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All Journal Jurnal Konseling dan Pendidikan Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA)
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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 1 
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.
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): In Progress
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.
The Influence of Empathetic Leadership and School Culture on Teachers’ Psychological Well-Being: A Meta-Analysis Approach Darno Raharjo; Widodo Widodo; Merry Lapasau; Hasbullah Hasbullah; Hendro Prasetyono
Jurnal Penelitian Pendidikan IPA Vol 12 No 3 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i3.14398

Abstract

Teachers’ psychological well-being was a crucial component in creating an educational environment that supported optimal and effective learning. The psychological condition of teachers influenced the quality of classroom interactions, work motivation, emotional resilience, and professional stability. Various interpersonal and organizational factors contributed to this well-being, including empathetic leadership demonstrated by school leaders and the school culture that shaped teachers’ daily work environment. This study aimed to examine the influence of empathetic leadership and school culture on teachers’ psychological well-being through a meta-analysis approach that provided a more objective and comprehensive estimation of the overall effect. A total of 25 quantitative empirical studies that met the inclusion criteria were analyzed using a random effects model. The results indicated that empathetic leadership had a positive and significant relationship with teachers’ psychological well-being (r = 0.460, p < 0.001). School culture also showed a positive and significant relationship (r = 0.449, p < 0.001). These findings emphasized the importance of emotionally supportive leadership practices and collaborative school environments in maintaining teachers’ mental health. This study provided empirical evidence and practical recommendations for strengthening leadership practices and improving school culture to enhance teachers’ psychological well-being sustainably.
Co-Authors Acep Musliman Achmad Ardiansyah Asmaul Husnah Darno Raharjo Endang Retnaningsih Hasbullah Hendro Prasetyono Hendro Prasetyono Hermawan Setiawan Merry Lapasau Oom Rohmah Syamsudin Sulistiasih Sulistiasih Sumaryoto Sunar Abdul Wahid Supardi U.S. Suwarsito