MODEL STRUKTURAL BUDAYA BELAJAR, KESEJAHTERAAN PSIKOLOGIS, POLA PIKIR BERKEMBANG, DAN KEMAMPUAN DIGITAL GURU TERHADAP KOMPETENSI PROFESIONAL BERKELANJUTAN DAN PELAYANAN PRIMA PEMBELAJARAN

HUSEN SUTISNA, . (2026) MODEL STRUKTURAL BUDAYA BELAJAR, KESEJAHTERAAN PSIKOLOGIS, POLA PIKIR BERKEMBANG, DAN KEMAMPUAN DIGITAL GURU TERHADAP KOMPETENSI PROFESIONAL BERKELANJUTAN DAN PELAYANAN PRIMA PEMBELAJARAN. Doktor thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk: (1) menganalisis pengaruh budaya belajar, kesejahteraan psikologis, growth mindset, dan kemampuan digital guru terhadap kompetensi profesional berkelanjutan; (2) menganalisis kontribusi integratif keempat faktor tersebut terhadap pelayanan prima pembelajaran melalui kompetensi profesional berkelanjutan; serta (3) merumuskan implikasi praktis dari hasil pengujian model struktural bagi pengembangan kompetensi profesional berkelanjutan guru secara kontekstual dan aplikatif. Metode penelitian ini menggunakan pendekatan mixed methods dengan desain convergent. Data kuantitatif diperoleh melalui instrumen kuesioner dari 345 guru Sekolah Dasar Negeri di Kabupaten Bogor dan dianalisis menggunakan SEM-PLS. Data kualitatif diperoleh melalui Wawancara mendalam, Observasi dan FGD. Temuan penelitian menunjukkan bahwa pengembangan kompetensi profesional berkelanjutan guru dan pelayanan prima pembelajaran dibentuk oleh interaksi dinamis antara kesejahteraan psikologis, growth mindset, budaya belajar, dan kemampuan digital guru. Kesejahteraan psikologis dan growth mindset tidak berpengaruh langsung terhadap kompetensi profesional berkelanjutan maupun pelayanan prima pembelajaran, tetapi berperan sebagai fondasi psikologis yang secara signifikan memperkuat budaya belajar guru. Budaya belajar terbukti menjadi variabel kunci yang berpengaruh langsung terhadap kompetensi profesional berkelanjutan dan pelayanan prima pembelajaran, sekaligus berfungsi sebagai mekanisme utama yang menjembatani faktor psikologis dengan peningkatan mutu layanan pembelajaran. Kemampuan digital guru berpengaruh signifikan terhadap pelayanan prima pembelajaran, namun belum terinternalisasi sebagai bagian dari kompetensi profesional berkelanjutan tanpa dukungan budaya belajar yang kuat. Kompetensi profesional berkelanjutan merupakan prediktor terkuat dalam mewujudkan pelayanan prima pembelajaran, dengan kepemimpinan kepala sekolah yang humanistik dan berkelanjutan berperan sebagai penguat kontekstual dalam mengaktifkan seluruh jalur pengembangan kompetensi guru. ****** This study aims to: (1) analyze the effects of learning culture, psychological well-being, growth mindset, and teachers’ digital competence on continuous professional competence; (2) examine the integrative contribution of these four factors to excellent learning services through continuous professional competence; and (3) formulate the practical implications of the structural model testing results for the contextual and applicable development of teachers' continuous professional competence. This research employed a mixed-methods approach with a convergent design. Quantitative data were collected through questionnaire instruments from 345 public elementary school teachers in Bogor Regency and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). Qualitative data were obtained through in-depth interviews, observations, and Focus Group Discussions (FGDs). The findings reveal that the development of teachers’ continuous professional competence and excellent learning services is shaped by dynamic interactions among psychological well-being, growth mindset, learning culture, and teachers’ digital competence. Psychological well-being and a growth mindset do not directly affect continuous professional competence or excellent learning services; rather, they serve as psychological foundations that significantly strengthen teachers’ learning culture. Learning culture emerges as a key variable that directly influences continuous professional competence and excellent learning services, while simultaneously serving as the primary mechanism bridging psychological factors with improvements in learning service quality. Teachers’ digital competence has a significant effect on excellent learning services; however, it has not been fully internalized as part of continuous professional competence development without strong support from a robust learning culture. Continuous professional competence is identified as the strongest predictor of excellent learning services, with humanistic and sustainable school leadership acting as a contextual enabler that activates all pathways of teacher competence development.

Item Type:	Thesis (Doktor)
Additional Information:	1). Prof. Dr. R. Madhakomala, M.Pd 2). Dr. Sugiarto, MA
Subjects:	Pendidikan > Kualifikasi dan Profesionalitas Guru
Divisions:	PASCASARJANA > S3 Manajemen Pendidikan
Depositing User:	Husen Sutisna .
Date Deposited:	13 Aug 2026 07:16
Last Modified:	13 Aug 2026 07:16
URI:	http://repository.unj.ac.id/id/eprint/70523

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