Humanistic learning with community-based learning approach: Exploring teacher performance in education public office program

Year 2025, Volume: 12 Issue: 4, 116 - 133, 01.07.2025

Agus Salim , I Nyoman Sudana Degeng , Punaji Setyosarı , Made Duananda Kartika Degeng

https://doi.org/10.17275/per.25.52.12.4

Abstract

Teachers play a vital role in shaping student learning, making their professional development essential. This study examines the effects of humanistic learning with a community-based learning approach through the mobile teacher program and learning together programs on teachers’ performance, focusing on motivation, professional involvement, and skills development. Using a pre-test post-test non-control group design, the research involved 144 junior high school teachers from the Education Department of Lumajang, Indonesia. Data were gathered through an individual teachers’ performance scale, assessing indicators across the three performance areas. Descriptive and inferential statistics, including paired sample t-tests, were used to analyze pre- and post-intervention differences. The findings revealed significant improvements in the teachers’ motivation, particularly in personal satisfaction, resilience and adaptability, and collaborative spirit. Professional involvement also showed notable enhancements, especially in collaboration with colleagues and alignment with school goals. Additionally, skills development improved, particularly in instructional techniques, adaptability to student needs, and interpersonal communication. However, improvements in active participation in school activities and technology integration were not statistically significant. These findings highlight the effectiveness of humanistic, community-based learning in enhancing teacher performance and underscore the need for further interventions in technology integration and school participation.

Keywords

community-based learning , education public office , humanistic learning , professional involvement , teachers’ performance

Ethical Statement

This research was reviewed and approved by the Ethics Committee of Malang State University, Indonesia. The study was conducted in compliance with ethical guidelines to ensure the protection of participants' rights, privacy, and confidentiality. All participants provided informed consent prior to their involvement in the research.

Supporting Institution

This study was supported by Malang State University, whose resources and academic environment greatly contributed to the successful completion of this research

Project Number

MSU-0265-2024

Thanks

We would like to express our deepest gratitude to the Lumajang Education Department for their invaluable support and assistance throughout the course of this study. Their cooperation and guidance made this research possible. We also extend our heartfelt appreciation to the junior high school teachers who participated in this study, operating under the coordination of the Lumajang Education Department. Their willingness to contribute their time, insights, and experiences was instrumental in the success of this research. Without their active involvement and dedication, this study would not have been possible.

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