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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 Didaktik : Jurnal Ilmiah PGSD STKIP Subang 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 Educatoria : Jurnal Ilmiah Ilmu Pendidikan Electronic Journal of Education, Social Economics and Technology IJOEM: Indonesian Journal of Elearning and Multimedia 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 Varied Knowledge Journal Jurnal Sinar Edukasi (JSE) El Midad: Jurnal Jurusan PGMI
Hendra, Robi
Universitas Jambi
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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.
THE TEACHERS’ TEACHING STYLES ON STUDENT MOTIVATION AND ENGAGEMENT: THE MEDIATING ROLE OF STUDENT DIGITAL MEDIA SELF-EFFICACY (ELEMENTARY SCHOOL TEACHERS’ PERSPECTIVES) Eni Trisnawati; Indriyani Indriyani; Muhammad Sofwan; Robi Hendra
El Midad Vol. 18 No. 2 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i2.14799

Abstract

The advancement of digital technology has transformed instructional practices in elementary schools; however, improvements in student motivation and engagement remain inconsistent, as prior studies have largely examined these relationships in isolation without addressing underlying psychological mechanisms. This study investigates the influence of teachers’ teaching styles on learning motivation and student engagement, with student digital media self-efficacy as a mediating variable. Using a quantitative survey of 313 elementary school teachers selected through quota sampling, data were collected via questionnaires and analysed using Partial Least Squares–Structural Equation Modelling (PLS-SEM), with student-related variables assessed through teachers’ perceptions. The findings reveal that teaching styles significantly influence digital self-efficacy (β = 0.598; p < 0.001) and learning motivation (β = 0.359; p < 0.001). Digital self-efficacy significantly affects student engagement (β = 0.596; p < 0.001) and learning motivation (β = 0.406; p < 0.001), while learning motivation also contributes to student engagement (β = 0.186; p = 0.008). These results confirm that digital self-efficacy functions as a central psychological mechanism linking pedagogical practices to student engagement. This study contributes theoretically by advancing a comprehensive mediation model that integrates pedagogical and psychological dimensions in digital learning, and practically by highlighting the need for adaptive, technology-integrated teaching strategies to strengthen students’ digital self-efficacy and sustain their motivation and engagement.
Determinants of Reading Literacy and Numeracy in Indonesian Community Learning Centers (PKBM): A Systematic Literature Review Toho Fervin Marulitua Situmorang; Friscilla Wulan Tersta; Robin Pratama; Robi Hendra
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.314

Abstract

Reading and numeracy literacy remain important challenges in Indonesian Community Learning Centers (PKBM). However, studies examining literacy determinants in PKBM have remained fragmented and lack an integrated conceptual framework. This study aimed to identify and synthesize the determinants of reading and numeracy literacy in Indonesian PKBM through a Systematic Literature Review following the PRISMA guidelines. Literature was retrieved from Google Scholar, Publish or Perish, Scopus, Garuda, and Crossref databases, with the final search conducted on June 20, 2026. A total of 21 articles published between 2020 and 2026 met the inclusion criteria. The methodological quality of the included articles was assessed using the Joanna Briggs Institute (JBI) critical appraisal tools before data synthesis. The findings revealed six major determinants of literacy: learner characteristics, tutor competence, learning strategies, PKBM management, learning environment, and institutional and social support. The results indicated that literacy achievement in PKBM is shaped by the interaction of individual, instructional, organizational, and environmental factors rather than by a single determinant. This study proposes the PKBM Learning Ecosystem Model, which conceptualizes reading and numeracy literacy as outcomes of interconnected relationships among learners, tutors, learning strategies, learning environments, management systems, and external support. The model provides a comprehensive framework for understanding literacy development in non-formal education and offers practical implications for strengthening literacy programs in PKBM.
PENGARUH IKLIM KERJA DAN SUPERVISI KEPALA SEKOLAH TERHADAP KINERJA GURU DI SMK NEGERI 1 KOTA JAMBI Insyra Nung Fatikha; Robi Hendra; Agus Lestari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Now Available
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18959

Abstract

This research is based on the importance of teacher performance in improving the quality of education in schools. Teacher performance is influenced by various factors, including work climate and principal supervision. This research aims to examine the effect of work climate on teacher performance, the effect of principal supervision on teacher performance, and the simultaneous effect of work climate and principal supervision on teacher performance at SMK Negeri 1 Kota Jambi. The research used a quantitative approach with a survey method. The research population consisted of 108 teachers, all of whom were used as samples using total sampling technique. Data were collected using questionnaires and analyzed with the assistance of the SPSS program. The results showed that work climate had a positive and significant effect on teacher performance with a t-value of 11.006 and a significance value of 0.000 (<0.05). Principal supervision had a positive and significant effect on teacher performance with a t-value of 9.129 and a significance value of 0.000 (<0.05). Furthermore, the F-test results showed that work climate and principal supervision simultaneously had a positive and significant effect on teacher performance with an F-value of 111.434 and a significance value of 0.000 (<0.05). The coefficient of determination (R²) of 0.680 indicates that 68% of the variation in teacher performance can be explained by work climate and principal supervision. Based on these results, it can be concluded that a comfortable work climate and good implementation of principal supervision play an important role in optimizing teacher performance.
The Extended UTAUT Model in Predicting ChatGPT Adoption: Analyzing the Influence of Performance Expectancy, Effort Expectancy, Self-Efficacy, Social Influence, and Facilitating Conditions on Actual Use by Biology Education Students Diva Musyaffa; Robi Hendra; Ali Sadikin
IJOEM: Indonesian Journal of E-learning and Multimedia Vol. 5 No. 3 (2026): Indonesian Journal of E-learning and Multimedia
Publisher : CV. Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijoem.v5i3.729

Abstract

Background: Generative Artificial Intelligence (GAI), particularly ChatGPT, has emerged as a revolutionary learning tool that can improve academic efficiency in Biology education. However, the factors driving student acceptance in this discipline need to be explored further.Aims: This study integrates the Unified Theory of Acceptance and Usage of Technology (UTAUT) model with the Self-Efficacy (SE) variable to investigate the intention and behavior of using ChatGPT.Method: Using a quantitative approach, data were collected from 235 valid participants enrolled in Biology Education programs across two public universities in Indonesia and analyzed through partial least squares structural equation modeling (PLS-SEM) using SmartPLS software.Results: Performance expectancy, social influence, and self-efficacy significantly influence behavioral intention, with self-efficacy as the strongest predictor (β = 0.392, p = 0.000). Conversely, effort expectancy and facilitating conditions have no significant influence on behavioral intention (R^2=0.708). Critical findings reveal a severe gap between intention and action, where behavioral intention fails to significantly influence actual use (β = 0.075, p = 0.471), supported by a very low R^2 value for actual use (0.006).Conclusion: This significant gap indicates that contextual barriers such as academic ethics policies prevent students' intentions from translating into actual behavior. Implications are provided for educators to improve AI literacy and align policies to optimize the integration of GAI in Biology education.
Pendampingan Guru Mengembangkan Komik Edukasi melalui Workflow Custom GPT FsComicStudio: (Mentoring Teachers to Develop Educational Comics through the FsComicStudio Custom GPT Workflow) Saudagar, Ferdiaz; Hendra, Robi; Arif Wijaya, Hansein; Sofyan; Pratama, Robin
Jurnal JUPEMA Vol. 5 No. 02 (2026): September 2026 (Inprogress)
Publisher : Laboratorium Pembelajaran FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jupema.v3i3.41964

Abstract

Generative artificial intelligence creates new opportunities for teachers to develop instructional media more creatively, yet its educational use requires pedagogical and ethical competence as well as a structured process that preserves teachers’ professional decision-making. This community engagement program aimed to strengthen teachers’ competence in developing educational comics through the FsComicStudio Custom GPT workflow and to evaluate program achievement based on changes in competence and product outputs. The program employed a participatory approach combining demonstration, hands-on practice, product-oriented mentoring, and pretest-posttest evaluation. The analysis used 26 unique paired responses collected through a 22-item instrument covering five competency dimensions, complemented by participant-reported product status. The overall mean score increased from 2.59 to 3.81, with an average gain of 1.22; a paired-samples t-test indicated a significant difference, t(25) = 11.26, p < 0.001, with Cohen’s dz = 2.21. The largest improvement occurred in educational comic development, and 13 of 26 reported products or drafts were categorized as ready for instructional use. FsComicStudio-based mentoring therefore shows potential as a professional development model that connects AI competence with tangible instructional-media production while retaining teachers’ pedagogical control through structured decision points. Abstrak. Perkembangan kecerdasan buatan generatif membuka peluang bagi guru untuk mengembangkan media pembelajaran secara lebih kreatif, tetapi penggunaannya memerlukan kemampuan pedagogis, etis, dan mekanisme kerja yang tetap mempertahankan keputusan profesional guru. Kegiatan pengabdian ini bertujuan meningkatkan kemampuan guru dalam mengembangkan komik edukasi melalui pendampingan berbasis workflow Custom GPT FsComicStudio serta mengevaluasi ketercapaian program berdasarkan perubahan kompetensi dan keluaran produk. Kegiatan dilaksanakan menggunakan pendekatan partisipatif melalui demonstrasi, praktik langsung, pendampingan berbasis produk, dan evaluasi pretest-posttest. Analisis menggunakan 26 pasangan data unik dari instrumen 22 butir yang mencakup lima dimensi kompetensi, dilengkapi evaluasi status produk peserta. Rata-rata skor meningkat dari 2,59 menjadi 3,81 dengan gain rata-rata 1,22; uji t berpasangan menunjukkan perbedaan signifikan, t(25) = 11,26; p < 0,001, dengan Cohen’s dz sebesar 2,21. Peningkatan terbesar terjadi pada dimensi pengembangan komik edukasi, sedangkan dari 26 entri produk atau rancangan, 13 dilaporkan siap digunakan dalam pembelajaran. Pendampingan berbasis FsComicStudio menunjukkan potensi sebagai model pengembangan profesional yang menghubungkan kompetensi AI dengan produksi media pembelajaran sekaligus menyediakan tahapan keputusan yang tetap melibatkan kendali pedagogis guru.
Co-Authors Ade Kusmana Adellia Adellia Affriliani Affriliani, Affriliani Agus Lestari 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 Diva Musyaffa Dwi Aryati 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 Wulan Tersta Friscilla Wullan Tresta Gen Dekti Hajrawati Hansein Arif Wijaya Hary Soedarto Harjono Hendra Sofyan Hendri Hendri I Wayan Sumandya Indria Nurfadanti Indriyani Indriyani Indryani Insyra Nung Fatikha 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 Putri Ayu Lestary Putri Nurhidayati Putri, Dea Amelia Dwi Qudwatie, Muhammad Rafiqi Ragil Prastian Ramadhanti, Sri Rangga Ernanto Rio Dezaneru Risna Fadillah Robin Pratama 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 Sofyan Sri Wachyunni Supian Syifa Nurul Huda Tersta, Friscilla Wulan Toho Fervin Marulitua Situmorang 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 Yusuf Zainul Bahri Zuhri Saputra Hutabarat Zusmita Wasni, Nila