Syntax Literate: Jurnal Ilmiah
Indonesia p�ISSN: 2541-0849
e-ISSN: 2548-1398
Vol. 6, No. 11, November 2021
Eliza
Ariesta, Arlina Arifin Djemahir,
Ronny Rudolf Siahaan
Doctor of Research in Management, Pelita
Harapan University, Indonesia
Email: [email protected], [email protected], [email protected]
Abstract
This
research aims to analyze the effect of teacher motivation, teacher competency,
and teacher work environment on the effectiveness of virtual (distance)
learning at some state-owned Junior High Schools located in marginal villages
within the Bogor region in West Java Province as the densest population
province in Indonesia. The research was conducted at 5 state-owned junior high
schools located in marginal villages within the Bogor region in West Java
Province, using a survey research method. Research respondents in five state-owned
Junior High schools with a total of 100 teachers, selected based on cluster
sampling technique (area sampling). The results showed that teacher motivation
affects negatively and did not affect significantly the effectiveness of
virtual learning, competency does not impact significantly the effectiveness of
the virtual learning, and work environment does not significantly influence the
effectiveness of virtual learning.
Keywords: teacher�s
motivation; competency; virtual learning; work environment
Received: 2021-10-20; Accepted:
2021-11-05; Published: 2021-11-20
Introduction
Under the Act
of The Republic of Indonesia Number 20, the Year 2003 On National Education
System, Article 3 mentioned that �The National Education functions to develop
the capability, character, and civilization of the nation for enhancing its
intellectual capacity, and is aimed at developing learners� potentials so that
they become persons inspired with human values who are faithful and pious to
one and only God; who possess morals and noble character; who are healthy,
knowledgeable, competent, creative, independent; and as citizens are democratic
and responsible� (Irawati & Susetyo, 2017).
It requires
various efforts to bring up national education quality through teachers�
professional development as a critical element in human resources development.
The teacher plays a particularly important role in the teaching and learning
process, as they are heavily involved in planning, organizing, and supervising
the teaching and learning process. Teachers must be able to select and
determine appropriate teaching methods that are suitable for job satisfaction
and school climate, regulations, school education systems, principal
leadership, and others.
The
educational institute is also responsible for management activities such as
feasibility studies, learning monitoring, teaching-learning activities. The
mode of operation is typical of many schools; centrally produced learning
materials, operation through groups attached to affiliated schools, learning
support provided by the regular teachers. Such a system has several strengths:
The learning material can be designed and developed to a common high standard;
Operation through groups ensures that there is peer interaction and social
learning amongst pupils; Pupils have access to regular contact with teachers;
The syllabus and examinations are fully recognized; The system can easily be
expanded by adding new groups (Yates & Bradley, 2000).
In the middle
of March 2020, the physical distancing period due to the Covid-19 pandemic was
enforced in all areas of Bogor and across Indonesia, causing many schools to be
closed, so that children learn and do activities at home. However, learning
activities must still be carried out between teachers and students. This
situation forces digital interactions to interact with students and provide
materials and assignments that students must do at home. In response to the
condition of staying at home due to the Covid-19 pandemic, teachers are
required to be able to present learning using technology or what we call
virtual or e-learning learning.
E-learning is
an educational activity or learning through electronic media in the form of a
combination of network technology and multimedia combined with pedagogy and
andragogy. E-learning is a learning process that can be delivered through
internet technology supports. In e-learning, teachers provide learning
materials that can be accessed online by students, establish communication,
collaborate, conduct study evaluations, and manage other aspects of learning.
In e-learning, teachers should be able to manage a series of interactions
involving students, teachers, and electronic content.
The
relationship among environment, motivations, and competencies play a critical
role in the process of Virtual Learning systems right now. The performance of
effectiveness of Virtual Learning shall develop from the perspective of
attempts to influence the human environment, motivations, and competencies.
�Virtual learning environments have been associated with formal learning and
with relationships between teachers, students, and school. There is an
increasing interest in the virtual learning environments supported by the
internet� (Alves, Miranda, & Morais, 2017).
Learning
environments based on the use of technology and digital resources are mediators
in the learning process through the activities they allow. �This is because
they facilitate interaction and interrelation within a continuous communication
process, thus enhancing the construction and reconstruction of knowledge and
meanings as well as the formation of habits and attitudes within a framework
that is common to all the ones involved in the educational process� (Becerra, Garc�a, & Ch�vez, 2011).
Through,
�Virtual learning environments enable learning to take place according to the
elements present in the learning environment, based on a continuous scale
ranging from the elements specified in the environment to the elements emerging
from use� (Zitter, De Bruijn, Simons, & Ten Cate, 2011).
�The learning interaction occurring within the classroom are complex by nature,
but the use of virtual learning environments enables the obtainment and the
processing of large quantities of data from each interaction between the
several players in the process� (Agudo-Peregrina, Iglesias-Pradas, Conde-Gonz�lez, & Hern�ndez-Garc�a,
2014).
Through
virtual learning environments, there is have had great relevance in the support
and promotion of formal education, since it is informal education institutions
that the educational guidelines and curricula of each country are implemented.
The concept of innovation, which is used in current society, implies a need for
change or renovation, or a need for doing something new.
�The role way
for teachers in the e-learning environments is very important. �What is the
role of teachers in e-learning systems� are very important to answer to
estimate the productivity of systems� (Johnson, 1991).
When we think about the role of the teacher in the learning environment it
could be suggested that the importance of the teacher is growing. The
educators� afford should be more intensive to the adaptation of new learning
environments. More importantly, teachers also will be a point of decision
making when they need to teach any course in e-learning. These decisions
possibly would be about �How to put any course online with an effective way to
engage students into the learning?� and �What technologies and tools are
available to implement the teaching?�. Hence the researchers are interested to
study the teacher motivation, competency, and work environment that may
influence the effectiveness of virtual or e-learning.
Based on the
description above then raised the researcher's intention to research with the
title, "The Influence of Teacher Motivation, Competency and Work
Environment on the Effectiveness of Virtual Learning in 5 (five) state-owned
Junior High Schools located in marginal villages within the Bogor region in
West Java Province as the densest population province in Indonesia in the Year
2020."
Built upon the
existing knowledge of expectancy theories of motivation and combined it with
other motivational domains as well as other areas of organizational behavior
such as individual differences, attitudes, personality, and environmental
variables, among others, to create a model that can represent an overall
organizational behavior process (Naylor, Pritchard, & Ilgen, 2013).
�NPI theory explains motivation as the process that determines how one�s energy
and time (i.e. resources) are used to satisfy needs� (Latham & Pinder, 2005).
While the P-A Theory of Motivation has its origins within NPI theory. Figure 1
is a model of the P-A Theory of Motivation including the five main components
of the motivation process: actions, results, evaluations, outcomes, and need
satisfaction. For high levels of motivation, there must be a strong connection
between actions and results, results and evaluation. The evaluations and outcomes,
and outcomes and need satisfaction. Below, defined each of these components of
the motivation process and how they relate to each other.
Figure 1
the Pritchard-Ashwood (2008) Theory
of Motivation
The
relationship between professional competence and motivation to achieve the
optimum outcome need extra effort, will face problems concerning human
resources. The gaps that were generally found were such low salary,
inappropriate leadership style, the facility that supported the learning
process, and also the low motivation of humans as well. �Empirical evidence
shows that many teachers do not approach the task of teaching as a profession.
Instead, most teachers view teaching jobs merely as a way to earn a salary
every month; they do not approach the task of teaching as a career that
requires one to attain several competencies as prerequisites to working
professionally� (Sumantri & Whardani, 2017).
Researchers
build on the action regarding the virtual learning research process involving
three components that influence the result of learning. There were; Virtual
learning work environment in charge of the teaching field, motivation of the
teachers who were involved in that learning system, and the competencies among
them as well.
Kurniawan, G.
(2020, Oct 22). reported the Wahana Visi Indonesia and Kemendikbud survey
results show that the majority of teachers in Indonesia prefer the distance
learning model. 95 Percent of Teachers in Indonesia Prefer Distance Learning,
The survey was conducted on 27,046 teachers and education personnel in 34
provinces throughout Indonesia. The survey was conducted from 18 August to 5
September 2020. In contrast, (Sumarno, Diana, & Musa, 2020)
reported that� The Bogor Regency
Education Office (Disdik) admits that the online learning system is less
effective.� Researchers initiated a further
study to know whether teacher conditions in some selected public junior high
schools located in marginal villages in the Bogor region can affect the
effectiveness of virtual learning.�
The purpose of
this research are: (1) to examine the effect of teacher motivation on the
effectiveness of virtual learning in junior high school in marginal villages
Rancamaya Bogor in the year 2020; (2) to examine the effect of teacher
competency on the effectiveness of virtual learning in junior high school in
marginal villages Rancamaya Bogor in the Year 2020; (3) to examine the effect
of teacher working environment to the effectiveness of virtual learning in
junior high school in marginal villages Rancamaya Bogor in the Year 2020.
Method
Descriptive
and verifiable analysis methods are used to find out how the teachers�
motivation, competency, work environment affect the effectiveness of virtual
learning in junior high school. (Nazir, 2011)
explained verification method as "a method to determine causality relationship
between variables through testing hypotheses with statistical calculation to
obtain evidence whether the hypothesis is rejected or accepted." The
verification method is used to determine how big the influence of teachers�
motivation, competency, and work environment to the effectiveness of virtual
learning at in state-owned Junior High School in Bogor.
The
research was conducted in 5 (five) state-owned Junior High Schools located in
marginal villages Rancamaya Bogor in West Java
Province. The population of all teachers in observed villages totaling 100
teachers, with 70 teachers as samples who return complete questionnaires. This
research was conducted from September 2020 to October 2020. Data collection
techniques using documentation, questionnaires, interviews, and observations.
In implementing the questionnaire method, the researcher makes written
statements that require responses to both the suitability and inconsistency of
the respondent's attitude.
Based on
identified problems, there are 3 (three) independent variables being researched
which consist of teacher�s motivation, competency, and working environment, and
1 (one) dependent variable which is virtual learning. (Yani, n.d.) (Sugiyono, 2010)
states "variable Independent (free/exogenous) is a variable that affects
or causing changes or emergence of a dependent variable (bound/endogenous)."
In this study, independent variables are motivation (X1), competency (X2), and
working environment (X3), while dependent variable (Y) is " a variable
that is affected or which become due, because of independent variables."� In this study, virtual learning becomes a dependent
variable.
According to
(Yani, n.d.)
population is a "generalization area that consists of object or subject
with certain qualities and characteristics which were determined by researchers
to be studied and drawn conclusions." In this study, the population is
taken from all teachers from 5 (five) state-owned Junior High Schools located
in marginal areas within the Bogor region with a total of 100 teachers as the
population. The sampling technique is purposive sampling to determine samples
under certain considerations. There were only 70 teachers who filled out the
questionnaires out of 100 targeted teachers.
The data
collecting method is a way of process to collect the data research, in this
study is carried out by questionnaires with Likert scale, teachers interviews
and documentation of data secondary. The data collection also involving through
observing virtual program learning which was facilitated by teachers in school.
there are four variables ie: teacher�s motivation,
competency, working environment of teachers that affect the effectiveness of
virtual learning in junior high schools in marginal villages within the Bogor
region.
The data
analysis technique used multiple correlation analysis, measurement model, the
significance of the relationship and the value of R Square (R2), t-test, and
hypothesis test. Hypothesis testing is done starting with testing the first
hypothesis (t-test) in the form of the effect of variable X 1 (teacher
motivation) to variable Y ( the effectiveness of virtual learning), followed by
testing the second hypothesis (t-test) in the form of the effect of variable X
2 (teacher competency) to variable Y ( the effectiveness of virtual learning),
followed by testing the third hypothesis (t-test) in the form of the effect of
variable X 3 (teacher work environment) to variable Y ( the effectiveness of
virtual learning) then the fourth hypothesis testing (test F) in the form of
the influence of the three variables X (teacher motivation, competency and
working environment) to variable Y (virtual learning). From the fourth hypothesis,
it is continued with the calculation of the coefficient of determination,
relative contribution, and effective contribution which is used to determine
how much the percentage of influence of the variables X 1 (teacher motivation),
X 2 (teacher competency) and X 3 (working environment) on variable Y
(effectiveness virtual learning).
Motivation Competency Working
Environment Virtual
Learning
Figure 2
Research Model
Results and Discussion
The data
presented is derived from 5 (five) Junior High schools from marginal villages
at Rancamaya district within the Bogor region area in West Java Province. The
research object is teachers who teach students using virtual learning. There
are 100 respondents of which only 70 teachers completed questionnaires.
This study
examines the effect of teacher motivation, teacher competency, and working
environment on the effectiveness of virtual learning. the study assumes the
direction latent variable (construct) heading to indicator, meaning the latent
construct influences the measurement variations and the assumption of quality
relationship latent construct to indicator.
The
measurement results using Smart PLS generated latency variable latency
(construct) as follows motivation, has indicator Skills improvement (A4);
competency including Personality with noble character (B1), Pedagogy, Knowing
student characteristic (B2), Professional (B3), Social (B5); Working
Environment including Teamwork (C3), Work Condition (C5).
The study
explains the effect of� 3 (three) latent
variables: teacher motivation, teacher competency, and teacher working
environment on the Effectiveness of Virtual Learning that led to five
hypotheses as described in the previous chapter.
A. Evaluation of Measurement Model
Evaluation
of measurement model is an evaluation to explain the relationship between the
construct and its indicators. There are two stages of evaluation, namely
convergent validity, and discriminant validity. The output is described in
Figure 3.
Figure 3
SmartPLS Output
The loading factor describes how much the indicators
are related to each construct. Results have shown the relationship indicators
with each construct. The second step is to look at Cronbach's alpha value and
composite reliability with the following results:
Figure 4
SmartPLS Results
The diagram shows the value of AVE that all latent
variable latent figures above are 0,5 which means the measurement tool of each
construct is highly correlated. After the evaluation of convergent validity is
fulfilled, the next step is to check for discriminant validity, which includes
cross-loading and comparing it with the AVE root with the correlation between
constructs. Here are the results of cross-loading.
Figure 5
Cross loading indicators
The results of cross-loading all indicators highly
correlated with each construct. From Table 4.1 we can see that indicator A2
& A4 has the highest correlation value on motivation. Indicators B 1, B 2,
B3, B5, show the highest correlation value on competency. Indicators C1 and C3
have the highest correlation value on the working environment. They indicate
that latent constructs predict self-indicator better than other latent
indicators. So it can be concluded that data has met discriminant validity. (Yamin & Kurniawan, 2011)
states "an indicator could be said that it has reliability if the value is
more substantial than 0.7."
B.
Structural
Model Evaluation
The further step is to examine the structural model by
measuring the significance of the relationship and the value of R Square (R2).
The value of R2 aims to determine how big the independent variable affects the
dependent variable. The value of R2 can be seen in Figure 6.
Figure 6
R Square Value
The R Square value of 1.00 means that the
variability of the Virtual Learning construct can be explained by the
constructs of motivation, competency, and working environment by 10 %. While
the other 90 % is explained by other variables which are not covered in this
study such as teacher readiness, teacher performance, quality of the system,
quality of information, individual impact, satisfaction, organization impact,
etc (Jogiyanto, 2008).
Table 1
Hypothesis test
|
Variables |
Path Coefficient |
t Test |
Results |
|
Motivation |
-0,333 |
1,954 |
Has influence on EVL |
|
Competencies |
-0,177 |
0,823 |
Has no influence on EVL |
|
Work Environment |
+0,199 |
0,653 |
Has no influence on EVL |
EVL:
effectiveness of virtual learning
From the data above, it can be seen from the relationship
test between constructs shows that the constructs with the positive
relationship only work environment variable, while competency and motivation
variables have a negative relationship with the exogenous (independent)
variable.
Further evaluation on the value of t statistic, the
significance value of work environment is 0.671 <1.96 (value of
significance) which can be concluded that work environment does not
significantly influence the effectiveness of virtual learning. The significance
value of competency is 0.892 <1.96, which means that the competency does not
significantly affect the effectiveness of Virtual Learning. The significance
value of motivation is 1.98 > 1.96, which means that motivation significantly
affects the effectiveness of virtual learning.
Conclusion����
The school needs to organize regular
teacher training on VL software, Information, and Communication Technology. The
training should be closely monitored and evaluated by Schools and relevant
government institutions. Improve the supporting facilities and infrastructures
that enable schools in the marginal villages to have adequate information &
communication technology access, reliable internet bandwidth, consistent
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