Pemeliharaan SDM Terhadap Kepuasan Kerja dan Komitmen Guru Sekolah Dasar

This study is aimed at: 1) describing the discrepancy between teacher‘s expectation and perception toward human resources development/maintenance; 2) explaining the influence of the discrepancy between teacher‘s expectation and perception toward human resources development/maintenance for elementary teacher‘s job satisfaction and commitment; 3) explaining the influence of job satisfaction to teacher‘s commitment. The population of the study is state elementary school in Bandung regency. The technique sample is multi stage random sampling whose minimum size is 322 teachers. The method used is explanatory survey. The data is collected by using questionnaire while the data analysis technique is confirmatory factor and path analysis supported by LISREL program. The result of this study shows that: 1) the level of the teacher‘s job satisfaction is directly influenced by the magnitude of teacher‘s expectation-perception discrepancy toward human resources development/maintenance, so that the lower discrepancy level is, the higher job satisfaction level; 2) the discrepancy between teacher‘s expectation and perception toward human resources development/maintenance indirectly influences teacher commitment as well so that the lower discrepancy is, the higher teacher commitment on work is; 3) the job satisfaction influences teacher commitment directly and each factor of teacher commitment indirectly. ABSTRAKTujuan penelitian ini ialah untuk: 1 )mendeskripsikan diskrepansi harapan-persepsi guru SD terhadap pengembangan/pemeliharaan SDM; 2) menjelaskan pengaruh diskrepansi harapan-persepsi pengembangan/pemeliharaan SDM terhadap kepuasan kerja dan komitmen guru SD; 3) menjelaskan pengaruh kepuasan kerja terhadap komitmen guru SD. Populasi penelitian ini adalah gur SD Negeri di Kabupaten Bandung. Penarikan sampel dilakukan dengan teknik “multi stage random sampling“, dengan ukuran sampel minimum sebanyak 322 orang guru. Metode penelitian yang digunakan adalah survei eksplanatori. Data dikumpulkan dengan menggunakan kuesioner, sedangkan teknik analisis data yang digunakan ialah analisis faktor konfirmatori dan analisis jalur dengan bantuan program LISREL. Hasil penelitian menunjukkan: 1) tinggi rendahnya kepuasan kerja guru SD secara langsung dipengaruhi besar kecilnya diskrepansi harapan-persepsi pengembangan/pemeliharaan SDM, sehingga semakin kecil tingkat diskrepansinya, semakin tinggi tingkat kepuasan kerja; 2) diskrepansi harapan-persepsi pengembangan/pemeliharaan SDM berpengaruh secara tidak langsung terhadap komitmen guru, sehingga semakin kecil tingkat diskrepansinya, semakin tinggi keterikatan guru terhadap pekerjaan dan organisasi sekolah tempatnya bekerja; dan 3) kepuasan kerja berpengaruh secara langsung terhadap komitmen guru, serta berpengaruh secara tidak langsung terhadap setiap faktor komitmen guru

Pemeliharaan SDM Terhadap Kepuasan Kerja dan Komitmen Guru Sekolah Dasar

This study is aimed at: 1) describing the discrepancy between teacher‘s expectation and perception toward human resources development/maintenance; 2) explaining the influence of the discrepancy between teacher‘s expectation and perception toward human resources development/maintenance for elementary teacher‘s job satisfaction and commitment; 3) explaining the influence of job satisfaction to teacher‘s commitment. The population of the study is state elementary school in Bandung regency. The technique sample is multi stage random sampling whose minimum size is 322 teachers. The method used is explanatory survey. The data is collected by using questionnaire while the data analysis technique is confirmatory factor and path analysis supported by LISREL program. The result of this study shows that: 1) the level of the teacher‘s job satisfaction is directly influenced by the magnitude of teacher‘s expectation-perception discrepancy toward human resources development/maintenance, so that the lower discrepancy level is, the higher job satisfaction level; 2) the discrepancy between teacher‘s expectation and perception toward human resources development/maintenance indirectly influences teacher commitment as well so that the lower discrepancy is, the higher teacher commitment on work is; 3) the job satisfaction influences teacher commitment directly and each factor of teacher commitment indirectly. ABSTRAKTujuan penelitian ini ialah untuk: 1 )mendeskripsikan diskrepansi harapan-persepsi guru SD terhadap pengembangan/pemeliharaan SDM; 2) menjelaskan pengaruh diskrepansi harapan-persepsi pengembangan/pemeliharaan SDM terhadap kepuasan kerja dan komitmen guru SD; 3) menjelaskan pengaruh kepuasan kerja terhadap komitmen guru SD. Populasi penelitian ini adalah gur SD Negeri di Kabupaten Bandung. Penarikan sampel dilakukan dengan teknik “multi stage random sampling“, dengan ukuran sampel minimum sebanyak 322 orang guru. Metode penelitian yang digunakan adalah survei eksplanatori. Data dikumpulkan dengan menggunakan kuesioner, sedangkan teknik analisis data yang digunakan ialah analisis faktor konfirmatori dan analisis jalur dengan bantuan program LISREL. Hasil penelitian menunjukkan: 1) tinggi rendahnya kepuasan kerja guru SD secara langsung dipengaruhi besar kecilnya diskrepansi harapan-persepsi pengembangan/pemeliharaan SDM, sehingga semakin kecil tingkat diskrepansinya, semakin tinggi tingkat kepuasan kerja; 2) diskrepansi harapan-persepsi pengembangan/pemeliharaan SDM berpengaruh secara tidak langsung terhadap komitmen guru, sehingga semakin kecil tingkat diskrepansinya, semakin tinggi keterikatan guru terhadap pekerjaan dan organisasi sekolah tempatnya bekerja; dan 3) kepuasan kerja berpengaruh secara langsung terhadap komitmen guru, serta berpengaruh secara tidak langsung terhadap setiap faktor komitmen guru.</p

Academic Hardiness, Learning Motivation, Student Learning Outcomes In Indonesia: The Mediation Effect

The research objective was to determine and analyze the mediating effect of learning motivation on the effect of academic hardiness on student learning outcomes. This research is motivated by the existence of problems in student learning outcomes in Indonesia which are still low, this is indicated by the Grade Point Average. The method used is an explanatory survey with a questionnaire data collection technique. The population in this study were 625 students of the Faculty of Economics and Business Education, Indonesian Education University. The sample was obtained as many as 245 students with the Slovin formula using the random sampling technique. The data that has been collected is then analyzed by multiple regression analysis with the mediating variable. The results showed that learning motivation partially mediates academic hardiness on learning outcomes. The results of this study imply that to improve learning outcomes one must have good academic hardiness and learning motivation. Keywords: Learning motivation; academic hardiness; mediation effect; improve learnin

Publication Trends from STEAM in Education from Scopus Database: Bibliometric Analysis

The objective of this study is to shed light on the domain of STEAM education research by employing a three-pronged strategy. This article provides a bibliometric analysis of STEAM education literature by focusing on three major research questions (RQs): RQ1. How has research on STEAM education progressed? RQ2. Who is the most influential in STEAM education research? RQ3. Which affiliations and countries are contributing to STEAM in education? This study combines quantitative analysis with descriptive methods. The evolution of STEAM education and the pattern of publishing found in Scopus, which is determined by research connections, research themes, and scientific journals, are of interest to researchers. Throughout this research, the Bibliometrix R-tool and the BiblioShiny software packages were utilized, one at a time, for data analysis, reduction, visualization, and mapping, respectively. In response to RQ1, this study found the Annual Growth Rate to be 24.19%. This finding is based on the trend of publications in STEAM in Education. The results indicate that there has been an increase in the number of journal articles devoted to this subject, which are frequently disseminated. The second question this research aims to answer is which areas of STEAM education research have the most influence. While Piperopoulos P has the top spot for the most globally mentioned documents, Perignat E holds the top spot for the most locally cited papers. In the meantime, Herro D is a writer who has contributed to the study done in the field of STEAM education. As for RQ3, it can be noted that Jeju National University and the Korea National University of Education are the top two campuses in the world regarding STEAM in Education research publications, both of which are located in South Korea

PENGEMBANGAN MODEL KURIKULUM PENDIDIKAN EKONOMI UNTUK MENYIAPKAN GURU PROFESIONAL DI SEKOLAH BERTARAF INTERNASIONAL

Abstract : This study aims to: 1) Generating a description of the graduates competence to prepare economics teacher at the International School (SBI) 2) Generating the substance of the study which relevant with the graduates competence. 3) Producing design curriculum appropriate to the needs of the economy to prepare prospective teachers in SBI. The study was designed for 2 years in the Research and Development, is based on a curriculum development manual competency-based curriculum development of higher education issued by the Directorate General of Higher Education (2008). Results of the study, among others, found that the description of the competence of Education study program consists of a) two core competences b) nine supporting competency and c) four other competencies. Core competencies consist of a) control of the structure, concepts, generalizations, theories, and scientific mindset within the scope of the global economy that consists of 18 sub-competences b) mastery of concepts, theories, and pedagogical principles consisting of 6 sub-competences. Supporting competence consists of 11 subcompetences and other competencies consist of 9 sub-competences. Main competence substance consists of 24 studies, supporting competency consists of 11 studies and other competencies substance consists of 9 substance of the study, so the total credits of students who have taken a number of 152 credits or 61 courses.&nbsp; Abstrak: Penelitian ini bertujuan: 1) Menghasilkan deskripsi kompetensi lulusan untuk menyiapkan guru ekonomi di Sekolah Bertaraf Internasional (SBI) 2) Menghasilkan substansi kajian yang relevan dengan kompetensi lulusan. 3) Menghasilkan desain kurikulum yang sesuai dengan kebutuhan untuk menyiapkan calon guru ekonomi di SBI. Penelitian dirancang untuk 2 tahun dengan menggunakan metode Research and Development, Pengembangan kurikulum ini dilakukan berdasarkan buku panduan pengembangan kurikulum berbasis kompetensi pendidikan tinggi yang diterbitkan oleh Direktorat Jendral Pendidikan Tinggi (2008). Hasil penelitian antara lain ditemukan bahwa deskripsi kompetensi Prodi Pendidikan terdiri dari a) dua kompetensi utama b) sembilan kompetensi pendukung dan c) empat kompetensi lainnya. Kompetensi utama terdiri dari a) penguasaan struktur, konsep, generalisasi, teori, dan pola pikir keilmuan ekonomi dalam lingkup global yang terdiri dari 18 subkompetensi b) penguasaan konsep, teori, dan prinsip pedagogik yang terdiri atas 6 subkompetensi. Kompetensi pendukung terdiri dari 11 subkompetensi dan kompetensi lainnya terdiri dari 9 subkompetensi. Kompetensi Utama terdiri dari 24 substansi kajian, kompetensi pendukung terdiri atas 11 substansi kajian dan kompetensi lainnya terdiri dari 9 substansi kajian, sehingga total SKS yang harus ditempuh mahasiswa sejumlah 152 SKS atau 61 mata kuliah.&nbsp

A Bibliometric Analysis:Trend of Studies in Self-Regulated Learning Over The Past Three Decades

Many studies measure self-regulated learning in some fields but still a few studies in the education field or related fields. This study aimed to analyze performance analysis and science mapping related to the research trend in self-regulated learning over the past three decades. Therefore, it was conducted using the bibliometric analysis method on 2106 documents related to self-regulated learning published in the period 1990-2022 from the Scopus database. Those documents are limited in the final stage, English, journal source type, and article document type. The chosen subject areas were art and humanities, psychology, and social sciences which have a relation with the education field. The data analysis process was assisted by Publish or Perish and VOSviewer software to examine the publication and citation-related metric, publication, and citation trend analysis, citation analysis, co-authorship analysis, and co-word analysis. The results of this study are the trend and development of research regarding self-regulated learning over the past three decades presented that: 1) the publication-and-related metric in this study showed that there were 2,106 papers related to self-regulated learning which distributed in range 1990-2022 that has 20,752 citations and the h-index value is lower than g-index value, 2) the publication-and-citation trend analysis showed relatively fluctuative in periods and constant in particular year, 3) the citation analysis showed that the most influential document is written by B. J. Zimmerman in 2008 that has been cited around 1664 times, 4) the author who has collaborated the most with other authors is Järvelä, S., 5) the United Stated is the most productive and influential country who make studies in self-regulated learning, 6) the most productive organization is University of Oulu, Finland and the the most influential organization is the Department of Educational Psychology, Graduate Center, City University of New York, and 7) the ‘self-regulated learning’ keyword has the most occurrence amount 1766 times. These findings provide an overview of the evolution of self-regulated learning research papers during the last three decades. This study examines a period of time that was longer than previous studies. As a consequence, its resulting contribution is also larger, providing an overview of the field's evolution over the last 30 years and providing other researchers with a comprehensive resource for performing self-regulated learning research

Learning Mathematics Using an Ethnomathematics Approach: A Systematic Literature Review

The study of ethnomathematics has grown significantly over the decades, especially for teaching academic mathematics in schools. However, only a small number of studies comprehensively examine research trends in the use of ethnomathematics for mathematics learning. Thus, research trends for the years 2018 to 2022 were thoroughly analyzed through systematic literature reviews referring to the standards of Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA). This review found 24 journal articles from the top indexing databases called Scopus and Eric. The finding of the SLR indicate that two types of ethnomathematics research are found if categorized based on the research data source. The ‘cultural forms’ used in ethnomathematics research into three categories: ideas, activities, and artifacts. Indonesian researchers (n=19) dominated the collected studies as systematic review only included publications published in English. The categorization of the studies are ethnomathematics (pure) and ethno-modelling, and the most studied mathematical topics are geometry (n=11), followed by algebra (n=5), numbers (3), sets (n=2), and arithmetic (n=1)