TEACHING EFFECTIVENESS BERBASIS KARAKTERISTIK PSIKOLOGIS GURU

DIAH, UTAMININGSIH (2026) TEACHING EFFECTIVENESS BERBASIS KARAKTERISTIK PSIKOLOGIS GURU. [Disertasi]

Preview	File PDF ABSTRAK.pdf Download (224Kb) | Preview
	File PDF DISERTASI FULL.pdf Restricted to Hanya staf Download (14Mb) | Minta salinan
Preview	File PDF DISERTASI FULL TANPA PEMBAHASAN.pdf Download (13Mb) | Preview

Abstrak (Berisi Bastraknya saja, Judul dan Nama Tidak Boleh di Masukan)

Penelitian ini bertujuan untuk: (1) membangun teaching effectiveness berbasis karakteristik psikologis guru yang meliputi teacher self-efficacy, teacher engagement, dan teacher well-being; (2) merekonstruksi dimensi dan indikator karakteristik psikologis yang membangun teaching effectiveness; serta (3) menghasilkan kerangka konseptual teaching effectiveness berdasarkan ketiga karakteristik psikologis tersebut. Penelitian menggunakan pendekatan exploratory sequential mixed methods. Tahap kualitatif diawali dengan analisis kebutuhan melalui Focus Group Discussion (FGD) dan diskusi eksploratif untuk mengidentifikasi isu aktual serta memetakan indikator kontekstual. Data kualitatif dianalisis menggunakan perangkat lunak NVivo. Tahap kuantitatif dilakukan melalui uji coba awal menggunakan Rasch Model dan Exploratory Factor Analysis (EFA), dilanjutkan dengan uji lapangan menggunakan Confirmatory Factor Analysis (CFA) dan Structural Equation Modeling–Partial Least Squares (SEMPLS) untuk memvalidasi konstruk dan menguji hubungan struktural antarvariabel. Hasil analisis kualitatif dan teoretis mengonfirmasi dimensi operasional yang mengintegrasikan grand theory dan intermediate theory sebagai dasar pembentukan kerangka konseptual Teaching Effectiveness Assessment Framework (TEAF). Hasil pengujian struktural menunjukkan bahwa teacher self-efficacy merupakan prediktor terkuat secara langsung terhadap teaching effectiveness (β = 0,602; p < 0,001), diikuti oleh teacher engagement yang juga berpengaruh signifikan (β = 0,330; p < 0,001). Sementara itu, teacher well-being tidak berpengaruh langsung secara signifikan terhadap teaching effectiveness (β = 0,024; p = 0,499), tetapi memiliki peran penting melalui mekanisme mediasi. Jalur pengaruh tidak langsung yang paling dominan adalah teacher well-being melalui teacher self-efficacy terhadap teaching effectiveness (β = 0,534; T = 10,985; p < 0,001). Temuan ini menunjukkan bahwa teacher well-being berperan sebagai fondasi psikologis yang memperkuat teacher self-efficacy dan teacher engagement dalam membangun teaching effectiveness. Kerangka konseptual TEAF memiliki kekuatan prediktif yang sangat tinggi, ditunjukkan oleh nilai R² seluruh konstruk endogen yang mencapai ≥ 0,75. Dengan demikian, teaching effectiveness tidak hanya ditentukan oleh kompetensi pedagogik, tetapi juga memerlukan penguatan karakteristik psikologis guru sebagai dasar intervensi berbasis kerangka konseptual TEAF. Kata kunci: teaching effectiveness, teacher self-efficacy, teacher engagement, teacher well-being. This study aims to: (1) construct teaching effectiveness based on teachers’ psychological characteristics, including teacher self-efficacy, teacher engagement, and teacher well-being; (2) reconstruct the dimensions and indicators of the psychological characteristics that constitute teaching effectiveness; and (3) develop a conceptual framework for teaching effectiveness based on these three psychological characteristics. The study employs an exploratory sequential mixed methods approach. The qualitative phase began with a needs analysis via Focus Group Discussions (FGDs) and exploratory discussions to identify current issues and map contextual indicators. Qualitative data were analyzed using NVivo software. The quantitative phase involved a pilot study using the Rasch Model and Exploratory Factor Analysis (EFA), followed by a field test using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling–Partial Least Squares (SEM-PLS) to validate constructs and test structural relationships among variables. The results of the qualitative and theoretical analyses confirmed the operational dimensions that integrate the grand theory and intermediate theory as the basis for the development of the Teaching Effectiveness Assessment Framework (TEAF). The results of the structural testing indicate that teacher selfefficacy is the strongest direct predictor of teaching effectiveness (β = 0.602; p < 0.001), followed by teacher engagement, which also has a significant effect (β = 0.330; p < 0.001). Meanwhile, teacher well-being does not have a significant direct effect on teaching effectiveness (β = 0.024; p = 0.499), but plays a crucial role through a mediating mechanism. The most dominant indirect influence pathway is teacher well-being through teacher self-efficacy on teaching effectiveness (β = 0.534; T = 10.985; p < 0.001). These findings indicate that teacher well-being serves as a psychological foundation that strengthens teacher self-efficacy and teacher engagement in building teaching effectiveness. The TEAF conceptual framework possesses very high predictive power, as evidenced by R² values for all endogenous constructs reaching ≥ 0.75. Thus, teaching effectiveness is not solely determined by pedagogical competence but also requires the strengthening of teachers’ psychological characteristics as the basis for interventions grounded in the TEAF conceptual framework. Keywords: teaching effectiveness, teacher self-efficacy, teacher engagement, teacher well-being.

Jenis Karya Akhir:	Disertasi
Subyek:	300 Ilmu sosial 300 Ilmu sosial > 370 Pendidikan 300 Ilmu sosial > 370 Pendidikan > 378 Pendidikan tinggi, unversitas
Program Studi:	FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN (FKIP) > Program S3 Studi Doktor Pendidikan
Pengguna Deposit:	2605050328 Digilib
Date Deposited:	19 Jun 2026 08:24
Terakhir diubah:	19 Jun 2026 08:24
URI:	http://digilib.unila.ac.id/id/eprint/101030

Actions (login required)

Lihat Karya Akhir