Moving Class Learning System in Indonesia: A Motivation Teacher’s

Analysis

Irsyad

, Anisah

and Ilham Zamil

Faculty of Education, Padang State University, Prof. Hamka Street, Padang City, Indonesia

Faculty of Tourisme and Hospitality, Padang State University, Prof. Hamka Street, Padang City, Indonesia

Keywords: Teacher’s Motivation, Moving Class, Learning System.

Abstract: The class moving learning system is believed to improve student learning outcomes. This system is widely

adopted by many schools that make continuous innovations in learning. This study aims to analyse teachers'

motivation in implementing moving class learning system. This research is classified as descriptive

quantitative research analysis. The research sample was 500 junior high school teachers in Padang City.

Sampling was done by random sampling. The research data was obtained using a questionnaire through

google forms. A total of 479 questionnaires were distributed, and 21 questionnaires were returned. However,

after a thorough check, only 370 questionnaires were considered usable for analysis. Thus, the response rate

in this study was 78.6%. The data was analysed using SEM-PLS. The results of the analysis of the variable

impact of Teacher Motivation on the Implementation of the Moving Class Learning System obtained a t

score of 2.408, with a sign level = 0.018 at the level of α = 0.01 so that the hypothesis is accepted α = 0.01.

Thus it can be concluded that the variables in this study with a very significant category, namely there is a

direct impact of Teacher Motivation on the Application of Moving Class Learning is high.

1 INTRODUCTION

In an educational institution, the role of management

is actually a topic of discussion that is always hot for

discussion, one of the alternatives offered by the

government in the decentralization program in the

education sector is School-Based Management

(SBM). SBM gives autonomy to schools to determine

school policies in improving the quality of education.

School-based management in this case has the

main objectives, namely: 1) to socialize the basic

concepts of school-based quality education

management especially to the community, 2) to obtain

input so that management concerts can be

implemented easily in accordance with the

environmental conditions of Indonesia which has

cultural diversity, 3) add insight knowledge of the

school community and individuals who care about

education, especially improving the quality of

education, 4) motivating the school community to be

involved in thinking about improving the quality of

education, and 5) raising awareness of the school

community to participate actively and dynamically in

the success of improving the quality of education.

(Suryosubroto, 2004).

Based on this statement, schools are given greater

authority to manage education according to the

potential and needs of their schools. Schools are given

the freedom to manage existing resources so that

independence and creativity are demanded from

schools in managing education. In addition, schools

establish close cooperation with the community and

the government so that schools are required to have a

big responsibility. This indicates the need for

independent management carried out by the school

through the implementation of school-based

management.

Education makes a very large contribution to the

progress of a nation and is a vehicle for translating

constitutional messages as well as a means of building

national character (Mulyasa, 2007). One of the goals

of education is to prepare individuals to be able to

adapt or adapt or meet the demands according to

certain areas that are always changing. (Umaedi,

2014)

The right educational model in managing

education to achieve these educational goals is SBM.

SBM is a concept that offers autonomy to schools to

improve the quality, efficiency and equity of

education in order to accommodate the wishes of the

522

Irsyad, , Anisah, and Zamil, I.

Moving Class Learning System in Indonesia: A Motivation Teacher’s Analysis.

DOI: 10.5220/0013418700004654

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 522-526

ISBN: 978-989-758-752-8

local community and establish close cooperation

between schools, the community and the government.

The implementation of regional autonomy as

regulated in Law no. 23 of 2014 concerning Regional

Government means acknowledging the existence of

an autonomous region and at the same time

acknowledging/handing over authority, rights and

obligations to manage government affairs in certain

fields from the government to the regions. It also

includes various possibilities for the management and

development of the education sector, in which there is

a change in the management of education from a

centralized to a more decentralized nature.

Decentralization is the surrender of government

authority by the government to autonomous regions to

regulate and manage government affairs within the

system of the Unitary State of the Republic of

Indonesia. As a system used in the field of

government is the opposite of centralization, where

some of the central government's authority is

delegated to other parties to be implemented. In the

context of the implementation of regional autonomy,

it is emphasized that the national education system

which is centralized so far does not encourage

democratization and decentralization of education

administration. This is because a centralized

education system is admittedly unable to

accommodate regional diversity, school diversity, and

student diversity, and even tends to kill community

participation in educational development.

School-based management is a distinctive term in

the science of education management in Indonesia.

This term is an actual problem that is hotly discussed

by activists in the field of education, be it teachers,

parents, school principals, stakeholders, education

experts, and others.

School-based management focuses that the school

has the right to autonomy in carrying out its school

management. Especially in terms of human, financial,

and material resources in schools. School-based

management is a school management model that

provides schools with considerable autonomy in

encouraging decision-making by involving the direct

participation of all school members, such as teachers,

students, principals, school staff, parents and the

surrounding community in an effort to improve

school quality. based on national education policy.

Based on the pre-survey that the author

conducted on August 9 to 12 in several Public

Middle Schools in Padang City, it can be seen that

the implementation of school-based management

has not been optimal. This can be seen from the

following phenomena: 1) Lack of management in

accepting new students. This can be seen from the

presence of new students who are accepted even

though their age has not met the specified limit. In

addition, new students are still being accepted even

though they have passed the predetermined

registration limit; 2) Lack of management of

facilities and infrastructure managed by schools, so

that school performance in the eyes of the

community (stakeholders) is still lacking. This is

evidenced by the existence of facilities and

infrastructure that have been inventoried but the

school did not inform stakeholders. So that school

stakeholders do not know about the inventory of

these facilities and infrastructure. 3) There are still a

number of schools that do not involve parents and

the community in implementing school education.

This can be proven from schools that only invite

parents and the community when increasing

grades/graduations in the form of meetings or

gatherings only.

The phenomenon seen above is an indication of

the lack of implementation of SBM as expected and

this certainly cannot be allowed to continue because

it will affect the achievement of the educational

function/vision and mission of the school. In order

to improve the implementation of school-based

management, it is necessary to study in advance

what factors influence or cause the implementation

of school-based management not to be carried out as

it should. One of the factors that has contributed to

the implementation of school-based management is

the leadership of the school principal, which based

on the results of the author's observation, it was

found that the principal in carrying out his

leadership tends to display rigid behavior, and is not

firm towards the rules that have been made.

In addition, there are other factors that also

influence the implementation of school-based

management, namely school culture. This is in

accordance with the opinion of Suratmin (2019) that

school culture is the dominant values supported by

the school or the philosophy that guides school

policies for all elements and components of the

school including education stakeholders, such as

how to carry out work in schools and the basic

assumptions or beliefs held by school personnel.

Therefore, school culture is very closely related to

the implementation of school-based management.

Teacher motivation plays an important role because

it drives and gives direction to learning activities in

the classroom. Strong learning motivation, a student

can have a lot of energy to do learning activities, and

providing the right motivation can make students

achieve optimal learning results. Teacher motivation

also strengthens school culture and builds

Moving Class Learning System in Indonesia: A Motivation Teacher’s Analysis

523

specialised support to better understand educational

needs.better understand educational needs

(Çolakoğlu, 2023).

The implementation of the Moving Class Model

is not only carried out in the classroom only but can

also be carried out outside the classroom, for

example at the Mosque, Library or other places as

long as it is still related to the material to be

studied.learnt. The implementation of the Moving

Class model really demands active students.

Students conditioned in an attitude of seeking not

just receiving. In other words they are looking for

answers to questions posed to them or questions they

ask themselves questions that they ask themselves.

They work on problems posed by the teacher. They

are interested in gaining information or mastering

skills to complete tasks and they can solve problems

that make them move to examine what they value

and believe in.that they value and believe in.

Based on this, the authors need to conduct

further research on the factors that influence the

implementation of school-based management and

how much the contribution of these factors is to the

implementation of school-based management at

SMP Negeri Kota Padang.

2 METHOD

This research is classified as descriptive quantitative

research analysis. The research sample was 500

junior high school teachers in Padang City. Teachers

who were used as research samples were teachers

who had served more than 10 years without

classifying the subjects they taught. In other words,

all teachers who have been teaching for more than

10 years were used as research samples. Sampling

was done by random sampling. The research data

was obtained using a questionnaire through google

forms. A total of 479 questionnaires were

distributed, and 21 questionnaires were returned.

Research questions include 1) I prepare myself well

before teaching, 2) I deliver subject matter with a

variety of learning methods, 3) Disruptions that

occur during the teaching and learning process will

be resolved immediately, 4) I provide reinforcement

for every positive action taken by students.

However, after a thorough check, only 370

questionnaires were considered usable for analysis.

Almost 8% of respondents did not take the

questionnaire seriously. This is known from the

answers given. The answer given was not ticking the

questionnaire. Thus, the response rate in this study

was 78.6%. The data was analysed using SEM-PLS.

3 RESULT AND DISCUSSION

The data obtained from the teacher motivation

variable such as “Communication,” “Professional

Advancement,” “Institutional Affiliation,” and

“Personal Expectation empirically received a score

of 72, with the highest score scoring 220 and the

lowest score scoring 220. score of 72, with the

highest score scoring 220 and the lowest score

scoring 148 obtained a value of 148. Based on the

results of data analysis, the average value of 194.65,

with a mode value of 190, a median value of 186,

standard deviation value of 15.96, with the number

of classes is 8 and the length of the class is 9. The

results of the calculation about the level of

organisational culture, with the distribution

presentation presented in table 1.

Table 1: Distribution of Teacher Motivation Tendency.

No Kelas Interval F %

1 148 - 156 4 3.42

2 157 - 165 10 8.55

3 166 - 175 19 16.24

4 176 - 184 25 21.37

5 185 - 193 23 19.66

6 194 - 202 18 15.38

7 203 - 211 12 10.26

8 212 - 222 6 5.13

Total 117 100.00

Source: Research Data Extraction, 2024.

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

524

The distribution trend of Teacher Motivation is shown in Bar Diagram 1.

Figure 1: Teacher Motivation Trend

Table 2: Summary of the Results of the Linearity Test on the Impact of the Research Variables with the F Test

Technique.

No Type of count Value F

calculated

Value sign Conclusion

1 Teacher Motivation

with Moving Class

Learning System

0.554 0.984 Linearr

Source: Research Data Extraction, 2024

Meaningfulness and Linearity between Teacher

Motivation and Moving Class Learning System. The

acquisition of the results of data analysis is

described, namely F count = 0.554 and a significant

level of 0.984 < α = 0.05, which is concluded that

the null hypothesis (Ho) is recognised so that the

variable pattern can be said to be linear with a value

of α = 0.05, meaning that each variable pattern used

for variiabel Teacher Motivation terrhadap

Implementation of Moving Class Learning System

with liinear category.

The results of the analysis of the variable impact

of Teacher Motivation on the Implementation of the

Moving Class Learning System obtained a t score of

2.408, with a sign level = 0.018 at the level of α =

0.01 so that the hypothesis is accepted α = 0.01.

Thus it can be concluded that the variables in this

study with a very significant category, namely there

is a direct impact of teacher motivation on the

implementation of the Moving Class Implementation

System. These results highlight that teachers'

attitudes and perceptions towards teaching can have

varying effects on their motivation. In particular,

motivation appears to have a positive influence on

teacher motivation.

4 CONCLUSION

There is a direct influence given by teacher

motivation on the implementation of the Moving

Class Learning System. The contribution of the

direct influence of the teacher motivation variable on

the implementation of the moving class learning

system is 3.9%. This means that high motivation

results in high work results as well. The findings of

this study suggest the need for teacher training and

professional development programmes to be

1 2 3 4 5 6 7 8

Moving Class Learning System in Indonesia: A Motivation Teacher’s Analysis

525

comprehensively re-evaluated to improve their

impact on teachers' skills approach, mastery of

materials, and relationships with students. Moving

from one class to another reduces learning time.

Schedule changes affect the smooth running of

learning activities. Teacher absence causes

difficulties in handling empty classes. Moving class

makes the cost of learning higher. Students are more

likely to skip classes.

To be able to implement the moving classroom

learning model, teachers are needed who have

competence (ability in accordance with the field of

study taught), have a high spirit of hard work. With

teacher certification, teachers no longer thinking

about the small amount of salary because the

government has tried to improve the welfare of

teachers by providing professional allowances.

welfare of teachers by providing professional

allowances.

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