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All Journal Edukasi: Jurnal Pendidikan dan Pengajaran (Indonesian of Interdisciplinary Journal)
Anggraeni, Venita
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Religion Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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PENGGUNAAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP DISPOSISI MATEMATIS SISWA Fitria Ningsih, Eva; Anggraeni, Venita
DESANTA (Indonesian of Interdisciplinary Journal) Vol. 5 No. 1 (2024): September 2024
Publisher : Desanta Publisher

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Abstract

Penelitian ini dilatarbelakangi oleh rendahnya disposisi matematis siswa yang didapatkan dari hasil wawancara guru matematika dan siswa di SMAN 1 Waringinkurung. Tujuan dari penelitian ini yaitu untuk melihat disposisi matematis siswa sebagai akibat dari penggunaan model pembelajaran Problem Based Learning dibandingkan dengan pembelajaran biasa. Instrumen yang digunakan pada penelitin ini yaitu instrument non-tes berbentuk angket skala disposisi matematis siswa, yang terdiri dari 28 pernyataan, dimana terdapat 15 pertanyaan positif dan 13 pertanyaan negativ. Penelitian ini menggunakan metode kuasi eksperimen tipe non-equivalent control group design. Terdapat dua kelas yang dijadikan penelitian, yaitu kelas eksperimen yang mendapat perlakuan dengan penggunaan model pembelajaran Problem Based Learning dan kelas kontrol yang tidak mendapat perlakuan, dalam hal ini menggunaan pembelajaran biasa. Analisis data yang digunakan peneliti yaitu dengan menggunakan uji Mann-Whitney U. Berdasarkan hasil analisis data dapat diambil kesimpulan bahwa disposisi matematis siswa yang mendapat model pembelajaran dengan Problem Based Learning lebih baik daripada siswa yang mendapatkan pembelajaran biasa
Culture, Leadership, and Commitment for Enhancing Organizational Citizenship Behaviour: Evidence from Civil Servant Teachers Anggraeni, Venita; Rubini, Bibin; Irdianysah, Iyan
Edukasi Vol 12 No 2 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran | In Progress|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v12i2.30454

Abstract

This study examines the relationships among organizational culture, effective leadership, and work commitment in predicting teachers' Organizational Citizenship Behavior (OCB) in A-accredited public senior high schools in Bogor Regency, Indonesia. The research addresses a critical gap in understanding how these factors collectively influence teachers' discretionary behaviors amid educational transformation challenges. A quantitative correlational design was employed, with data collected from 128 civil servant teachers (PPPK) across 13 schools using validated questionnaires. Reliability coefficients exceeded 0.70 for all instruments. Simple and multiple regression analyses were conducted to examine individual and collective effects. The findings revealed that organizational culture demonstrated the strongest individual effect on OCB (R² = 0.310, r = 0.557, p < 0.001), followed by work commitment (R² = 0.132, r = 0.363, p < 0.001) and effective leadership (R² = 0.101, r = 0.317, p < 0.05). However, in the multiple regression model, organizational culture emerged as the only statistically significant predictor (β = 0.251, p < 0.001), while effective leadership (p = 0.061) and work commitment (p = 0.358) became non-significant. The three variables collectively explained 33.7% of OCB variance (R² = 0.337, F = 21.027, p < 0.001), suggesting that organizational culture functions as the primary mechanism through which leadership and commitment influence teachers' discretionary behaviors. These findings indicate that strengthening organizational culture should be the primary strategy for enhancing teacher OCB, with leadership development and commitment-building serving as complementary approaches. The study contributes empirical evidence to organizational behavior theory in educational contexts and provides actionable guidance for enhancing teacher performance and organizational effectiveness.
Co-Authors Bibin Rubini Eva Fitria Ningsih Irdianysah, Iyan