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All Journal Journal La Edusci Edunity: Kajian Ilmu Sosial dan Pendidikan
Nugraha, Mohammad Lutfi
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Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Modeling and Optimization of Increasing Teacher Creativity Based on Local Wisdom and Organizational Support Nugraha, Mohammad Lutfi; Hardhienata, Soewarto; Hidayat, Rais
Edunity Kajian Ilmu Sosial dan Pendidikan Vol. 4 No. 9 (2025): Edunity: Social and Educational Studies
Publisher : PT Publikasiku Academic Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57096/edunity.v4i9.440

Abstract

The creativity of Early Childhood Education (PAUD) teachers plays a crucial role in improving the quality of learning, as children require innovative, engaging, and developmentally appropriate stimuli. However, many PAUD teachers still face obstacles in developing creativity due to limited organizational support, reward systems, and the low integration of local wisdom values into the learning process. The purpose of this study is to develop a model for PAUD teacher creativity based on local wisdom and organizational support. The POP-SDM (Modeling and Optimization of Resource Management) method was used in this study. Data collection in the simple qualitative research phase employed direct interviews, recorded and stored via WhatsApp voice notes. In this study, data were also collected using a questionnaire. Model and hypothesis testing were conducted using partial least squares structural equation modeling (PLS-SEM) with the SmartPLS version 3.0 application. The results indicate that improving PAUD teacher creativity in Tasikmalaya City can be achieved through a research constellation model identified through field exploration, supported by strategies derived from SEM analysis and improvement measures based on SITOREM analysis. The research findings confirm that the optimal solution for improving teacher creativity lies in prioritizing indicators that need improvement. Directly, teamwork and organizational climate were shown to have a significant positive effect on teacher creativity, while trust and personality showed little effect. However, indirectly, trust provided a significant positive effect through organizational climate, while teamwork and personality remained insignificant through this pathway.
Optimizing Teacher Creativity: The Role of Local Wisdom and Organizational Support Nugraha, Mohammad Lutfi; Hardhienata, Soewarto; Hidayat, Rais
Journal La Edusci Vol. 6 No. 5 (2025): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v6i5.2619

Abstract

This study develops a model for enhancing early childhood education (ECE) teacher creativity based on local wisdom and organizational support in Tasikmalaya, Indonesia. Using path analysis and SITOREM methodology, the research examines direct and mediated effects among 160 ECE teachers selected through simple random sampling. Findings reveal that local wisdom significantly influences teacher creativity both directly (β = 0.52, p < 0.001) and indirectly through organizational support (β = 0.23, p < 0.01), with a total effect of β = 0.75. Organizational support demonstrates substantial direct effects (β = 0.41, p < 0.001), particularly through leadership encouragement, collaborative environments, and resource provision. The SITOREM analysis categorizes 28 indicators into four quadrants, identifying seven high-performing indicators to maintain (including traditional games integration, M = 4.12) and twelve requiring priority improvement. The three most critical gaps are: use of local arts as learning media (β = 0.44, M = 2.31), collaborative opportunities in culture-based learning design (β = 0.41, M = 2.45), and incentive systems for innovation (β = 0.39, M = 2.18). Key barriers include teacher confidence deficits in traditional arts (67%), resource limitations, and time constraints. The study proposes a three-tier implementation framework addressing institutional foundations, professional development, and systemic quality enhancement, differentiated by school resource levels, principal cultural competency, and teacher experience. Results underscore the need for contextual teacher development integrating cultural values with organizational reform. The study offers evidence-based strategies for fostering culturally-rooted teacher innovation in organizationally supportive environments.
Co-Authors RAIS HIDAYAT, RAIS Soewarto Hardhienata