Teacher Professionalism and Learning Environment As A Foundation for Student Learning Motivation: Integration with the SDGs 2030 Agenda
DOI:
https://doi.org/10.23917/profetika.v26i03.13127Keywords:
learning motivation, quality education, teacher professionalism, school environment, sdgsAbstract
Previous research on the relationship between the school environment and teacher professionalism has certainly been conducted. However, a relationship that combines the school environment, teacher professionalism, and student stress levels in a single model has not been found in Indonesia. This research aims to export the impact of teacher professionalism, the learning environment, and student stress levels on student learning motivation. A quantitative approach with Structural Equation Modeling (SEM) analysis was used to test the relationship between variables. The respondents used were students and students of the Baitur Rohmah Muhammadiyah Islamic Boarding School with a sample size of 201 students. The results showed that teacher professionalism (36% / β: 0.360) and the school environment (20.2% / β: 0.202) were the factors that had the most impact on student motivation. However, in creating a good school environment, teachers are also the most important factor in building a conducive and good environment. Therefore, the need for professionalism in a teacher by synergizing with the government and other institutions as an investment in building quality education (SDGs 4).
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