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All Journal Al Ishlah Jurnal Pendidikan
Sulistiasih Sulistiasih
Universitas Bhayangkara Jakarta Raya
Education Languange, Linguistic, Communication & Media Mathematics Other

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Empowering Learning: The Mediating Role of Teachers in Enhancing Students' Intrinsic Motivation Netty Merdiaty; Sulistiasih Sulistiasih
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.6430

Abstract

This study explores the role of teachers as mediators in fostering students' intrinsic motivation—a key driver of independent and sustained learning. Intrinsic motivation encourages engagement in educational activities for personal satisfaction and growth, which is critical for academic and character development. A qualitative descriptive approach was employed to examine teacher-student interactions at a junior high school in Bandung City. Data were collected through observations, in-depth interviews, and documentation involving both teachers and students. The findings revealed that teachers significantly influence intrinsic motivation by acting as mediators and motivators. Strategies such as aligning teaching methods with students' interests, providing emotional and academic support, and creating an engaging learning environment enhance active participation. Furthermore, appropriately challenging tasks, constructive feedback, and meaningful praise bolster students' self-confidence and perseverance. These teacher-mediated practices not only improve academic outcomes but also foster students' self-worth and enthusiasm for learning. The results underscore the importance of a student-centered approach, which values individual needs and preferences, in cultivating a supportive and motivating educational environment. Teachers, by employing adaptive and engaging strategies, play a pivotal role in enhancing intrinsic motivation, thereby shaping a more effective and enjoyable learning experience. Future research should investigate the long-term impacts of these methods across diverse educational settings to refine their application and extend their benefits.
Enhancing Lecturer Performance: A Meta-Analysis of Organizational Commitment and Transformational Leadership Sulistiasih Sulistiasih; Widodo Widodo
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.7571

Abstract

Lecturer performance plays a critical role in achieving institutional goals within higher education. Previous studies suggest that both transformational leadership and organizational commitment significantly impact this performance. However, a comprehensive synthesis of empirical findings is needed to clarify the strength and consistency of these relationships. This study employed a quantitative meta-analysis to examine the effects of transformational leadership and organizational commitment on lecturer performance. A total of 35 empirical studies published between 2020 and 2024 were systematically selected from Scopus, SINTA, and Google Scholar databases. Using JASP version 0.8.4.0, effect sizes were calculated, and heterogeneity was assessed through a random-effects model. The analysis revealed that transformational leadership (r = 0.380) and organizational commitment (r = 0.377) both have a significant positive influence on lecturer performance (p 0.01). Among the two, transformational leadership demonstrated a slightly stronger effect. Moderate heterogeneity was observed across the studies, and no evidence of publication bias was found. These findings align with existing literature, emphasizing the critical role of leadership and organizational commitment in enhancing lecturer performance. The moderate heterogeneity suggests variability in study contexts, yet the overall effect remains robust. The results highlight the value of transformational leadership and organizational commitment in driving lecturer effectiveness in higher education institutions. Practical recommendations include the development of targeted leadership training and institutional policies that foster organizational commitment to improve performance outcomes.
Co-Authors Jeressa Amadina Tambunan Widodo Widodo