%D 2021
%T Pemodelan dan Optimasi Inovasi Kerja Guru (Studi Emprik Menggunakan Pendekatan POP-SDM pada Guru Kejuruan SMK Swasta di Kota Depok)
%L eprintsunpak872
%X The research aims to find ways and strategies to improve teacher work innovation by analyzing the influence of other variables that influence it. This research uses the Modeling
and Optimization of Resource Management (POP-SDM) Approach. At the initial stage, qualitative exploratory research was conducted to find the variables that affect teacher
work innovation. Based on the dominant variables found, a constellation model of research was built through theoretical studies and expert judgment. The constellation model of the
study was tested quantitatively using SEM-PLS on 157 vocational school teachers. The sub structural models tested were: 1) The direct effect of proactive personality (X1), adversity quotient (X2), organizational support (X3), technological pedagogical content knowledge (X4), and work motivation (X5) on teacher work innovation (Y); 2) The direct influence of proactive personality (X1) and adversity quotient (X2) on technological pedagogical content knowledge (X4); 3) The direct effect of organizational support (X3) on work motivation (X5). The results of the sub structural model test found: 1) Teacher work innovation can be explained by the influence of proactive personality, adversity quotient, organizational support, technological pedagogical content knowledge and work motivation R  = 0.753 (75.3%) with the structural equation Y = 0.514X1 + 0.259X2 + 0.579X3 + 0.274X4 + 0.226X5 + 0.497; 2) Technological pedagogical content knowledge can be explained by the influence of proactive personality and adversity quotient R2  = 0.355 (35.5%) with the
structural equation X4 = 0.408X1 + 0.303X2 + 0.803; 3) Work motivation can be explained by the influence of organizational support R2  = 0.417 (41.7%) with the structural equation X5 = 0.465X3 + 0.764. The value of Q2 = 0.734 indicates the model has a Goodness of Fit of 73% (Good category. The results of hypothesis testing concluded that proactive personality (X1), adversity quotient (X2), organizational support (X3), technological pedagogical content knowledge (X4), and work motivation (X5) had a direct and significant positive effect on teacher work
innovation (Y). Proactive personality (X1) has an indirect positive effect on teacher work innovation (Y) through technological pedagogical content knowledge (X4) with a path coefficient value of 0.112. Given the value of γX4X1.βYX4 (0.112)<γYX1 (0.154) then technological pedagogical content knowledge does not function effectively as an intervening variable. Adversity quotient (X2) has an indirect positive effect on teacher work innovation (Y) through technological pedagogical content knowledge (X4) with a path coefficient value of 0.083. Given the value of γX4X2.βYX4 (0.083) < γYX2 (0.259), then technological pedagogical content knowledge does not function effectively as an intervening variable. Organizational support (X3) has no indirect positive effect on teacher work innovation (Y) through work motivation (X5) because the significance value (p) γX5X3.βYX5 is 0.133 (>0.05).
Sitorem's analysis concluded that organizational support variables and knowledge of pedagogical content had a major influence on teacher work innovation. As a follow-up to
the results of the study, strengthening indicators of working conditions on organizational support variables and indicators for selecting ICT-based tools to support learning
effectiveness on technology pedagogic content knowledge variables are recommended as a priority for immediate improvement.
%A Nelfuad Nelfuad
%A Soewarto Hardhienata
%A Sri Setyaningsih
%I Universitas Pakuan