Melola Discovery

← Melola Discovery

Akses terbuka Jurnal

THE EFFECTS OF PERSONALITY AND PEDAGOGICAL COMPETENCE OF CERTIFIED ISLAMIC EDUCATION TEACHERS ON STUDENT LEARNING SATISFACTION: A PLS-SEM STUDY

Jurnal Ilmiah Ilmu Terapan Universitas Jambi · Vol. 10 No. 4 (2026) · hlm. 2256–2269

DOI
10.22437/jiituj.v10i4.57912
ISSN
2580-2259, 2580-2240
Terbit
2026-08-31
Penerbit
LPPM Universitas Jambi
Bahasa
en
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

Teacher certification is expected to improve instructional quality. Previous studies have largely focused on certification policies or teacher professionalism, with limited attention to the combined influence of personality and pedagogical competencies among certified Islamic Education (PAI) teachers. This study examined the structural relationships between personality competence, pedagogical competence, and student learning satisfaction among certified PAI teachers in State Islamic Senior High Schools in North Sumatra. A cross-sectional quantitative study with a descriptive-correlational design was conducted among 391 students selected through proportionate stratified random sampling. Personality competence, pedagogical competence, and student learning satisfaction were measured using validated questionnaires adapted from teacher competency standards, Shulman’s Pedagogical Content Knowledge (PCK) framework, and the SERVQUAL model. Instrument validity and reliability were established through expert review, pilot testing, exploratory factor analysis, and confirmatory factor analysis. Structural relationships were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Personality competence significantly influenced pedagogical competence (β = 0.845, p < 0.001) and directly affected student learning satisfaction (β = 0.299, p < 0.001). Pedagogical competence was the strongest predictor of learning satisfaction (β = 0.613, p < 0.001). The combined effect of personality and pedagogical competence showed a strong positive association with student learning satisfaction (β = 0.873, p < 0.001). Teacher certification contributes to student learning satisfaction when it is supported by strong personal and pedagogical competencies. Integrating PCK and SERVQUAL within a PLS-SEM framework, this study provides evidence for strengthening continuous professional development policies beyond certification alone.

Kata kunci

Jaringan kolaborasi para penulis

10 penulis · 17 tautan kepenulisan bersama

Arahkan kursor atau ketuk sebuah nama untuk menyorot rekan penulisnya. Klik dua kali untuk membuka halaman penulis.

  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Narwati NarwatiAfiliasi tidak diketahui1
Khambali KhambaliAfiliasi tidak diketahui1
Muhammad Khaisar WirawanAfiliasi tidak diketahui1
Destyariani Liana PutriAfiliasi tidak diketahui1
Luh Putri AdnyaniAfiliasi tidak diketahui1
Hifzul Anwar SiregarAfiliasi tidak diketahui1
Fitri IndrawatiAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/JIITUJ/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 5 Nov 2026.
Metadata asli (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">THE EFFECTS OF PERSONALITY AND PEDAGOGICAL COMPETENCE OF CERTIFIED ISLAMIC EDUCATION TEACHERS ON STUDENT LEARNING SATISFACTION: A PLS-SEM STUDY</dc:title>
	<dc:creator xml:lang="en">Ritonga, Asnil Aidah</dc:creator>
	<dc:creator xml:lang="en">Nurmawati, Nurmawati</dc:creator>
	<dc:creator xml:lang="en">Yurmaini, Yurmaini</dc:creator>
	<dc:subject xml:lang="en">Certified Teachers</dc:subject>
	<dc:subject xml:lang="en">Islamic Education</dc:subject>
	<dc:subject xml:lang="en">Learning Satisfaction</dc:subject>
	<dc:subject xml:lang="en">Pedagogical Competence</dc:subject>
	<dc:subject xml:lang="en">Personality Competence</dc:subject>
	<dc:subject xml:lang="en">SERVQUAL</dc:subject>
	<dc:subject xml:lang="en">SEM</dc:subject>
	<dc:description xml:lang="en">Teacher certification is expected to improve instructional quality. Previous studies have largely focused on certification policies or teacher professionalism, with limited attention to the combined influence of personality and pedagogical competencies among certified Islamic Education (PAI) teachers. This study examined the structural relationships between personality competence, pedagogical competence, and student learning satisfaction among certified PAI teachers in State Islamic Senior High Schools in North Sumatra. A cross-sectional quantitative study with a descriptive-correlational design was conducted among 391 students selected through proportionate stratified random sampling. Personality competence, pedagogical competence, and student learning satisfaction were measured using validated questionnaires adapted from teacher competency standards, Shulman’s Pedagogical Content Knowledge (PCK) framework, and the SERVQUAL model. Instrument validity and reliability were established through expert review, pilot testing, exploratory factor analysis, and confirmatory factor analysis. Structural relationships were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Personality competence significantly influenced pedagogical competence (β = 0.845, p &amp;lt; 0.001) and directly affected student learning satisfaction (β = 0.299, p &amp;lt; 0.001). Pedagogical competence was the strongest predictor of learning satisfaction (β = 0.613, p &amp;lt; 0.001). The combined effect of personality and pedagogical competence showed a strong positive association with student learning satisfaction (β = 0.873, p &amp;lt; 0.001). Teacher certification contributes to student learning satisfaction when it is supported by strong personal and pedagogical competencies. Integrating PCK and SERVQUAL within a PLS-SEM framework, this study provides evidence for strengthening continuous professional development policies beyond certification alone.</dc:description>
	<dc:publisher xml:lang="en">LPPM Universitas Jambi</dc:publisher>
	<dc:date>2026-08-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/JIITUJ/article/view/57912</dc:identifier>
	<dc:identifier>10.22437/jiituj.v10i4.57912</dc:identifier>
	<dc:source xml:lang="en">Jurnal Ilmiah Ilmu Terapan Universitas Jambi; Vol. 10 No. 4 (2026): Volume 10, Nomor 4, August 2026; 2256-2269</dc:source>
	<dc:source>2580-2259</dc:source>
	<dc:source>2580-2240</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/JIITUJ/article/view/57912/25574</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Asnil Aidah Ritonga</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>