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<![CDATA[CHALLENGES FOR 21st CENTURY LEARNING IN INDONESIA ]]>
<![CDATA[. Hendarman]]>
<![CDATA[ International Conference on Education and Language (ICEL) 2016: 4th ICEL ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[ Corresponding email: and hendarmananwar@gmail.comAbstractTo develop a more advanced and diversified economy and improve its international competitiveness, in education sector, Indonesia focuses the development of 21st century learning skills to the students at all levels to be able to compete with other nations in the world. For this to happen, a number of challenges should be overcome which among others including teachers’ competency, literacy and numeracy skills as measured by PISA, Human Development Index (HDI), and competitiveness index. The engagement of actors or stakeholders within education sector ecosystem plays the pivotal role for the improvement of Indonesia’s education as well as for 21st century learning environment.]]>
<![CDATA[INCREASING COMMITMENT TO ORGANIZATION THROUGH ORGANIZATIONAL JUSTICE AND GROUP COHESIVENESS (Study Using Correlation Approach and SITOREM Analysis on Private Junior High School Teachers in Tanah Sareal District, Bogor City) ]]>
<![CDATA[Yuyun Elizabeth Patras]]>;
<![CDATA[Hendarman Hendarman]]>;
<![CDATA[Uut Kuswendi]]>
<![CDATA[ JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol 5, No 3 (2021): Journal of Humanities and Social Studies ]]>
Publisher : <![CDATA[UNIVERSITAS PAKUAN ]]>
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DOI: 10.33751/jhss.v5i3.4025
<![CDATA[Commitment to organization is determined by the extent to which organizational justice and group cohesiveness emerges and manifests within the organization. In the context of school, this is a challenge that must be used as a principle in the development and performance change for each element in school. The purpose of this study is to seek efforts to increase commitment to the organization through an assessment of the strength of the relationship between commitment to organization owned by teachers and organizational justice and group cohesiveness. This study was conducted with a quantitative approach using correlation analysis and SITOREM analysis. The research was conducted in 16 private junior high schools in Tanah Sareal district, Bogor City. The research population was 171 teachers, the research sample was 120 permanent teachers’ foundation the so-called Gru Tetap Yayasan (GTY). The results of this study are: 1) there is a very significant positive relationship between organizational justice and commitment to organization; 2) there is a very significant positive relationship between group cohesiveness and commitment to organization; 3) there is a very significant positive relationship between organizational justice and group cohesiveness together with commitment to organization. Efforts that need to be improved to increase commitment to the organization are: 1) honesty, 2) feasibility in obtaining resources, 3) propriety, 4) justification, 5) explanation, 6) process control, 7) intensity of members to be together and 9) loyalty towards school.]]>
<![CDATA[PENINGKATAN PRODUKTIVITAS KERJA GURU MELALUI PENGEMBANGAN EFIKASI DIRI DAN KEPEMIMPINAN VISIONER ]]>
<![CDATA[Kinanti Puji Lestari]]>;
<![CDATA[Hendarman Hendarman]]>;
<![CDATA[Rais Hidayat]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 10, No 1 (2022): Jurnal Manajemen Pendidikan ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.33751/jmp.v10i1.5063
<![CDATA[THE TEACHER’S PRODUCTIVITY ENHANCMENT BY IMPROVING SELF EFFICACY AND VISIONER LEADERSHIPThe purpose of this study was to determine the correlation between self efficacy and visionary leadership toward teacher’s productivity. The study was conducted in Vocational High School at Ciawi Region. The population of the study was 136 teachers and the sample taken was 102 teachers which were selected using proportional random sampling and data collection was got through questionnaires. The data analysing technique was done using correlation regression partial and multiple. The study result pointed out that there was positive correlation between self efficacy and teacher’s productivity (the correlation coefficient ry1 = 0,596 and the determination coefficient r2y1=0,355), there was positive correlation between visionary leadership and teacher’s productivity (the correlation coefficient ry2 =0,545 where the determination coefficient r2y2=0,297), and also there was positive correlation of self efficacy and visionary leadership to teacher’s productivity (the correlation coefficient ry12 = 0,648 and the determination coefficient r2y12= 0,419). Based on the above result study, it could be concluded that the teacher’s productivity might be improoved through self efficacy and visionary leadership either partially or concurrently.]]>
<![CDATA[MODEL PROFESSIONAL DEVELOPMENT BERBASIS INTERNET UNTUK MENINGKATKAN TEAM LEARNING SEKOLAH ]]>
<![CDATA[Farida Wulandari]]>;
<![CDATA[Hendarman Hendarman]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 9, No 1 (2021): Jurnal Manajemen Pendidikan ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.33751/jmp.v9i1.3361
<![CDATA[INTERNET BASED PROFESSIONAL DEVELOPMENT MODEL TO IMPROVE SCHOOL LEARNING TEAMThe tendency of the fact where the teachers do not need to learn or do not want to improve professional competence is a reflection of the opposite of team learning. Schools need to improve their performance to achieve maximum results. This study aimed to analyze an Internet-Based Professional Development model that can improve the ability of kindergarten teachers to carry out professional development independently and build team learning as well. Internet-Based Professional Development is an alternative effort in overcoming the improvement of kindergarten teachers' ability to organize Professional Development as well as team-learning. Limited trial research was conducted at Smartskul Preschool Kindergarten with 5 teachers. Extensive trials were carried out at TKI Al-Hamidiyah Depok with 25 teachers, and at TKIT Aliya Bogor with 13 teachers. The method of research used was research and model development (Research Professional Development / R D). Each trial carried out three times actions in limited trials and two actions in extensive trials at each school. In this study, the data analysis used was qualitative, quantitative, and formative. To measure the validity, this research used non-test and expert judgment. The Internet-Based Professional Development model consisted of input, process, and output. The input consisted of the Internet-Based Professional Development module, and kindergarten teachers and principals. The process consisted of planning, implementing monitoring, as well as evaluation reflection. The output of the Internet-Based Professional Development model was able to improve the ability of kindergarten teachers in organizing Internet-Based Professional Development as well as being able to build team learning.]]>
<![CDATA[Peningkatan Organizational Citizenship Behavior (OCB) melalui Penguatan Efikasi Diri dan Kepuasan Kerja ]]>
<![CDATA[Neneng Novita Nidea Sari]]>;
<![CDATA[Muhamad Entang]]>;
<![CDATA[Griet Helena Laihad]]>;
<![CDATA[Hendarman Hendarman]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 10, No 2 (2022): Jurnal Manajemen Pendidikan ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.33751/jmp.v10i2.6104
<![CDATA[Improving Organizational Citizenship Behavior (Ocb) through Strengthening Self-Efficiency and Job SatisfactionThe research aims to find the efforts in order to improve organizational citizenship behavior (OCB) through a study on the strength of the correlation between research variables, namely; 1) the strength of the correlation between self-efficacy and organizational citizenship behavior, 2) the strength of the correlation between job satisfaction with organizational citizenship behavior, 3) the strength of the correlation between self-efficacy and job satisfaction simultaneously with organizational citizenship behavior. This research was conducted at the Private Junior High School at Central Bogor District, Bogor City in 2021. The amount of sample 134 taken by proportional random sampling. Hypothesis testing conducted at the 0.05 significance level. The research produced three conclusions, such as; 1) there was a positive and highly significant correlation between self-efficacy with organizational citizenship where the correlation coefficient was ryl = 0.774 and self- efficacy contributes 59.9% to organizational citizenship behavior, 2) there was a positive and highly significant correlation between job satisfaction with organizational citizenship behavior where the correlation coefficient was ry2 = 0.751 and job satisfaction contributed 56.3% to organizational citizenship behavior, 3) there was a positive and highly significant correlation between self-efficacy and job satisfaction simultaneously with organizational citizenship behavior where the correlation coefficient was ry12 = 0.806 and self-efficacy and job satisfaction simultaneously contributed 65% to organizational citizenship behavior. Based on the conclusions, the organizational citizenship behavior can be increased through self-efficacy and job satisfaction.]]>
<![CDATA[Peningkatan Organizational Citizenship Behavior (OCB) melalui Penguatan Efikasi Diri dan Kepuasan Kerja ]]>
<![CDATA[Neneng Novita Nidea Sari]]>;
<![CDATA[Muhamad Entang]]>;
<![CDATA[Griet Helena Laihad]]>;
<![CDATA[Hendarman Hendarman]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 10, No 2 (2022): Jurnal Manajemen Pendidikan ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.33751/jmp.v10i2.6104
<![CDATA[Improving Organizational Citizenship Behavior (Ocb) through Strengthening Self-Efficiency and Job SatisfactionThe research aims to find the efforts in order to improve organizational citizenship behavior (OCB) through a study on the strength of the correlation between research variables, namely; 1) the strength of the correlation between self-efficacy and organizational citizenship behavior, 2) the strength of the correlation between job satisfaction with organizational citizenship behavior, 3) the strength of the correlation between self-efficacy and job satisfaction simultaneously with organizational citizenship behavior. This research was conducted at the Private Junior High School at Central Bogor District, Bogor City in 2021. The amount of sample 134 taken by proportional random sampling. Hypothesis testing conducted at the 0.05 significance level. The research produced three conclusions, such as; 1) there was a positive and highly significant correlation between self-efficacy with organizational citizenship where the correlation coefficient was ryl = 0.774 and self- efficacy contributes 59.9% to organizational citizenship behavior, 2) there was a positive and highly significant correlation between job satisfaction with organizational citizenship behavior where the correlation coefficient was ry2 = 0.751 and job satisfaction contributed 56.3% to organizational citizenship behavior, 3) there was a positive and highly significant correlation between self-efficacy and job satisfaction simultaneously with organizational citizenship behavior where the correlation coefficient was ry12 = 0.806 and self-efficacy and job satisfaction simultaneously contributed 65% to organizational citizenship behavior. Based on the conclusions, the organizational citizenship behavior can be increased through self-efficacy and job satisfaction.]]>
<![CDATA[PENINGKATAN PRODUKTIVITAS KERJA GURU MELALUI PENGEMBANGAN EFIKASI DIRI DAN KEPEMIMPINAN VISIONER ]]>
<![CDATA[Kinanti Puji Lestari]]>;
<![CDATA[Hendarman Hendarman]]>;
<![CDATA[Rais Hidayat]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 10, No 1 (2022): Jurnal Manajemen Pendidikan ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.33751/jmp.v10i1.5063
<![CDATA[THE TEACHERS PRODUCTIVITY ENHANCMENT BY IMPROVING SELF EFFICACY AND VISIONER LEADERSHIPThe purpose of this study was to determine the correlation between self efficacy and visionary leadership toward teachers productivity. The study was conducted in Vocational High School at Ciawi Region. The population of the study was 136 teachers and the sample taken was 102 teachers which were selected using proportional random sampling and data collection was got through questionnaires. The data analysing technique was done using correlation regression partial and multiple. The study result pointed out that there was positive correlation between self efficacy and teachers productivity (the correlation coefficient ry1 = 0,596 and the determination coefficient r2y1=0,355), there was positive correlation between visionary leadership and teachers productivity (the correlation coefficient ry2 =0,545 where the determination coefficient r2y2=0,297), and also there was positive correlation of self efficacy and visionary leadership to teachers productivity (the correlation coefficient ry12 = 0,648 and the determination coefficient r2y12= 0,419). Based on the above result study, it could be concluded that the teachers productivity might be improoved through self efficacy and visionary leadership either partially or concurrently.]]>
<![CDATA[MODEL PROFESSIONAL DEVELOPMENT BERBASIS INTERNET UNTUK MENINGKATKAN TEAM LEARNING SEKOLAH ]]>
<![CDATA[Farida Wulandari]]>;
<![CDATA[Hendarman Hendarman]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 9, No 1 (2021): Jurnal Manajemen Pendidikan ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.33751/jmp.v9i1.3361
<![CDATA[INTERNET BASED PROFESSIONAL DEVELOPMENT MODEL TO IMPROVE SCHOOL LEARNING TEAMThe tendency of the fact where the teachers do not need to learn or do not want to improve professional competence is a reflection of the opposite of team learning. Schools need to improve their performance to achieve maximum results. This study aimed to analyze an Internet-Based Professional Development model that can improve the ability of kindergarten teachers to carry out professional development independently and build team learning as well. Internet-Based Professional Development is an alternative effort in overcoming the improvement of kindergarten teachers' ability to organize Professional Development as well as team-learning. Limited trial research was conducted at Smartskul Preschool Kindergarten with 5 teachers. Extensive trials were carried out at TKI Al-Hamidiyah Depok with 25 teachers, and at TKIT Aliya Bogor with 13 teachers. The method of research used was research and model development (Research Professional Development / R D). Each trial carried out three times actions in limited trials and two actions in extensive trials at each school. In this study, the data analysis used was qualitative, quantitative, and formative. To measure the validity, this research used non-test and expert judgment. The Internet-Based Professional Development model consisted of input, process, and output. The input consisted of the Internet-Based Professional Development module, and kindergarten teachers and principals. The process consisted of planning, implementing monitoring, as well as evaluation reflection. The output of the Internet-Based Professional Development model was able to improve the ability of kindergarten teachers in organizing Internet-Based Professional Development as well as being able to build team learning.]]>
<![CDATA[Learning organisation and sundanese leadership as drivers of teachers’ innovative behaviour: the mediating role of psychological empowerment ]]>
<![CDATA[Tanti Ardianti]]>;
<![CDATA[Didik Notosudjono]]>;
<![CDATA[Hendarman Hendarman]]>
<![CDATA[ Jurnal Konseling dan Pendidikan Vol. 14 No. 1 (2026): JKP ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Therapy (IICET) ]]>
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DOI: 10.29210/1201900
<![CDATA[Teachers’ innovative behaviour is critical for maintaining educational quality and organisational adaptability. Despite its importance, the psychological mechanisms by which organisational and culturally grounded leadership contexts promote such behaviour, especially in non-Western settings, remain underexplored. Guided by empowerment theory, this study proposes and empirically tests a process-oriented model in which a learning organisation and Sundanese leadership shape teachers’ innovative behaviour through psychological empowerment. A quantitative survey was administered to 178 permanent foundation teachers from private junior high schools in East Bogor Regency, Indonesia. The data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) to assess both direct and indirect relationships among the study constructs. The results show that learning organisation significantly affects psychological empowerment but not teachers’ innovative behaviour. Sundanese leadership also does not directly influence innovative behaviour. Psychological empowerment significantly affects innovative behaviour and fully mediates the effects of learning organisation and Sundanese leadership. This study contributes to the literature by integrating learning organisation, Sundanese leadership, and psychological empowerment within a unified explanatory framework and highlighting the importance of cultural context in understanding teacher innovation. The findings imply that schools should strengthen teachers’ psychological empowerment and culturally grounded leadership practices to effectively foster innovative behaviour among teachers.]]>
