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All Journal Jurnal Konseling dan Pendidikan Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) International Journal of Economics, Business and Accounting Research (IJEBAR) JOLLT Journal of Languages and Language Teaching Jurnal Pemberdayaan Masyarakat Indonesian Journal of Educational Management and Leadership Herodotus: Jurnal Pendidikan IPS Jurnal Pendidikan Progresif Lentera Negeri Research in Education, Technology, and Multiculture Indonesian EFL Journal
Widodo Widodo
Universitas Indraprasta PGRI, Jakarta, Indonesia
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Learning quality factors associated with students' literacy and numeracy competencies: a systematic literature review Yayat Suryatna; Widodo Widodo; Merry Lapasau; Oom Rohmah Syamsudin
Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri
Publisher : Indonesian Institute For Counseling, Education and Therapy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/993040

Abstract

The low literacy and numeracy competence of Indonesian students is a serious concern, as reflected in the 2022 PISA score, which is still below the international average. Learning quality is a key factor suspected to significantly influence the development of these two basic competencies. This study aims to systematically analyze the influence of learning quality on improving literacy and numeracy competencies based on empirical literature studies. The research uses the Systematic Literature Review (SLR) approach with the PRISMA protocol. Literature searches were conducted on indexed databases (Scopus, ERIC, SINTA, Google Scholar) with keywords related to learning quality, literacy, and numeracy. Of the 896 initial articles, 38 met the inclusion criteria for further analysis. The analysis shows that the quality of learning has a significant influence on literacy and numeracy competence through various dimensions: (1) the quality of teacher-student interaction and relational-intentional pedagogy; (2) teachers' competence in compiling HOTS and AKM-based questions; (3) the implementation of the independent curriculum and contextual approach; (4) the use of innovative technology and learning media; (5) learning environment at home and school; and (6) teacher training and professional development. Optimizing learning quality through a holistic approach that includes improving teachers' pedagogic competence, strengthening the literacy-numeracy-based curriculum, and integrating technology has proven effective in improving students' literacy and numeracy competencies. This study recommends sustainable policies for teacher professional development and improvement of learning infrastructure.
Pengaruh Status Sosial Ekonomi Orang Tua Dan Motivasi Belajar Terhadap Prestasi Belajar Ilmu Pengetahuan Sosial Siswa SMP Swasta Di Kabupaten Sukabumi Arif Mulyadi; Widodo Widodo; Hendro Prasetyono
Herodotus: Jurnal Pendidikan IPS Vol 8, No 3 (2025): Herodotus: Jurnal Pendidikan IPS
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/herodotus.v8i3.23167

Abstract

Tujuan dari penelitian ini untuk mengetahui Pengaruh motivasi belajar terhadap prestasi belajar IPS siswa SMP swasta di Kabupaten Sukabumi. Metode yang digunakan dalam penelitian ini adalah metode survey dengan teknik korelasional statistika regresi linier berganda dengan jumlah sampel 83 siswa. Hasil penelitian menunjukkan: 1) Terdapat pengaruh yang signifikan status sosial ekonomi orang tua dan motivasi belajar secara bersama-sama terhadap prestasi belajar IPS siswa SMP Swasta di Sukabumi. Hal ini dibuktikan dengan perolehan nilai Sig. = 0,000 < 0,05 dan Fhitung = 30,343. 2) Terdapat pengaruh yang signifikan status sosial ekonomi orang tua terhadap prestasi belajar IPS siswa SMP Swasta di Sukabumi. Hal ini dibuktikan dengan perolehan nilai Sig. = 0,000 < 0,05 dan thitung = 3,711. 3) Terdapat pengaruh yang signifikan motivasi belajar terhadap prestasi belajar IPS siswa SMP Swasta di Sukabumi. Hal ini dibuktikan dengan perolehasn nilai Sig. = 0,000 < 0,05 dan thitung = 4,831. 
Pengaruh Kecerdasan Spiritual Dan Kecerdasan Emosional Terhadap Prestasi Belajar Akuntansi (Survei Pada SMK Swasta di Jakarta Utara) Ahmad Arief Fakhruddin; Widodo Widodo; Mamik Suendarti
Herodotus: Jurnal Pendidikan IPS Vol 8, No 1 (2025): Herodotus: Jurnal Pendidikan IPS
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/herodotus.v8i1.19949

Abstract

Tujuan penelitian ini untuk mengetahui 1).Pengaruh kecerdasan spiritual dan kecerdasan emosional secara bersama-sama terhadap prestasi belajar akuntansi siswa SMK Swasta di Jakarta Utara, 2).Pengaruh kecerdasan spiritual terhadap prestasi belajar akuntansi siswa SMK Swasta di Jakarta Utara, 3).Pengaruh kecerdasan emosional terhadap prestasi belajar akuntansi siswa SMK Swasta di Jakarta Utara. Sampel yang digunakan 84 siswa sebagai sampel penelitian menggunakan teknik proposional random sampling dengan uji regresi linear berganda. Berdasarkan hasil hipotesis dan analisis data, disimpulkan sebagai berikut: 1).Terdapat pengaruh yang signifikan kecerdasan spiritual dan kecerdasan emosional secara bersama-sama terhadap prestasi belajar akuntansi siswa SMK Swasta di Jakarta Utara. Hal ini dibuktikan dengan nilai Sig = 0,000 < 0,05 dan Fhitung = 19,285. 2).Terdapat pengaruh yang signifikan kecerdasan spiritual terhadap prestasi belajar akuntansi siswa SMK Swasta di Jakarta Utara. Hal ini dibuktikan dengan nilai Sig = 0,002 < 0,05 dan thitung = 3,141. 3).Terdapat pengaruh yang signifikan kecerdasan emosional terhadap prestasi belajar akuntansi siswa SMK Negeri di Jakarta Utara. Hal ini dibuktikan dengan nilai Sig = 0,000 < 0,05 dan  thitung = 4,057 
ENDORSING PROACTIVE WORK BEHAVIOR IN TRANSMITTING GRIT AND INTERPERSONAL SKILLS INTO TASK PERFORMANCE Irvandi Gustari; Widodo Widodo
International Journal of Economics, Business and Accounting Research (IJEBAR) Vol 9 No 4 (2025): IJEBAR, VOL. 09 ISSUE 04, DECEMBER 2025
Publisher : LPPM ITB AAS INDONESIA (d.h STIE AAS Surakarta)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/ijebar.v9i4.19459

Abstract

Task performance is crucial to employee performance, competitive advantage, and organizational performance. Therefore, this study focuses on employee task performance based on the perspectives of grit and interpersonal skills through proactive work behavior (PWB). Research participants included 325 workers from private companies in the finance, investment, trade, and service industries sector in Indonesia. A Likert scale survey was employed to get the data. The results were derived by Partial Least Squares-based Structural Equation Modeling analysis alongside descriptive and correlational analysis. The findings demonstrated that grit, interpersonal skills, and PWB influence employees' task performance; grit and interpersonal skills affect employees' PWB; and PWB mediates the relationship between grit, interpersonal skills, and employees' task performance. This evidence supports a novel empirical paradigm about the effect of grit and interpersonal skills on task performance via the mediation of PWB. These findings offer a theoretical contribution to enhancing task performance research centered on grit, interpersonal skills, and PWB, while also presenting practical implications for organizational operations aimed at improving employee task performance through these attributes.
The effects of workload and work-life balance on teacher performance: A meta-analysis study Lilis Badriah; Widodo Widodo; Merry Lapasau; Hendro Prasetyono; Rozita Che Rodi
Indonesian Journal of Educational Management and Leadership Vol. 4 No. 1 (2026): Indonesian Journal of Educational Management and Leadership
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/ijemal.v4i1.2047

Abstract

Purpose – This study examines how workload and work-life balance affect teacher performance. Due to these limitations, it is difficult to draw general conclusions about the strength of the relationships among the variables under study. The purpose of this study is to examine in greater depth how workload and work-life balance affect teacher performance by drawing on the findings of previous empirical studies. Method – The study method used meta-analysis to analyze the effects of workload and work-life balance on teacher performance. A systematic search through the DOAJ and Google Scholar databases was conducted. After selection using the PRISMA protocol and inclusion criteria, 14 studies were obtained, consisting of 7 studies on the effect of workload on teacher performance and 7 studies on the effect of work-life balance on teacher performance. A random-effects meta-analysis was performed using JASP and effect sizes were retrieved as correlation coefficients (r). Findings – The results of the meta-analysis indicate that the workload variable has a positive and significant relationship with teacher performance. Work-life balance variable has a positive and significant relationship with teacher performance. These findings underscore the importance of ensuring that teachers’ workloads are distributed proportionally. Teachers’ work-life balance must also be carefully considered in relation to their rights and responsibilities in order to encourage improved teacher performance and thereby continue to enhance the quality of education.
The Power of Anti-Corruption Education in Shaping Social Attitudes: A Mediation Perspective Widodo Widodo; Jossapat Hendra Prijanto; Rahayu Permana; Juniriang Zendrato; Triyani Ambar Sari

Publisher :

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v5i3.828

Abstract

Corruption cases continue to occur, potentially eroding social attitudes, including those of students. Therefore, this study aims to explore the influence of anti-corruption education on social attitudes through perceptions of corruption. The research uses a quantitative approach, survey methods, and a causal design. The population comprises 880 private junior high school students in Bekasi Regency, West Java, while the sample consists of 275 students. Sampling was conducted using a random proportional sampling method at each school. Data collection was conducted using a Likert-scale questionnaire, and analysis was conducted using the Structural Equation Modeling approach based on Partial Least Squares (SEM-PLS). The results show that anti-corruption education negatively affects perceptions of corruption and positively impacts students' social attitudes. Perceptions of corruption negatively affect students' social attitudes and mediate the influence of anti-corruption education on those attitudes. These findings yield new empirical evidence of the mediating role of perceptions of corruption in the causal relationship between anti-corruption education and students' social attitudes. This model makes theoretical contributions to psychology and educational management, particularly in shaping social attitudes through anti-corruption education. Furthermore, it can be used to optimize anti-corruption education as a strategy to prevent corruption and foster positive social attitudes among students.
Artificial Intelligence-Based Learning and Academic Achievement: A Systematic Literature Review of Self-Regulated Learning as a Central Mechanism Saefulah Saefulah; Merry Lapasau; Widodo Widodo; Acep Musliman; Nurjanah Nurjanah
Research in Education, Technology, and Multiculture Vol 5, No 3 (2026): Research in Education, Technology, and Multiculture
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/rietm/v5i3.pp364-378

Abstract

The rapid adoption of artificial intelligence (AI) in education has created new opportunities for personalized learning, adaptive feedback, and academic support. However, existing findings remain fragmented, particularly regarding the mechanisms through which AI contributes to students’ academic achievement. This study systematically synthesizes recent literature on AI-based learning and identifies the technological, psychological, behavioral, and contextual factors that influence academic achievement. A systematic literature review was conducted following the PRISMA 2020 guidelines. Literature was retrieved from the Scopus database on 8 June 2026. From 780 initial records, 59 studies met the eligibility criteria and were included in the final qualitative synthesis. Thematic analysis identified recurring patterns and conceptual relationships across the selected studies. Five main themes were identified: AI literacy and technological readiness, psychological factors, student engagement, self-regulated learning, and contextual and institutional factors. This review interprets self-regulated learning as a key explanatory mechanism in the proposed conceptual framework, based on thematic evidence related to feedback use, goal setting, monitoring, reflection, engagement, motivation, and strategic learning, rather than as an empirically tested mediator across most included studies. Key challenges included academic dishonesty, overdependence on AI, misinformation, cognitive overload, and ethical concerns. AI does not automatically improve academic achievement; rather, its contribution depends on how it supports students’ motivation, engagement, and self-regulated learning within an enabling institutional context. The study proposes an integrated conceptual framework showing that AI literacy and technological readiness strengthen psychological factors, which enhance student engagement, promote self-regulated learning, and ultimately contribute to academic achievement. Keywords: Academic achievement, Self-regulated learning, Student engagement, AI literacy, Generative AI
THE IMPACT OF TRANSFORMATIONAL LEADERSHIP AND GOOD CORPORATE GOVERNANCE ON JOB PERFORMANCE: A META-ANALYSIS Robertus Gunawan; Widodo Widodo
International Journal of Economics, Business and Accounting Research (IJEBAR) Vol 10 No 3 (2026): IJEBAR: Vol. 10, Issue 3, September 2026
Publisher : LPPM ITB AAS INDONESIA (d.h STIE AAS Surakarta)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/ijebar.v10i3.20995

Abstract

Performance plays a significant role in achieving organizational goals, fostering competitiveness, and maintaining sustainability. Earlier investigations demonstrate that transformative leadership and sound corporate governance (GCG) considerably influence performance. Nevertheless, an exhaustive integration of empirical results is essential to clarify the intensity and coherence of this connection. This report use quantitative meta-analysis to assess the influence of transformative leadership and governance on performance outcomes. We rigorously identified 32 empirical research articles published between 2021 and 2026 from the Google Scholar, Scopus, and ScienceDirect databases. Utilizing JASP, we determined impact sizes and analyzed heterogeneity via a random-effects model. The assessment demonstrated that transformational leadership (r = 0.378) and GCG (r = 0.172) significantly positively impacted employee performance (p < 0.01). Transformational leadership exhibited a greater influence. The investigation identified diversity across the research and lacked evidence of publication bias. These conclusions are consistent with the prevailing research, underscoring the crucial impact of transformational leadership and GCG in elevating performance. The outcomes emphasize the importance of transformational leadership and effective corporate governance in boosting company performance. As a result, pragmatic advice involves establishing focused transformational leadership training and corporate policies that foster GCG to boost performance.
Co-Authors Acep Musliman Achmad Ardiansyah Ahmad Arief Fakhruddin Anggi Ajeng Widyaninggar Arif Mulyadi Asmaul Husnah Bambang Sumadyo Bambang Sumadyo Darno Raharjo Dede Syukrillah Rifai Dwi Nur Luthofah Endang Retnaningsih Happy Gustin Hasbullah Hasbullah Hasbullah Hasbullah Hasbullah Hendro Prasetyono Hendro Prasetyono Hendro Prasetyono Hermawan Setiawan Ira Miranti IRVANDI GUSTARI Jossapat Hendra Prijanto Juniriang Zendrato Lilis Badriah Mamik Suendarti Merry Lapasau Merry Lapasau Merry Lapasau Merry Lapasau Merry Lapasau Merry Lapasau Mohammad Yusoph P. Mapia Muhammad Anis Muhammad Syahril Nurhadi Nurhadi Nurjanah, Nurjanah Oom Rohmah Syamsudin Rahayu Permana Robertus Gunawan Rozita Che Rodi Saefulah Saefulah Sapto Sugiharto Sulistiasih Sulistiasih Sumaryoto Sunar Abdul Wahid Supardi U.S. Supardi Uki Sajiman Susianti Rosalina Suwarsito Syahfitri Purnama Syahfitri Purnama Tatan Zenal Mutakin Triyani Ambar Sari Wijaya Wijaya Yayat Suryatna Yudhi Hertanto Yuliana Friska Zaenul Muttaqin