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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 ACADEMIA: Jurnal Inovasi Riset Akademik 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 Finger : Jurnal Ilmiah Teknologi Pendidikan Indonesian Educational Administration and Leadership Journal (IDEAL) Indonesian Technology and Education Journal JUPEMA Asian Journal of Science Education Educational Leadership and Management Journal Edukasi Jurnal Sinar Edukasi (JSE) El Midad: Jurnal Jurusan PGMI
Hendra, Robi
Universitas Jambi
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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) Hansein Arif Wijaya; Robi Hendra; Muhammad Fauzan; Dian Arisandy Eka Putra Sembiring
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.v11i1.1684

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.
PENGARUH LINGKUNGAN KAMPUS DAN EMOTIONAL INTELLIGENCE TERHADAP MOTIVASI BELAJAR MAHASISWA PROGRAM STUDI ADMINISTRASI PENDIDIKAN FKIP UNIVERSITAS JAMBI Risna Fadillah; Aprillitzavivayarti Aprillitzavivayarti; Robi Hendra
Jurnal Manajemen Pendidikan Vol. 11 No. 2 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i2.1986

Abstract

This study aims to determine the influence of the campus environment and emotional intelligence on the learning motivation of students in the Educational Administration Program at the Faculty of Teacher Training and Education, University of Jambi. The study employed a quantitative research design using a survey approach. The population for this study consisted of all students in the Educational Administration Program at the Faculty of Teacher Training and Education, University of Jambi, comprising the 2022–2025 cohorts, with a total sampling technique. Data were collected via a distributed questionnaire, and data analysis was conducted using Structural Equation Modeling based on Partial Least Squares (SEM-PLS) with the assistance of SmartPLS software. The results of the study indicate that: (1) the campus environment has a positive and significant influence on students’ learning motivation with a p-value of 0.000 < 0.05 and a T-statistic value of 5.578 > 1.96. (2) emotional intelligence has a positive and significant influence on students’ learning motivation with a p-value of 0.000 < 0.05 and a T-statistic of 6.635 > 1.96. (3) Simultaneously, the campus environment and emotional intelligence influence student learning motivation. These findings indicate that the campus environment and emotional intelligence play a crucial role in enhancing the learning motivation of students
PENGARUH KOMPETENSI MANAJERIAL KEPALA SEKOLAH DAN BUDAYA ORGANISASI TERHADAP DISIPLIN DAN KINERJA GURU SMPN 1 KOTA JAMBI Irawidiarti Irawidiarti; Robi Hendra; Marzul Hidayat
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i3.11221

Abstract

ABSTRACT Teacher performance is one of the key factors in improving the quality of education. Teacher performance is influenced by various factors, including principals’ managerial competence, organizational culture, and teacher work discipline. This study aims to analyze the influence of principals’ managerial competence and organizational culture on teacher performance and teacher work discipline at SMPN 1 Kota Jambi. This study employed a quantitative associative (causal) approach. Data were collected through questionnaires distributed to 60 teachers who served as the research sample. Data were analyzed using path analysis to examine both direct and simultaneous effects among the research variables. The results indicate that principals’ managerial competence does not have a significant effect on either teacher work discipline or teacher performance. In contrast, organizational culture has a positive and significant effect on both teacher work discipline and teacher performance. Teacher work discipline shows a positive effect on teacher performance; however, the effect is not statistically significant. Simultaneously, principals’ managerial competence and organizational culture significantly affect both teacher performance and teacher work discipline. The study concludes that organizational culture is the most dominant factor in improving teacher work discipline and performance. Therefore, strengthening a positive organizational culture should be a primary concern for schools in enhancing teacher performance and improving the effectiveness of educational management. ABSTRAK Kinerja guru merupakan salah satu faktor penting dalam meningkatkan mutu pendidikan. Kinerja guru dipengaruhi oleh berbagai faktor, di antaranya kompetensi manajerial kepala sekolah, budaya organisasi, dan disiplin kerja. Penelitian ini bertujuan untuk menganalisis pengaruh kompetensi manajerial kepala sekolah dan budaya organisasi terhadap kinerja guru serta disiplin kerja guru di SMPN 1 Kota Jambi. Penelitian ini menggunakan pendekatan kuantitatif asosiatif (kausalitas). Data dikumpulkan melalui penyebaran angket kepada 60 guru yang dijadikan sampel penelitian. Analisis data dilakukan menggunakan analisis jalur (path analysis) untuk menguji pengaruh langsung maupun simultan antarvariabel penelitian. Hasil penelitian menunjukkan bahwa kompetensi manajerial kepala sekolah tidak berpengaruh signifikan terhadap disiplin kerja maupun kinerja guru. Sebaliknya, budaya organisasi berpengaruh positif dan signifikan terhadap disiplin kerja serta kinerja guru. Disiplin kerja guru menunjukkan pengaruh positif terhadap kinerja guru, namun pengaruh tersebut tidak signifikan secara statistik. Secara simultan, kompetensi manajerial kepala sekolah dan budaya organisasi berpengaruh signifikan terhadap kinerja guru maupun disiplin kerja guru. Simpulan penelitian ini menunjukkan bahwa budaya organisasi merupakan faktor yang paling dominan dalam meningkatkan disiplin kerja dan kinerja guru. Oleh karena itu, penguatan budaya organisasi yang positif perlu menjadi perhatian utama sekolah dalam upaya meningkatkan kualitas kinerja guru dan efektivitas penyelenggaraan pendidikan.
Utilization of AI Technology in English Language Learning: A Theoretical Perspective on UTAUT Usie Chusnein; Akhmad Habibi; Robi Hendra
FINGER : Jurnal Ilmiah Teknologi Pendidikan Vol. 5 No. 2 (2026): Finger : Jurnal Ilmiah Teknologi Pendidikan
Publisher : CV. Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/finger.v5i2.708

Abstract

Background: The need for adaptive methods in English language learning has driven the adoption of Artificial Intelligence (AI) tools like ChatGPT and Gemini AI to overcome the limitations of personalized feedback in conventional methods. Teachers must be equipped to guide students in utilizing AI as a catalyst for inquiry-based learning and creative problem-solving, rather than merely generating content. Aims: Utilizing the UTAUT framework, this research investigates the factors driving AI adoption in English language education. It examines how Effort Expectancy (EE), Social Influence (SI), and Facilitating Conditions (FC) shape students' Behavioral Intention (BI), while also exploring the roles of both BI and FC in determining students' actual use (AB) of AI tools. Methods: To execute this quantitative framework, a survey was deployed to collect data from 171 junior high school (SMP) students in Jambi City, which was then analyzed using Partial Least Squares Structural Equation Modeling (SEM-PLS). Results: The empirical analysis indicates that the measurement model (outer model) faces significant validity and reliability issues. This is demonstrated by a near-complete failure in discriminant validity, with nine of the ten construct-pair Heterotrait-Monotrait Ratios (HTMT) exceeding 1.00, and low convergent validity for the FC and AB constructs. Due to highly overlapping perceptions among adolescent respondents, the robustness of the resulting structural relationships (inner model) cannot be fully generalized.Conclusion: This study concludes that the standard UTAUT instrument cannot be directly applied to minors. Deep linguistic simplification and contextual adaptation are required to ensure the instrument is relevant and accurately understood by middle school students.
Measurement Evidence for Collaboration, Feedback, Self-Efficacy, and Academic Stress in Project-Based Learning Management Yusuf, Muhammad; Sembiring, Dian Arisandy Eka Putra; Fauzan, Muhammad; Mardiyanti, Lely; Hendra, Robi; Arif Wijaya, Hansein
Educational Leadership and Management Journal Vol. 4 No. 2 (2026): July - December 2026 (In Progress)
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v4i2.51526

Abstract

Project-Based Learning (PjBL) has become one of the most widely adopted instructional approaches for developing twenty-first-century competencies. However, its implementation often exposes students to academic stress due to intensive collaboration, project deadlines, and continuous assessment. Although collaboration skills, lecturer feedback, self-efficacy, and academic stress have been widely investigated, evidence regarding the psychometric quality of instruments measuring these constructs within the context of PjBL remains limited. This study aimed to provide measurement evidence for four constructs associated with Project-Based Learning management among undergraduate biology education students. A quantitative instrument validation design was employed involving four expert validators for content validation and 59 students for pilot testing. Content validity was evaluated using the Item-Level Content Validity Index (I-CVI), Scale-Level Content Validity Index (S-CVI/Ave), and modified kappa coefficient (K*). Subsequently, the measurement model was assessed through Confirmatory Composite Analysis (CCA) within the Partial Least Squares Structural Equation Modeling (PLS-SEM) framework. The results demonstrated excellent content validity, with an S-CVI/Ave of 0.91 and modified kappa values ranging from 0.667 to 1.000. After refinement of indicators with low outer loadings, all constructs demonstrated satisfactory psychometric properties, including Composite Reliability values ranging from 0.89 to 0.94, Average Variance Extracted values between 0.508 and 0.633, and HTMT values below 0.85, indicating adequate convergent and discriminant validity. These findings provide empirical evidence that the instrument possesses satisfactory validity and reliability for measuring collaboration skills, lecturer feedback, self-efficacy, and academic stress within the context of Project-Based Learning. The validated instrument provides a sound foundation for future structural model testing examining the relationships among these constructs.
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 Effect of Self-Efficacy, Academic Stress, and Academic Fatigue on Students' Learning Outcomes Firman Firman; Robi Hendra; Ragil Prastian; Fidhiya Marlan Utami; Budi Setiawan
International Journal of Pedagogy and Teacher Education Vol 9, No 1 (2025): International Journal of Pedagogy and Teacher Education - April
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v9i1.94522

Abstract

This study investigates the influence of self-efficacy, academic stress, and academic fatigue on the learning outcomes of students at the University of Jambi. Using a quantitative survey method, data were collected via an online questionnaire distributed to 200 randomly selected students from various faculties. The results indicate that self-efficacy positively affects learning outcomes, while academic stress and academic fatigue have negative effects. The structural model shows significant relationships between academic burnout and learning outcomes (β = 0.698, p &lt; 0.001), academic stress and learning outcomes (β = 0.167, p &lt; 0.001), and self-efficacy and academic stress (β = 0.300, p &lt; 0.001). These findings suggest that students with higher self-efficacy are more capable of managing their time, seeking assistance, and maintaining a positive approach to their studies—skills that help them cope with academic pressures and reduce stress. The study underscores the importance of developing interventions to enhance self-efficacy and reduce academic stress and fatigue, such as psychological counseling, stress management programs, and academic support services. These efforts are essential for improving student performance and well-being. The findings are expected to inform the development of educational programs and student welfare policies at the University of Jambi through strategic institutional planning and policy refinement.
Examining the Effects of Leadership, Organizational Commitment, and Well-Being on Teacher Performance Meryza Coziffya; Robi Hendra; Arza Agustira; Muhammad Irzi Fadilah
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; Robi Hendra; Akhmad Habibi
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 Erna Mandela; Robi Hendra; Akhmad Habibi
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 Ahmad Ridwan Ahmad Syarif Akhmad Habibi Akhmad Habibi Akhmad Habibi, Akhmad Akmal Sutja Aldino, Sopyan Ali Idrus Ali Sadikin Ali Sadikin Amirul Mukminin Amirul Mukminin Aprililitzavivayarti, Aprililitzavivayarti Aprillitzavivayarti Aprillitzavivayarti Aprillitzavivayarti, Aprillitzavivayarti Arza Agustira Atiyyah, Jazilatul Bahri, Zainul Bestari, Nyami Boy Indrayana Budi Setiawan Cahaya Rahma Izandy CIndy SIntiya 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 Eni Trisnawati Erna Mandela 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 Indriyani Indriyani Indryani Irawidiarti Irawidiarti Irma Sulistyawati Istifada Istifada Jatmiko Budi Santoso Jazilatul Atiya Jehlie Alaisa Marasigan Contreras Jumeiliani Sirin K.A. Rahman Kemas Abdu Rahman Lalu Nurul Yaqin Leni Rahmadani Lestari, Agus Lestari, Nindi Linardo Pratama Lutfi Lutfi Mahesa Nababil Marzul Hidayat Memi, Memi Meryza Coziffya Mohamad Muspawi Mohd Afifi Bahurudin Setambah Mohd Faiz Mohd Yaakob Muazza Muazza Muhammad Fauzan Muhammad fauzan Muhammad Fauzan Muhammad Idris Addayan Muhammad Irzi Fadilah Muhammad Joni Muhammad Ridwansyah Muhammad Rifqi Muhammad Safri, Muhammad Muhammad Sofwan 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 Usie Chusnein Utama, Galuh Tulus Utami, Sindi Marsya Wahyudi, Astari Wati, Suci Rahma Widana, I Wayan Wijaya, Hensein Arif Wila Yurnita Wulandari, Bunga Ayu 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