Article Per Year (5 Year)
p-Index From 2021 - 2026
1.908
P-Index
This Author published in this journals
All Journal Jurnal Konseling dan Pendidikan International Conference on Education and Language (ICEL) Journal of Humanities and Social Studies International Journal of Economy, Education and Entrepreneurship (IJE3) Journal of General Education and Humanities Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia
Hendarman Hendarman
Universitas Pakuan
Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 6 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 6 Documents
Search

 1 
CHALLENGES FOR 21st CENTURY LEARNING IN INDONESIA . Hendarman
International Conference on Education and Language (ICEL) 2016: 4th ICEL
Publisher : Bandar Lampung University (UBL)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1040.854 KB)

Abstract

 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.
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) Yuyun Elizabeth Patras; Hendarman Hendarman; Uut Kuswendi
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol 5, No 3 (2021): Journal of Humanities and Social Studies
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jhss.v5i3.4025

Abstract

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.
Learning organisation and sundanese leadership as drivers of teachers’ innovative behaviour: the mediating role of psychological empowerment Tanti Ardianti; Didik Notosudjono; Hendarman Hendarman
Jurnal Konseling dan Pendidikan Vol. 14 No. 1 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1201900

Abstract

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.
The Influence of Leadership Style, Motivation, and Work Environment on Teacher Performance Yulia Nurmalasari; Hendarman Hendarman; Farida Wulandari
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1013

Abstract

Background and Objective: This study addresses critical learning losses in Indonesian early childhood education (PAUD) following the COVID-19 pandemic, exacerbated by a 25% teacher turnover rate in private institutions. The research examines the direct and indirect effects of school principals' transformational leadership style, teacher work motivation, and work environment on overall teacher performance in private kindergartens, with motivation hypothesised as a mediating mechanism. Method: A quantitative correlational survey design was employed across 26 private kindergartens in Cibinong, Bogor Regency, Indonesia. The study population comprised 169 permanent foundation teachers, and the final sample of 119 respondents was determined using Slovin's formula (e = 0.05) and proportional random sampling. Data were collected using validated 5-point Likert-scale questionnaires measuring four constructs: teacher performance (36 items), leadership style (36 items), work motivation based on Maslow's hierarchy (36 items), and work environment—both physical and non-physical aspects (36 items). All instruments demonstrated high reliability (Cronbach's Alpha >0.97). Data analysis employed descriptive statistics, classical assumption testing, multiple regression analysis, path analysis with Sobel testing for indirect effects, and SITOREM (Scientific Iterative Tabulation-Oriented Educational Recommendation Method) for prioritised intervention recommendations. SPSS version 26 was used for all statistical analyses. Results: The path analysis model explained 79.6% of the variance in teacher performance (R²=0.796). Work motivation exhibited the strongest direct effect (βy2=0.392, p<0.001), followed by principal leadership style (βy1=0.284, p<0.001) and work environment (βy3=0.215, p=0.002). Work motivation significantly mediated both the leadership effect (indirect path βy12=0.142, p<0.001) and environmental effect (indirect path βy32=0.117, p<0.001), confirming its central role in performance outcomes. SITOREM analysis identified three priority interventions: a 50% increase in teacher honoraria to address physiological and self-actualisation gaps; transformational leadership training to strengthen team development and communication; and non-physical environmental improvements, including career counselling and organisational culture development, to reduce turnover
The Role of Recognition and Career Development Rewards in Fostering Teacher Engagement: A Systematic Review Mas Ning Zahroh; Rita Retnowati; Hendarman Hendarman
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 3 No. 1 (2025): November
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v3i1.2227

Abstract

This study investigates the relationship between recognition and career development rewards and their impact on teacher engagement through a systematic review of 15 selected peer-reviewed articles published between 2019 and 2025. The review examined diverse educational contexts, including early-career teachers, private and public schools, and various subject areas, to identify how recognition and career development initiatives influence teacher motivation, satisfaction, and retention. Findings reveal that recognition of achievements, appreciation, and supportive organizational environments significantly enhance intrinsic motivation and emotional engagement, particularly among early-career teachers. Career development rewards, including mentoring, training, coaching, and structured reward systems, were found to contribute to long-term motivation, job satisfaction, and retention, especially in private school settings. Several studies highlight gaps in the implementation of effective recognition systems, showing that teachers often perceive insufficient acknowledgment of their performance, which can reduce engagement and increase turnover intentions. Moreover, the synergistic integration of recognition and career development rewards produces the most substantial improvements in teacher engagement, suggesting that organizations should address both psychological and professional growth needs. This systematic review underscores the importance of combining recognition programs with career development strategies to foster sustainable teacher engagement and improve overall educational outcomes. In conclusion, integrating recognition and career development rewards is a practical and effective approach to enhancing teacher engagement across diverse educational contexts.
OPTIMAL SOLUTIONS FOR IMPROVING JOB SATISFACTION AMONG HIGH SCHOOL TEACHERS ON P3K CONTRACTS Halimatusha’diah Halimatusha’diah; Bibin Rubini; Hendarman Hendarman
International Journal of Economy, Education and Entrepreneurship (IJE3) Vol. 6 No. 2 (2026): International Journal of Economy, Education and Entrepreneurship
Publisher : Yayasan Education and Social Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53067/ije3.v6i2.486

Abstract

This study aims to identify the optimal solution from among the available options, given the limitations of management resources. The research methodology employed a quantitative study, with the sample size calculated using Taro Yamane’s formula, resulting in a sample of 113 P3K teachers teaching at state senior secondary schools in Karawang Regency. The instrument used in this study was a questionnaire covering each research variable, which had previously been validated. To determine the optimal solution, the SITOREM analysis was used, based on four assessment criteria, namely: 1) cost, 2) benefit, 3) urgency, and 4) importance. The assessment was carried out by experts in their respective fields of educational management. The research results indicate that there are three indicators that require improvement, namely fair/appropriate remuneration, indirect financial benefits, and the tangible benefits of the remuneration received. As for the indicators to be retained or developed, there are 17, namely: working environment, recognition, opportunities for advancement, feelings towards the job itself, direct financial rewards, non-financial rewards, acceptance of the organisational environment, a sense of identification with the organisation, belief in the organisation’s values and objectives, involvement in organisational tasks, a strong desire to remain part of the organisation, career fairness, self-development, career clarity, attention from supervisors, the presence of goals to be achieved, perseverance in achieving goals, and the intensity of effort expended. The implications of the research findings are that there is efficiency in the management of human resources.
Co-Authors Bibin Rubini Farida Wulandari Griet Helena Laihad Halimatusha’diah Halimatusha’diah Kinanti Puji Lestari Mas Ning Zahroh Muhamad Entang Neneng Novita Nidea Sari Rais Hidayat Rita Retnowati Tanti Ardianti Uut Kuswendi Yulia Nurmalasari YUYUN ELIZABETH PATRAS, YUYUN ELIZABETH