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All Journal QUALITY Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran
hutagalung, leo
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Teachers’ Empowerment, Self-Regulation and being Istiqamahas Key Features of Job Performance in Non-Formal Education Setting Wijayanti, Laksmi Mayesti; Hyun, Choi Chi; Hutagalung, Leo
QUALITY Vol 8, No 1 (2020): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v8i1.6605

Abstract

Indonesia menyadari perlunya penguatan pendidikan nonformal sebagai salah satu elemen penting dalam meningkatkan indeks pendidikan. Baik pemerintah maupun lembaga swadaya masyarakat telah berpartisipasi aktif dalam mewujudkan pendidikan nonformal yang lebih mudah diakses dan nyaman. Persoalan mendasar adalah kualitas guru dalam pendidikan masih di bawah harapan. Selain itu, pendidikan nonformal menghadapi dilema dalam menciptakan kinerja guru yang optimal karena bersifat nonprofit. Oleh karena itu, makalah ini akan menyelidiki faktor-faktor penentu dari pengaturan unik tersebut. Instrumen penelitian ini adalah skala pemberdayaan psikologis yang digunakan oleh Spreitzer (1995), The Self-Regulation Questionnaire (SRQ) (Brown, Miller, & Lawendowski, 1999), skala etos kerja Islami (Ali, 1988) dan angket kinerja diri guru. Kuesioner penilaian (TJPSQ) digunakan sebagai ukuran kinerja guru. Hasil penelitian menunjukkan bahwa pemberdayaan dan istiqamah berpengaruh signifikan terhadap prestasi kerja guru, sedangkan regulasi diri tidak berpengaruh signifikan terhadap prestasi kerja.Indonesia have acknowledged the needs to strengthen the non-formal education as an important element in enhancing the education index. Both government and non-government organization have participated actively in establishing the non-formal education to be more accessible and convenience. Nevertheless, it is evidenced that they still manage to deliver their jobs adequately. Therefore, this paper will investigate the determining factors of such unique setting. This study’s instruments are the psychological empowerment scale used by Spreitzer (1995), The Self-Regulation Questionnaire (SRQ) (Brown, Miller, &Lawendowski, 1999), Islamic work ethic scaling (Ali, 1988) and the questionnaire teachers’ job performance self-rating questionnaire (TJPSQ) were utilized as a measurement of teachers’ job performance. The result  indicates that empowerment and istiqamah have significantly influenced to teachers’ job performance, while self-regulations have no significant effect on Job performance.
Pendidikan Vokasi BTEC UK di Indonesia: Studi Fenomenologi Esensi Pengalaman Peserta Didik Jang, Johan; Purwanto, Agus; Purnamasari, Dian; Ramdan, Mohamad; Hutagalung, Leo; Akuba, Stefy Falentino; Sulistiyadi, Andi; Pramono, Rudy; Bernarto, Innocentius
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 6, No 1: Maret 2020
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v6i1.2319

Abstract

Studying abroad, including in the United Kingdom is one of the aspirations for students and parents in Indonesia. In comparison to directly continuing study overseas, the availability of BTEC UK curriculum in Indonesia allows students to study for 20 months then continued their final year in the country they are planning to go to, including in the UK. Unfortunately, there is no record of the experience of students undergoing this curriculum in Indonesia, even though the curriculum already exists in Indonesia for more than ten years. This study then explores the motivations behind the decisions of students undergoing the BTEC curriculum in Indonesia, their experiences and the outcomes that occur after. Interviews with the 7 BTEC alumni in Indonesia were conducted and analyzed using qualitative phenomenology study. The results obtained that internal motivation is the main trigger whereas external motivation also applies, which is built up through social influence. The experience felt at the beginning was generally difficult to follow because the students were not used to the system, even though some felt excited about the curriculum learning system. In the middle and end of the semester, some of them feel more accustomed to it while some still find it difficult to follow this curriculum. The results in the form of a variety of positive attitudes including courage, self-confidence, and the development of communication skills.
Co-Authors Agus Purwanto Akuba, Stefy Falentino Ali Djamhuri Hyun, Choi Chi Innocentius Bernarto, Innocentius Jang, Johan Pramono, Rudy Ramdan, Mohamad Sulistiyadi, Andi Wijayanti, Laksmi Mayesti