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PERAN INSTRUCTIONAL LEADERSHIP DAN ADHOCRACY CULTURE TERHADAP EMPLOYEE PERFORMANCE MELALUI JOB MOTIVATION PADA GURU SDN KECAMATAN BANYUMANIK SEMARANG lailiyati; Asyhari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.31302

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh instructional leadership dan adhocracy culture terhadap employee performance dengan job motivation sebagai variabel intervening pada guru Sekolah Dasar Negeri di Kecamatan Banyumanik. Penelitian ini menggunakan pendekatan kuantitatif dengan teknik analisis Partial Least Square (PLS). Sampel penelitian terdiri dari guru-guru SD Negeri di Kecamatan Banyumanik sebanyak 180 responden yang dipilih secara purposive. Hasil penelitian menunjukkan bahwa instructional leadership dan adhocracy culture berpengaruh positif dan signifikan terhadap job motivation. Instructional leadership juga memiliki pengaruh langsung yang signifikan terhadap employee performance, sedangkan adhocracy culture tidak menunjukkan pengaruh signifikan terhadap kinerja pegawai. Di sisi lain, job motivation berperan sebagai variabel intervening yang berpengaruh positif dan signifikan terhadap employee performance. Temuan ini menegaskan bahwa motivasi kerja merupakan faktor kunci dalam meningkatkan kinerja guru, dan kepemimpinan instruksional memiliki peran strategis dalam membangun motivasi tersebut. Berdasarkan hasil tersebut, direkomendasikan agar kepala sekolah memperkuat praktik kepemimpinan instruksional dan sekolah menciptakan budaya kerja yang seimbang antara inovasi dan struktur untuk mendukung motivasi dan kinerja guru secara optimal.
PENERAPAN MODEL PEMBELAJARAN RADEC TERINTEGRASI DEEP LEARNING MATERI PETA KELAS V TERHADAP PEMAHAMAN KONSEP DITINJAU DARI MOTIVASI BELAJAR Lailiyati; Muhamad Afandi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42828

Abstract

This study aims to describe the implementation of the RADEC learning model (Read, Answer, Discuss, Explain, Create) integrated with a deep learning approach in map learning for fifth-grade elementary students and to analyze students’ conceptual understanding in terms of their learning motivation. This study employed a descriptive qualitative approach with a case study design. The participants were 33 fifth-grade students of SD N Petompon 01. Data were collected through observation, conceptual understanding tests, learning motivation questionnaires, interviews, and documentation. Data validity was ensured through technique triangulation. The results show that the implementation of the RADEC learning model integrated with deep learning was carried out systematically through the stages of read, answer, discuss, explain, and create and was able to create an active, contextual, and meaningful learning process. Students’ conceptual understanding differed across levels of learning motivation, where students with high motivation demonstrated better conceptual understanding than those with moderate and low motivation. In addition, the RADEC learning model integrated with deep learning provided positive learning motivation indicators, such as participation, interest, confidence, and persistence during learning. Therefore, the RADEC learning model integrated with deep learning can be used as an alternative instructional strategy to facilitate students’ conceptual understanding and learning motivation in map learning at the elementary school level.
Co-Authors Asyhari Muhamad Afandi