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All Journal Journal Evaluation in Education (JEE) Journal of General Education and Humanities
Hindun Hindun
Universitas Islam Negeri Sultan Thaha Saifuddin Jambi
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Leadership Accountability and Teacher Motivation in Islamic Junior High Schools: A Mixed Methods Study in Merangin Regency Hindun Hindun; Norainun Norainun; Siti Marpuah; Khairi Muslimah
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.2238

Abstract

Purpose of the study: This study aims to examine the leadership accountability within Madrasah Tsanawiyah Negeri (MTsN) under the Ministry of Religious Affairs in Merangin Regency and to analyze its relationship with teacher motivation. Methodology: Employing a mixed methods approach with a sequential explanatory design, the study integrates quantitative and qualitative data to obtain a comprehensive understanding of accountability practices and their motivational implications. The quantitative phase involved a survey of 125 MTsN teachers using validated Likert-scale questionnaires measuring leadership accountability and teacher motivation, analyzed through descriptive statistics and Pearson correlation analysis, for qualitative using Miles and Huberman. Main Findings: The results reveal that leadership accountability is predominantly perceived as good, with 94.4% of respondents categorizing it as good or very good, while teacher motivation is similarly high, with 96.0% of teachers falling into these categories. Correlation analysis demonstrates a strong and statistically significant positive relationship between leadership accountability and teacher motivation (r = 0.627, p < 0.01), indicating that higher levels of perceived accountability are associated with increased teacher motivation. Qualitative findings further show that accountability practices are strongest in administrative, reporting, and regulatory dimensions, yet less optimal in affective and humanistic aspects such as recognition, professional support, and responsiveness to teachers’ needs. Novelty/Originality of this study: The novelty of this study lies in its integration of accountability theory with motivational perspectives within the specific context of Islamic secondary education, highlighting that accountability should extend beyond procedural compliance toward ethical, relational, and supportive leadership practices.
Instilling Honesty through Animated Videos of Prophet Stories in Islamic Religious Education Learning Cindy Aulia Sari; Hindun Hindun
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1596

Abstract

This study aims to analyze the implementation of animated videos of the Prophet’s stories as a learning medium in Islamic Religious Education (PAI) to foster honesty among seventh-grade students at SMP Negeri 12 Tanjung Jabung Barat. The study is based on the need to strengthen character education through innovative, interactive, and contextual learning media in junior high school settings. A qualitative descriptive approach was employed. Data were collected through participatory observation, in-depth interviews, and documentation, and analyzed using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing. The findings reveal that the animated videos were systematically integrated into the introduction, core, and closing stages of the learning process. The learning process encouraged students’ active participation through storytelling, group discussions, reflection activities, and the contextual application of moral values. Students demonstrated a better understanding of honesty and responded positively to animated videos, indicating greater engagement and interest during classroom activities. The learning activities also provided students with opportunities to reflect on and apply honesty in their daily lives. Overall, the findings indicate that animated videos of the Prophet’s stories can support students’ engagement and the gradual internalization of values of honesty while enriching the learning experience in Islamic Religious Education. These findings highlight the potential of animated storytelling as a meaningful medium for integrating character education into classroom practice.
Leadership Accountability and Teacher Motivation in Islamic Junior High Schools: A Mixed Methods Study in Merangin Regency Hindun Hindun; Norainun Norainun; Siti Marpuah; Khairi Muslimah
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.2238

Abstract

Purpose of the study: This study aims to examine the leadership accountability within Madrasah Tsanawiyah Negeri (MTsN) under the Ministry of Religious Affairs in Merangin Regency and to analyze its relationship with teacher motivation. Methodology: Employing a mixed methods approach with a sequential explanatory design, the study integrates quantitative and qualitative data to obtain a comprehensive understanding of accountability practices and their motivational implications. The quantitative phase involved a survey of 125 MTsN teachers using validated Likert-scale questionnaires measuring leadership accountability and teacher motivation, analyzed through descriptive statistics and Pearson correlation analysis, for qualitative using Miles and Huberman. Main Findings: The results reveal that leadership accountability is predominantly perceived as good, with 94.4% of respondents categorizing it as good or very good, while teacher motivation is similarly high, with 96.0% of teachers falling into these categories. Correlation analysis demonstrates a strong and statistically significant positive relationship between leadership accountability and teacher motivation (r = 0.627, p < 0.01), indicating that higher levels of perceived accountability are associated with increased teacher motivation. Qualitative findings further show that accountability practices are strongest in administrative, reporting, and regulatory dimensions, yet less optimal in affective and humanistic aspects such as recognition, professional support, and responsiveness to teachers’ needs. Novelty/Originality of this study: The novelty of this study lies in its integration of accountability theory with motivational perspectives within the specific context of Islamic secondary education, highlighting that accountability should extend beyond procedural compliance toward ethical, relational, and supportive leadership practices.
Co-Authors Cindy Aulia Sari Khairi Muslimah Norainun Norainun Siti Marpuah