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All Journal International Journal of Science and Environment
Sony Junus Lengkong, Jefry
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Mathematics Physics

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The Influence of Teachers’ Metacognitive Skills and Classroom Management On Students’ Learning Motivation at SMA Negeri 2 Beo, Talaud Islands Regency Pande, Jurni; Sony Junus Lengkong, Jefry; M. Wullur, Mozes; J. Mongdong, Romi
International Journal of Science and Environment (IJSE) Vol. 6 No. 2 (2026): May 2026
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijse.v5i3.203

Abstract

This study aims to analyze the influence of teachers’ metacognitive skills and classroom management on students’ learning motivation at SMA Negeri 2 Beo. The main issues underlying this research are low student participation, lack of concentration during learning activities, and minimal initiative in completing academic tasks. The study employed a quantitative method with a survey approach involving 30 respondents selected through Proportional Random Sampling from a total population of 88 students. Data were collected using a Likert-scale questionnaire and analyzed using multiple linear regression with SPSS. The partial test results (t-test) indicate that teachers’ metacognitive skills have a significant effect on learning motivation, with a t-value of 3.653 > t-table of 2.052 (sig. 0.001). Similarly, classroom management shows a significant effect, with a t-value of 4.876 > t-table of 2.052 (sig. 0.019). Simultaneously (F-test), both variables significantly influence learning motivation, with an F-value of 8.252 > F-table of 3.35 (sig. 0.002). The coefficient of determination (R Square) of 0.679 indicates that these two variables contribute 67.9% to the variance in students’ learning motivation. In conclusion, teachers’ ability to plan and evaluate their own thinking processes (metacognition), combined with effective classroom management strategies, is a crucial factor in enhancing students’ learning motivation. Schools are recommended to provide continuous training for teachers to optimize these competencies.
The Influence of Principal’s Strategy and Work Climate on Teacher Professionalism at SMP Katolik Gonzaga Tomohon Gabriela Lolong, Rahel; Sony Junus Lengkong, Jefry; Febrina Sumampouw, Zoya
International Journal of Science and Environment (IJSE) Vol. 6 No. 2 (2026): May 2026
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijse.v6i2.367

Abstract

This study aims to analyze the influence of the principal's strategy and work climate, both partially and simultaneously, on teacher professionalism at SMP Katolik Gonzaga Tomohon. Using a quantitative associative approach with an ex-post facto design, this research involved the entire teacher population of 40 individuals as respondents through a total sampling technique. Data were collected using a Likert scale questionnaire that had been tested for validity and reliability and were analyzed using multiple linear regression. The results showed that: (1) The principal's strategy has a positive and significant effect on teacher professionalism (t=3.626; p<0.001) and is the most dominant variable; (2) The work climate has a positive and significant effect on teacher professionalism (t=2.637; p=0.012); and (3) Simultaneously, the principal's strategy and work climate have a significant effect on teacher professionalism, contributing 74.9% (=0.749). These findings confirm that improving teacher professionalism at SMP Katolik Gonzaga Tomohon heavily depends on the synergy between planned managerial policies and the creation of a conducive working atmosphere.
Co-Authors Febrina Sumampouw, Zoya Gabriela Lolong, Rahel J. Mongdong, Romi M. Wullur, Mozes Pande, Jurni