 undergraduate students selected from a population of 360 students at a public university in Indonesia. Data were collected using a five-point Likert-scale questionnaire and analysed through PLS-SEM. The measurement model demonstrated satisfactory reliability and validity, with all constructs meeting the required thresholds for factor loadings, composite reliability, and average variance extracted. The structural model revealed that academic service quality (β = 0.361, p < 0.05) and self-regulated learning (β = 0.516, p < 0.001) significantly and positively predicted student satisfaction. In contrast, self-efficacy and digital competence did not exhibit significant direct effects. The model explained 85.7% of the variance in learning satisfaction (R² = 0.857), indicating strong predictive capacity. These findings suggest that within technology-integrated higher education environments, students’ capacity to regulate their learning processes and the quality of institutional academic services play more decisive roles in shaping satisfaction than technical digital skills alone. The study contributes empirical evidence to the discourse on technology-enhanced pedagogy by emphasizing the strategic importance of self-regulation and institutional service systems in optimizing digitally mediated learning experiences.
Transformational Leadership and Workload Driving Performance through Innovation and Job Satisfaction in Rural Education Partiwi, Marsa Hijro; Hendra, Robi; Muazza, Muazza; Yanto, Yanto
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 15 No. 2 (2025): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v15i2.48403

Abstract

This study examines how transformational leadership and workload drive teacher performance through innovative work behaviour and job satisfaction in a rural educational context. While previous studies have explored these variables separately, empirical evidence integrating leadership, workload, innovation, and satisfaction within rural education settings remains limited. Using a quantitative cross-sectional design, data were collected from 362 teachers in Kerinci District, Jambi Province, Indonesia, and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results show that transformational leadership significantly influences innovative work behaviour (β = 0.386, p < 0.001) and job satisfaction (β = 0.120, p = 0.010). Workload emerges as the strongest predictor of innovative work behaviour (β = 0.578, p < 0.001) and job satisfaction (β = 0.648, p < 0.001). Furthermore, innovative work behaviour (β = 0.171, p = 0.015) and job satisfaction (β = 0.497, p < 0.001) positively affect teacher performance. These findings highlight that teacher performance in rural education is shaped not only by inspirational leadership but also by structured and manageable workloads that foster innovation and satisfaction. This study contributes to leadership and organizational behaviour literature by clarifying the mechanisms through which leadership and workload influence performance in developing-region educational contexts and offers practical implications for school leadership and educational policy.
IMPROVING LIBRARY CUSTOMER SATISFACTION THROUGH THE IMPLEMENTATION OF THE SMILE AND GREET CAMPAIGN Akmal Sutja; Robi Hendra; Rio Dezaneru; Mohamad Muspawi; Yantoro Yantoro
Dinasti International Journal of Education Management And Social Science Vol. 2 No. 4 (2021): Dinasti International Journal of Education Management and Social Science (April
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31933/dijemss.v2i4.759

Abstract

The ability of library staff in building visitors’ trust and assurance determines customer satisfaction and service quality. The purpose of this research is to find out the improvement of customer satisfaction through the application of smiling and greeting in circulation service at the library of Jambi University. This research is a service action research. The subjects were 30 students of Jambi University. This research was conducted in two cycles, using steps in action research which included planning, action, evaluation and reflection. This research was conducted collaboratively between researchers as observers and library staff as service providers. Data collection techniques used in this study include questionnaires, observations, interviews, and check lists. The result of this study obtained the percentage of customer satisfaction before the implementation of service is 48% with a moderate level, then increased by 17% to 67% with a high level in the first cycle and in the second cycle increased by 14% to 81% which is the highest level achieved due to morning greetings with hands folded in front of the chest, smiling teeth and small talks that ask questions related to customers’ personal.
The Relationship of Perceived Digital Competence and Attitude, and Learning Agility in Student Engagement Nanang Sriyadi; Sofyan; Robi Hendra
Jurnal Penelitian Pendidikan IPA Vol 11 No 8 (2025): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i8.10082

Abstract

This study explores the relationships between perceived digital competence, attitude towards digital technology, learning agility, and student engagement among 246 junior high school students in Muaro Jambi Regency. Using a quantitative approach and Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis, the research investigates how these variables interact to influence sustainable student engagement in a digitally enriched academic environment. The findings indicate that perceived digital competence significantly influences learning agility (β = 0.70), while its direct impact on student engagement is negligible (β = -0.02). Similarly, attitudes toward digital technology positively predict learning agility (β = 0.70) and moderately affect student engagement (β = 0.34). Learning agility emerges as a critical mediator, significantly contributing to student engagement (β = 0.48). These results emphasize the pivotal role of learning agility in bridging digital competence, attitudes, and engagement in academic contexts. The study underscores the importance of fostering adaptable and motivated learners to enhance engagement and calls for targeted interventions to strengthen students’ digital capabilities and attitudes. Future research should consider broader sample diversity and include additional antecedents to refine the model and enhance its generalizability.
DESAIN ORGANISASI PEMBELAJARAN, KEPUASAN, DAN KINERJA MELALUI KESEJAHTERAAN, INOVASI, DAN KOMITMEN GURU ASN DAN NON-ASN: STUDI PADA SEKOLAH MENENGAH DI KOTA JAMBI (PENDEKATAN STRUCTURAL EQUATION MODELING) Wijaya, Hansein Arif; Hendra, Robi; Fauzan, Muhammad; Sembiring, Dian Arisandy Eka Putra
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1684

Abstract

This study examines the impact of organizational learning design on teacher performance and job satisfaction in secondary schools, focusing on well-being, innovation, and commitment as mediating factors. Using a quantitative survey method, data were collected from 367 S1-certified teachers in Jambi City, Indonesia. The survey included 54 items adapted from established scales related to organizational learning, teacher satisfaction, commitment, innovation, performance, and well-being. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that organizational learning design significantly influences teacher commitment and well-being, both of which positively affect job satisfaction and performance. However, the effect of innovation on performance was non-significant, suggesting a need for more targeted strategies to integrate innovation into teaching practices. These results emphasize the importance of a supportive organizational learning environment to enhance teacher engagement and effectiveness. Recommendations are offered for educational policymakers to bolster teacher well-being and commitment through organizational learning initiatives.
Co-Authors Addayan, Muhammad Idris Ade Kusmana Adellia Adellia Affriliani Affriliani, Affriliani Agustin, Salsabila Agustira, Arza Ahmad Ridwan Akhmad Habibi, Akhmad Akmal Sutja Aldino, Sopyan Ali Idrus Ali Sadikin Ali Sadikin Amirul Mukminin Aprililitzavivayarti, Aprililitzavivayarti 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 Dinda Anggun Kurnia Dinda Khairunnisa, Dinda Dwipa, Rendy Dyfa Maharani Andalusia Elfina, Ira Ella Febriyanti Fadilah, Muhammad Irzi Fathiah Rahmadani Fauzan Febriyanti, Ella Fidhiya Marlan Utami Firman Firman Firman Firman Fitriana Fitriana Francisco D. Guillén-Gámez Friscilla Wullan Tresta Gen Dekti Hajrawati Hansein Arif Wijaya Hansein Arif Wijaya Hary Soedarto Harjono Hendra Sofyan I Wayan Sumandya Irma Sulistyawati Istifada Istifada 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 Mandela, Erna Memi, Memi Mohamad Muspawi Mohamad Muspawi Mohd Afifi Bahurudin Setambah Mohd Faiz Mohd Yaakob Muazza Muazza Muhammad Fauzan Muhammad fauzan Muhammad Joni Muhammad Ridwansyah Muhammad Rifqi Muhammad Safri, Muhammad Muhammad Yusuf Muhammad Yusuf Mukhlash Abrar Mursyd, Danial Musyaiyadah, Musyaiyadah Nababil, Mahesa 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 Robin Pratama Roihan, Muhammad Rukmana, Lisa Ryan Ilhamsyah Safitri, Rahma Ayu Saputri, Lidya Saputri, Nadila Sari, Liza Puspita SAUDAGAR, FERDIAZ Sembiring, Dian Arisandy Eka Putra 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