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All Journal Munaddhomah: Jurnal Manajemen Pendidikan Islam Jurnal Riset sosial humaniora, dan Pendidikan (Soshumdik) Edukasia: Jurnal Pendidikan dan Pembelajaran Widyadewata: Jurnal Balai Diklat Keagamaan Denpasar
Rahmi, Wifqi
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Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Determinants of Teacher Motivation and Performance: Individual Characteristics, Job, and Organizational Climate Nasar, Ismail; Sarwan; Rahmi, Wifqi; Istifadah; Aziz, Mohd Kasturi Nor Abd; Partono
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 6 No. 1 (2025): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v6i1.1635

Abstract

This study aims to (1) describe individual characteristics, job characteristics, organizational climate, work motivation, and teacher performance, (2) analyze the influence of individual characteristics, job characteristics, and organizational climate on work motivation, (3) test their influence on teacher performance, (4) examine the influence of work motivation on teacher performance, and (5) explore the mediating role of work motivation in the relationship between individual characteristics, job characteristics, organizational climate, and teacher performance. This explanatory study involved teachers from SMA Maarif NU in Pasuruan in 20 districts, with a population of 485 teachers. The proportional random sampling method was used to select 110 teachers. Data were collected using a structured instrument distributed to respondents. The results showed that: (1) individual characteristics are shaped by interests, attitudes, and needs; job characteristics by skill diversity, task identity, task clarity, autonomy, and feedback; organizational climate by responsibility, identity, warmth, support, and conflict; work motivation by achievement, recognition, work rewards, and personal development; and teacher performance by professional, personal, and social competence. (2) Individual characteristics, job characteristics, and organizational climate have a positive effect on work motivation. (3) These variables also have a positive impact on teacher performance. (4) Work motivation significantly improves teacher performance. (5) Work motivation mediates the influence of individual characteristics, job characteristics, and organizational climate on teacher performance. This study concludes that work motivation plays an important role as an intervention, with the total influence of these variables on performance exceeding the direct influence
Model Integratif Asesment Formatif, Autentik, dan Evidence Centered Design (ECD) Abad Ke-21, Konseptualisasi dan Strategi Implementasi Rahmi, Wifqi; Ratnaya, I Gede; Lanang Agung Parwata, I Gusti; Made Budhyani, I Dewa Ayu
Jurnal Riset Sosial Humaniora dan Pendidikan Vol. 4 No. 3 (2025): September: Jurnal Riset Sosisal Humaniora, dan Pendidikan
Publisher : LPPM Universitas 17 Agustus 1945 Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56444/soshumdik.v4i3.3037

Abstract

Assessment practices in Indonesian schools remain largely dominated by conventional summative evaluation, which inadequately represents reflective learning processes and mastery of 21st-century competencies. This gap highlights the suboptimal implementation of formative and authentic assessments in educational practice, as well as the lack of conceptual models capable of systematically integrating both approaches. This article aims to examine and develop an integrative assessment model that combines three key approaches: formative assessment, authentic assessment, and Evidence-Centered Design (ECD), as a strategic framework to strengthen assessment practices for 21st-century learning. This study is based on a conceptual synthesis of more than 20 national and international sources. A narrative review approach is employed, focusing on the three main approaches: formative assessment, authentic assessment, and ECD. The results of the review produce an integrative assessment model articulated in the Claim–Task–Evidence–Feedback syntax, which merges competency mapping (claim), real-world task design (task), student performance evidence collection (evidence), and continuous formative feedback (feedback). This model not only unifies the strengths of the three approaches but also offers practical solutions to the challenges of assessment implementation in Indonesia through practice-based training, integration into instructional planning, and support from technical policy frameworks. The article contributes to the advancement of assessment design that is pedagogically valid, contextually relevant, and instrumental in driving learning transformation.
Analytical Study of Experiential Learning: Experiential Learning Theory in Learning Activities Rahmi, Wifqi
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i2.1113

Abstract

The aim of this research is to describe experiential learning in learning activities. David A. Kolb's Learning Theory highlights four keys stages: experience, reflection, abstract concepts, and active experimentation. This research is a library research or literature review, primarily focus on collecting and reviewing various previous studies on Kolb's learning theory. The findings indicate that the four stages of experiential learning models can enhance student engagement, deepen understanding of subject matter better, develop critical and creative skills to face future challenges, and foster collaborative work, and it can be effectively implemented at all levels of education. It can be concluded that learning activities using the experiential learning model can encourage student involvement to achieve maximum learning outcomes, and can be used at all levels of education while still paying attention to elements of relevance of the material and learning environment. However, there are still several shortcomings and challenges in applying this theory, particularly in terms of resource readiness.
Perception of MIN and MTs Teachers in Jembrana Regency Towards Digital Transformation and Inequality in Access to Education Edwin, Edwin; Rahmi, Wifqi; Azis, Hendra Sidratul; Sriartha, I Putu
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1181

Abstract

This study aims to find out the perception of teachers in MIN and MTs throughout Jembarana Regency related to digital transformation and inequality in access to education in Jembrana Regency. The selection of informant was carried out using a purposive sampling technique with the criteria of having taught for at least two years and being involved in the use of digital technology. Data were collected using semi-structured interview techniques, analysed and presented in a descriptive manner. The results of the study show that teachers see digital transformation as an important step in increasing learning relevance, flexibility, and interactivity. Technology is considered to enrich teaching methods and provide opportunities for students to learn independently through more varied digital media. However, inequality in access to technology, especially in terms of devices and internet connections, is a significant obstacle that hinders the involvement and learning outcomes of students who lack access. Teachers identified the need for policies and infrastructure development that support equal access to digital education as well as sustainable digital literacy training for teachers and students. This finding is expected to be used as a foundation for more responsive and inclusive policy-making to realize equitable digital education.
Gaya Kepemimpinan Kepala Sekolah, Motivasi Kerja, dan Kinerja Guru: Sebuah Kajian Sistematis Literatur: - rahmi, wifqi
Widyadewata Vol. 8 No. 2 (2025): Vol. 8 No. 2 (2025): Widyadewata : Jurnal Balai Diklat Keagamaan Denpasar
Publisher : Balai Diklat Keagamaan Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Kinerja guru merupakan faktor krusial dalam menentukan kualitas pendidikan di sekolah. Berbagai studi menunjukkan bahwa gaya kepemimpinan kepala sekolah dan motivasi kerja guru memiliki peran signifikan dalam memengaruhi kinerja tersebut. Penelitian ini bertujuan untuk mengkaji secara sistematis hubungan antara gaya kepemimpinan kepala sekolah, motivasi kerja, dan kinerja guru melalui metode Systematic Literature Review (SLR). Artikel diperoleh dari beberapa sumber seperti Google Scholar, Research Gate, dan Education Resources Information Center (ERIC). Artikel dibatasi pada rentang 2019 hingga 2025. Sebanyak 20 artikel ilmiah, baik nasional maupun internasional, yang diterbitkan antara tahun 2015 hingga 2025 dianalisis untuk mengidentifikasi pola hubungan dan temuan utama terkait topik tersebut. Hasil kajian menunjukkan bahwa gaya kepemimpinan transformasional, instruksional, demokratis, partisipatif, suportif, situasional, dan visioner secara konsisten berkontribusi positif terhadap peningkatan motivasi dan kinerja guru. Sebaliknya, gaya kepemimpinan otoriter dan laissez-faire cenderung memiliki dampak negatif atau tidak signifikan terhadap kinerja guru. Motivasi kerja guru juga ditemukan sebagai variabel mediasi yang memperkuat hubungan antara gaya kepemimpinan dan kinerja. Temuan ini menegaskan pentingnya kepala sekolah dalam mengadopsi gaya kepemimpinan yang sesuai dengan konteks dan kebutuhan guru untuk menciptakan lingkungan kerja yang kondusif, meningkatkan motivasi, dan mendorong kinerja optimal. Implikasi praktis dari penelitian ini adalah perlunya pelatihan dan pengembangan kepemimpinan bagi kepala sekolah yang menekankan pada gaya kepemimpinan yang adaptif dan partisipatif guna meningkatkan kualitas pendidikan secara keseluruhan.​
Co-Authors Azis, Hendra Sidratul Aziz, Mohd Kasturi Nor Abd Edwin Edwin I Gede Ratnaya I Putu Sriartha Isti Fadah Lanang Agung Parwata, I Gusti Made Budhyani, I Dewa Ayu Nasar, Ismail Partono Sarwan