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All Journal Jurnal Konseling dan Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal for Lesson and Learning Studies Herodotus: Jurnal Pendidikan IPS
Sunar Abdul Wahid
Universitas Indraprasta PGRI
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Materials Science & Nanotechnology Physics Social Sciences Other

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Enhancing Principal Effectiveness: A Meta-Analysis on the Roles of Academic Supervision and Instructional Leadership Tati Maryati; Merry Lapasau; Sunar Abdul Wahid
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.v11i9.12849

Abstract

School principal performance plays a crucial role in achieving institutional goals through effective leadership and academic supervision. While previous studies have demonstrated that both academic supervision and instructional leadership significantly influence principal performance, there remains a need for a comprehensive synthesis of empirical findings to clarify the strength and consistency of this relationship. This meta-analysis study focuses on supervision conducted by educational supervisors and instructional leadership as the primary factors affecting principal performance. A total of 27 empirical studies published between 2018 and 2025 were carefully selected based on predetermined inclusion criteria from the Google Scholar, SINTA, and Scopus databases. Meta-analytic procedures were implemented using JASP version 0.14.10, employing random-effects models to calculate effect sizes and test for heterogeneity and publication bias. The analysis revealed significant positive correlations between academic supervision (r = 0.611, p < 0.01) and instructional leadership (r = 0.578, p < 0.01) with principal performance. Results indicated moderate heterogeneity among studies, suggesting variability due to contextual factors, while no evidence of publication bias was detected. These findings affirm the critical influence of academic supervision and instructional leadership on principal effectiveness. The study highlights the importance of leadership development and the formulation of institutional policies that integrate supervisory and instructional dimensions to strengthen educational outcomes.
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.
Pengaruh Lingkungan Keluarga Dan Motivasi Terhadap Prestasi Belajar Sejarah (Survei Pada Madrasah Aliyah Negeri Di Kota Bekasi) Indah Permata Sari; Sunar Abdul Wahid; Taufik Taufik
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.v8i1.22929

Abstract

Learning Media and Self-Efficacy: A Pathway to Science Literacy Muhammad Ridwan; Sunar Abdul Wahid; Rina Hidayati Pratiwi; Muhammad Husin
Journal for Lesson and Learning Studies Vol. 8 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v8i2.96335

Abstract

Scientific literacy is an essential 21st-century skill because it enables students to apply scientific knowledge in real-life contexts. However, in practice, the index of scientific literacy remains very low, as reflected in PISA data as well as observations in the field. This study aims to analyze the influence of students’ perceptions of learning media and self-efficacy on the scientific literacy skills of junior high school students in Batam, Indonesia. A total of 100 eighth-grade students from two public schools participated in this quantitative study. Data were collected using a validated Likert-scale questionnaire and a scientific literacy test, and were then analyzed using Pearson correlation and multiple linear regression. The results showed that perceptions of learning media were significantly correlated with scientific literacy (r = 0.372, p < 0.001), as was self-efficacy (r = 0.237, p = 0.018). However, only perceptions of learning media significantly predicted scientific literacy (β = 0.330, p = 0.001), whereas self-efficacy did not (β = 0.115, p = 0.258). The model explained 15% of the variance (R² = 0.150, F(2,97) = 8.541, p < 0.001). These findings highlight the importance of positive perceptions of learning media, particularly in terms of usefulness, interactivity, and emotional engagement. The implication is that teachers and curriculum developers need to design effective and engaging media to foster scientific literacy at the secondary school level.
Co-Authors Acep Musliman Hermawan Setiawan Indah Permata Sari Merry Lapasau Muhammad Husin Muhammad Ridwan Rina Hidayati Pratiwi Tati Maryati Taufik Taufik Widodo Widodo