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All Journal Didaktika: Jurnal Kependidikan Jurnal Pendidikan Progresif
Alifa Salsabila
Universitas Muhammadiyah Surakarta
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Role of Professional Identity in Mediating Self-Directed Learning’s Influence on Teaching Creativity Alifa Salsabila; Muhammad Fahmi Johan Syah
Didaktika: Jurnal Kependidikan Vol. 14 No. 3 Agustus (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2476

Abstract

The purpose of this research is to ascertain how Professional Identity (PI) in mediating the connection between Self-Directed Learning (SDL) and Teaching Creativity (KM). A quantitative method and path analysis were employed to gather data via an online survey from 170 students enrolled in the Teacher Professional Education Program (PPG) at Muhammadiyah University of Surakarta. SDL acted as the independent variable, PI functioned as the mediator, and KM was designated as the dependent variable. The findings indicate that SDL is a strong predictor of PI (0.611, p < 0.001), and PI is a strong predictor of KM (0.697, p < 0.001). Nonetheless, once PI is incorporated into the model, the direct influence of SDL on KM turns statistically insignificant (0.073, p = 0.259), suggesting complete mediation. This indicates that SDL affects KM solely by influencing PI students with strong SDL abilities often cultivate a stronger PI, which subsequently enhances teaching creativity. These results indicate that SDL by itself is inadequate for improving KM establishing a solid professional identity is crucial. Consequently, teacher education programs must not only foster independent learning abilities but also enhance PI to promote innovative and creative teaching methods.
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 Hanifah Tria Intan Jelita Mahaliza Mansor Muhammad Fahmi Johan Syah Naufal Ishartono Nurul Latifatul Inayati Salma Rahmadhani Sharul Effendy Janudin