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All Journal Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Konseling dan Pendidikan Jurnal Pendidikan Olah Raga Jurnal Pemberdayaan Masyarakat Madani (JPMM) Jurnal Penelitian Pendidikan IPA (JPPIPA) Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra E-Structural Journal Albion : Journal of English Literature, Language, and Culture Foremost Journal Journal of Physical Education for Secondary Schools (JPESS) Diskursus: Jurnal Pendidikan Bahasa Indonesia Jurnal Abdimas Prakasa Dakara Edu Research : Jurnal Penelitian Pendidikan Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia Darma Cendekia INFERENCE: Journal of English Language Teaching Journal of Physical Education Health and Sport INTERACTION: Jurnal Pendidikan Bahasa
Oom Rohmah Syamsudin
Universitas Indraprasta PGRI
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics Public Health Social Sciences Other

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How Transformational Leadership and Organizational Learning Impact Organizational Citizenship Behavior: A Meta-Analysis Usep Kasman; Merry Lapasau; Oom Rohmah; Bambang Sumadyo
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12838

Abstract

Organizational Citizenship Behavior (OCB) plays a crucial role in enhancing school effectiveness, yet research on how transformational leadership and organizational learning influence teachers’ OCB has produced mixed results. To address this gap, this study conducted a quantitative meta-analysis to integrate empirical evidence and measure the strength of these relationships. A total of 35 studies published between 2020 and 2025 were systematically collected from Scopus, SINTA, and Google Scholar and analyzed using JASP 0.14.1 with a random-effects model and correlation effect size (r). The analysis revealed that transformational leadership demonstrated a stronger positive association with teachers’ OCB (r = 0.515, p < 0.01) compared to organizational learning (r = 0.387, p < 0.01). Tests of heterogeneity indicated a moderate level of variation across studies, and no signs of publication bias were detected. These results highlight the critical need to foster transformational leadership and nurture a culture of learning in schools as strategic efforts to promote OCB among teachers.
A meta-analysis of computational thinking and artificial intelligence in education: impacts on students' problem-solving skills Asmaul Husnah; Widodo Widodo; Merry Lapasau; Hasbullah Hasbullah; Oom Rohmah
Jurnal Konseling dan Pendidikan Vol. 13 No. 4 (2025): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1187400

Abstract

Despite the rapid expansion of research on computational thinking (CT) and artificial intelligence (AI) in education, evidence on their comparative effects on students' problem-solving skills remains fragmented and inconsistent, underscoring the need for a systematic quantitative synthesis. This study conducted a systematic meta-analysis to examine and compare the effects of CT-based and AI-based instructional interventions on students' problem-solving performance. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines, twenty-four empirical studies published between 2017 and 2025 were analyzed using a three-level random-effects meta-analytic model to account for within-study dependencies and heterogeneity. The results showed that CT-based instruction produced a statistically significant and consistent positive effect on problem-solving skills (pooled effect size = 0.30, p < 0.001), indicating high stability across educational contexts. AI-based instructional interventions yielded a larger pooled effect size (0.46, p < 0.001), although greater variability was observed across instructional designs and contexts. These findings suggest that CT strengthens analytical reasoning and systematic problem-solving processes, whereas AI enhances adaptive and reflective thinking through personalized learning support. The study contributes theoretically by clarifying the complementary roles of CT and AI in problem-solving development and practically by providing evidence-based guidance for designing effective technology-enhanced learning environments.
Co-Authors Acep Musliman Amung Ma’mun Andri Suryana Andri Suryana Anira Apsanti Djokosuyatno Asmaul Husnah Ayu Wulandari Bambang Sumadyo Budiana, Dian Deki Sulistiyo Doamad Tastier Eva Sri Gumilang Hanifah Nabighah Kultsum Hanna Sundari Hasbullah Hasbullah Hasbullah Hasbullah Hertin Indira Utojo HUSNUL KHOTIMAH Jonsen, Jonsen Jordy Satria Widodo Juli Yani Jumroh Jumroh Khairullah Madinier, Rémy Mamik Suendarti Maulana, Harun Meidasari, Venny Eka Merry Lapasau Misbah, Muhammad Muhammad Alfian Tuflih Nana Andriana Nanik Ristiah Sari Halim Novita, Amanda Nugraha, Reshandi Poerdianto, Agus Rahayu, Eny Rahmat, Alit Rice Gusti Protomo Rifari Baron Rina Husnaini Febriyanti RIORA GIBRAN TABRANI Rita Dela Puspitasari RIZKY AKBAR HERDIANSYAH Septian, Regi Dwi Siti Wahyuni Sugono, Dendy Surwiti, Surwiti Syahfitri Purnama Syarifatunnisa Syarifatunnisa Tita Oktiva Usep Kasman Wibowo, Raden Nur Prasetyo Widodo Widodo Yahya, Aliya Izet Begovic Yanda, Abdulkarimu Zubaidah Zubaidah