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p-Index From 2021 - 2026
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All Journal Movere Journal International Journal of Educational Research Excellence (IJERE)
Andi Hidayati
Unknown Affiliation
Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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Motivasi Kerja Guru Dalam Pengembangan Budaya Kerja Positif Di Sekolah Dasar Negeri Borong Kecamatan Manggala Kota Makassar Andi Hidayati
Movere Journal Vol. 7 No. 2 (2025)
Publisher : Sekolah Tinggi Ilmu Ekonomi (STIE) Tri Dharma Nusantara Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53654/mv.v7i2.644

Abstract

This study aims to describe teachers' work motivation, actions taken to foster a positive work culture, as well as the supporting and inhibiting factors in developing a positive work culture at Borong Public Elementary School, Manggala District, Makassar City. This research employs a descriptive approach, with the principal and teachers as research subjects. Data were collected through interviews, observations, and documentation, and validated using source and technique triangulation. The results show that: (1) Teachers' work motivation is reflected in their enthusiasm for performing duties, responsibility in teaching and evaluating learning outcomes, interest in tasks, and efforts to develop competencies and value their profession; (2) Actions to build a positive work culture include enforcing discipline and responsibility, promoting collaboration, openness, and mutual respect among school members; (3) Supporting factors consist of internal aspects such as educational qualifications, teaching needs, and teacher welfare, as well as external aspects like work environment, school leadership, and institutional regulations. Inhibiting factors involve internal issues related to teacher quality and external challenges in interacting with students of diverse characteristics.
Beyond Digital Access: A Critical Ethnography of How Teachers Navigate and Resist Neoliberal Agendas in National Online Learning Platforms Sartinayanti, Sartinayanti; Kaso Mustamin; Muh. Safar; Andi Hidayati; Dodi Sukmayadi
International Journal of Educational Research Excellence Vol. 5 No. 1 (2026): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i1.1834

Abstract

This article investigates how Indonesian school teachers navigate and resist neoliberal agendas embedded in national online learning platforms, moving the debate beyond questions of mere digital access. Drawing on a nationwide cross‐sectional survey of 482 teachers combined with critical policy analysis, the study operationalizes neoliberal logics through indicators such as marketisation of learning, datafication of performance, individualisation of responsibility, and platform‐driven managerial control. Descriptive and inferential statistics are used to map patterns of teachers’ platform use, perceived pressures, and everyday acts of compliance and resistance across school levels, regions, and employment status. The findings reveal a structurally uneven landscape in which online platforms intensify workload, extend managerial surveillance, and reconfigure professional autonomy, while simultaneously opening spaces for tactical appropriation, collegial solidarity, and critical pedagogy. Teachers in rural and under‐resourced schools report stronger experiences of platform‐mediated control but also higher engagement in collective forms of resistance. The article concludes by arguing for a re‐politicisation of digitalisation policies in Indonesian education, centring teacher agency, labour justice, and democratic accountability in the governance of national platforms
Co-Authors Dodi Sukmayadi Kaso Mustamin Muh. Safar Sartinayanti, Sartinayanti