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The Influence of the 2024 Presidential and Vice Presidential Election Socialization Through the Use of Instagram Social Media on Increasing Political Participation of Voters in Sukabumi City Kustiyawahyudi, Muhammad Rival; H. Suwiryo, Darmo; Rachmawati, Ike
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol 9, No 2 (2025): Journal of Humanities and Social Studies
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jhss.v9i2.12581

This study examines the influence of social media, specifically Instagram, on political participation in Sukabumi City during the 2024 Presidential Election. With the rise of digital platforms, social media has become a pivotal tool for political information dissemination. The objectives of this research include evaluating the frequency of Instagram usage for political information, assessing voter participation levels, and analyzing the impact of Instagram socialization on political engagement. A quantitative research design was employed, utilizing surveys to gather data from 100 respondents selected from Sukabumi City’s registered voters. The results indicate a significant correlation between Instagram usage for political purposes and increased political participation. Specifically, the regression analysis shows that 30.5% of the variation in political participation can be attributed to Instagram use. This study highlights the role of social media in enhancing voter awareness and engagement, with a 4% increase in voter participation from the 2019 to the 2024 election. The findings underscore Instagram’s effectiveness as a medium for political socialization and its positive impact on voter turnout. These results suggest that social media platforms can play a critical role in promoting democratic engagement, particularly in the context of modern electoral campaigns

The Effect of Motivation and Compensation on Teacher Performance Through Self-Efficacy: Case Study at SMKN 1 Sukabumi City Supriatno, Empri; H. Suwiryo, Darmo; Hikmat, Asep; Saleh, Munandi
International Journal of Economics, Management and Accounting (IJEMA) Vol. 2 No. 1 (2024): June
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijema.v2i1.163

This study aims to analyze the influence of motivation and compensation on teacher performance through self-efficacy at SMKN 1 Sukabumi City. This research method is quantitative with the type of explanatory research and causal research, and as many as 107 teachers at SMKN 1 Sukabumi City were used as research samples. The data was collected through Google Forms and analyzed using smartPLS version 4.1.0.0 with Outer Model, Inner Model, and Bootstrapping techniques. The results of this study show that: (1) Motivation has a significant negative effect on teacher performance (coefficient -0.217, t-statistic 2.090, p-value 0.037). This means that increasing motivation decreases teacher performance. (2) Compensation had a significant positive effect on teacher performance (coefficient 0.207, t-statistic 2.199, p-value 0.028). Increased compensation improves teacher performance. (3) Motivation had a significant positive effect on self-efficacy (coefficient 0.266, t-statistic 2.940, p-value 0.003). The higher the motivation, the higher the teacher's self-efficacy. (4) Compensation had a significant positive effect on self-efficacy (coefficient 0.314, t-statistic 3.861, p-value 0.000). The higher the compensation, the higher the teacher's self-efficacy. (5) Self-efficacy has a significant positive effect on teacher performance (coefficient 0.511, t-statistic 5.849, p-value 0.000). The higher the self-efficacy, the better the teacher's performance. (6) Motivation influences teacher performance through self-efficacy (coefficient 0.136, t-statistic 2.877, p-value 0.004). Self-efficacy is an important mediator with a contribution of 13.6%. (7) Compensation affects teacher performance through self-efficacy (coefficient 0.160, t-statistic 3.081, p-value 0.002). Self-efficacy is an important mediator with a contribution of 16%.

EVALUATION OF TEACHER EMPOWERMENT PROGRAMS IN OPTIMIZING THE QUALITY OF EDUCATION SERVICES USING THE CIPP MODEL Fairuz, Fathmah; H. Suwiryo, Darmo; Sunarya, Erry
SIBATIK JOURNAL: Jurnal Ilmiah Bidang Sosial, Ekonomi, Budaya, Teknologi, Dan Pendidikan Vol. 3 No. 4 (2024): March
Publisher : Penerbit Lafadz Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/sibatik.v3i4.1872

This study aims to evaluate the teacher empowerment program at SMK Ummul Quro Cireunghas, Sukabumi Regency in improving the quality of educational services by considering aspects of context, input, process, and product (CIPP). This study used a qualitative research approach. The sample data source of this study was selected using the snowball sampling technique. Data was collected based on interviews, observations, and documentation. The research findings revealed that (1) the context aspect is good where the teacher empowerment program at SMK Ummul Quro is very helpful for teachers in carrying out their duties and responsibilities as educators; (2) The input aspect is good, the resources allocated in the teacher empowerment program consist of budget costs, facilities and infrastructure, resource persons, cooperation and support from institutions. However, resources in the form of funds and facilities are still limited; (3) the process aspect is good, the empowerment program implementation process is carried out through planning, analyzing teacher professional development needs, program design, resource procurement, selection of facilitators or instructors or resource persons, program implementation, evaluation of results on program effectiveness including feedback from teacher performance, further development or additional training and adjustment of implementation strategies, encouraging teachers to continue learning and developing; (4) The product aspect is good, there have been significant changes as a result of the teacher empowerment program, namely improving teacher performance and improving student learning outcomes, increasing collaboration between teachers, increasing parental involvement, and improving student learning, developing digital learning resources, higher levels of employment. This study recommends that several inhibiting factors need to be improved so that the implementation of educational activities can run smoothly according to the objectives that have been set.

The Effect of Motivation and Compensation on Teacher Performance Through Self-Efficacy: Case Study at SMKN 1 Sukabumi City Supriatno, Empri; H. Suwiryo, Darmo; Hikmat, Asep; Saleh, Munandi
International Journal of Economics, Management and Accounting (IJEMA) Vol. 2 No. 7 (2024): December
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijema.v2i1.163

This study aims to analyze the influence of motivation and compensation on teacher performance through self-efficacy at SMKN 1 Sukabumi City. This research method is quantitative with the type of explanatory research and causal research, and as many as 107 teachers at SMKN 1 Sukabumi City were used as research samples. The data was collected through Google Forms and analyzed using smartPLS version 4.1.0.0 with Outer Model, Inner Model, and Bootstrapping techniques. The results of this study show that: (1) Motivation has a significant negative effect on teacher performance (coefficient -0.217, t-statistic 2.090, p-value 0.037). This means that increasing motivation decreases teacher performance. (2) Compensation had a significant positive effect on teacher performance (coefficient 0.207, t-statistic 2.199, p-value 0.028). Increased compensation improves teacher performance. (3) Motivation had a significant positive effect on self-efficacy (coefficient 0.266, t-statistic 2.940, p-value 0.003). The higher the motivation, the higher the teacher's self-efficacy. (4) Compensation had a significant positive effect on self-efficacy (coefficient 0.314, t-statistic 3.861, p-value 0.000). The higher the compensation, the higher the teacher's self-efficacy. (5) Self-efficacy has a significant positive effect on teacher performance (coefficient 0.511, t-statistic 5.849, p-value 0.000). The higher the self-efficacy, the better the teacher's performance. (6) Motivation influences teacher performance through self-efficacy (coefficient 0.136, t-statistic 2.877, p-value 0.004). Self-efficacy is an important mediator with a contribution of 13.6%. (7) Compensation affects teacher performance through self-efficacy (coefficient 0.160, t-statistic 3.081, p-value 0.002). Self-efficacy is an important mediator with a contribution of 16%.

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