Welfare Relationship and Achievement Motivation on Teacher

Performance: Survey in Private Madrasah Tsanawiyah in Tebet

District, South Jakarta

Muhammad Nizom Chotib

, Andrian Aziz Widodo

, Saripudin Hamzah

, Eni Kunaenih

and Sutardjo

Admowidjoyo

Islamic Education Doctoral Program, Universitas Islam Jakarta

Keywords: Welfare, Achievement Motivation, Teacher Performance

Abstract: This study aims to analyze and reveal the presence or absence of teachers and teachers who excel either

partially or collectively on teacher performance in Private Madrasah Tsanawiyah Tebet District, South

Jakarta. The population of this study were teachers in Madrasah Tsanawiyah in Tebet Sub-District, South

Jakarta, with a sample of three schools, namely Private Attahiriyah Mts, Assyafiiyah 01 Private Mts, and

Syarif Hidayatullah Private Mts. The research method by doing variables between teachers (X1) and teacher

achievement motivation (X2) on the independent variables (dependent variable) is teacher performance (Y).

Using descriptive research methods, using a questionnaire with a correlational approach. Based on the

results of data analysis carried out and the results of calculations both manually and manually using

computer programs that can be used. (1) Teacher welfare has a significant relationship with teacher

performance with an increase of 39.8%. the significant between teacher achievement motivation and

performance of 38.5% (teacher) (3) shows a significant relationship between teacher and teacher with

different teachers. teacher achievement on teacher performance is 57.9% and the remaining 42.1% by other

factors.

1 INTRODUCTION

There are several factors that influence the quality of

education, namely teachers, funds, curriculum, non-

teacher resources, facilities, and learning resources.

Among these factors, teacher factors have a great

influence on the quality of education.

The teacher is the main key to the

implementation of education that will lead students

to changes in behavior, intelligence and will

determine the progress of the nation in the future.

According to Samana (1994: 15), the teacher is a

lifelong student. If the existing teacher in a nation

has a low level of qualification or competence, then

the quality of education in the nation can be

ascertained to be low as well. But on the contrary, if

the level of qualification or competence of teachers

in a nation is high, the quality of education in the

nation can be ascertained high.

Currently, based on global mapping, Indonesia

is ranked 40th or last of 40 countries. Then

according to international scientific literacy

research, Indonesia ranks 40th out of 42 countries.

This reflects that the quality of education in

Indonesia is still very low. Even though the level of

literacy in Indonesia is currently quite high, reaching

94% and the illiteracy rate in Indonesia is only 6%.

The low teacher competency in Indonesia can be

seen from the results of the national teacher

competency test conducted in 2012. Based on the

results of the teacher competency test, the average

score of teachers across Indonesia is only 44.5.

While the value of teacher competence reaches a

minimum of 70 from a maximum score of 100

(Kurniasih and Sani, 2015: 21).

Law of the Republic of Indonesia number 14 of

2005 concerning Teachers and Lecturers, suggests

that teachers are professional educators with the

main task of educating, teaching, guiding, directing,

training, evaluating, and evaluating students in early

childhood education through formal education, basic

education and secondary education. Professionalism

in education needs to be interpreted that teachers

Chotib, M., Widodo, A., Hamzah, S., Kunaenih, E. and Admowidjojo, S.

Welfare Relationship and Achievement Motivation on Teacher Performance: Survey in Private Madrasah Tsanawiyah in Tebet District, South Jakarta.

DOI: 10.5220/0009943924232430

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 2423-2430

ISBN: 978-989-758-458-9

2423

must be people who have instincts as educators

understand and understand students.

Many factors determine a school to be of high

quality, but various studies on the effectiveness of

teacher teaching, can be concluded that teachers

have a very dominant influence on student learning

achievement. This can be understood because the

teacher is an active resource, while other resources

are passive. The best curriculum, facilities, learning

infrastructure, but the teacher's quality level is low,

it will be difficult to get high-quality education

results.

Good teachers always try to improve the quality

of their profession and themselves, teachers who

always evaluate their own performance, where the

purpose of self-performance evaluation is to

improve the learning process in the future. Teachers

must have strong motivation to improve their

profession and quality.

One place to give birth to intelligent generation

and character is a madrasa. The word madrasa is a

more well-known word because this word is in Law

Number 20 of 2003 concerning the National

Education System (National Education System). It is

said that the madrasa is a public school characterized

by Islam. Since the Act was enacted we know two

kinds of public schools, namely schools and

madrasas. Schools are public schools consisting of

elementary, junior high, high school / vocational

high school while madrasas are public schools

consisting of MI, MTs, and MA / MAK there is no

difference between schools and madrasas both in

their goals and curriculum; the difference lies in the

system. Madrasas use Islamic systems while schools

use general systems.

2 THEORY

2.1 Definition of Teacher Welfare

Welfare comes from a prosperous word which

means safe, safe and prosperous (apart from all

kinds of disturbances, difficulties and so on)

(Poerwadarminta, 2006: 1051). While welfare is

security and safety (enjoyment of life, prosperity,

etc.) (Poerwadarminta, 2006: 1051).

According to Supriyadi (1998: 7) said

welfare in a broad sense includes salaries,

allowances, incentives and others given for carrying

out their duties. Furthermore, welfare is said to

include material aspects in the form of salaries,

incentives, provision of facilities such as housing,

libraries, health benefits and so on. And non-

material aspects such as ease of promotion, work

atmosphere, legal protection, social security and

others.

From the description above, it can be

concluded that welfare is an atmosphere of birth and

inner being that is safe, prosperous, and peaceful,

and that the level of welfare can be seen in terms of

being born as prosperous if the income budget is

greater than expenditure. So that in this case

materially can be fulfilled daily needs, and in terms

of his mind is said to be prosperous if in carrying out

his duties with a sense of pleasure and with the

intention of worship, so that in this case there is a

sense of comfort and peace in living his life.

2.2 Definition of Motivation

The term motivation comes from the Latin word

"movere" which means encouragement or

movement. Motivation questions how to direct

power and the potential to work towards the goals

set (Hasibuan, 2006: 141).

According to Bejo Siswanto, (2006: 119),

motivation can be interpreted as a mental state and

mental attitude of people who provide energy,

encourage activities (moves), and lead or channel

behavior towards achieving needs that give

satisfaction or reduce imbalances.

Motivation can be grouped into two types

according to Malayu S. P Hasibuan (2006: 150),

namely (1) positive motivation (positive incentives),

managers motivate subordinates by giving prizes to

those who perform well (2) negative motivation

(negative incentives), managers motivate

subordinates by giving punishment to those whose

jobs are poor (low achievement).

2.3 Understanding Performance

According to the A.A. Anwar Mangkunegara (2009:

67), the term performance comes from the word job

performance or Actual performance (work

performance or actual achievement achieved by

someone). Definition of performance (performance

achievement) is the result of work that is in the

quality and quantity achieved by an employee in

carrying out their duties in accordance with the

responsibilities assigned to him.

According to Prawirasentono (1999: 2):

Performance is the result of work that can be

achieved by a person or group of people in an

organization, in accordance with the authority and

responsibility of each, in order to achieve the goals

ICRI 2018 - International Conference Recent Innovation

2424

of the organization concerned legally, not violating

the law and in accordance with moral or ethical ".

With regard to teacher performance

standards, Sahertian as quoted by Kusmianto (1997:

49) in the teacher performance appraisal handbook

by supervisors explains that:

Teacher performance standards are related to the

quality of teachers in carrying out their duties such

as: (1) working with students individually, (2)

preparation and planning of learning, (3) utilization

of learning media, (4) involving students in various

learning experiences, and (5 ) active leadership from

the teacher.

3 METHODOLOGY

3.1 Research Methods

The method used in this research is quantitative

explanatory descriptive research based on primary

and secondary data collected from teachers in 3

(three) Private Madrasah Tsanawiyah (MTs) schools

registered in education units (schools) in Tebet

Subdistrict.

3.2 Research Variables

There are three types of variables that will be used

as data collection tools in this study, namely teacher

performance variables (Y), teacher welfare variables

(X1), and achievement motivation variables (X2).

The three variables are expressed in the form of

instruments using attitude scales with ranges,

strongly agree (SS), agree (S), agree enough (CS),

disagree (TS), strongly disagree (STS).

The problems in the research are as follows:

Figure 1: Model of Relationship Between Variables X1

and X2 to Variables Y

3.3 Population and Sample

According to Furqon (2002: 135) what is meant

by the population is a set of objects, people or

circumstances that at least have the same general

characteristics. The population targeted in this study

as well as data sources are teachers from 8 MTs

schools. Private registered in the education unit

(school) in Tebet District, South Jakarta.

Sample 50% of teachers from 3 MTs schools.

Private registered in the education unit (school) in

Tebet Subdistrict.

3.4 Data Collection Techniques

Data collection techniques used in this study consist

of (1) Secondary Data, namely from books or other

documentary materials that have to do with research

conducted (2) Primary Data that is collecting data

directly into the field by observation, interview and

questionnaire.

3.5 Data Analysis Techniques

Analysis of the data used in this study includes (1)

Descriptive Analysis. The type of descriptive

analysis used in the form of presentation in the form

of frequency distribution tables and presentation in

the form of tables and charts (2) Correlation

Analysis. After the required data is obtained, then

the multiple correlation method is used to find the

relationship between teacher's welfare level (X1),

teacher's teaching motivation (X2) and student

learning achievement (Y). Correlation analysis is

used to measure the relationship between variables

so that it is useful to know how strong the

relationship or influence between independent

variables with the dependent variable between X1

and Y or between X2 and Y. The correlation

coefficient has a value between -1 and +1 as follows:

a. If r is positive then the variables are positively

correlated and strong (meaning) meaning that if

the variable X rises then the variable Y also

rises as well as vice versa. The closer the r

value to +1, the stronger the correlation, and

vice versa.

b. If r is negative then the variables are negatively

correlated meaning that if the variable X rises

then the variable Y goes down and vice versa.

The closer the 1st r value is, the stronger the

correlation, and vice versa.

c. If r is 0 (zero), the variables do not show

correlation, meaning that if the variable X rises

or falls, the Y variable does not change.

d. If r +1 or -1 then the variables show a perfect

positive or negative correlation.

To determine the closeness of the relationship or

correlation between variables, the values of the

correlation coefficient (KK) are as follows:

Welfare Relationship and Achievement Motivation on Teacher Performance: Survey in Private Madrasah Tsanawiyah in Tebet District,

South Jakarta

2425

a. Correlation coefficient = 0 means there is no

correlation.

b. 0 <KK≤0.20 means that the correlation is very

low or very weak.

c. 0,20 <KK≤0,40 means low or weak correlation

but certain.

d. 0.40 <KK≤0.70 means a significant correlation.

e. 0.70 <KK≤0.90 means high or strong

correlation.

f. 0.90 <KK≤1.00 means that the correlation is

very high or very strong.

g. KK = 1 means perfect correlation.

To measure the degree of closeness the relationship

between the two variables in this study can be

calculated with a relative value that can be shaped:

a. Correlation coefficient (r)

The linear correlation coefficient can be calculated

by product moment method with the following

formula:







. yx

Where:

r = correlation coefficient

x = average deviation of variable X

y = variable devisionation of variable Y

b. Multiple linear correlation coefficients

The multiple correlation coefficient is the index or

number used to measure the closeness of the

relationship between three or more variables.

c. Determination Coefficient

The coefficient of determination is a value to

measure the contribution of variable X to the rise

and fall of Y with the formula as follows KD = r2 x

100%

d. Regression Analysis

In this study using multiple linear regression

analysis, namely analysis for more than two

variables (multiple linear regression) expressed by

linear equations:

Y = a + b1x1 + b2x2

Where:

Y = dependent variable

X1X2 = independent variable

a = Y value, if X1 = X2 = 0

b1 = the amount of increase or decrease in Y in

units, if X1 rises or falls one unit and X2 is constant.

b2 = the amount of increase or decrease in Y in

units, if X2 rises or falls one unit and X1 is constant.

a, b1, b2 = multiple linear regression coefficients.

3.6 Statistical Hypothesis

The statistical hypothesis to be tested can be

formulated as follows:

1. Hypothesis I: H0 : Py1 = 0

Ha : Py1 > 0

2. Hypothesis II: H0 : Py2 = 0

Ha : Py2 > 0

3. Hypothesis III: H0 : Py12 = 0

Ha : Py12 > 0

4 RESEARCH RESULTS

4.1 Data Description

Primary data in this study obtained from data

collection using questionnaire research instrument in

the form of a total score of respondents' answers.

The total score of respondents' answers from the

teacher welfare questionnaire as primary data

teacher welfare variables, the total score of

respondents' answers from the questionnaire teacher

achievement motivation as primary data variable

teacher achievement motivation, and the total score

of respondents' answers from teacher performance as

primary data variable teacher performance. The

research objective is to calculate the level of

influence between each variable, then the primary

data then needs to be processed and analyzed by

multiple linear regression methods. To process the

data in order to obtain more accurate results, the

SPSS (Statistical Program for Social Science)

computer program version 22 is used. The 3 (three)

variables that will be analyzed consist of the

dependent variable is Teacher Performance (Y),

while Independent variables used are teacher welfare

(X1) and teacher achievement motivation (X2).

Furthermore, the three variables will be described

based on research data.

4.1.1 Description of Data about Teacher

Performance (Y)

Testing the validity of teacher performance data

instruments (Y) uses trial data with the number of

respondents (N) = 20 samples and the number of

statements as many as 40 items. Search results with

dk = 20-1 = 19 and α = 0.05 obtained rtable = 0.361

then compare the rtabel with each item count. If it is

obtained r count t rtabel then the statement item is

considered valid. From the results of the search it

was found that items 22, 34 and 35 were declared

invalid (drop), so the number of statements to be

used in the study was 37 items.

ICRI 2018 - International Conference Recent Innovation

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Based on the results of the validity test above,

the reliability of the teacher performance data

instrument (Y) is then tested using a trial data with a

total of 20 samples and a valid number of statements

(N) of 37 items. Search results with dk = 20-1 = 19

and α = 0.05 obtained rtable = 0.355 and r count =

0.989 so that r count ≥ rtable then the statement item

is considered reliable as a measuring tool.

4.1.2 Description of Data about Teacher

Welfare (X1)

Testing the validity of teacher welfare data

instruments (X1) uses trial data with the number of

respondents (N) = 20 samples and the number of

statements as many as 20 items. Search results with

dk = 20-1 = 19 and α = 0.05 obtained rtable = 0.361

then compare the rtable with each item count. If it is

obtained r count t rtabel then the statement item is

considered valid. From the results of the search, it is

known that all the statement items are declared

valid, then the number of statements to be used in

the study is 20 items.

Based on the results of the validity test above,

reliability testing of teacher welfare data instruments

(X1) is then performed using trial data with a total of

20 samples and a valid number of statements (N) of

20 items. Search results with dk = 20-1 = 19 and α =

0,05 obtained rtable = 0,355 and r count = 0,975,

thus r count t rtable then the statement item is

considered reliable as a measuring tool.

4.13 Description of Data about Teacher

Achievement Motivation (X2)

Testing the validity of teacher achievement

motivation data instruments (X2) using trial data

with the number of respondents (N) = 30 samples

and the number of statements as many as 35 items.

Search results with dk = 30-1 = 29 and α = 0.05

obtained rtable = 0.361 then compare the rtabel with

each item count. If the rtable ≥ rtable is obtained, the

whole statement item is considered valid. From the

results of the search, it was found that there were no

items declared invalid (drop), so all statements could

be used in the study as many as 35 items.

Based on the results of the validity test above,

reliability testing of teacher achievement motivation

data instruments (X2) was then used using trial data

with a total of 34 samples and a valid number of

statements (N) of 35 items. Search results with dk =

34-1 = 33 and α = 0,05 obtained rtable = 0,388 and r

count = 0,949, thus r count ≥ rtable then the

statement item is considered reliable as a measuring

tool.

4.2 Test Requirements for Analysis

1. Test for Normality Error Estimates

The normality test of regression Y error estimates

for X is intended to find out whether the population

is normally distributed or not.

Summary of Estimated Error Normality Test

Information:

Y: Teacher's performance

X1: Teacher welfare

X2: Teacher's achievement motivation

2. Homogeneity Test Population Variance

After testing the normality, then the homogeneity of

variance is tested with the aim to test the

homogeneity of variance between groups of Y

scores grouped based on the similarity of X scores.

Regression

Estimation

Error Y

above

N Sig.

Test

Limit

Information

Y 34 0,200 0,05

Sig. > 0,05

means normal

distribution

34 0,200 0,05

Sig. > 0,05,

means normal

distribution

34 0,200 0,05

Sig. > 0,05,

means normal

distribution

Table 1: Summary of Homogeneity Variance Test Results

Information:

Y: Teacher's performance

: Teacher welfare

: Teacher's achievement motivation

4.3 Hypothesis Testing

4.3.1 Relationship between Teacher Welfare

(X1) and Teacher Performance (Y)

In this first test, the hypothesis proposed was "There

is a positive relationship between teacher welfare

and teacher performance".

Table 2: Meaning Test of the Correlation Coefficient

between X

and Y Information:

Sample dk r

count

table

Information

α = 0,05

34 32 0,631 4,603 1,694 Significant

dk = degree of freedom

ry1 = correlation coefficient

between teacher welfare (X

)

and teacher performance (Y).

Welfare Relationship and Achievement Motivation on Teacher Performance: Survey in Private Madrasah Tsanawiyah in Tebet District,

South Jakarta

2427

Based on the results of this analysis it can be

concluded that there is a significant relationship

between teacher welfare and teacher performance.

The findings of this study have successfully

accepted the research hypothesis which states "There

is a significant relationship between teacher welfare

and teacher performance".

4.3.2 The Relationship between Teacher

Achievement Motivation (X2) and

Teacher Performance (Y)

In this second test, the second hypothesis proposed

in this study is "there is a positive relationship

between teacher achievement motivation and teacher

performance".

Table 3: Meaning Test of the Correlation Coefficient

between X

and Y Information:

Sample dk r

count

table

Information

α =

0,05

34 32 0,625 4,526 1,694

Signifi

cant

dk = degree of freedom

ry2 = correlation coefficient

between teacher achievement

motivation (X

) and teacher

performance (Y)

From the results of the simple analysis it can be

concluded that there is a significant relationship

between teacher achievement motivation and teacher

performance. The findings of this study have

successfully accepted the research hypothesis which

states "There is a significant relationship between

teacher achievement motivation and teacher

performance".

4.3.3 Relationship between Teacher Welfare

(X1) and Teacher Achievement

Motivation (X2) with Teacher

Performance (Y)

The third hypothesis proposed in this study is "there

is a positive relationship between teacher welfare

and teacher achievement motivation together

with teacher performance".

Table 4: Variance Analysis (ANAVA) for Meaning Test

Dual Regression (Y = 38,033 + 0,641 X

+ 0,435 X

)

Regression

Estimation

Error Y

above

Dk Sig.

Signification

Limit

Information

36 0,114 0,05 Homogeneous

30 0,290 0,05 Homogeneous

From the table above, the results of testing the

significance of multiple regression obtained Fcount

of 21,342 is greater than Ftable of 3,28 at the

numerator 2 and the denominator is 33 at the

significance level α = 0,05. Thus it can be concluded

that multiple regression equations for teacher

welfare data and teacher achievement motivation

together have a significant (meaningful) effect on

teacher performance.

Table 5: Test Significance of Multiple Correlation Coefficients

Model

Unstandardized Coefficients Standardized Coefficients

t Sig.

B Std. Error Beta

1 (Constant) 37.297 13.232 2.819 .006

Welfare teacherTeacher's

achievement motivation

.330 .073 .415 4.518 .000

.455 .100 .419 4.556 .000

Model

Sum of

Squares df

Mean

Square

F Sig.

1 Regression 1774.207 2 887.103 21.342 .000

Residual 1288.529 31 41.565

Total 3062.735 33

a. Dependent Variable: Teacher performance

b. Predictors: (Constant), Teacher’s achievement motivation,

teacher welfare

The statistical hypothesis:

: ρy12 = 0 (there is no relation X

and X

to Y)

: ρy12 ≠ 0 (there are relations X

and X

to Y)

By comparing t

count

with t

table

, a decision can be

made:

If t

count

table

accepts H

and rejects H

If t

count

> t

table

rejects H

and accepts H

From the calculation results obtained t

count

2.819> t

table

= 1.694 (N = 34 and α = 0.05) with sig.

= 0.000 and smaller than 0.05, this means that the

ICRI 2018 - International Conference Recent Innovation

2428

coefficient of the independent variable is significant,

so it can be concluded that there is a significant

relationship between teacher performance and

teacher welfare and teacher achievement motivation.

Based on the calculations in the table above,

shows that the two independent variables namely

teacher welfare (X

) and teacher achievement

motivation (X

) together contribute to the teacher's

performance. This shows a significant relationship

between teacher welfare (X

) and teacher

achievement motivation (X

) with teacher

performance (Y). The strength of the relationship

between the two independent variables with one

dependent variable is expressed through the multiple

regression equation Ŷ = 38.033 + 0.641 X

+ 0.435

The coefficient of determination between

teacher welfare (X

) and teacher achievement

motivation (X

) together with teacher performance

(Y) is equal to (0.761) 2 = 0.579, so that the amount

of teacher welfare variables (X

) and teacher

achievement motivation (X

) on teacher

performance (Y) of 57.9%, meaning that the

variance that occurs in teacher performance can be

explained by (X

) and (X

) through the regression

equation Ŷ = 38.033 + 0.641 X

+ 0.435 X

Thus the research hypothesis states that

"There is a significant relationship between

teacher welfare and teacher achievement

motivation with teacher performance" received.

5 CONCLUSION

Based on the results of data analysis carried out and

the results of statistical calculations either manually

or using a computer program a conclusion can be

drawn:

1. Teacher welfare has a significant relationship

with teacher performance with a contribution of

39.8% of changes in teacher performance. Thus,

the principal as a leader has considerable

responsibility to manage the school and the

processes that occur in the school, so that it is

expected to provide welfare for the teacher.

2. There is a significant relationship between

teacher achievement motivation and teacher

performance with a contribution of 38.5%

change in teacher performance. Thus, teacher

performance can be improved by providing

teacher achievement motivation on a regular

basis. Because one of the factors that potentially

affect teacher performance is teacher

achievement motivation.

3. There is a significant relationship between

teacher welfare and teacher achievement

motivation together in providing teacher

performance which expressed the magnitude of

the contribution of teacher welfare variables and

teacher achievement motivation to teacher

performance by 57.9% and the remaining 42.1%

influenced by factors other.

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