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Muhammad Azmi
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Jl. Revolusi Gg. 11 No. 6B, Kel. Lok Bahu, Kec. Sungai Kunjang, Samarinda, Kalimantan Timur
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Gawi: Journal of Action Research
Published by Borneo Research and Education Center
ISSN : -     EISSN : 28091108     DOI : https://doi.org/10.59329/gawi
Core Subject : Education,
Education
Gawi: Journal of Action Research focused on scientific research with action in the educational environment. This journal is published twice a year. We have accepted any article with the scope of action research in any scientific knowledge.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 72 Documents
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Teacher Workload and Organizational Culture as Predictors of Turnover Intention among Junior High School Teachers Kusuma Galih Ayusaputri; Laili Komariyah; Moh Bahzar
Gawi: Journal of Action Research Vol. 6 No. 1 (2026)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/gawi.v6i1.335

Abstract

Teacher turnover intention has become an important concern in educational institutions because it may affect instructional continuity and school effectiveness. Drawing on the Job Demands–Resources (JD-R) framework, this study examined the relationships between teacher workload, organizational culture, and turnover intention among public junior high school teachers in Indonesia. A quantitative cross-sectional survey was conducted involving 180 teachers from public junior high schools in Samarinda Ulu District, selected through proportionate random sampling. Data were collected using structured questionnaires and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicated that teacher workload and organizational culture jointly explained 59.3% of the variance in turnover intention (R² = 0.593). Teacher workload was positively associated with turnover intention (β = 0.484, p < 0.001), whereas organizational culture was negatively associated with turnover intention (β = −0.332, p < 0.001). Workload demonstrated a stronger contribution to turnover intention than organizational culture. These findings suggest that both job demands and job resources are important factors associated with teachers’ intentions to remain in or leave their schools. The study contributes to the application of the JD-R framework in the context of Indonesian public junior high schools and highlights the importance of managing teacher workload while fostering a supportive organizational culture to strengthen teacher retention.
GIS Education for Spatial Thinking and Environmental Literacy: A Bibliometric-Systematic Review Yuniza Maqfirah; Muhammad Irham; Ichwana Ichwana
Gawi: Journal of Action Research Vol. 6 No. 1 (2026)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/gawi.v6i1.341

Abstract

The growing integration of Geographic Information Systems (GIS) and geospatial technologies into education has created new opportunities for developing spatial thinking, environmental literacy, and sustainability competencies. However, research on GIS-based learning remains fragmented across geography education, environmental education, spatial thinking, and geospatial technology studies, limiting a comprehensive understanding of its intellectual structure and educational implications. This study examines the development, thematic evolution, and educational contributions of GIS-based spatial learning through a bibliometric-systematic review approach. Data were collected from the Scopus database using a structured search strategy covering the period 2020 to 2026. A total of 167 publications met the bibliometric inclusion criteria, while 72 studies were selected for thematic synthesis following the PRISMA 2020 framework. Bibliometric analysis was conducted using VOSviewer to examine publication trends, scientific productivity, keyword networks, and thematic clusters, while thematic synthesis was employed to identify major educational themes and emerging research directions. The findings reveal a significant increase in GIS-based educational research, particularly after 2023. Science mapping identified four dominant knowledge clusters related to geography education, spatial thinking, environmental sustainability, and educational technology. Thematic synthesis further revealed five major themes: GIS-based spatial learning, spatial thinking development, environmental literacy and sustainability education, remote sensing and geospatial environmental learning, and action-oriented learning. Notably, action-oriented learning emerged as the most prominent direction, indicating a shift from technology-centered approaches toward participatory, inquiry-based, and problem-solving pedagogies. This study proposes an integrative conceptual framework linking geospatial technologies, spatial thinking, environmental literacy, action-oriented learning, and sustainability competencies, with implications for educational innovation, curriculum development, and future action research in geography, science, and environmental education.

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