Exploring the Impact of Religiosity, Self-Efficacy, Competence, and Achievement Motivation on Teachers' Learning Performance

Santoso Santoso; Supriyono Supriyono; M Ishaq; Abd Latif Bustami

doi:10.35445/alishlah.v16i2.5331

Exploring the Impact of Religiosity, Self-Efficacy, Competence, and Achievement Motivation on Teachers' Learning Performance

Santoso Santoso, Supriyono Supriyono, M Ishaq, Abd Latif Bustami

Abstract

This research scrutinizes the challenges surrounding establishing learning tutors within the State Civil Apparatus (ASN) and their impact on educational performance. With a sample of 508 respondents selected through stratified random sampling from a population of 1986 tutors in Indonesia, the study employs path analysis to investigate the direct and indirect influences of religiosity, self-efficacy, competence, and achievement motivation on learning performance. The results indicate significant positive effects: religiosity, self-efficacy, and competence independently impact learning performance, with achievement motivation mediating these relationships. The combined influence of religiosity, self-efficacy, competence, and achievement motivation positively affects learning performance, constituting a 42.1% explanatory power, leaving 57.9% unexplored. Practical implications include recommendations for learning tutors to enhance religiosity, self-efficacy, competence, and achievement motivation for improved performance. Institutional support should prioritize competence development, recognizing its pivotal role. Policymakers in education are urged to address the distinct challenges tutors face, necessitating policy adjustments. Future research involves exploring additional factors contributing to the unexplored 57.9% influence on learning performance, advancing the nuanced understanding of this intricate relationship.

Keywords

learning tutors; educational performance; influencing factors

Full Text:

PDF

References

Acharya, A. S., Prakash, A., Saxena, P., & Nigam, A. (2013). Sampling: Why and how of it. Indian Journal of Medical Specialties, 4(2), 330–333.

Adistii, D., Susilowati, D., & Ulfah, P. (2021). Peran Akuntabilitas sebagai Moderasi Hubungan Religiusitas dan Literasi Wakaf terhadap Minat Berwakaf Uang. Reviu Akuntansi Dan Bisnis Indonesia, 5(2), 122–137.

Banerjee, A., & Chaudhury, S. (2010). Statistics without tears: Populations and samples. Industrial Psychiatry Journal, 19(1), 60–65.

Bartin, T. (2016). Urgensi Pengembangan Kompetensi Pamong Belajar dalam Pelayanan Program Pendidikan Luar Sekolah Sebagai Bagian Upaya Pemberdayaan Masyarakat Desa.

Brunstein, J. C., & Heckhausen, H. (2018). Achievement motivation. Motivation and Action, 221–304.

Csikszentmihalyi, M., Abuhamdeh, S., & Nakamura, J. (2014). Flow. Flow and the Foundations of Positive Psychology: The Collected Works of Mihaly Csikszentmihalyi, 227–238.

De Clercq, D., & Belausteguigoitia, I. (2019). Reducing the harmful effect of work overload on creative behaviour: Buffering roles of energy‐enhancing resources. Creativity and Innovation Management, 28(1), 5–18.

Forrest III, S. P., & Peterson, T. O. (2006). It’s called andragogy. Academy of Management Learning & Education, 5(1), 113–122.

Foster-Fishman, P. G., & Watson, E. R. (2012). The ABLe change framework: A conceptual and methodological tool for promoting systems change. American Journal of Community Psychology, 49, 503–516.

Haryani, R., & Tairas, M. M. W. (2014). Motivasi berprestasi pada mahasiswa berprestasi dari keluarga tidak mampu secara ekonomi. Jurnal Psikologi Pendidikan Dan Perkembangan, 3(1), 30–36.

Husniyawati, Y. R., & Wulandari, R. D. (2016). Analisis motivasi terhadap kinerja kader Posyandu berdasarkan teori Victor Vroom. Jurnal Administrasi Kesehatan Indonesia, 4(2), 126–135.

Kolb, A. Y., Kolb, D. A., Passarelli, A., & Sharma, G. (2014). On becoming an experiential educator: The educator role profile. Simulation & Gaming, 45(2), 204–234.

Lestari, P. A., & Sriathi, A. A. A. (2013). Pengaruh Pelatihan Kerja, Lingkungan Kerja Fisik Serta Motivasi Terhadap Produktivitas Kerja Pegawai Pada Pt. Taspen (Persero) Kantor Cabang Denpasar. Udayana University.

Locke, E. A., & Latham, G. P. (2013). Goal setting theory, 1990. Routledge/Taylor & Francis Group.

Logan, R. M., Johnson, C. E., & Worsham, J. W. (2021). Development of an e-learning module to facilitate student learning and outcomes. Teaching and Learning in Nursing, 16(2), 139–142.

Lunenberg, M., Korthagen, F., & Swennen, A. (2007). The teacher educator as a role model. Teaching and Teacher Education, 23(5), 586–601.

Maddux, J. E. (2016). Self-efficacy. In Interpersonal and intrapersonal expectancies (pp. 41–46). Routledge.

Malinauskas, R. K. (2017). Enhancing of Self-Efficacy in Teacher Education Students. European Journal of Contemporary Education, 6(4), 732–738.

Niermeyer, R., & Seyffert, M. (2011). Motivation (Vol. 227). Haufe-Lexware.

Nuraeni, S., Feronika, T., & Yunita, L. (2019). Implementasi self-efficacy dan keterampilan berpikir kritis siswa pada pembelajaran kimia di abad 21. Jambura Journal of Educational Chemistry, 1(2), 49–56.

Petrov, V. V. (1972). of Independent Random Variables. Springer.

Pintrich, P. R. (2003). Motivation and classroom learning. Handbook of Psychology, 103–122.

Rasyad, A. (2009). Faktor-faktor yang mempengaruhi keefektifan pelatihan pamong belajar di Balai Pengembangan Pendidikan Luar Sekolah dan Pemuda (BPPLSP) Wilayah Regional IV Surabaya. Universitas Negeri Malang.

Ridha, M. (2020). Teori motivasi Mcclelland dan implikasinya dalam pembelajaran PAI. Palapa, 8(1), 1–16.

Santrock, J. W. (2011). Educational psychology. McGraw-Hill.

Shane, S., Locke, E. A., & Collins, C. J. (2003). Entrepreneurial motivation. Human Resource Management Review, 13(2), 257–279.

Slavin, R. E., & Yusron, N. (2005). Cooperative learning: Teori, riset dan praktik.

Sugiyono, S. (2013). Metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan R&D.

Sulaiman, R., Toulson, P., Brougham, D., Lempp, F., & Haar, J. (2022). The role of religiosity in ethical decision-making: A study on Islam and the Malaysian workplace. Journal of Business Ethics, 179(1), 297–313.

Tejada, J. J., & Punzalan, J. R. B. (2012). On the misuse of Slovin’s formula. The Philippine Statistician, 61(1), 129–136.

Wigfield, A., Muenks, K., & Eccles, J. S. (2021). Achievement motivation: What we know and where we are going. Annual Review of Developmental Psychology, 3, 87–111.

DOI: https://doi.org/10.35445/alishlah.v16i2.5331