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All Journal Moneter : Jurnal Keuangan dan Perbankan
S. Sicat, Alvin
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Computer Science & IT Economics, Econometrics & Finance

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Professional Learning Development for Classroom Action Research in Entrepreneurship Subjects in Indonesia Abdi Darmawan; S. Sicat, Alvin
Moneter: Jurnal Keuangan dan Perbankan Vol. 13 No. 1 (2025): APRIL
Publisher : Universitas Ibn Khladun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/moneter.v13i1.1439

Abstract

The study adopted an Action Research (AR) framework in devising professional learning strategies that help improve the learning advancement among entrepreneurship teachers in Indonesia in enhancing the effectiveness of learning and students' engagement. The study was iterative: data was collected through cyclical phases of planning, action, observation, and reflection and was carried out with 15 educators at 5 high schools. We integrated Project-Based Learning (PBL) instructional practices and more use of digital tools. We administer pre- and post-intervention surveys, conduct classroom observations, and assess student performance. The results were significant improvements in teacher competencies, with post-intervention scores increasing by up to 30.77%, and student engagement increased from 68% to 85%. The study concludes that AR-based development strengthens entrepreneurship teaching, enhances student-centered learning, and offers a scalable, effective model for educational innovation in resource-limited environments.
Teaching Motivation And Job Satisfaction Of First School Teachers In Indonesia: A Reference For Future Career Development Training Ristiyola, Ristiyola; S. Sicat, Alvin
Moneter: Jurnal Keuangan dan Perbankan Vol. 13 No. 2 (2025): JULI
Publisher : Universitas Ibn Khladun Bogor

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Abstract

This study examines the levels of teaching motivation and job satisfaction among first-year school teachers in Indonesia, highlighting their implications for future career development training. Using a mixed-method design, the research gathered data from 400 primary school teachers across various provinces through structured questionnaires and open-ended responses. Quantitative data were analyzed using descriptive statistics, ANOVA, and t-tests, while qualitative data underwent thematic analysis. Results indicate that both motivation (mean = 3.45) and job satisfaction (mean = 3.38) were at moderate to high levels. Professional commitment, confidence, and goal orientation emerged as the most influential motivational factors, whereas compensation and benefits received the lowest ratings. Significant differences were found across teacher demographics, particularly in terms of age, experience, and educational attainment. Qualitative findings highlighted the need for recognition, mentorship, and relief from administrative burdens. The study concludes that while intrinsic motivation remains strong, systemic barriers—especially inadequate compensation and bureaucratic workload—continue to suppress overall satisfaction. It recommends demographic-responsive career development programs focused on stress management, pedagogical advancement, and work-life balance to enhance teacher performance and retention.
Co-Authors Abdi Darmawan Ristiyola, Ristiyola