Candradimuka: Journal of Education

Digital Literacy and Teacher Innovative Behavior: The Mediating Role of Psychological Empowerment

Tanti Ardianti, Didik Notosudjono, Hendarman — Fri, 31 Jul 2026 00:00:00 +0000

This study aims to examine the effect of digital literacy on teacher innovative behavior, with psychological empowerment as a mediating variable. A quantitative approach with a survey design was employed. The participants consisted of 178 teachers from private junior high schools in the Eastern region of Bogor Regency, Indonesia, selected using multistage random sampling. Data were collected through a structured questionnaire using a five-point Likert scale and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that digital literacy has a positive and significant effect on both psychological empowerment and teacher innovative behavior, although its direct effect on innovative behavior is relatively small. Psychological empowerment has a strong and significant effect on innovative behavior and serves as a partial mediator in the relationship between digital literacy and innovative behavior. These findings suggest that digital literacy contributes to teacher innovation not only directly but also indirectly through psychological empowerment. The study highlights the importance of integrating digital competence and psychological factors in promoting innovative behavior among teachers. The findings provide both theoretical and practical implications for improving teacher innovation in the context of digital education.

The Role of Personality and Work Motivation in Shaping Lecturer Performance: A Path Analysis Approach

Endang Wiyanti, Bibin Rubini, Suhendra — Fri, 31 Jul 2026 00:00:00 +0000

Lecturer performance is a key determinant of academic quality in private higher education institutions. This study aims to examine the role of personality and work motivation in shaping lecturer performance using a path analysis approach. The study employed a quantitative explanatory survey design involving 147 lecturers from private higher education institutions in South Jakarta, Indonesia. Data were collected using structured questionnaires measuring personality, work motivation, and lecturer performance. Personality was measured through indicators of comfort in social interaction, adaptability, emotional stability, carefulness in acting, and openness to novelty. Work motivation was measured through achievement, recognition, responsibility, interest, salary, bonus, status, and working conditions, while lecturer performance was measured through teaching, research, community service, publication, and academic supporting activities. The results showed that personality had a positive and significant direct effect on lecturer performance. Personality also had a positive and significant effect on work motivation, and work motivation had a positive and significant effect on lecturer performance. However, work motivation did not significantly mediate the relationship between personality and lecturer performance. These findings indicate that lecturer personality contributes more directly to academic performance than indirectly through motivation. The study contributes to educational management literature by emphasizing the role of individual psychological factors in explaining lecturer performance. Practically, private higher education institutions should strengthen lecturer development programs that consider personality-based strengths, self-regulation, adaptability, emotional stability, and work motivation to improve academic performance.

The Impact of Interactive Powerpoint Media on Eight-Grade Students’ English Reading Comprehension

Wiwik Yully Widyawati, Zumrotul Muniroh, Ameliantika — Fri, 31 Jul 2026 00:00:00 +0000

This study investigates the effect of using interactive PowerPoint media on the improvement of English reading skills among eighth-grade secondary school students. Employing a quantitative experimental approach with a Posttest-Only Control Group Design, the research involved 60 students selected through quota sampling. The experimental group received instruction through interactive PowerPoint, while the control group was taught by the researcher using conventional methods. Data were collected through a validated multiple-choice reading test. Instrument validity was examined using biserial correlations, yielding 10 valid items, and reliability was confirmed using the KR-21 formula (r = 0.638; categorized as high). Data analysis included descriptive statistics, normality and homogeneity tests, and an independent-samples t-test at the 0.05 significance level. The findings revealed that the experimental group achieved a mean score of 77.26, while the control group achieved a mean score of 58.40. The t-test result (tcount = 23.45 > ttable = 2.00), with a statistically significant difference, t(58) = 23.45, p < 0.001. The study concluded that interactive PowerPoint media significantly improve students’ English reading skills and offer practical pedagogical implications for secondary school EFL instruction.

Enhancing Teacher Performance through Proactive Personality and Work Motivation: A Path Analysis Approach

Khairul Tri Anjani, Soewarto Hardienata, Eka Suhardi — Fri, 31 Jul 2026 00:00:00 +0000

This study aims to examine the effects of proactive personality and work motivation on teacher performance using a path analysis approach. Teacher performance is considered an important factor in improving the quality of education, as it directly influences the effectiveness of learning processes and educational outcomes. This research employed a quantitative method with path analysis to analyze the direct effects among variables. The study was conducted in 27 accredited private junior high schools in East Jakarta Region 1, involving 214 permanent teachers selected through multistage random sampling and proportional random sampling techniques. Data were collected using questionnaires and analyzed through prerequisite tests, including normality, homogeneity, and linearity tests, followed by path analysis. The findings indicate that proactive personality has a positive and significant direct effect on teacher performance, with a path coefficient of 0.614 (p < 0.001)” for clarity and consistency with academic reporting norms. Work motivation also demonstrates a positive and significant direct effect on teacher performance, with a path coefficient value of 0.215 and a significance value of 0.000 < 0.05. These results suggest that teachers with proactive characteristics and high work motivation tend to demonstrate better professional performance. The study concludes that proactive personality and work motivation are important determinants of teacher performance. Therefore, educational institutions are encouraged to create supportive environments that strengthen teachers’ proactive behavior and work motivation through professional autonomy, recognition, career development opportunities, and supportive managerial practices.

Model Integratif Manajemen Pendidikan Berbasis Human Capital, Intellectual Capital, dan Talent Management

Doni Anggoro Ari Santoso, Henny Suharyati — Fri, 31 Jul 2026 00:00:00 +0000

Perubahan lingkungan pendidikan di era berbasis pengetahuan menuntut lembaga pendidikan untuk bertransformasi dari pendekatan administratif menuju pengelolaan strategis. Namun, dalam praktiknya, lembaga pendidikan masih sering mengelola human capital, intellectual capital, dan talent management secara parsial dan terpisah. Artikel ini bertujuan untuk merumuskan secara konseptual model integratif manajemen pendidikan berbasis ketiga konsep tersebut guna meningkatkan mutu, inovasi, kinerja, dan daya saing lembaga pendidikan. Penelitian ini menggunakan pendekatan kualitatif dengan metode kajian pustaka integratif (integrative literature review) melalui analisis isi dan sintesis tematik terhadap literatur terkait. Hasil kajian menunjukkan bahwa human capital berfungsi sebagai fondasi utama penyedia kapasitas dan kompetensi individu. Kemampuan personal ini kemudian dilembagakan melalui intellectual capital agar berubah menjadi aset organisasi berupa sistem, teknologi, budaya akademik, dan jejaring. Sementara itu, talent management berperan sebagai strategi strategis untuk mengidentifikasi, mengembangkan, dan mempertahankan sumber daya manusia potensial secara berkelanjutan. Sebagai simpulan, integrasi antara manusia, sistem pengetahuan, dan strategi talenta menghasilkan kerangka manajemen pendidikan yang utuh dan adaptif untuk menjawab tantangan dunia pendidikan modern.

Work Rewards and Teachers’ Professional Commitment in Indonesian Private Schools: The Mediating Role of Work Ethic

Anna Rufaidah, Sri Setyaningsih, Eka Suhardi — Fri, 31 Jul 2026 00:00:00 +0000

This study examined the relationship among work rewards, work ethic, and teachers’ professional commitment among private junior high school teachers in East Bogor Regency, Indonesia. The study employed a quantitative cross-sectional survey design involving 178 teachers selected through multistage proportional random sampling from 23 private junior high schools. Data were collected using structured questionnaires measuring work rewards, work ethic, and teachers’ professional commitment. Data analysis was conducted using Partial Least Squares Structural Equation Modelling with SmartPLS 3 software. The findings demonstrated that work rewards positively and significantly influenced work ethic and teachers’ professional commitment. Work ethic also demonstrated a positive and significant relationship with teachers’ professional commitment. In addition, work ethic served as a significant partial mediator in the relationship between work rewards and teachers' professional commitment, indicating that work rewards enhanced teachers' professional commitment both directly and indirectly through work ethic. The coefficient of determination analysis demonstrated moderate explanatory power for the proposed structural model. The study contributes theoretically to educational management literature by strengthening empirical understanding regarding the relationship among organizational appreciation, professional behaviour, and teachers’ professional commitment within private educational institutions. Practically, the findings emphasize the importance of developing institutional strategies that combine organizational appreciation, professional support, and sustainable professional development to strengthen teachers’ professional commitment.

Patterns of Relationship between Servant Leadership, Decision-Making, and Teachers' Professional Commitment in Educational Governance

Nurhayati, Rita Retnowati, Griet Helena Laihad — Fri, 31 Jul 2026 00:00:00 +0000

Teachers' professional commitment plays a crucial role in strengthening educational governance and improving the quality of educational services. However, efforts to enhance teachers' professional commitment require an understanding of the organizational factors that contribute to its development. This study aims to analyze the relationship between servant leadership, decision-making, and teachers' professional commitment in the context of educational governance. This study employed a correlational survey method with a quantitative approach. Quantitative data were collected through questionnaires administered to 178 full-time teachers from private vocational high schools in Depok City, selected using a proportional random sampling technique. The instrument measured servant leadership, decision-making, and teachers' professional commitment. Quantitative data were analyzed using descriptive statistics and path analysis. The results showed that servant leadership had a positive and significant influence on teachers' professional commitment (β = 0.154; p = 0.043) and decision-making (β = 0.188; p = 0.014). Decision-making also showed a positive and significant influence on teachers' professional commitment (β = 0.236; p = 0.001). Furthermore, decision-making significantly mediated the relationship between servant leadership and teachers' professional commitment (indirect effect = 0.068; Z = 2.492; p = 0.013). This finding suggests that servant leadership contributes to strengthening teachers' professional commitment, both directly and indirectly, through improved decision-making. This study highlights the importance of encouraging servant-oriented leadership practices and participatory decision-making processes as strategic approaches to enhancing teacher professionalism and promoting effective educational governance.

Pengaruh Penguasaan Kosakata terhadap Kemampuan Berbicara Bahasa Inggris pada Siswa Kelas X SMAIT Almarjan Kota Bekasi

Fakthul Anam, Agung Prasetyo, Nina Dwiastuty — Fri, 31 Jul 2026 00:00:00 +0000

Penelitian ini bertujuan untuk mengetahui ada atau tidaknya pengaruh penguasaan kosakata terhadap kemampuan berbicara bahasa Inggris pada siswa kelas X SMAIT Almarjan Kota Bekasi. Penelitian ini menggunakan pendekatan kuantitatif dengan sampel sebanyak 30 siswa yang dipilih sebagai responden. Data dikumpulkan melalui kegiatan tes lisan, yaitu pelafalan kosakata bebas dan menceritakan kembali pesan moral dari sebuah cerita pendek. Analisis data dilakukan secara deskriptif dan inferensial menggunakan uji normalitas Lilliefors serta uji hipotesis. Hasil analisis deskriptif menunjukkan bahwa nilai rata-rata kemampuan berbicara siswa adalah 78,3, dengan median 79,7, modus 74, dan simpangan baku 13,06. Hasil uji persyaratan data dengan uji Lilliefors pada taraf signifikansi 0,05 memperoleh nilai Lhitung (0,458) > Ltabel (0,161). Hal ini menunjukkan bahwa data tidak berdistribusi normal, sehingga hipotesis nol ($H_0$) ditolak. Kesimpulan dari penelitian ini menyatakan bahwa tidak terdapat pengaruh yang signifikan dari penguasaan kosakata terhadap kemampuan berbicara bahasa Inggris pada siswa kelas X SMAIT Almarjan. Hal ini mengindikasikan perlunya memperhatikan faktor-faktor lain seperti kepercayaan diri, lingkungan bahasa, dan metode pengajaran.

Machine Translation-Based Learning as an Alternative Learning Strategy in the Translation Course for Fifth-Semester Students at Universitas Indraprasta PGRI

Astri Indriana Octavita, Tiarma Ika Yuliana, Rima Novia Ulfa — Fri, 31 Jul 2026 00:00:00 +0000

The rapid development of artificial intelligence (AI) has brought major changes to education, including translation learning. One of its most visible implementations is machine translation (MT) — tools such as Google Translate and DeepL — which are now able to produce contextual translations through Neural Machine Translation (NMT) systems. This study aims to describe the implementation of MT-based learning in the Translation course and to analyze students' perceptions of its effectiveness. A descriptive qualitative approach was employed, involving fifth-semester students and the lecturer of the Translation course at Universitas Indraprasta PGRI, Jakarta, as participants. Data were collected through observation, in-depth interviews, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The finding shows that integrating machine translation into the learning process improved students' translation quality, critical thinking, linguistic awareness, and learning autonomy. Students used MT not as a substitute for their own translation ability but as an initial aid that was followed by analysis, discussion, and post-editing. The study concludes that MT-based learning can serve as an innovative and pedagogically sound alternative strategy for teaching Translation in higher education, provided it is guided by lecturers within a critical and ethical framework.