Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Indonesian Journal of Learning and Instruction Lensa Pendas
Agie Hanggara
Unknown Affiliation
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Efek Mediasi Lingkungan Kerja Dan Motivasi Kerja Pada Pengaruh Kepemimpinan Kepala Sekolah Terhadap Kinerja Guru Agie Hanggara; Yeyen Suryani; Iskandar
Jurnal Lensa Pendas Vol 10 No 2 (2025): September
Publisher : Universitas Muhammadiyah Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33222/jlp.v10i2.5101

Abstract

Penelitian ini bertujuan untuk mengetahui apakah lingkungan kerja dan motivasi kerja guru memediasi pada pengaruh kepemimpinan kepala sekolah terhadap kinerja guru di SMA Negeri Se-Kabupaten Kuningan. Metode yang digunakan dalam penelitian ini adalah survei. Teknik analisis data yang digunakan adalah dengan menggunakan parallel multiple mediator models. Dan sampel yang digunakan adalah 232 guru di SMA Negeri Se-Kabupaten Kuningan. Berdasarkan hasil penelitian, dapat disimpulkan bahwa: Kepemimpinan Kepala Sekolah berpengaruh terhadap Kinerja Guru. Artinya semakin efektif kepemimpinan kepala sekolah maka akan semakin tinggi kinerja guru; Lingkungan kerja memediasi sebagian pada pengaruh kepemimpinan kepala sekolah terhadap kinerja guru di SMA Negeri Se-Kabupeten Kuningan. Artinya, kepemimpinan kepala sekolah berpengaruh terhadap kinerja guru baik secara langsung maupun tidak langsung melalui lingkungan kerja; Motivasi kerja memediasi sebagian pada pengaruh kepemimpinan kepala sekolah terhadap kinerja guru di SMA Negeri Se-Kabupaten Kuningan. Artinya, kepemimpinan kepala sekolah berpengaruh terhadap kinerja guru baik secara langsung maupun tidak langsung melalui motivasi kerja guru.
FACTORS AFFECTING PRESERVICE ENGLISH TEACHERS' TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) Endang Darsih; Vina Agustiana; Wulan Rahmatunisa; Agie Hanggara
Indonesian Journal of Learning and Instruction Vol. 7 No. 2 (2024)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v7i2.10943

Abstract

The integration of technology into teaching is critical for preparing educators to meet the demands of 21st-century classrooms, particularly in English as a Foreign Language (EFL) contexts. This study investigates the factors influencing the development of Technological Pedagogical Content Knowledge (TPACK) among preservice English teachers, addressing gaps in existing research that often overlooks this group. Using a mixed-methods approach, quantitative data from 30 participants were collected via a validated TPACK questionnaire, while qualitative insights were gathered through in-depth interviews with a purposive sample of 10 preservice teachers. The findings highlight significant variability in TPACK levels, with technological knowledge emerging as the most challenging domain. Four key factors—access to technological resources, mentorship from experienced teachers, prior experience with technology, and professional development opportunities—were identified as crucial for TPACK development. Limited access to resources and insufficient training were common barriers, whereas mentorship and prior exposure to technology positively influenced confidence and adaptability. The study concludes that tailored interventions, such as resource provision, mentorship programs, and technology-focused training workshops, are essential for enhancing preservice teachers' TPACK proficiency. Educational institutions must prioritize these measures to equip future educators with the skills needed for effective technology integration. Further research is recommended to explore these factors across diverse educational contexts to inform comprehensive strategies for improving teacher education programs.Keywords: TPACK; preservice teachers; EFL, technology integration; mentorship; teacher training; professional development 
Co-Authors Endang Darsih ISKANDAR Vina Agustiana Wulan Rahmatunisa Yeyen Suryani