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All Journal Jurnal Konseling dan Pendidikan Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pendidikan Progresif
Widodo Widodo
Universitas Indraprasta PGRI
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Other

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Enhancing Lecturer Performance: A Meta-Analysis of Organizational Commitment and Transformational Leadership Sulistiasih Sulistiasih; Widodo Widodo
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.7571

Abstract

Lecturer performance plays a critical role in achieving institutional goals within higher education. Previous studies suggest that both transformational leadership and organizational commitment significantly impact this performance. However, a comprehensive synthesis of empirical findings is needed to clarify the strength and consistency of these relationships. This study employed a quantitative meta-analysis to examine the effects of transformational leadership and organizational commitment on lecturer performance. A total of 35 empirical studies published between 2020 and 2024 were systematically selected from Scopus, SINTA, and Google Scholar databases. Using JASP version 0.8.4.0, effect sizes were calculated, and heterogeneity was assessed through a random-effects model. The analysis revealed that transformational leadership (r = 0.380) and organizational commitment (r = 0.377) both have a significant positive influence on lecturer performance (p 0.01). Among the two, transformational leadership demonstrated a slightly stronger effect. Moderate heterogeneity was observed across the studies, and no evidence of publication bias was found. These findings align with existing literature, emphasizing the critical role of leadership and organizational commitment in enhancing lecturer performance. The moderate heterogeneity suggests variability in study contexts, yet the overall effect remains robust. The results highlight the value of transformational leadership and organizational commitment in driving lecturer effectiveness in higher education institutions. Practical recommendations include the development of targeted leadership training and institutional policies that foster organizational commitment to improve performance outcomes.
The Impact of Parenting and Cognitive Styles on Student Creativity: A Meta-Analytic Endang Retnaningsih; Sumaryoto; Widodo
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12839

Abstract

Creativity is a crucial skill for success in the 21st century, yet the psychological and social factors that shape it remain only partially understood. This study seeks to explore the influence of parenting patterns and cognitive styles on student creativity through a systematic and quantitative meta-analysis. A total of 24 empirical studies published between 2017 and 2025 were examined using JASP software with a random-effects model. Data were sourced from online databases including ScienceDirect, Google Scholar, SINTA, and the Garuda Portal by applying the keywords Parenting, Cognitive Style, and Creativity. Only quantitative studies that reported adequate statistical details—such as Fisher or ANOVA (F), Student’s t-test (t), correlation coefficient (r), and sample size (N)—were included. The analysis showed that democratic parenting (r = 0.30, p < 0.001) and a field-independent cognitive style (r = 0.63, p < 0.01) have a significant and strong positive association with student creativity. These results emphasize the role of moderating factors like grade level, classroom environment, and school context in fostering creative abilities. The study contributes valuable insights and offers evidence-based recommendations for educational policies and practices aimed at enhancing creativity through family engagement and cognitive development strategies.
Enhancing Teacher Performance: A Meta Analytic Examination of Organizational Citizenship Behavior and Proactive Personality Achmad Ardiansyah; Widodo; Hendro Prasetyono
Jurnal Penelitian Pendidikan IPA Vol 11 No 10 (2025): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i10.12840

Abstract

Teacher performance is crucial for improving the quality of education in schools and the academic performance of students. Past studies have shown that both OCB and positive personality can have a significant impact on teacher performance. However, in order to better understand the strength and consistency of the correlation between these factors and performance, it is necessary to comprehensively integrate and analyze previous empirical findings. This meta-analysis examines the impact of organizational citizenship behavior (OCB) and proactive personality on teacher performance, synthesizing findings from 35 empirical studies published between 2020 and 2025. The results show that both OCB (r = 0.533) and proactive personality (r = 0.444) have significant positive effects on teacher performance, with OCB having a slightly stronger influence. The analysis reveals moderate heterogeneity across studies and no evidence of publication bias. These results strongly demonstrate the need for nuturing and it is OCB and proactive personality in schools to enhance teacher effectiveness. Practical implications include promoting a sense of organizational belonging and informal recognition to improve teacher performance outcomes.
A meta-analysis of computational thinking and artificial intelligence in education: impacts on students' problem-solving skills Asmaul Husnah; Widodo Widodo; Merry Lapasau; Hasbullah Hasbullah; Oom Rohmah
Jurnal Konseling dan Pendidikan Vol. 13 No. 4 (2025): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1187400

Abstract

Despite the rapid expansion of research on computational thinking (CT) and artificial intelligence (AI) in education, evidence on their comparative effects on students' problem-solving skills remains fragmented and inconsistent, underscoring the need for a systematic quantitative synthesis. This study conducted a systematic meta-analysis to examine and compare the effects of CT-based and AI-based instructional interventions on students' problem-solving performance. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines, twenty-four empirical studies published between 2017 and 2025 were analyzed using a three-level random-effects meta-analytic model to account for within-study dependencies and heterogeneity. The results showed that CT-based instruction produced a statistically significant and consistent positive effect on problem-solving skills (pooled effect size = 0.30, p < 0.001), indicating high stability across educational contexts. AI-based instructional interventions yielded a larger pooled effect size (0.46, p < 0.001), although greater variability was observed across instructional designs and contexts. These findings suggest that CT strengthens analytical reasoning and systematic problem-solving processes, whereas AI enhances adaptive and reflective thinking through personalized learning support. The study contributes theoretically by clarifying the complementary roles of CT and AI in problem-solving development and practically by providing evidence-based guidance for designing effective technology-enhanced learning environments.
Meta-analytical model of the relationship between learning motivation, self-efficacy, and academic achievement in online learning Hermawan Setiawan; Widodo Widodo; Merry Lapasau; Sunar Abdul Wahid; Acep Musliman
Jurnal Konseling dan Pendidikan Vol. 13 No. 4 (2025): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1187600

Abstract

The transformation of global education towards e-learning poses challenges to students' motivation and self-efficacy, impacting inequalities in academic achievement. A number of studies indicate that the relationship between motivation, self-confidence, and achievement remains complex and warrants further investigation. This study conducted a meta-analysis to assess the strength of the relationship between motivation, self-efficacy, and academic achievement in the context of digital learning. By analyzing 52  recent studies (2004–2025), we used a randomized effects model to account for heterogeneity between studies. The correlation coefficient reported in each study was converted to Fisher's Z to normalize the distribution of effects. Subsequently, the meta-analytic SEM was performed to test the self-efficacy mediation model. The results of the meta-analysis showed that the combined correlation between motivation and self-efficacy (r = 0.52) and motivation and academic achievement (r = 0.44) exhibited a moderate to strong ffect. The meta- structural equation modelling (SEM) analysis confirmed that self-efficacy mediates a partial influence of motivation on Academic Achievement (β indirect = 0.355, 36% of the total influence). Theoretically, these results strengthen social cognitive theory (Bandura) and self-determination theory (Deci & Ryan) in the field of e-learning. Practically, the results suggest that teachers and institutions should develop interventions that increase students' intrinsic motivation and self-confidence (e.g., through autonomy-supporting learning) and support educational policies that incorporate non-cognitive psychological indicators into the curriculum. This study provides a more accurate estimate of average effects and supports the development of the theory and practice of digital education based on cross-cultural evidence.
Exploring the links between technology acceptance, self-efficacy, attitude, and self-directed learning: a systematic review and synthesis Anggi Ajeng Widyaninggar; Widodo Widodo; Merry Lapasau; Tatan Zenal Mutakin; Ira Miranti; Nurjanah Nurjanah
Jurnal Konseling dan Pendidikan Vol. 13 No. 4 (2025): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1190100

Abstract

This systematic review synthesizes recent empirical evidence on how the Technology Acceptance Model (TAM) and its extensions explain technology-based self-directed learning (SDL), with particular attention to the roles of technological self-efficacy, attitude, and key psychological mediators. Unlike prior TAM-based reviews that primarily focus on technology adoption or usage intention, this review specifically integrates SDL as a learning outcome and maps the psychological mechanisms that bridge technology acceptance and autonomous learning behaviour. Following PRISMA 2020 guidelines, sixteen quantitative and mixed-method empirical studies published between 2020 and 2025 were systematically selected and analyzed. The review focused on studies applying TAM or extended TAM frameworks in educational contexts, including e-learning systems, AI-based tools, online tutoring, and simulation-based learning. The synthesis reveals a consistent pattern across contexts: perceived usefulness and perceived ease of use indirectly influence SDL primarily through attitude and technological self-efficacy rather than through direct pathways. Technological self-efficacy emerges as the most robust and consistent predictor, exerting both direct effects on SDL and indirect effects via mediators such as learning motivation, positive emotions, and reduced technology-related anxiety, particularly in AI-supported learning environments. These relationships are observed across higher education, secondary education, and professional training settings, with most evidence originating from Asian contexts. This review advances TAM-based scholarship by clarifying SDL as a distinct educational outcome and by consolidating psychological mediation pathways that explain how technology acceptance translates into sustained autonomous learning. The findings highlight the importance of designing educational interventions that strengthen technological self-efficacy and supportive affective conditions to promote effective and equitable technology-enhanced self-directed learning.
A systematic review of the 5e model and problem-based learning for critical and collaboration skills Nurhadi Nurhadi; Widodo; Merry Lapasau
Jurnal Konseling dan Pendidikan Vol. 13 No. 4 (2025): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1190200

Abstract

This systematic literature review examines empirical research on the integration of the 5E Instructional Model and Problem-Based Learning (PBL) in relation to students’ critical thinking and collaboration skills. Using an analytical thematic synthesis approach, 21 peer-reviewed empirical studies published between 2014 and 2025 were systematically selected and analyzed following PRISMA guidelines. The review identifies recurring patterns of pedagogical alignment between inquiry-based learning phases and problem-solving processes, as well as variations in reported learning outcomes across methodological designs. The findings indicate that integrated 5E-PBL implementations are consistently associated with positive trends in critical thinking and collaboration; however, the strength of evidence varies considerably depending on research design, measurement instruments, and contextual factors. Quantitative studies generally report statistically significant but moderate effects, while qualitative studies emphasize process-oriented learning gains. Importantly, the synthesis avoids causal claims and instead highlights associative instructional tendencies. This review provides the first structured mapping of pedagogical alignment between the 5E inquiry cycle and PBL stages to support higher-order and collaboration skills, offering a clarified conceptual foundation for future theory development and empirical investigation.
Exploring the Role of Digital Literacy and Grit on Teacher Performance: A Meta-Analysis Wijaya Wijaya; Widodo Widodo; Hasbullah Hasbullah; Mohammad Yusoph P. Mapia
Jurnal Pendidikan Progresif Vol 16, No 1 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i1.pp422-437

Abstract

This study aims to systematically examine the influence of digital literacy and grit on teacher performance through a quantitative meta-analysis approach. The study is grounded in the growing importance of digital competence and non-cognitive psychological traits as key determinants of teacher effectiveness in the era of rapid digital transformation and increasing educational demands. While numerous empirical studies have investigated these relationships, their findings remain fragmented and inconsistent across different contexts, thus necessitating a comprehensive synthesis. A total of 28 peer-reviewed empirical studies published between 2018 and 2025 were selected using strict inclusion criteria and analyzed using JASP. A random-effects model was employed to estimate the pooled effect sizes, as the included studies varied in design, sample characteristics, and educational settings. Effect sizes were calculated using correlation coefficients (r), converted to Fisher’s Z values, and subsequently transformed back to r for interpretation. Heterogeneity among studies was assessed using the Q test and I² statistic, and potential publication bias was examined using forest and funnel plots. The meta-analysis results indicate that digital literacy is positively and statistically significantly related to teacher performance, yielding a pooled effect size of r = 0.502 (p < 0.001). Similarly, grit significantly influences teacher performance, with an effect size of r = 0.503 (p < 0.001). The I² values for both variables were 0%, indicating no substantial heterogeneity and suggesting that the findings are highly consistent and generalizable across studies. Visual inspection of forest and funnel plots further confirmed the absence of publication bias. In conclusion, this meta-analysis provides robust empirical evidence that both digital literacy and grit play crucial and complementary roles in enhancing teacher performance. These findings highlight the importance of integrating digital competency development and perseverance-oriented character education into teacher professional development programs and educational policy frameworks to promote sustainable improvements in teaching quality. Keywords: digital literacy, grit, teacher performance, meta-analysis.
Self-Efficacy, Curiosity, and English Proficiency in EFL Contexts: A Systematic Review and Meta-Analysis (2020–2025) Susianti Rosalina; Widodo Widodo; Merry Lapasau; Muhammad Anis
Jurnal Pendidikan Progresif Vol 16, No 1 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i1.pp95-119

Abstract

English proficiency is critical in English as a Foreign Language (EFL) contexts, yet the psychological and motivational factors influencing learning outcomes require systematic investigation. This meta-analysis synthesizes empirical evidence on the relationships between self-efficacy and English proficiency, curiosity and English proficiency, and self-efficacy and curiosity in EFL contexts, while exploring potential moderators. Following PRISMA 2020 guidelines, this study reviewed 42 Scopus-indexed articles (2020-2025). Data were analyzed using a meta-analysis of correlations with Fisher's Z transformation and a random-effects model. Meta-regression examined the moderating effects of geographic region, respondent type, and sample size. The analysis revealed moderate to strong positive correlations: self-efficacy and English proficiency (r = 0.438, p < 0.001, I² = 87.7%, k = 40 studies), curiosity and English proficiency (r = 0.447, p < 0.001, I² = 63.66%, k = 8 studies), and self-efficacy and curiosity (r = 0.437, p < 0.001, I² = 0%, k = 4 studies). Respondent type emerged as the strongest moderator (Q = 14.82, p < 0.001), with university students showing stronger effects (r = 0.471) than teachers (r = 0.442) and secondary/elementary students (r = 0.365). Geographic region significantly moderated relationships (Q = 9.47, p = 0.024), with Middle Eastern and Asian contexts demonstrating stronger correlations than European contexts. Publication bias was detected (Egger's p = 0.022), indicating underrepresentation of weaker effects. Very high heterogeneity suggests substantial contextual variation. Self-efficacy and curiosity positively correlate with English proficiency, with effects varying by educational level and cultural context. However, findings regarding reciprocal relationships between self-efficacy and curiosity remain tentative due to limitations in the studies. Findings support integrated pedagogical approaches that enhance self-efficacy and exploratory behavior, though the causal mechanisms require further longitudinal and experimental investigation. Keywords: self-efficacy, curiosity, English proficiency, meta-analysis, language learning.
Ekspektasi Hasil dan Dukungan Sosial dalam Minat Karier Mengajar pada Generasi Muda: Suatu Meta-Analisis. Suwarsito; Widodo; Merry Lapasau; Sumaryoto; Supardi Uki Sajiman
Jurnal Penelitian Pendidikan IPA Vol 12 No 3 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i3.14136

Abstract

The declining interest of young people in the teaching profession has raised concerns about the sustainability of the future education workforce. Grounded in Social Cognitive Career Theory (SCCT), this study synthesizes empirical evidence on the relationships between outcome expectancy, social support, and teaching career interest through a meta-analysis. Following PRISMA 2020 guidelines, relevant studies published between 2017 and 2025 were systematically identified from Scopus, Web of Science, ERIC, and Google Scholar. A total of 20 empirical studies involving 10,527 participants met the inclusion criteria and were analyzed using a random-effects model with Fisher’s z transformation.The results show that outcome expectancy has a significant moderate-to-large association with teaching career interest (r = 0.43), while social support demonstrates a significant moderate association (r = 0.35). Heterogeneity was moderate for outcome expectancy (I² = 48.7%) and low-to-moderate for social support (I² = 30.3%). Visual inspection of funnel plots suggests no substantial publication bias. These findings provide robust support for SCCT and offer theoretical and practical insights into factors influencing youth interest in the teaching profession.
Co-Authors Acep Musliman Achmad Ardiansyah Anggi Ajeng Widyaninggar Asmaul Husnah Darno Raharjo Dwi Nur Luthofah Endang Retnaningsih Hasbullah Hasbullah Hasbullah Hendro Prasetyono Hendro Prasetyono Hermawan Setiawan Ira Miranti Merry Lapasau Merry Lapasau Merry Lapasau Mohammad Yusoph P. Mapia Muhammad Anis Nurhadi Nurhadi Nurjanah Nurjanah Oom Rohmah Syamsudin Sulistiasih Sulistiasih Sumaryoto Sunar Abdul Wahid Supardi U.S. Susianti Rosalina Suwarsito Tatan Zenal Mutakin Wijaya Wijaya