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All Journal Jurnal Pendidikan Ilmu Sosial Jurnal Pendidikan Progresif
Sharul Effendy Janudin
Universiti Pendidikan Sultan Idris
Education Social Sciences

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CONFIRMATORY FACTOR ANALYSIS (CFA) OF THE ACCOUNTING TEACHER PROFESSIONAL IDENTITY SCALE (ATPIS) Muhammad Fahmi Johan Syah; Sharul Effendy Janudin; Mahaliza Mansor
Jurnal Pendidikan Ilmu Sosial Vol 32, No 2 (2022): JURNAL PENDIDIKAN ILMU SOSIAL
Publisher : Department of Accounting Education, Faculty of Teacher Training and Education Universitas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jpis.v32i2.20260

Abstract

This study aims to test the ATPIS which has previously been developed using exploratory Factor Analysis (EFA). This scale consists of five latent factors with 23 manifest variable items. The target population is Indonesian accounting teachers in Central Java who are members of the Accounting Subject Teachers' Conference (MGMP), totaling 1747 people. From the total population, 351 respondents were selected. The data analysis technique of this research was CFA and model fit analysis. The results showed that the proposed model was proven to be valid where the ATPI loading factor for the five factors had a value of more than 0.70. In contrast, the latent sub-construct variable in the manifest variable had a loading factor of more than 0.50. Revision of the model was done by eliminating one latent variable, APC3, a manifest variable from active in professional communities. The results of the model revision indicated that the overall loading factor value increased with the better model fit. Therefore, this ATPIS can be utilized as an instrument to measure the professional identity of accounting teachers. Nevertheless, it is still possible to develop a revised version of ATPIS with several new sub-construct latent variables that have not been tested. 
Structural Equation Modelling Analysis of Improving Teachers’ Teaching Creativity:The Role of Professional Identity and Emotional Intelligence Muhammad Fahmi Johan Syah; Naufal Ishartono; Agus Susilo; Nurul Latifatul Inayati; Sharul Effendy Janudin; Mahaliza Mansor; Salma Rahmadhani; Alifa Salsabila; Hanifah Tria Intan Jelita
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Structural Equation Modelling Analysis of Improving Teachers' Teaching Creativity: The Role of Professional Identity and Emotional Intelligence. Objective: The study aimed to examine a comprehensive structural model comprising three variables namely teaching creativity, emotional intelligence, and professional identity. Methods: The study involved 170 prospective teachers enrolled in teacher professional education programs in Indonesia by using a simple random sampling technique. Data were collected online using instruments adapted from previous research. The data were analysed by using covariance-based Structural Equation Modelling (CB-SEM) with the assistance of AMOS.  Findings: The findings revealed that the model confirmed a strong relationship among the three variables. Partial regression analysis reveals that emotional intelligence influences professional identity and teaching creativity, while professional identity influences teaching creativity. Nevertheless, the full model analysis revealed a contrary result that emotional intelligence could not directly enhance teaching creativity. Emotional intelligence must be accompanied by a strong professional identity to boost creativity in teaching effectively. These results suggest that professional identity functions as a full mediator in the relationship between emotional intelligence and teaching creativity. Conclusions: Efforts to enhance teaching creativity should focus not only on developing emotional intelligence but also on strengthening professional identity. This identity comprises several components, including cultural knowledge, blending, interpersonal skills, and active engagement in the professional community. Neglecting professional identity may hinder improvements in teaching creativity, even if emotional intelligence is high. Stakeholders should prioritise both aspects to cultivate creative educators. Keywords: teaching creativity, emotional intelligence, professional identity, SEM, teacher.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202498
Co-Authors Agus Susilo Alifa Salsabila Hanifah Tria Intan Jelita Mahaliza Mansor Muhammad Fahmi Johan Syah Naufal Ishartono Nurul Latifatul Inayati Salma Rahmadhani