Teacher Professionalism and Learning Environment in Enhancing Student Motivation: An SDG 2030 Perspective
DOI:
https://doi.org/10.23917/profetika.v26i03.13127Keywords:
learning motivation, quality education, sdgs 4, teacher professionalism, school environmentAbstract
Objective: This study aims to analyze the influence of teacher professionalism, school environment, and student stress level on learning motivation. This study tested the direct relationship between variables in one integrated structural model. The focus of the research is on the context of pesantren education in Indonesia. Theoretical framework: Based on the theory of learning motivation, the concept of teacher professionalism, and the theory of the learning environment as determinants of learning quality. The conceptual model places professionalism and the school environment as the main predictors of student motivation. Literature review: Previous studies have discussed the relationship between the school environment and teacher professionalism, as well as stress and motivation to learn separately. However, the integration of the three variables in a single SEM model in Indonesia is still limited. Methods: A quantitative approach is used with Structural Equation Modeling (SEM) analysis. The sample consisted of 201 students of the Baitur Rohmah Islamic Boarding School Muhammadiyah. Results: Teacher professionalism has a significant and dominant effect on learning motivation (β = 0.360). The school environment also had a positive effect (β = 0.202). Teachers play an important role in shaping a conducive learning environment. Implications: Strengthening teacher professionalism is a key strategy to increase motivation and the quality of education. Collaboration with the government and relevant institutions supports the achievement of quality education (SDGs 4). Novelty: The novelty of the research lies in the integration of teacher professionalism, the school environment, and student stress in one structural model. This study enriches the empirical literature in the context of pesantren education in Indonesia.
References
[1] T. Feraco, D. Resnati, D. Fregonese, A. Spoto, and C. Meneghetti, “An integrated model of school students’ academic achievement and life satisfaction. Linking soft skills, extracurricular activities, self-regulated learning, motivation, and emotions,” Eur. J. Psychol. Educ., vol. 38, no. 1, pp. 109–130, 2023, https://doi.org/10.1007/s10212-022-00601-4.
[2] Z. Zaitun, M. S. Hadi, and P. Harjudanti, “The Impact of Online Learning on the Learning Motivation of Junior High School Students,” Bisma J. Couns., vol. 5, no. 1, pp. 56–63, 2021, https://doi.org/10.23887/bisma.v5i1.35980.
[3] A. Abdurrahmansyah, H. Sugilar, I. Ismail, and D. Warna, “Online Learning Phenomenon: From the Perspective of Learning Facilities, Curriculum, and Character of Elementary School Students,” Educ. Sci., vol. 12, no. 8, p. 508, 2022, https://doi.org/10.3390/educsci12080508.
[4] M. Gandung, “The Influence of Discipline and Work Motivation on Employee Performance,” Int. J. Multidiscip. Sci., vol. 3, no. 1, pp. 51–58, 2024, https://doi.org/10.56127/ijml.v3i1.1220.
[5] A. Syakur, W. Sudrajad, S. Winurati, and S. A. Tilwani, “The Motivation of Students and Their Exposure to Learning Loss After the Pandemic,” Stud. Learn. Teach., vol. 4, no. 3, pp. 622–633, 2023, https://doi.org/10.46627/silet.v4i3.348.
[6] I. Szőköl, “Learning Motivation and Quality of the Educational Process,” in Lecture Notes in Networks and Systems, Springer International Publishing, 2022, pp. 199–209. https://doi.org/10.1007/978-3-030-93907-6_21.
[7] I. Aldalur, “Enhancing software development education through gamification and experiential learning with Genially,” Softw. Qual. J., vol. 33, no. 1, pp. 1–27, 2025, https://doi.org/10.1007/s11219-024-09699-9.
[8] A. Zen, K. Sukaesih, and A. J. Malik, “Analysis of the Effect of the Educational System and Student Motivation in Creating Workforce Competitiveness (A Case Study Facing the Industrial Revolution 4.0),” Tech. Soc. Sci. J., vol. 31, pp. 662–669, 2022, https://doi.org/10.47577/tssj.v31i1.6454.
[9] W. M. F. Wan Hamansor Adabi and K. S. Ku Johari, “Exploration of Emotional Intelligence and Motivation of Therapists at Autism Centers,” Int. J. Acad. Res. Bus. Soc. Sci., vol. 13, no. 12, pp. 3877–3889, 2023, https://doi.org/10.6007/ijarbss/v13-i12/20270.
[10] U. Schiefele, “Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation,” Teach. Teach. Educ., vol. 64, pp. 115–126, 2017, https://doi.org/10.1016/j.tate.2017.02.004.
[11] Z.-H. Siddique, S. Hussain, M. S. Ahmad, and S. Hussain, “Relationship of Teacher-Student Interaction, Learning Commitment and Student Learning Comfort at Secondary Level,” Int. Res. J. Educ. Innov., vol. 3, no. 2, pp. 156–169, 2022, https://doi.org/10.53575/irjei.v3.02(22)17.156-169.
[12] S. K. Banihashem, O. Noroozi, P. den Brok, H. J. A. Biemans, and N. T. Kerman, “Modeling teachers’ and students’ attitudes, emotions, and perceptions in blended education: Towards post-pandemic education,” Int. J. Manag. Educ., vol. 21, no. 2, p. 100803, 2023, https://doi.org/10.1016/j.ijme.2023.100803.
[13] F. Martanti, as Shobirin, M. Fatkhurronji, and A. Surjanto, “Integration of Learning, Innovation, and SDGs Value in Pesantren: Sustainable Islamic Education Development,” J. Stud. Islam, vol. 26, no. 2, pp. 457–470, 2025, https://doi.org/10.23917/profetika.v26i02.11553.
[14] U. Kubat, “Identifying the individual differences among students during the learning and teaching process by science teachers,” Int. J. Res. Educ. Sci., vol. 4, no. 1, pp. 30–38, 2018, https://doi.org/10.21890/ijres.369746.
[15] L. Umar, “Skills Required by Teachers to Carry out their Activities in Wood Workshops in Tertiary Institutions in North Western Nigeria,” J. Educ. Soc. Res., vol. 4, no. 7, pp. 108–114, 2014, https://doi.org/10.5901/jesr.2014.v4n7p108.
[16] Hidayatussaliki, Sugeng Listyo Prabowo, Slamet, Mappanyompa, and Shabibah Binti Shaufit Affandi, “Islamic Educators Development Strategy in Improving Professional Competence Towards Sustainable Development Goals (SDGs),” Profetika J. Stud. Islam, vol. 25, no. 03, pp. 645–658, 2024, https://doi.org/10.23917/profetika.v25i03.9910.
[17] N. Kholis and Murwanti, “Teacher Professionalism In Indonesia, Malaysia, And New Zealand,” Available online TARBIYA J. Educ. Muslim Soc, vol. 6, no. 2, pp. 179–196, https://doi.org/10.15408/tjems.v6i2.11487.
[18] E. T. Setyorini and K. Khuriyah, “The Influence of Teacher Professionalism and Creativity on Student Motivation in Madrasah Ibtidaiyah,” Attadrib J. Pendidik. Guru Madrasah Ibtidaiyah, vol. 6, no. 1, pp. 40–47, 2023, https://doi.org/10.54069/attadrib.v6i1.374.
[19] A. Maulidiya, Marsofiyati, and C. W. Wolor, “The Influence of Learning Facilities and Family Environment on Students’ Learning Motivation At Smk Negeri 10 Jakarta,” J. Pendidik. Ekon. Perkantoran, dan Akunt., vol. 3, no. 3, pp. 285–302, 2022, https://doi.org/10.21009/jpepa.0303.19.
[20] R. Husain, A. O. Harefa, P. A. Cakranegara, M. S. Nugraha, and U. Hernaeny, “The Effect of Teacher Professional Competence and Learning Facilities on Student Achievement,” AL-ISHLAH J. Pendidik., vol. 14, no. 2, pp. 2489–2498, 2022, https://doi.org/10.35445/alishlah.v14i2.1060.
[21] B. S. S. Dahlan, A. Othman, M. B. Bin Ibrahim, and M. W. Shohib, “Validating a Model of Organizational Culture for Pesantren in South Sumatra: A Structural Equation Modeling Approach,” Iseedu J. Islam. Educ. Thoughts Pract., vol. 8, no. 2, pp. 144–159, 2024, https://doi.org/10.23917/iseedu.v8i2.8455.
[22] A. Muntaner-Mas, J. Vidal-Conti, A. Sesé, and P. Palou, “Teaching skills, students’ emotions, perceived control and academic achievement in university students: A SEM approach,” Teaching and Teacher Education, vol. 67, pp. 1–8, 2017. https://doi.org/10.1016/j.tate.2017.05.013.
[23] D. Abun, M. T. Nicolas, E. Apollo, T. Magallanes, and M. J. Encarnacion, “Employees’ self-efficacy and work performance of employees as mediated by work environment,” Int. J. Res. Bus. Soc. Sci. (2147- 4478), vol. 10, no. 7, pp. 01–15, 2021, https://doi.org/10.20525/ijrbs.v10i7.1470.
[24] A. R. Casmana, J. A. Dewantara, D. A. Timoera, A. P. Kusmawati, and I. Syafrudin, “Global citizenship: preparing the younger generation to possess pro-environment behavior, mutual assistance and tolerance awareness through school engagement,” Glob. Soc. Educ., vol. 21, no. 1, pp. 15–32, 2023, https://doi.org/10.1080/14767724.2021.2013167.
[25] H. Mulang and A. H. P. K. Putra, “Exploring the Implementation of Ethical and Spiritual Values in High School Education: A Case Study in Makassar, Indonesia,” Golden Ratio Soc. Sci. Educ., vol. 3, no. 1, pp. 01–13, 2023, https://doi.org/10.52970/grsse.v3i1.105.
[26] E. F. A. Soran, “Conducive Learning Environment and its Role in Improving the Quality of teacher-student Relationships during physical education lessons,” Indones. J. Sport Manag., vol. 5, no. 1, pp. 136–148, 2025, https://doi.org/10.31949/ijsm.v5i1.12482.
[27] E. O. Ihekoronye, “Conducive School Environment : A Necessary Factor for Effective Teaching and Learning in Public Secondary Schools in Gwagwalada Area Council of Abuja,” Bsujem, vol. 2, no. 1, pp. 203–213, 2020.
[28] U. Basyiroh, I. Istanto, and H. Hafidz, “The Effect of Online and Offline Learning on the Motivation of Islamic Education Learning,” Proc. Int. Conf. Islam. Muhammadiyah Stud. (ICIMS 2022), vol. 676, pp. 213–225, 2022, https://doi.org/10.2991/assehr.k.220708.027.
[29] S. Sarwar, A. N. Tara, M. N. Abid, and S. Dukhaykh, “Teachers’ academic motivation and student procrastination behaviour: mediating effects of emotion regulation and study habits,” BMC Psychol., vol. 13, no. 1, pp. 1–14, 2025, https://doi.org/10.1186/s40359-025-02352-5.
[30] C. Ayu, “The Effect Of School Environment on the Role Of Teachers in the Learning Process on Student Learning Motivation,” J. English Lang. Educ., vol. 2, no. 2, pp. 57–71, 2017.
[31] E. Sianipar, L. Margaretha Simalango, R. Budiani Br Manik, R. Sianturi, C. Hotmauli Viavanni Br Simbolon, and M. M. Simanjuntak, “The Effect of School Learning Facilities on Students’ Learning Motivation at Sdn 091302 Pematang Panei,” J. Sci., vol. 12, no. 1, pp. 330–334, 2023.
[32] G. P. Chrousos, “Stress and disorders of the stress system,” Nat. Rev. Endocrinol., vol. 5, no. 7, pp. 374–381, 2009, https://doi.org/10.1038/nrendo.2009.106.
[33] B. Cleveland and K. Fisher, “The evaluation of physical learning environments: A critical review of the literature,” Learn. Environ. Res., vol. 17, no. 1, pp. 1–28, 2014, https://doi.org/10.1007/s10984-013-9149-3.
[34] C. Subramani and S. Kadhiravan, “Academic stress and mental health among high school students,” Indian J. Appl. Res., vol. 5, no. 1, pp. 26–34, 2017, https://doi.org/10.5923/j.ijpbs.20150501.04.
[35] S. X. Mentang and M. T. Londa, “The Effect of Stress on Students’ Motivation in the Faculty of Economics, Manado State University,” J. Int. Conf. Proc., vol. 2, no. 2, pp. 188–195, 2019, https://doi.org/10.32535/jicp.v2i2.618.
[36] S. Slimmen, O. Timmermans, K. Mikolajczak-Degrauwe, and A. Oenema, “How stress-related factors affect mental wellbeing of university students: A cross-sectional study to explore the associations between stressors, perceived stress, and mental wellbeing,” PLoS One, vol. 17, no. 11 November, p. 275925, 2022, https://doi.org/10.1371/journal.pone.0275925.
[37] S. P. Gonçalves, “Nurturing student well-being in the modern world,” Nurtur. Student Well-Being Mod. World, pp. 1–616, 2024, https://doi.org/10.4018/979-8-3693-1455-5.
[38] H. F. Wang and M. C. Yeh, “Stress, coping, and psychological health of vocational high school nursing students associated with a competitive entrance exam,” J. Nurs. Res., vol. 13, no. 2, pp. 106–116, 2005, https://doi.org/10.1097/01.JNR.0000387532.07395.0b.
[39] P. Sharma, “A Study on the Impact of Stress on Achievement Motivation of Students,” Siddhant- A J. Decis. Mak., vol. 18, no. 1, p. 18, 2018, https://doi.org/10.5958/2231-0657.2018.00002.2.
[40] S. Pindek, K. Meyer, A. Valvo, and M. Arvan, “A Dynamic View of the Challenge-Hindrance Stressor Framework: a Meta-Analysis of Daily Diary Studies,” J. Bus. Psychol., vol. 39, no. 5, pp. 1107–1125, 2024, https://doi.org/10.1007/s10869-024-09933-y.
[41] D. Urhahne and L. Wijnia, “Theories of Motivation in Education: an Integrative Framework,” Educ. Psychol. Rev., vol. 35, no. 2, pp. 1–35, 2023, https://doi.org/10.1007/s10648-023-09767-9.
[42] V. Aulia Al Haq, “Effect of Learning Motivation and Learning Environment Against Student Learning Achievement,” Early Child. Res. J., vol. 3, no. 1, pp. 6–11, 2020, https://doi.org/10.23917/ecrj.v3i1.11728.
[43] N. Yaftian and S. Barghamadi, “The effect of teaching using multimedia on mathematical anxiety and motivation,” JRAMathEdu (Journal Res. Adv. Math. Educ., vol. 7, no. 2, pp. 55–63, 2022, https://doi.org/10.23917/jramathedu.v7i2.16141.
[44] F. N. Anggraini, M. Shobahiya, and N. B. Muhammad, “The Dynamics of Motivation And Demotivation of Learning in Choosing The Study Interest of Islamic Religious Education Students,” Iseedu J. Islam. Educ. Thoughts Pract., vol. 9, no. 1, pp. 1–9, 2025, https://doi.org/10.23917/iseedu.v9i1.10382.
[45] T. M. Amabile, K. G. Hill, B. A. Hennessey, and E. M. Tighe, “The Work Preference Inventory: Assessing Intrinsic and Extrinsic Motivational Orientations,” J. Pers. Soc. Psychol., vol. 66, no. 5, pp. 950–967, 1994, https://doi.org/10.1037/0022-3514.66.5.950.
[46] R. M. Ryan, E. L. Deci, M. Vansteenkiste, and B. Soenens, “Building a Science of Motivated Persons: Self-Determination Theory’s Empirical Approach to Human Experience and the Regulation of Behavior,” Motiv. Sci., vol. 7, no. 2, pp. 97–110, 2021, https://doi.org/10.1037/mot0000194.
[47] S. Campbell et al., “Purposive sampling: complex or simple? Research case examples,” J. Res. Nurs., vol. 25, no. 8, pp. 652–661, 2020, https://doi.org/10.1177/1744987120927206.
[48] H. M. S. Priyanath, R. RVSPK, and M. RGN, “Methods and Rules-of-Thumb in The Determination of Minimum Sample Size When Applying Structural Equation Modelling: A Review,” J. Soc. Sci. Res., vol. 15, pp. 102–107, 2020, https://doi.org/10.24297/jssr.v15i.8670.
[49] N. R. Febriandika, A. P. Utami, and A. N. Millatina, “Online impulse buying on TikTok platform: Evidence from Indonesia,” Innov. Mark, vol. 19, no. 3, pp. 197–210, 2023, https://doi.org/10.21511/im.19(3).2023.17.
[50] A. Afthanorhan, Z. Awang, and N. Aimran, “An extensive comparison of cb-sem and pls-sem for reliability and validity,” Int. J. Data Netw. Sci., vol. 4, no. 4, pp. 357–364, 2020, https://doi.org/10.5267/j.ijdns.2020.9.003.
[51] M. Melkamu Asaye, K. A. Gelaye, Y. H. Matebe, H. Lindgren, and K. Erlandsson, “Valid and reliable neonatal near-miss assessment scale in Ethiopia: a psychometric validation,” Glob. Health Action, vol. 15, no. 1, p. 2029334, 2022, https://doi.org/10.1080/16549716.2022.2029334.
[52] P. Govindasamy, T. M. Cumming, and N. Abdullah, “Validity and reliability of a needs analysis questionnaire for the development of a creativity module,” J. Res. Spec. Educ. Needs, vol. 24, no. 3, pp. 637–652, 2024, https://doi.org/10.1111/1471-3802.12659.
[53] L. Sürücü, İ. Yıkılmaz, and A. Maşlakçı, “Exploratory Factor Analysis (EFA) in Quantitative Researches and Practical Considerations,” Gümüşhane Üniversitesi Sağlık Bilim. Derg., vol. 13, no. 2, pp. 947–965, 2024, https://doi.org/10.37989/gumussagbil.1183271.
[54] H. K. Mohajan, “Two Criteria for Good Measurements in Research: Validity and Reliability,” Ann. Spiru Haret Univ. Econ. Ser., vol. 17, no. 4, pp. 59–82, 2017, https://doi.org/10.26458/1746.
[55] L. T. Hu and P. M. Bentler, “Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives,” Struct. Equ. Model., vol. 6, no. 1, pp. 1–55, 1999, https://doi.org/10.1080/10705519909540118.
[56] J. F. Hair, J. J. Risher, M. Sarstedt, and C. M. Ringle, “When to use and how to report the results of PLS-SEM,” Eur. Bus. Rev., vol. 31, no. 1, pp. 2–24, 2019, https://doi.org/10.1108/EBR-11-2018-0203.
[57] E. Xiao, M. Sun, K. Lv, X. Zhu, and W. Jia, “Development and validation of Child-Friendly School Environment Questionnaire from Chinese culture,” Front. Psychol., vol. 14, 2023, https://doi.org/10.3389/fpsyg.2023.1288085.
[58] G. Dash and J. Paul, “CB-SEM vs PLS-SEM methods for research in social sciences and technology forecasting,” Technol. Forecast. Soc. Change, vol. 173, p. 121092, 2021, https://doi.org/10.1016/j.techfore.2021.121092.
[59] N. R. Febriandika, Harun, F. Hakimi, and Masrizal, “Determinants of consumer adoption of Islamic mobile banking services in Indonesia,” Banks Bank Syst., vol. 18, no. 4, pp. 30–43, 2023, https://doi.org/10.21511/bbs.18(4).2023.04.
[60] M. ACAR GÜVENDİR and Y. ÖZER ÖZKAN, “Item Removal Strategies Conducted in Exploratory Factor Analysis: A Comparative Study,” Int. J. Assess. Tools Educ., vol. 9, no. 1, pp. 165–180, 2022, https://doi.org/10.21449/ijate.827950.
[61] K. S. Taber, “The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education,” Res. Sci. Educ., vol. 48, no. 6, pp. 1273–1296, 2018, https://doi.org/10.1007/s11165-016-9602-2.
[62] J. Pallant, SPSS: Survival Manual: A Step By Step Guide To Data Analysis Using IBM SPSS: 7th Edition, 7th Edition. London: Routledge, 2020. https://doi.org/10.4324/9781003117452.
[63] E. Damaiwati, K. Kumaidi, and M. Asy’arie, “Education for Mentally Retarded Children in a Family With an Islamic Education Perspective,” Profetika J. Stud. Islam, vol. 23, no. 2, pp. 185–196, 2022, https://doi.org/10.23917/profetika.v23i2.19645.
[64] Handrian Cahya Kusuma Maajidu and Nurul Latifatul Inayati, “The Strategic Role of Islamic Education Teachers in Student Counseling,” J. At-Tarbiyat J. Pendidik. Islam, vol. 8, no. 3, pp. 501–508, 2025, https://doi.org/10.37758/jat.88i3.66.
[65] F. Rahmadani, “Implementation Of Active Knowledge Sharing Strategy To Improve Student Learning Activities In Islamic Education,” TARBIYAT J. Pendidik. Islam, vol. 8, no. 2, pp. 243–250, 2025, https://doi.org/10.37758/jat.v8i6.1.
[66] E. N. Mistiawati, N. L. Inayati, M. I. Valarthodi, and I. Irshad, “Teacher Competency in Applying Assessment for Islamic Education Learning in the Digitalisation,” Suhuf, vol. 37, no. 1, pp. 151–160, 2025, https://doi.org/10.23917/suhuf.v37i1.8644.
[67] C. Barksdale, M. L. Peters, and A. Corrales, “Middle school students’ perceptions of classroom climate and its relationship to achievement,” Educ. Stud., vol. 47, no. 1, pp. 84–107, 2021, https://doi.org/10.1080/03055698.2019.1664411.
[68] Y. H. Supratno, Murtono, and W. Mochamad, “The Influence of Student Motivation, School Environment, on Student Learning Achievement,” J. Phys. Conf. Ser., vol. 1823, no. 1, pp. 480–488, 2021, https://doi.org/10.1088/1742-6596/1823/1/012089.
[69] Musrifah, I. Burhan, and Amriadi, “Intrinsic and Extrinsic Learning Motivation of Elementary School Students: A Descriptive and Empirical Analysis,” Int. J. Educ. Vocat. Soc. Sci., vol. 04, no. 01, pp. 298–321, 2025, https://doi.org/10.63922/ijevss.v4i01.1564.
[70] D. Bao, F. Mydin, S. Surat, Y. Lyu, D. Pan, and Y. Cheng, “The relationship between challenge-hindrance stressors and innovative behavior among medical postgraduates in China: the mediation role of academic engagement and the moderating effect of relaxation,” Med. Educ. Online, vol. 29, no. 1, p. 2379110, 2024, https://doi.org/10.1080/10872981.2024.2379110.
[71] D. W. Putwain, S. Becker, W. Symes, and R. Pekrun, “Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time,” Learn. Instr., vol. 54, pp. 73–81, 2018, https://doi.org/10.1016/j.learninstruc.2017.08.004.
[72] M. Shin and S. Bolkan, “Intellectually stimulating students’ intrinsic motivation: the mediating influence of student engagement, self-efficacy, and student academic support,” Commun. Educ., vol. 70, no. 2, pp. 146–164, 2021, https://doi.org/10.1080/03634523.2020.1828959.
[73] T. A. Mustofa, L. Agustina, I. Aryani, and N. L. Inayati, “Professional Competence of Islamic Religious Education Teachers in Improving Student Learning Achievement At Smp Muhammadiyah Surakarta,” Mimb. Pendidik, vol. 10, no. 1, pp. 74–89, 2025, https://doi.org/10.17509/mimbardik.v10i1.81027.
Downloads
Submitted
Accepted
Published
Issue
Section
License
Copyright (c) 2026 Nurul Latifatul Inayati, Nur Rizqi Febriandika , Dartim Dartim, Triono Ali Mustofa, Muhammad Zidan Nur Ihsan
This work is licensed under a Creative Commons Attribution 4.0 International License.
