Teachers must implement and improve innovative work behavior to maintain educational professional development and school organization. This study aims to analyze the influence of a proactive personality on teachers' innovative work behavior by considering the mediating role of knowledge sharing. The method used in this research was a quantitative survey. Data were collected through questionnaires distributed to 194 private elementary school teachers and analyzed using a Partial Least Square (PLS) approach, a Structural Equation Modelling (SEM) technique. The result shows that proactive personality and knowledge sharing significantly influence innovative work behavior. A proactive personality also has a significant influence on knowledge sharing. And the important finding of this research is knowledge sharing as a mediator of proactive personality to innovative work behavior. Thus, the study's findings can be used to develop a strategy to increase teachers' innovative behavior in schools by creating teacher knowledge-sharing activities and enhancing their proactive personality traits.
{"title":"Knowledge Sharing as Media of Proactive Personality to Influence Teachers' Innovative Work Behavior","authors":"Riani Tustia Dewi, E. Suhardi, S. Hardhienata","doi":"10.46843/jiecr.v4i2.556","DOIUrl":"https://doi.org/10.46843/jiecr.v4i2.556","url":null,"abstract":"Teachers must implement and improve innovative work behavior to maintain educational professional development and school organization. This study aims to analyze the influence of a proactive personality on teachers' innovative work behavior by considering the mediating role of knowledge sharing. The method used in this research was a quantitative survey. Data were collected through questionnaires distributed to 194 private elementary school teachers and analyzed using a Partial Least Square (PLS) approach, a Structural Equation Modelling (SEM) technique. The result shows that proactive personality and knowledge sharing significantly influence innovative work behavior. A proactive personality also has a significant influence on knowledge sharing. And the important finding of this research is knowledge sharing as a mediator of proactive personality to innovative work behavior. Thus, the study's findings can be used to develop a strategy to increase teachers' innovative behavior in schools by creating teacher knowledge-sharing activities and enhancing their proactive personality traits.","PeriodicalId":34307,"journal":{"name":"Journal of Innovation in Educational and Cultural Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42524848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The main objective of this study is to explore the cadets' perception of talent management, work motivation, and its impact on the lecturers' performance at Maritime Private Higher Education institutions in DKI Jakarta. The study's population and sample size consisted of 208 participants. To achieve the objective, this research utilized a descriptive and explanatory survey method, with a saturated sampling technique. The data analysis approach involved frequency distribution, grouping, tabulating, and describing the data gathered in the field. The study's findings indicate that the talent management of lecturers at Maritime Private Higher Education institutions in Jakarta has been relatively effective in maintaining good talent. Moreover, the work motivation of the lecturers was found to be highly driven by the need for achievement. The results further indicate that the lecturers' performance in research is outstanding, particularly in preparing scientific reports. This research is significant as it highlights the importance of talent management and work motivation in enhancing the performance of lecturers at Maritime Private Higher Education institutions. The findings can assist academic administrators and policymakers in developing effective strategies for managing and motivating lecturers to improve their performance in teaching, research, and other related activities.
{"title":"The Paradigm of Cadets of Motivation and Its Impact on Lecturers’ Performance in Maritime Education","authors":"Retno Sawitri Wulandari","doi":"10.46843/jiecr.v4i2.713","DOIUrl":"https://doi.org/10.46843/jiecr.v4i2.713","url":null,"abstract":"The main objective of this study is to explore the cadets' perception of talent management, work motivation, and its impact on the lecturers' performance at Maritime Private Higher Education institutions in DKI Jakarta. The study's population and sample size consisted of 208 participants. To achieve the objective, this research utilized a descriptive and explanatory survey method, with a saturated sampling technique. The data analysis approach involved frequency distribution, grouping, tabulating, and describing the data gathered in the field. The study's findings indicate that the talent management of lecturers at Maritime Private Higher Education institutions in Jakarta has been relatively effective in maintaining good talent. Moreover, the work motivation of the lecturers was found to be highly driven by the need for achievement. The results further indicate that the lecturers' performance in research is outstanding, particularly in preparing scientific reports. This research is significant as it highlights the importance of talent management and work motivation in enhancing the performance of lecturers at Maritime Private Higher Education institutions. The findings can assist academic administrators and policymakers in developing effective strategies for managing and motivating lecturers to improve their performance in teaching, research, and other related activities.","PeriodicalId":34307,"journal":{"name":"Journal of Innovation in Educational and Cultural Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47265463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The skill of developing lesson plans is one of the competencies that teachers must have. The skills to develop these lesson plans can be learned while studying at universities. Based on observations, it was found that the skills of developing student lesson plans were still not in line with expectations, considering that students did not yet have an overview of the learning process in class. Based on this, learning methods are needed so that students are skilled in developing lesson plans. The purpose of this study is to determine the effect of using the Project-based Learning (PjBL) model with the Copy The Master method on the skills of developing lesson plans for prospective teacher students. This research type was quantitative research using experimental methods. The research design used was the Matching Pretest-Post-test Control Group Design. This research data collection technique used a test. The test given was a performance test, in which students made lesson plans based on the syllabus. Based on the results of the research and discussion, it can be concluded that using the PjBL Model with the Copy The Master method is effective in improving skills in developing lesson plans for prospective teacher students. Based on that, students can implement their knowledge when they become teachers.
{"title":"The Effect of PjBL with Copy The Master Method on the Skills of Writing Lesson Plans","authors":"Vivi Indriyani, Jasmienti Jasmienti, Ayu Gustia Ningsih","doi":"10.46843/jiecr.v4i2.643","DOIUrl":"https://doi.org/10.46843/jiecr.v4i2.643","url":null,"abstract":"The skill of developing lesson plans is one of the competencies that teachers must have. The skills to develop these lesson plans can be learned while studying at universities. Based on observations, it was found that the skills of developing student lesson plans were still not in line with expectations, considering that students did not yet have an overview of the learning process in class. Based on this, learning methods are needed so that students are skilled in developing lesson plans. The purpose of this study is to determine the effect of using the Project-based Learning (PjBL) model with the Copy The Master method on the skills of developing lesson plans for prospective teacher students. This research type was quantitative research using experimental methods. The research design used was the Matching Pretest-Post-test Control Group Design. This research data collection technique used a test. The test given was a performance test, in which students made lesson plans based on the syllabus. Based on the results of the research and discussion, it can be concluded that using the PjBL Model with the Copy The Master method is effective in improving skills in developing lesson plans for prospective teacher students. Based on that, students can implement their knowledge when they become teachers.","PeriodicalId":34307,"journal":{"name":"Journal of Innovation in Educational and Cultural Research","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135593008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
One of the competencies in 21st-century learning is critical thinking (CT). Many lessons carried out by teachers do not touch this ability because of the lack of learning innovation and the use of IT-based learning resources. This study aimed to determine and analyze the effect of using the OER (Open Educational Resources)-assisted Blended learning model on vocational students' critical thinking skills. The type of research used mixed methods with embedded design. The samples were 54 students of the Multimedia program at VHS (Vocational High School) in Surakarta, Indonesia, and the instrument used a test based on critical thinking skills, according to Facione. Quantitative data analysis used an independent t-test and the qualitative data used criteria for achieving students' critical thinking skills. The results of the study support the expectation that the BL model assisted by OER has a significant effect on student learning outcomes and that students have excellent critical thinking skills on the indicators of interpretation, analysis, evaluation, explanation, and inference. On the other hand, students are weak in self-regulation.
{"title":"Analysis Of Vocational Students' Critical Thinking Skills Using The OER-Assisted Blended Learning","authors":"B. Basori, S. Sajidan, M. Akhyar, Wiranto Wiranto","doi":"10.46843/jiecr.v4i2.566","DOIUrl":"https://doi.org/10.46843/jiecr.v4i2.566","url":null,"abstract":"One of the competencies in 21st-century learning is critical thinking (CT). Many lessons carried out by teachers do not touch this ability because of the lack of learning innovation and the use of IT-based learning resources. This study aimed to determine and analyze the effect of using the OER (Open Educational Resources)-assisted Blended learning model on vocational students' critical thinking skills. The type of research used mixed methods with embedded design. The samples were 54 students of the Multimedia program at VHS (Vocational High School) in Surakarta, Indonesia, and the instrument used a test based on critical thinking skills, according to Facione. Quantitative data analysis used an independent t-test and the qualitative data used criteria for achieving students' critical thinking skills. The results of the study support the expectation that the BL model assisted by OER has a significant effect on student learning outcomes and that students have excellent critical thinking skills on the indicators of interpretation, analysis, evaluation, explanation, and inference. On the other hand, students are weak in self-regulation.","PeriodicalId":34307,"journal":{"name":"Journal of Innovation in Educational and Cultural Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47241116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines the effect of work-life balance on employee performance in higher education institutions, especially maritime education and training institutions in Jakarta. In addition, organizational support and job satisfaction were chosen to moderate the WLB relationship and the employee's performance. Using data from 197 respondents in fiveinstitutions, this study processed the data using principal component factor analysis (PCFA) and ordinary least squares (OLS) regression. The test results show that two of the three research hypotheses are accepted. First, WLB is empirically proven to have a positive effect on employee performance. Second, job satisfaction strengthens the positive relationship between WLB and employee performance. Third, organizational support is not proven to moderate the WLB relationship and employee performance. The findings in this study indicate that WLB enables employees to carry out personal and work obligations effectively and efficiently. Employees who can do that will be able to fulfill their commitment to providing the best for the organization where they work. However, in practice, organizations are sometimes unable to understand the complexities of each employee's personal life, so the support provided is not following the needs of employees. Finally, despite all the limitations, this research has academic and practical implications because research attempting to moderate WLB on employee performance is still rare. The practical implication is that higher education leaders must understand the needs of employees so that they can balance their personal and work lives.
{"title":"The Effect of Work-Life Balance on Higher Education Employee Performance: Moderation of Organizational Support and Job Satisfaction Level","authors":"A. Malau","doi":"10.46843/jiecr.v4i2.681","DOIUrl":"https://doi.org/10.46843/jiecr.v4i2.681","url":null,"abstract":"This study examines the effect of work-life balance on employee performance in higher education institutions, especially maritime education and training institutions in Jakarta. In addition, organizational support and job satisfaction were chosen to moderate the WLB relationship and the employee's performance. Using data from 197 respondents in fiveinstitutions, this study processed the data using principal component factor analysis (PCFA) and ordinary least squares (OLS) regression. The test results show that two of the three research hypotheses are accepted. First, WLB is empirically proven to have a positive effect on employee performance. Second, job satisfaction strengthens the positive relationship between WLB and employee performance. Third, organizational support is not proven to moderate the WLB relationship and employee performance. The findings in this study indicate that WLB enables employees to carry out personal and work obligations effectively and efficiently. Employees who can do that will be able to fulfill their commitment to providing the best for the organization where they work. However, in practice, organizations are sometimes unable to understand the complexities of each employee's personal life, so the support provided is not following the needs of employees. Finally, despite all the limitations, this research has academic and practical implications because research attempting to moderate WLB on employee performance is still rare. The practical implication is that higher education leaders must understand the needs of employees so that they can balance their personal and work lives.","PeriodicalId":34307,"journal":{"name":"Journal of Innovation in Educational and Cultural Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45636779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to determine the impact of running speed and limb muscle strength on the squat-style long jump results of State Senior High School students. The participants of this study were 40 people. The data collection technique for measuring speed was the 40-meter sprint test, for measuring limb muscle strength, namely the standing broad jump test, and for measuring the long jump style squat, namely the long jump style squat test. Data analysis techniques to find out the relationship between (X1, Y) and (X2, Y) used the Product Moment Correlation Formula. The Linearity Test was intended to test whether the data obtained is linear or not. If the data is linear, then it can be continued with the regression technique. The finding concludes that the three variables have a significant value that is less than 0.05 (significant value 0.05). The multiple correlations (R) between the independent variable and the dependent variable have a significant relationship because of F-count (18.5) ≤ F-table (37). This means that there is a contribution to the relationship between running speed and limb muscle strength with the results of the squat-style long jump. So, schools can take advantage of the results of this research as one of the considerations for providing facilities for long jump activities and providing teaching materials for sports teachers.
{"title":"Impact of Running Speed and Limb Muscle Strength on Squat Style Long Jump for Secondary School","authors":"Galih Yoki Haryanto, H. Hartati, A. Victorian","doi":"10.46843/jiecr.v4i2.504","DOIUrl":"https://doi.org/10.46843/jiecr.v4i2.504","url":null,"abstract":"This study aims to determine the impact of running speed and limb muscle strength on the squat-style long jump results of State Senior High School students. The participants of this study were 40 people. The data collection technique for measuring speed was the 40-meter sprint test, for measuring limb muscle strength, namely the standing broad jump test, and for measuring the long jump style squat, namely the long jump style squat test. Data analysis techniques to find out the relationship between (X1, Y) and (X2, Y) used the Product Moment Correlation Formula. The Linearity Test was intended to test whether the data obtained is linear or not. If the data is linear, then it can be continued with the regression technique. The finding concludes that the three variables have a significant value that is less than 0.05 (significant value 0.05). The multiple correlations (R) between the independent variable and the dependent variable have a significant relationship because of F-count (18.5) ≤ F-table (37). This means that there is a contribution to the relationship between running speed and limb muscle strength with the results of the squat-style long jump. So, schools can take advantage of the results of this research as one of the considerations for providing facilities for long jump activities and providing teaching materials for sports teachers.","PeriodicalId":34307,"journal":{"name":"Journal of Innovation in Educational and Cultural Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48131464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adriantoni Adriantoni, A. Komariah, Diding Nurdin, Endang Herawan
The purpose of this research is to find out the description of teacher performance data, transformational leadership, and school climate; and the influence of transformational leadership on teacher performance, the effect of school climate on teacher performance. The research method used is a quantitative method through an associative approach. The population in the study amounted to 94 elementary school teachers in the city of Padang. Data collection techniques through questionnaires. The results of the study revealed that: the description of the transformational leadership data of elementary school principals in the city of Padang, is included in the high category with an average of 72.14, the description of school climate is in the high category, namely 101.80, and the description of teacher performance data is also in the high category, namely 92.12; there is a positive and significant effect of transformational leadership on teacher performance of 0.917%, its contribution is 84.08%, which means that transformational leadership has a strong effect on teacher performance of 0.913%, its contribution is 83.35, which means that the school climate has a strong effect on teacher performance; there is a positive and significant effect of transformational and school climate on teacher performance of 0.604, the contribution is 36.48%, which means that transformational leadership and school climate together have a strong influence on teacher performance. The implication is that efforts to optimize teacher performance can be carried out by school principals through exemplary, motivational, democratic policies, providing rewards, making good personal relationships and approaches, and creating a sense of security and comfort at work.
{"title":"The Effect of Transformational Leadership and Madrasah Climate on Elementary School Teacher Performance","authors":"Adriantoni Adriantoni, A. Komariah, Diding Nurdin, Endang Herawan","doi":"10.46843/jiecr.v4i2.647","DOIUrl":"https://doi.org/10.46843/jiecr.v4i2.647","url":null,"abstract":"The purpose of this research is to find out the description of teacher performance data, transformational leadership, and school climate; and the influence of transformational leadership on teacher performance, the effect of school climate on teacher performance. The research method used is a quantitative method through an associative approach. The population in the study amounted to 94 elementary school teachers in the city of Padang. Data collection techniques through questionnaires. The results of the study revealed that: the description of the transformational leadership data of elementary school principals in the city of Padang, is included in the high category with an average of 72.14, the description of school climate is in the high category, namely 101.80, and the description of teacher performance data is also in the high category, namely 92.12; there is a positive and significant effect of transformational leadership on teacher performance of 0.917%, its contribution is 84.08%, which means that transformational leadership has a strong effect on teacher performance of 0.913%, its contribution is 83.35, which means that the school climate has a strong effect on teacher performance; there is a positive and significant effect of transformational and school climate on teacher performance of 0.604, the contribution is 36.48%, which means that transformational leadership and school climate together have a strong influence on teacher performance. The implication is that efforts to optimize teacher performance can be carried out by school principals through exemplary, motivational, democratic policies, providing rewards, making good personal relationships and approaches, and creating a sense of security and comfort at work.","PeriodicalId":34307,"journal":{"name":"Journal of Innovation in Educational and Cultural Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44349866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stella Carolline Aurellia, Budiman Tampubolon, Putri Tipa Anasi
One of the characteristics of learning geography in the 21st century is that teachers must strive to develop technology that supports learning. This study aims to discover differences in learning outcomes in geography learning using the ArcGIS application and the Quantum GIS application for senior high school students. The method used was a quantitative experiment with a quasi-experimental form. Determination of the sample by purposive sampling consisted of two experimental classes, with each class totaling 34 students. Students' learning outcomes were tested with a two parties t-test which previously tested data normality, data homogeneity, and the hypothesis. The results of this study show that the experimental class using the ArcGIS application has a post-test average score of 83.03 and the class using the Quantum GIS application has a post-test average score of 77.50. Therefore, there are differences in the learning outcomes of the two experimental classes, which show that using the ArcGIS application is more effective in geography learning in senior high schools than the Quantum GIS application. The results of this study can be used as material for consideration of implementing the use of innovative learning media and improving mapping skills for high school students.
{"title":"A Comparative Study of Student Learning Outcomes in Geography Learning Using ArcGIS Application and QGIS Application","authors":"Stella Carolline Aurellia, Budiman Tampubolon, Putri Tipa Anasi","doi":"10.46843/jiecr.v4i2.600","DOIUrl":"https://doi.org/10.46843/jiecr.v4i2.600","url":null,"abstract":"One of the characteristics of learning geography in the 21st century is that teachers must strive to develop technology that supports learning. This study aims to discover differences in learning outcomes in geography learning using the ArcGIS application and the Quantum GIS application for senior high school students. The method used was a quantitative experiment with a quasi-experimental form. Determination of the sample by purposive sampling consisted of two experimental classes, with each class totaling 34 students. Students' learning outcomes were tested with a two parties t-test which previously tested data normality, data homogeneity, and the hypothesis. The results of this study show that the experimental class using the ArcGIS application has a post-test average score of 83.03 and the class using the Quantum GIS application has a post-test average score of 77.50. Therefore, there are differences in the learning outcomes of the two experimental classes, which show that using the ArcGIS application is more effective in geography learning in senior high schools than the Quantum GIS application. The results of this study can be used as material for consideration of implementing the use of innovative learning media and improving mapping skills for high school students.","PeriodicalId":34307,"journal":{"name":"Journal of Innovation in Educational and Cultural Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42274875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Established student career identity is proven to influence individual career commitment. However, several research results show that some career identities still need to be established and have high commitment. This study aims to examine the effect of individual career commitment on career identity diffusion in vocational students. This study is a quantitative correlational research design that examines the effect of X1: social standards, X2; financial benefit, X3: functional benefit to variable Y; Career Identity Diffusion which is analyzed using multiple regression analysis. The population in this study were vocational students at Universitas Negeri Makassar. A sample of 210 students participates in the study. The instruments in this study consisted of 2, namely the Career Identity Development Inventory (CIDI) and the Career Development Questionnaire, which have been tested for validity and reliability through the Confirmatory Factor Analysis test. This study's findings indicate that financial and functional benefits are the main considerations for students who have a career diffusion identity to remain in their majors. This finding contributes to the fact that students tend to choose majors because of the high salary they will get in the future and the desire to fulfill their parents' expectations as successful people. The findings of this research are expected to be a consideration in implementing career guidance in schools, especially for teachers at vocational high schools and Counseling Guidance Teachers, so that effective career guidance since middle school will help students develop a more positive career identity.
已建立的学生职业认同被证明会影响个人的职业承诺。然而，一些研究结果表明，一些职业认同仍然需要建立，并具有很高的承诺。本研究旨在探讨高职学生个人职业承诺对职业认同扩散的影响。本研究是一个定量的相关研究设计，考察X1的影响:社会标准，X2;经济效益，X3:对变量Y的功能效益;运用多元回归分析对职业认同扩散进行分析。本研究的研究对象为望加锡大学的职校学生。共有210名学生参与了这项研究。本研究使用的工具包括职业认同发展量表(CIDI)和职业发展问卷(Career Development Questionnaire)，并通过验证性因子分析(Confirmatory Factor Analysis)检验了它们的效度和信度。本研究结果表明，经济效益和功能效益是具有职业扩散身份的学生留在本专业的主要考虑因素。这一发现有助于学生倾向于选择专业，因为他们将来会得到高薪，并希望满足父母对成功人士的期望。本研究的研究结果有望为学校，特别是职业高中教师和辅导教师实施职业生涯指导提供参考，使中学以来有效的职业生涯指导能够帮助学生形成更加积极的职业认同。
{"title":"Career Commitment Based on Career Identity Diffusion among Students in Vocational Higher Education","authors":"M. Hasim, N. Umar, A. Amiruddin, Abdullah Sinring","doi":"10.46843/jiecr.v4i2.536","DOIUrl":"https://doi.org/10.46843/jiecr.v4i2.536","url":null,"abstract":"Established student career identity is proven to influence individual career commitment. However, several research results show that some career identities still need to be established and have high commitment. This study aims to examine the effect of individual career commitment on career identity diffusion in vocational students. This study is a quantitative correlational research design that examines the effect of X1: social standards, X2; financial benefit, X3: functional benefit to variable Y; Career Identity Diffusion which is analyzed using multiple regression analysis. The population in this study were vocational students at Universitas Negeri Makassar. A sample of 210 students participates in the study. The instruments in this study consisted of 2, namely the Career Identity Development Inventory (CIDI) and the Career Development Questionnaire, which have been tested for validity and reliability through the Confirmatory Factor Analysis test. This study's findings indicate that financial and functional benefits are the main considerations for students who have a career diffusion identity to remain in their majors. This finding contributes to the fact that students tend to choose majors because of the high salary they will get in the future and the desire to fulfill their parents' expectations as successful people. The findings of this research are expected to be a consideration in implementing career guidance in schools, especially for teachers at vocational high schools and Counseling Guidance Teachers, so that effective career guidance since middle school will help students develop a more positive career identity.","PeriodicalId":34307,"journal":{"name":"Journal of Innovation in Educational and Cultural Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42331907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to analyze students' perceptions of the teaching profession in increasing self-confidence to continue to feel worthy and ready to become professional and competent teachers. The approach used in this research is a quantitative search design approach using a survey model. The participants in this study were recruited from economics education students who had completed teaching internship programs. The data were analyzed using Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM). The following are the research results: 1) Student teachers enrich meaningful experiential insights through problems and problem-solving in self-control to build a positive image regarding student perceptions of the teaching profession; 3) With good emotional intelligence, student teachers can develop their potential by adding to their insights in developing their qualifications to become teachers; 4) Student teachers can adapt to any circumstances, solve learning problems effectively and efficiently, and make the class atmosphere more enjoyable. This research implies that higher education institutions add more scientific studies about the teaching profession through field practice programs at schools and in every subject in the education department. Therefore, we conclude that students' perceptions of the teaching profession since students entered college will broaden their knowledge so that they can follow every development in the world of education so that they are better prepared to become professional and competent teachers.
{"title":"Students' Perceptions About Teaching Profession: Emotional Intelligence, Critical Thinking, and Locus of Control","authors":"Zuhri Saputra Hutabarat, Phousith Phongsavath","doi":"10.46843/jiecr.v4i1.452","DOIUrl":"https://doi.org/10.46843/jiecr.v4i1.452","url":null,"abstract":"This study aims to analyze students' perceptions of the teaching profession in increasing self-confidence to continue to feel worthy and ready to become professional and competent teachers. The approach used in this research is a quantitative search design approach using a survey model. The participants in this study were recruited from economics education students who had completed teaching internship programs. The data were analyzed using Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM). The following are the research results: 1) Student teachers enrich meaningful experiential insights through problems and problem-solving in self-control to build a positive image regarding student perceptions of the teaching profession; 3) With good emotional intelligence, student teachers can develop their potential by adding to their insights in developing their qualifications to become teachers; 4) Student teachers can adapt to any circumstances, solve learning problems effectively and efficiently, and make the class atmosphere more enjoyable. This research implies that higher education institutions add more scientific studies about the teaching profession through field practice programs at schools and in every subject in the education department. Therefore, we conclude that students' perceptions of the teaching profession since students entered college will broaden their knowledge so that they can follow every development in the world of education so that they are better prepared to become professional and competent teachers.","PeriodicalId":34307,"journal":{"name":"Journal of Innovation in Educational and Cultural Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46604615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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