World Psychology

THE ROLE OF ISLAMIC VALUES–BASED SELF-MANAGEMENT IN ENHANCING TEACHERS’ SELF-EFFICACY AND PERFORMANCE

Haryadi — 2026-02-02

Teachers’ performance in Islamic educational institutions is increasingly challenged by rising professional demands that require not only technical competence but also strong internal regulation and moral commitment. Self-management grounded in Islamic values offers a holistic approach to strengthening teachers’ psychological confidence and professional conduct, yet its role in shaping self-efficacy and performance has received limited scholarly attention. This study aims to examine the role of Islamic values–based self-management in enhancing teachers’ self-efficacy and professional performance within Islamic education contexts. The study employs a qualitative research design using a descriptive–analytical library research approach, drawing on primary and secondary sources such as academic books, peer-reviewed journals, and authoritative Islamic educational texts. The analysis focuses on the interrelationship between value-based self-regulation, teachers’ self-efficacy, and performance. The findings indicate that Islamic values–based self-management, characterized by amanah, sincerity, discipline, responsibility, and spiritual accountability, significantly strengthens teachers’ self-efficacy. Enhanced self-efficacy subsequently contributes to consistent instructional behavior, ethical professionalism, and sustained performance. The results suggest that teacher performance is more effectively supported through internally motivated, value-driven self-regulation than through external control mechanisms alone. The study concludes that integrating Islamic values into self-management practices provides a sustainable pathway for improving teachers’ self-efficacy and performance, offering important theoretical and practical implications for Islamic educational leadership and teacher development.

DEVELOPING INTERACTIVE LEARNING MEDIA USING GOOGLE SITES TO IMPROVE LEARNING OUTCOMES

Dwi Arini — 2026-02-07

The rapid development of information and communication technology has driven innovation in the field of education, particularly through the utilization of digital-based learning media. One such platform that can support interactive learning is Google Sites. This study aims to develop and describe Google Sites-based interactive learning media and to analyze its role in enhancing student engagement, independence, and learning outcomes. This research employs a qualitative approach using descriptive-analytical library research. The results indicate that Google Sites offers significant advantages in terms of accessibility, flexibility, and the ability to integrate various learning resources—such as text, images, videos, and learning evaluations—into a single platform. The utilization of Google Sites as interactive learning media fosters a more engaging learning environment, boosts student activity and independence, and ultimately has a positive impact on improving learning outcomes. Consequently, Google Sites serves as an effective and relevant alternative for interactive learning media to support education in the digital era.

THE INFLUENCE OF ORGANIZATIONAL CULTURE, ABILITY, AND WORK MOTIVATION ON KINDERGARTEN TEACHERS' COMMITMENT IN ACEH TAMIANG REGENCY

Suriyani — 2026-02-07

This study aims to: (1) analyze the influence of organizational culture on the work motivation of kindergarten teachers in Aceh Tamiang Regency; (2) analyze the influence of ability on the work motivation of kindergarten teachers in Aceh Tamiang Regency; (3) analyze the influence of organizational culture on the commitment of kindergarten teachers in Aceh Tamiang Regency; (4) analyze the influence of ability on the commitment of kindergarten teachers in Aceh Tamiang Regency; (5) analyze the influence of work motivation on the commitment of kindergarten teachers in Aceh Tamiang Regency; and (6) analyze the influence of organizational culture, ability, and work motivation on the commitment of kindergarten teachers in Aceh Tamiang Regency. This study employs a quantitative approach with an associative research design. The population consists of 617 kindergarten teachers, with a sample of 243 teachers selected proportionally using the Slovin formula and random sampling technique. The results show that (1) there is a positive and significant influence between organizational culture and teachers’ work motivation; (2) ability and teachers’ work motivation; (3) organizational culture and teachers’ commitment; (4) ability and teachers’ commitment; and (5) work motivation and teachers’ commitment. All of these relationships are statistically significant with significance values below 0.05. (6) Simultaneously, organizational culture, ability, and work motivation contribute very significantly to teachers’ commitment, with a coefficient of determination (R²) of 0.998 or 99.8%. Based on the research findings, it is recommended that schools and education policymakers continuously strengthen positive organizational culture, enhance teachers’ ability through training and professional development, and create a work environment that fosters work motivation. Strengthening these three aspects has been proven to play an important role in improving teachers’ commitment on a ustainable basis.

THE INFLUENCE OF SCHOOL LITERACY ENVIRONMENT MANAGEMENT ON STUDENTS’ READING INTEREST AND SELF-EFFICACY IN ISLAMIC EDUCATION IN INDONESIA

Syahrida — 2026-02-03

Literacy development has become a central concern in Islamic education in Indonesia, particularly in relation to students’ reading interest and self-efficacy as key foundations for academic engagement and lifelong learning. School literacy environment management is assumed to play a strategic role in shaping these outcomes, yet its influence has not been sufficiently examined within Islamic educational contexts. This study aims to analyze the influence of school literacy environment management on students’ reading interest and self-efficacy in Islamic education in Indonesia. The study employed a qualitative research design using a descriptive–analytical library research approach, drawing on peer-reviewed journal articles, academic books, policy documents, and research reports relevant to literacy management and Islamic education. Data were analyzed through thematic synthesis to identify patterns and relationships among literacy environment management, reading interest, and self-efficacy. The findings indicate that well-managed literacy environments characterized by systematic planning, availability of reading facilities, teacher facilitation, and integration of Islamic values significantly enhance students’ motivation to read and strengthen their confidence in reading abilities. Reading interest and self-efficacy were found to be interrelated outcomes shaped by institutional literacy practices rather than individual factors alone. The study concludes that effective school literacy environment management provides a sustainable pathway for fostering motivated and confident readers in Islamic education, highlighting the importance of managerial and cultural dimensions in literacy development.

THE RELATIONSHIP BETWEEN PERCEPTIONS OF CAREER DEVELOPMENT MANAGEMENT AND TEACHERS’ ACHIEVEMENT MOTIVATION IN PURSUING PROMOTION

Selva Susila Oktoberia — 2026-02-07

Career advancement through promotion represents a critical dimension of teachers’ professional development, yet many teachers show varying levels of motivation to pursue this process. These differences are often shaped by how teachers perceive the management of career development within their institutions. This study aims to examine the relationship between teachers’ perceptions of career development management and their achievement motivation in pursuing promotion. A quantitative correlational research design was employed using a cross-sectional survey approach. Data were collected from teachers through structured questionnaires measuring perceptions of career development management and achievement motivation related to promotion. The data were analyzed using descriptive statistics and inferential techniques, including correlation and regression analysis, to identify the strength and direction of the relationship between variables. The findings reveal a significant positive relationship between perceptions of career development management and teachers’ achievement motivation in pursuing promotion. Teachers who perceive career development management as transparent, supportive, and well-organized demonstrate higher levels of motivation to engage in promotion-related activities, while negative perceptions are associated with lower motivational levels. The study concludes that effective career development management plays a crucial role in fostering teachers’ achievement motivation toward promotion. Strengthening clarity, fairness, and institutional support in career management systems may enhance teachers’ motivation for professional advancement and contribute to sustainable teacher development.

THE CONTRIBUTION OF CLASSROOM MANAGEMENT AND TEACHERS’ SOCIAL SUPPORT TO STUDENTS’ ACADEMIC RESILIENCE

Salmiati — 2026-02-01

Academic resilience has become a crucial construct in understanding students’ capacity to persist and adapt in the face of increasing academic demands and learning challenges. Learning environments that are both well managed and socially supportive are assumed to play a vital role in fostering such resilience, yet empirical evidence integrating these factors remains limited. This study aims to examine the contribution of classroom management and teachers’ social support to students’ academic resilience within formal school settings. A quantitative correlational research design was employed, involving students as respondents selected through stratified random sampling. Data were collected using standardized questionnaires measuring classroom management, teachers’ social support, and academic resilience, and were analyzed using descriptive and inferential statistical techniques. The results indicate that both classroom management and teachers’ social support significantly contribute to students’ academic resilience, with teachers’ social support emerging as the stronger predictor. Structured classroom environments and supportive teacher–student relationships were found to jointly enhance students’ persistence, adaptability, and coping strategies when facing academic difficulties. These findings suggest that academic resilience is shaped by the interaction of managerial and relational dimensions of teaching. The study concludes that fostering resilient learners requires not only effective classroom organization but also sustained social support from teachers, underscoring the importance of holistic pedagogical practices in contemporary education.

THE INFLUENCE OF TEACHERS’ PERCEPTIONS OF PRINCIPALS’ SUPERVISION MANAGEMENT ON WORK STRESS LEVELS AND PSYCHOLOGICAL WELL-BEING

Khafidhoh — 2026-02-07

Teachers’ psychological health has become a critical issue in contemporary schooling, particularly as accountability demands and evaluative pressures intensify supervisory practices. Teachers’ perceptions of how principals manage supervision are increasingly recognized as a key determinant of occupational stress and psychological well-being. This study aims to examine the influence of teachers’ perceptions of principals’ supervision management on work stress levels and psychological well-being. The study employed a quantitative correlational design using a cross-sectional survey approach. Data were collected from teachers through standardized questionnaires measuring perceived supervision management, work stress, and psychological well-being, and were analyzed using descriptive statistics and inferential techniques, including correlation and regression analyses. The results indicate that teachers’ perceptions of supervision management significantly predict both outcomes. Positive perceptions of supportive, transparent, and developmental supervision are associated with lower work stress and higher psychological well-being, whereas negative perceptions of controlling supervision correspond to increased stress and reduced well-being. Supervision management demonstrates a meaningful explanatory contribution to teachers’ psychological conditions. Enhancing principals’ supervisory approaches with attention to teachers’ perceptions may reduce occupational stress and promote sustainable psychological well-being. Such efforts strengthen leadership effectiveness and support healthier professional environments within schools through sustainable, ethical, and psychologically informed supervision practices nationwide implementation.

IMPLEMENTING THE PROBLEM-BASED LEARNING (PBL) MODEL TO IMPROVE STUDENTS' READING AND WRITING SKILLS IN NARRATIVE TEXT LEARNING FOR GRADE IV AT SDN 2 JULI

Fitriana — 2026-02-02

This study aims to improve students’ reading and writing skills through the implementation of the Problem-Based Learning (PBL) model. The background of this research is based on the low level of students’ reading and writing skills, which are indicated by students’ lack of active participation in learning activities, difficulties in understanding reading texts, and limited ability to express ideas and thoughts in written form. This research employed a Classroom Action Research (CAR) design conducted in two cycles. The research subjects consisted of 32 students. Each cycle included the stages of planning, action implementation, observation, and reflection. Data were collected through observations of teacher and student activities, students’ worksheets (LKPD), and tests of reading and writing skills. The data were analyzed using descriptive quantitative and qualitative techniques. The results of the study indicate that the implementation of the Problem-Based Learning (PBL) model led to a significant improvement in students’ reading and writing skills. In the first meeting, only 10 students (31.25%) showed improvement in reading and writing skills. In the second meeting, the number of students who showed improvement increased to 15 students (46.88%). Furthermore, in the third meeting (Cycle II), the improvement became more significant, with 24 students (75%) demonstrating improved reading and writing skills. In addition, students’ learning activities and the quality of teaching practices also improved in each cycle. Based on these findings, it can be concluded that the Problem-Based Learning (PBL) model is effective in improving students’ reading and writing skills. This learning model enhances students’ active participation, critical thinking skills, and accuracy in reading and writing activities.