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All Journal PPSDP International Journal of Education Journal of Social Work and Science Education
Bukman Lian
Universitas PGRI Palembang, South Sumatra, Indonesia
Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Influence of Merdeka Curriculum Implementation and Teacher Motivation on Student Academic Achievement in Rural Indonesian Senior High Schools Rasyid Siddik; Bukman Lian; Mahasir Mahasir
Journal of Social Work and Science Education Vol. 8 No. 1 (2027): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v8i1.1610

Abstract

This quantitative correlational study examined the influence of curriculum implementation and teacher motivation on student academic achievement at SMA Negeri 1 Semendawai Barat, South Sumatra, Indonesia, during the implementation of the Merdeka Curriculum. Data were collected from 41 teachers and principals using validated Likert-scale questionnaires (Cronbach's α = 0.982 for curriculum, 0.942 for motivation, 0.927 for achievement) and documented academic records. Multiple regression analysis revealed that curriculum implementation significantly predicted student achievement (β = 0.824, p < 0.001), explaining 67.9% of the variance. Teacher motivation also demonstrated significant predictive power (β = 0.742, p < 0.001). Simultaneously, both variables accounted for 76.9% of the variance in student academic achievement (F = 100.086, p < 0.001). These findings highlight that curriculum reform effectiveness depends on motivated teachers who can translate policy into meaningful classroom practice. The study contributes empirical evidence from an under-researched rural Indonesian context and offers practical implications for curriculum leadership, teacher professional development, and instructional supervision in similar settings. School improvement efforts should integrate curriculum strengthening with teacher motivation strategies rather than addressing them separately.
Student Discipline and Learning Facilities as Predictors of Teacher Motivation: A Study of Public Elementary Schools in Rural Indonesia Fitriyanti Fitriyanti; Bukman Lian; Mahasir Mahasir
Journal of Social Work and Science Education Vol. 8 No. 1 (2027): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v8i1.1611

Abstract

Teacher motivation is fundamental to instructional quality, yet research examining its contextual determinants in rural elementary schools remains limited. This study investigated the effects of student discipline and learning facilities on teacher motivation in public elementary schools in Semendawai Barat District, Indonesia. A quantitative cross-sectional survey design was employed with a sample of 60 teachers selected purposively from three representative schools. Data were collected using validated Likert-scale questionnaires measuring student discipline, learning facilities, and teacher motivation. Multiple linear regression analysis revealed that student discipline significantly predicted teacher motivation (β = 0.506, p < 0.001), and learning facilities also demonstrated a significant positive effect (β = 0.335, p < 0.001). Together, both predictors explained 77.3% of the variance in teacher motivation (R² = 0.773, adjusted R² = 0.769). Student discipline emerged as the stronger predictor, suggesting that classroom behavioral climate is particularly influential in shaping teachers’ professional motivation. The findings indicate that teacher motivation is substantially shaped by the immediate teaching environment rather than being solely an individual psychological attribute. Strengthening student discipline through consistent school policies and improving learning facilities through targeted resource allocation should be integrated priorities in elementary school management. This study contributes empirical evidence from a rural Indonesian context to the growing literature on teacher motivation as an ecological construct.
Co-Authors Apriyanti Apriyanti Ari Yunita Asiah Ratu Sesma Efriyanti Efriyanti Eliyana Eliyana Esy Marliah Fatra Astaman Fitriyanti Fitriyanti Freza Sapta Derie Hery Setiyo Nugroho Ika Kania Putri Insyarikaduana Insyarikaduana Mahasir Mahasir Meiliza Hastuti Mira Oktarida Muhamad Fahmi Muhammad Fahmi Netti Herawati Nuril Furkan Pahlawan Pahlawan Putra, Muhammad Juliansyah Rasyid Siddik Reti Sartika Rohana Rohana Siswanto Siswanto Suherman Suherman Tini Yaparaduna Yasir Arafat Yesi Ulistina Yushartina Yushartina