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Vidya Karya
Published by Universitas Lambung Mangkurat
ISSN : 02159619     EISSN : 26147149     DOI : http://dx.doi.org/10.20527
Core Subject : Education,
Education
Vidya Karya terbit dua kali setahun pada bulan April dan Oktober, berisi artikel hasil penelitian dan kajian analitis krtitis setara dengan hasil penelitian di bidang teori dan atau praktik kependidikan
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 303 Documents
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Development of a Transformational–Distributed Leadership Model to Build Teacher Collaborative Culture and Professionalism in Elementary Schools Usman, Usman; Majid, Abdul; Shah Bukhari, Syed Kaleem Ullah
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25552

Abstract

Low levels of teacher collaboration and varying professional competence remain key challenges in improving the quality of elementary education. This study aims to develop and examine the effectiveness of a transformational–distributed leadership model in fostering a collaborative teacher culture and enhancing professional competence. This study employed a research and development (R&D) approach based on the model of Walter R. Borg and Meredith D. Gall, consisting of planning, model development, trial, and revision stages. The participants included principals, teachers, and school supervisors. Data were collected through questionnaires, interviews, observations, and document analysis and analyzed using both quantitative and qualitative approaches. The findings indicate that the developed model is effective in improving teacher collaboration and professional competence. The mean score of teacher collaboration increased from 2.85 to 4.21, while professional competence improved from 3.02 to 4.18. The model also demonstrated high levels of practicality and relevance. Qualitative results revealed increased teacher engagement in joint planning, collaborative decision-making, and professional development activities. The novelty of this study lies in integrating transformational and distributed leadership into a validated operational model that simultaneously targets collaborative culture and teacher professional competence in elementary schools. In conclusion, the transformational–distributed leadership model is effective and offers a practical framework for school leaders to promote sustainable, collaboration-based school improvement.
The Mediating Role of Metacognitive Awareness in the Relationship Between Teaching Practice and Early Teacher Identity Noorbaiti, Rahmita; Hidayanto, Taufiq
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25797

Abstract

Teacher professional identity plays a crucial role in supporting the realization of quality learning. Furthermore, the early teacher identity formed during pre-service teacher education and early career tends to persist throughout a teacher's career. However, the identification of factors shaping teacher identity and the direction of their correlations has not been extensively conducted in Indonesia, particularly concerning pre-service teacher education. Among the factors theoretically influential are metacognitive awareness and teaching practice experience. This study aims to determine the role of the mediating variable, metacognitive awareness, in influencing the relationship between students' experiences from teaching practice activities in schools and the formation of their early identity as teachers. This research is quantitative and employs a relational screening model. The instruments used are questionnaires for related variables adapted from relevant research, then translated and validated by various experts. Subsequently, correlation analysis will be conducted on the data from the three variables to determine the significance and direction of the correlation, with metacognitive awareness as the mediating variable. The results show an indirect effect of 0.344, which is greater than the direct effect of 0.131, meaning that metacognitive awareness has a significant mediating role in the relationship between teaching practice experience and early teacher identity. The implication of this research is the need for teaching practice activity designs that can facilitate pre-service teachers in developing their metacognitive awareness to achieve quality learning processes.
Emotional Intelligence and Its Impact on Students' Science Learning: A Systematic Literature Review Kamaluddin, Kamaluddin; Suma, I Ketut; Rapi, Ni Ketut; Suastra, I Wayan; Firmansyah, Edi; Syamratulangi, Sofyan
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25549

Abstract

Emotional intelligence has become an important component that influences how well students succeed in learning, including in science. The purpose of this study specifically focuses on the role of emotional intelligence in the context of science learning. This article is a systematic literature review that investigates the relationship between emotional intelligence and science learning. PRISMA guidelines were used in this study to review empirical articles published from 2015 to 2024. In total, 22 articles met the criteria for the systematic literature review. Emotional intelligence acts as an essential basis that connects the emotional side of scientific learning to its cognitive side. Emotional intelligence not only aids in increasing engagement but is also beneficial for enhancing conceptual understanding and can thus be used effectively during the learning process. Studies show that emotional intelligence significantly improves student engagement, critical thinking, and learning outcomes in science learning. This article also discusses the mechanisms of these relationships and suggests ways emotional intelligence can be used in science education. 

Page 31 of 31 | Total Record : 303

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