Pengaruh Pemahaman Kurikulum, Motivasi Kerja, Dan Kepemimpinan Transformatif Terhadap Kinerja Guru SMP Negeri Di Kota Madiun
The Influence of Curriculum Understanding, Work Motivation, and Transformational Leadhership on the Performance of Public Junior High School Teachers in Madiun City
ABSTRAK
Sunarni, Sri. 2025. Pengaruh Pemahaman Kurikulum, Motivasi Kerja, dan Kepemimpinan Transformatif Terhadap Kinerja Guru SMP Negeri di Kota Madiun. Tesis. Program Studi S2 Manajemen Pendidikan, Fakultas Ilmu Pendidikan, Universitas Negeri Surabaya. Pembimbing (I) Prof. Dr. Budi Purwoko, S.Pd., M.Pd. dan (II) Dr. Mufarrihul Hazin, S.Pd.I., M.Pd.
Kata Kunci: kinerja guru, pemahaman kurikulum, motivasi kerja, kepemimpinan transformatif, kurikulum merdeka, pendidikan menengah
Penelitian ini dilatarbelakangi oleh pentingnya peningkatan kinerja guru dalam menghadapi implementasi kurikulum merdeka yang menuntut inovasi, fleksibilitas, dan profesionalisme pendidik. Tujuan penelitian ini adalah untuk menganalisis pengaruh pemahaman kurikulum, motivasi kerja, dan kepemimpinan transformatif terhadap kinerja guru SMP Negeri di Kota Madiun. Penelitian menggunakan pendekatan kuantitatif dengan desain asosiatif dan metode survei korelasional. Sampel sebanyak 235 guru dipilih secara acak dari populasi 571 guru menggunakan rumus Slovin. Instrumen penelitian berupa kuesioner skala Likert yang telah diuji validitas dan reliabilitasnya, serta disebarkan melalui Google Form. Teknik analisis data menggunakan bantuan SPSS versi 24.0, meliputi uji prasyarat analisis, regresi linear sederhana, dan regresi linear berganda. Hasil penelitian menunjukkan bahwa pemahaman kurikulum (X₁), motivasi kerja (X₂), dan kepemimpinan transformatif (X₃) berpengaruh positif dan signifikan terhadap kinerja guru (Y), baik secara parsial maupun simultan. Model regresi berganda diperoleh Y = 0,263 + 0,382X₁ + 0,255X₂ + 0,271X₃ dengan nilai Adjusted R² sebesar 0,535, yang menunjukkan bahwa 53,5% variasi kinerja guru dapat dijelaskan oleh ketiga variabel tersebut. Pemahaman kurikulum merupakan variabel yang paling dominan (β = 0,382). Simpulan penelitian ini menegaskan pentingnya peningkatan pemahaman kurikulum, motivasi kerja, dan kepemimpinan yang transformatif. Disarankan kepada pemangku kepentingan untuk mengembangkan pelatihan berkelanjutan, sistem insentif, dan kepemimpinan sekolah yang inspiratif guna meningkatkan kinerja guru secara berkelanjutan.
Sunarni, Sri. 2025. The Influence of Curriculum Understanding, Work Motivation, and Transformational Leadership on the Performance of Public Junior High School Teachers in Madiun City. Thesis. Master's Program in Educational Management, Faculty of Education, State University of Surabaya. Advisors: (I) Prof. Dr. Budi Purwoko, S.Pd., M.Pd., and (II) Dr. Mufarrihul Hazin, S.Pd.I., M.Pd.
Keywords: teacher performance, curriculum understanding, work motivation, transformational leadership, merdeka curriculum, secondary education
This research is motivated by the importance of improving teacher performance in response to the implementation of the Merdeka Curriculum, which demands innovation, flexibility, and educator professionalism. The aim of this study is to analyze the influence of curriculum understanding, work motivation, and transformational leadership on the performance of public junior high school teachers in Madiun City. The research employed a quantitative approach with an associative design and a correlational survey method. A total of 235 teachers were randomly selected from a population of 571 using Slovin’s formula. The research instrument was a Likert-scale questionnaire that had been tested for validity and reliability, and distributed via Google Forms. Data analysis was conducted using SPSS version 24.0, including assumption testing, simple linear regression, and multiple linear regression analysis. The results showed that curriculum understanding (X₁), work motivation (X₂), and transformational leadership (X₃) had a positive and significant effect on teacher performance (Y), both partially and simultaneously. The resulting multiple regression model is Y = 0.263 + 0.382X₁ + 0.255X₂ + 0.271X₃ with an adjusted R² value of 0.535, indicating that 53.5% of the variation in teacher performance can be explained by these three variables. Among them, curriculum understanding was the most dominant factor (β = 0.382). The study concludes that improving curriculum understanding, work motivation, and transformational leadership is essential. It is recommended that stakeholders develop continuous training, fair incentive systems, and inspiring school leadership to sustainably enhance teacher performance.