Teacher’s competence and performance: A systematic theoretical study

(1) Alifah Diantebes Aindra Mail (Universitas Negeri Malang, Indonesia)
(2) * Aji Prasetya Wibawa Mail (Universitas Negeri Malang, Indonesia)
(3) Didik Nurhadi Mail (Universitas Negeri Malang, Indonesia)
*corresponding author

Abstract


One of the goals of vocational revitalization is the improvement of educators/teachers’ competence. This is considered important as the competence is the main capital for managing learning process, besides knowing the functions and duties as a teacher in the classroom, which can be in the form of the teachers’ performance. However, these two things are not obtained instantly, but a process and several factors have influenced them as well. This study aims to find some factors that can affect competence and performance based on the previous research as well as potential factors that likely influence. By using the Systematic Literature Review (SLR) method, seven factors and three potential factors along with their measurement indicators have been proven to influence the competence and the performance. Thus, it can be concluded that to find out the relationship between potential factors such as social media, a religion and a healthy lifestyle on the teachers’ competence and performance, it is necessary to prove the findings in this article.

   

DOI

https://doi.org/10.31763/ijele.v4i1.397
      

Article metrics

10.31763/ijele.v4i1.397 Abstract views : 2236 | PDF views : 743

   

Cite

   

Full Text

Download

References


[1] M. Rahmatullah, “The Relationship between Learning Effectiveness, Teacher Competence and Teachers Performance Madrasah Tsanawiyah at Serang, Banten, Indonesia,” High. Educ. Stud., vol. 6, no. 1, p. 169, Feb. 2016, doi: 10.5539/hes.v6n1p169.

[2] A. Siri, I. W. G. Supartha, I. P. G. Sukaatmadja, and A. G. Rahyuda, “Does teacher competence and commitment improve teacher’s professionalism,” Cogent Bus. Manag., vol. 7, no. 1, p. 1781993, Jan. 2020, doi: 10.1080/23311975.2020.1781993.

[3] A. Hakim, “Contribution of competence teacher (pedagogical, personality, professional competence and social) on the performance of learning,” Int. J. Eng. Sci., vol. 4, no. 2, pp. 1–12, 2015. Available at: Google Scholar.

[4] K. Asfani, H. Suswanto, and A. P. Wibawa, “Influential factors of students’ competence,” World Trans. Eng. Technol. Educ., vol. 14, no. 3, pp. 416–420, 2016. Available at: Google Scholar.

[5] C. R. Antika, “Tingkat Kreativitas Siswa dan Implikasinya Terhadap Program Pengembangan Kreativitas,” in Prosiding Seminar Nasional & Call Paper, Fakultas Pendidikan Psikologi, Universitas Surabaya, 2019. Available at: Google Scholar.

[6] S. E. P. Widoyoko and E. Putro, “Optimalisasi peran guru dalam evaluasi program pembelajaran,” J. Pendidik., vol. 22, no. 2, pp. 177–186, 2013. Available at: Google Scholar.

[7] M. Zein, “Peran guru dalam pengembangan pembelajaran,” J. Inspiratif Pendidik., vol. 5, no. 2, pp. 274–285, 2016. Available at: Google Scholar.

[8] R. Lile and C. Bran, “The Assessment of Learning Outcomes,” Procedia - Soc. Behav. Sci., vol. 163, pp. 125–131, Dec. 2014, doi: 10.1016/j.sbspro.2014.12.297.

[9] H. Sofyandi and I. Garniwa, Perilaku Organisasional, Edisi Pertama, Cetakan Pertama. 2007. Available at: Google Scholar.

[10] H. Tambunan, “Factors Affecting Teachers’ Competence in the Field of Information Technology,” Int. Educ. Stud., vol. 7, no. 12, Nov. 2014, doi: 10.5539/ies.v7n12p70.

[11] S. Shukla, “Teaching Competency, Professional Commitment and Job Satisfaction-A Study of Primary School Teachers,” IOSR J. Res. Method Educ., vol. 4, no. 3, pp. 44–64, 2014, doi: 10.9790/7388-04324464.

[12] B. Ślusarczyk, “Industry 4.0 – are we ready?,” Polish J. Manag. Stud., vol. 17, no. 1, pp. 232–248, Jun. 2018, doi: 10.17512/pjms.2018.17.1.19.

[13] A. Aziz Hussin, “Education 4.0 Made Simple: Ideas For Teaching,” Int. J. Educ. Lit. Stud., vol. 6, no. 3, p. 92, Jul. 2018, doi: 10.7575/aiac.ijels.v.6n.3p.92.

[14] D. A. M. Bakeer, “Effects of Information and Communication Technology and Social Media in Developing Students’ Writing Skill: A Case of Al-Quds Open University,” Int. J. Humanit. Soc. Sci., vol. 8, no. 5, 2018, doi: 10.30845/ijhss.v8n5a5.

[15] K. J. Bernard and P. E. Dzandza, “Effect of social media on academic performance of students in Ghanaian Universities: A case study of University of Ghana, Legon,” 2018. Available at: Google Scholar.

[16] I. Kaur, C. Shri, and K. M. Mital, “The Role of Social Media Competencies in Effective Teaching and Teacher Performance,” Int. J. Digit. Lit. Digit. Competence, vol. 6, no. 4, pp. 1–12, Oct. 2015, doi: 10.4018/IJDLDC.2015100101.

[17] J. P. Carpenter and D. G. Krutka, “Social Media in Teacher Education,” 2015, pp. 28–54. doi: 10.4018/978-1-4666-8403-4.ch002

[18] A. Qoriah, “Guru Penjasorkes Perlu Mengerti Agama: Integrasi Pendidikan Agama Islam dalam Pendidikan Jasmani, Olahraga, dan Kesehatan [Teacher of Physical Education. Sport, and Health Needs to Understand Religion: Integratiob of Islam Education in Physical Education, Sport, and Health],” in Seminar Nasional Olahraga Penjasorkes Dalam Kurikulum, 2013. Available at: Google Scholar.

[19] M. A. Kortt and J. Drew, “Does Religion Influence Educational Attainment?,” Relig. Educ., vol. 46, no. 4, pp. 458–481, 2019. doi: 10.1080/15507394.2018.1541694

[20] J. J. Park and G. Sharma, “Religion and Social Capital: Examining the Roles of Religious Affiliation and Salience on Parental Network Closure,” Relig. Educ., vol. 43, no. 2, pp. 162–177, May 2016, doi: 10.1080/15507394.2015.1048657.

[21] S. Usca, H. Vecenāne, and D. Bethere, “The emerging teachers’ competence for improving healthy lifestyle and factors impacting it,” CBU Int. Conf. Proc., vol. 6, pp. 816–821, Sep. 2018, doi: 10.12955/cbup.v6.1254.

[22] L. Fleig, “How to predict and promote the maintenance of a Healthy Lifestyle: from behaviour initiation to habituation.” 2012. Available at: Google Scholar.

[23] F. R. Djoemadi, M. Setiawan, N. Noermijati, and D. W. Irawanto, “The Effect of Work Satisfaction on Employee Engagement,” Polish J. Manag. Stud., vol. 19, no. 2, pp. 101–111, Jun. 2019, doi: 10.17512/pjms.2019.19.2.08.

[24] Y. M. Mahgoub and S. A. Elyas, “Development of Teacher Performance and its Impact on Enhancing on the Quality of the Educational Process,” Pensee, vol. 76, no. 2, pp. 169–179, 2014. Available at: Google Scholar.

[25] S. Sirait, “Does teacher quality affect student achievement? An empirical study in Indonesia,” J. Educ. Pract., vol. 7, no. 27, 2016. Available at: Google Scholar.

[26] B. Isdaryanti, M. Rahman, Y. L. Sukestiyarno, T. S. Florentinus, and W. Widodo, “Teachers’ Performance in Science Learning Management Integrated with Character Education,” J. Pendidik. IPA Indones., vol. 7, no. 1, pp. 9–15, Apr. 2018, doi: 10.15294/jpii.v7i1.12887.

[27] A. N. Istiqomah, S. Suyatno, and I. Maryani, “The Effect of Teacher Competencies on Student Achievement in Vocational High School,” Int. J. Educ., vol. 11, no. 4, p. 1, Dec. 2019, doi: 10.5296/ije.v11i4.15625.

[28] K. Koswara and R. Rasto, “Kompetensi Dan Kinerja Guru Berdasarkan Sertifikasi Profesi,” J. Pendidik. Manaj. Perkantoran, vol. 1, no. 1, p. 61, 2016, doi: 10.17509/jpm.v1i1.3269.

[29] R. Rasto and S. Yulianti Maulani, “Satisfaction and Motivation as Determinants of Teacher Performance,” J. Pendidik. Bisnis dan Manaj., vol. 5, no. 1, pp. 11–21, 2019, doi: 10.17977/um003v5i12019p011.

[30] G. R. Baluyos, H. L. Rivera, and E. L. Baluyos, “Teachers’ Job Satisfaction and Work Performance,” Open J. Soc. Sci., vol. 07, no. 08, pp. 206–221, 2019, doi: 10.4236/jss.2019.78015.

[31] A. Saleem, S. Aslam, H. Yin, and C. Rao, “Principal Leadership Styles and Teacher Job Performance: Viewpoint of Middle Management,” Sustainability, vol. 12, no. 8, p. 3390, Apr. 2020, doi: 10.3390/su12083390.

[32] T. Prasertcharoensuk, K. Somprach, and T. K. Ngang, “Influence of Teacher Competency Factors and Students’ Life Skills on Learning Achievement,” Procedia - Soc. Behav. Sci., vol. 186, pp. 566–572, May 2015, doi: 10.1016/j.sbspro.2015.04.021.

[33] P. Pahrudin, T. Martono, and W. Murtini, “The Effect of Pedagogic Competency, Personality, Professional and Social Competency Teacher to Study Achievement of Economic Lesson in State Senior High School of East Lombok District Academic Year 2015/2016,” in Proceeding of the International Conference on Teacher Training and Education, 2016, vol. 2, no. 1, pp. 332–345. Available at: Google Scholar.

[34] E. Kuntarto, W. i Nurhayat, H. Handayani, A. Trianto, and M. Maryono, “Teacher’s Competency Assessment (TCA) in Indonesia: a new frame work,” in iceap 2019, 2019, pp. 8–20, doi: 10.26499/iceap.v0i0.198.

[35] M. S. Panggabean and K. K. Himawan, “The Development of Indonesian Teacher Competence Questionnaire,” J. Educ. Heal. Community Psychol., vol. 5, no. 2, p. 1, Nov. 2016, doi: 10.12928/jehcp.v5i2.5134.

[36] C. Sunaengsih, M. Anggarani, M. Amalia, S. Nurfatmala, and S. D. Naelin, “Principal Leadership in the Implementation of Effective School Management,” Mimb. Sekol. Dasar, vol. 6, no. 1, p. 79, Apr. 2019, doi: 10.17509/mimbar-sd.v6i1.15200.

[37] H. Mulyani, D. Meirawan, and A. Rahmadani, “Increasing school effectiveness through principals’ leadership and teachers’ teaching performance, is it possible?,” J. Cakrawala Pendidik., vol. 39, no. 2, pp. 279–292, Jun. 2020, doi: 10.21831/cp.v39i2.28864.

[38] D. M. Gewasari, P. D. B. Manullang, and P. D. A. M. S. M.Pd, “The Determinant Factors That Effect Teacher Performance of Public Senior High School in Deli Serdang District.,” IOSR J. Res. Method Educ., vol. 07, no. 01, pp. 12–21, Aug. 2017, doi: 10.9790/7388-0701041221.

[39] A. M. Pd, P. D. S. M.Pd, and P. D. M. Mukhtar M.Pd., “The effect of principal’s leadership and job satisfaction on the guidance and counseling teachers’ performance,” Eur. J. Mol. Clin. Med., vol. 7, no. 3, pp. 1342–1351, Nov. 2020. Available at: ejmcm.com.

[40] H. F. Albugami, “The impact of principal leadership styles on teachers performance in public elementary schools in Jeddah, Kingdom of Saudi Arabia,” Eur. J. Econ. Financ. Res., 2020. Available at: Google Scholar.

[41] T. O. Adeyemi, “Principals leadership styles and teachers job performance in senior secondary schools in Ondo State, Nigeria,” Int. J. Educ. Adm. Policy Stud., vol. 2, no. 6, pp. 83–91, 2010. Available at: Google Scholar.

[42] E. Elpisah and H. Hartini, “Principal leadership style and its effect on teachers performance,” J. Apl. Manaj., vol. 17, no. 3, pp. 506–514, Sep. 2019, doi: 10.21776/ub.jam.2019.017.03.15.

[43] H. N. Tambingon, “The Influence of Principal Leadership Style and Teacher Work Motivation on the Performance of Certified Teachers at SMA Negeri Kotamobagu, North Sulawesi, Indonesia,” J. Educ. Learn., vol. 12, no. 3, pp. 357–365, Aug. 2018, doi: 10.11591/edulearn.v12i3.8248.

[44] F. M. Wachira, M. Gitumu, and Z. Mbugua, “Effect of principals’ leadership styles on teachers’ job performance in public secondary schools in Kieni West Sub-County,” 2017. Available at: Google Scholar.

[45] N. R. Sutrisno, H. P. Isyanto, and R. Hasbullah, “Influence of Teacher Competence, Motivation and Job Satisfaction on Teacher’s Performance SMP Negeri 1 Cikarang Bekasi Regency East,” AFEBI Manag. Bus. Rev., vol. 1, no. 1, p. 65, Jun. 2016, doi: 10.47312/ambr.v1i1.31.

[46] F. Nur, U. Rahman, and M. Musdalifa, “Effect of Motivation and Job Satisfaction on Teacher Performance in Private Madrasah Aliyah in Maros Regency,” J. Ilm. Ilmu Adm. Publik, vol. 9, no. 1, p. 9, Jun. 2019, doi: 10.26858/jiap.v9i1.9313.

[47] A. Niamatu-lai, “Effects of motivation on teacher performance in the kaladan circuit of education in the tamale metropolis.” 2017. Available at: Google Scholar.

[48] D. Achmad Kurniadi, E. Prihatin, A. Komariah, and A. Sudarsyah, “Effects of Commitment, Motivation, Climate and Authentic Leadership on The Performance of Madrasah Teachers,” in Proceedings of the 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017), 2017, doi: 10.2991/yicemap-17.2017.59.

[49] Suharto, Suyanto, and N. Hendri, “The Impact of Organizational Commitment on Job Performance,” Int. J. Econ. Bus. Adm., vol. VII, no. Issue 2, pp. 189–206, Apr. 2019, doi: 10.35808/ijeba/227.

[50] N. Selamat, N. Nordin, and A. A. Adnan, “Rekindle Teacher’s Organizational Commitment: The Effect of Transformational Leadership Behavior,” Procedia - Soc. Behav. Sci., vol. 90, pp. 566–574, Oct. 2013, doi: 10.1016/j.sbspro.2013.07.127.

[51] H. Harinoto, A. Sanusi, and B. Triatmanto, “Organizational culture and work commitment mediate the Islamic work ethos on employee performance,” Acad. Strateg. Manag. J., vol. 17, no. 5, pp. 1–8, 2018. Available at: Google Scholar.

[52] H. Sapuan, “Effect Of Work Motivation And Organizational Commitment On Teachers’ Performance With Moderated By Organization Climate In State Elementary School District Winong Of Pati Regency.” Tesis. Tidak Dipublikasikan. Fakultas Pascasarjana, Universitas Stikubank, 2016. Available at: Google Scholar.

[53] J. Mailool, B. Kartowagiran, T. Hartiti, S. Wening, and H. Putranta, “The Effects of Principal’s Decision-making, Organizational Commitment and School Climate on Teacher Performance in Vocational High School Based on Teacher Perceptions,” Eur. J. Educ. Res., vol. 9, no. 4, pp. 1675–1687, Oct. 2020, doi: 10.12973/eu-jer.9.4.1675.

[54] M. Li, P. A. Pérez-Díaz, Y. Mao, and K. V. Petrides, “A Multilevel Model of Teachers’ Job Performance: Understanding the Effects of Trait Emotional Intelligence, Job Satisfaction, and Organizational Trust,” Front. Psychol., vol. 9, Nov. 2018, doi: 10.3389/fpsyg.2018.02420.

[55] W. Ansah-Hughes, “Assessing the Impact of Teacher Job Satisfaction among Teachers.,” J. Educ. Pract., vol. 7, no. 30, pp. 161–165, 2016. Available at: Google Scholar.

[56] A. M. Usop, K. Askandar, M. Langguyuan-Kadtong, and D. Usop, “Work performance and job satisfaction among teachers,” Int. J. Humanit. Soc. Sci., vol. 3, no. 5, pp. 245–252, 2013. Available at: Google Scholar.

[57] N. B. G. Persson, “A Study of Personality and Family- and School Environment and Possible Interactional Effects in 244 Swedish Children—A Multiple Regression Analysis,” Psychology, vol. 05, no. 08, pp. 886–895, 2014, doi: 10.4236/psych.2014.58100.

[58] D. Hasbay and E. Altındag, “Factors that affect the performance of teachers working in secondary-level education,” Acad. Educ. Leadersh. J., vol. 22, no. 1, pp. 1–19, 2018. Available at: Google Scholar.

[59] N. Sudibjo and R. A. Nasution, “Work environment, work motivation and organizational culture in influencing teachers’ performance,” J. Pendidik. dan Pengajaran, vol. 53, no. 3, p. 276, Sep. 2020, doi: 10.23887/jpp.v53i3.28533.

[60] S. Syahril and H. Hadiyanto, “Improving School Climate for Better Quality Educational Management,” J. Educ. Learn. Stud., vol. 1, no. 1, p. 16, Dec. 2018, doi: 10.32698/0182.

[61] R. L. Sinaulan, “Effect of school climate, work stress and work motivation on the performance of teacher,” Guid. J. Ilmu Pendidikan, Psikologi, Bimbing. dan Konseling, vol. 6, no. 2, p. 146, Dec. 2016, doi: 10.24127/gdn.v6i2.605.

[62] Y. F. Zakariya, “Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach,” Int. J. STEM Educ., vol. 7, no. 1, p. 10, Dec. 2020, doi: 10.1186/s40594-020-00209-4.

[63] V. H. Manla, “School Climate: Its Impact on Teachers’ Commitment and School Performance,” J. World Englishes Educ. Pract., vol. 3, no. 2, pp. 21–35, 2021, doi: 10.32996/jweep.2021.3.2.3.

[64] Z. Elfrianto and P. Siburian, “The Effect of Class Management to the Teacher Performance at Muhammadiyah Junior High School in Medan.” Available at: Google Scholar.

[65] A. N. Abduljabbr, O. R. Mahdi, and M. K. Almsafir, “Relationship between time management and job performance empirical study in Malaysia private university,” J. Adv. Soc. Res., vol. 2, no. 10, pp. 427–438, 2012. Available at: Google Scholar.

[66] J. T. Nzoka and J. A. Orodho, “School management and students’ academic performance: How effective are strategies being employed by school managers in secondary schools in Embu North District, Embu County, Kenya,” Int. J. Humanit. Soc. Sci., vol. 4, no. 9, pp. 86–99, 2014. Available at: Google Scholar.

[67] B. D. Manu et al., “School Board Efficiency in Financial Management and Human Resource in Public Senior High Schools: An Evidence from Ashanti Region, Ghana,” Int. J. Soc. Sci. Stud., vol. 8, no. 1, p. 79, Dec. 2019, doi: 10.11114/ijsss.v8i1.4556.

[68] F. Ghias and A. Ahmed, “A Study of the Effect of Management Styles on Performance of Students at Secondary Level in Sargodha,” Procedia - Soc. Behav. Sci., vol. 46, pp. 2523–2527, 2012, doi: 10.1016/j.sbspro.2012.05.515.

[69] S. Edosomwan, S. K. Prakasan, D. Kouame, J. Watson, and T. Seymour, “The history of social media and its impact on business,” J. Appl. Manag. Entrep., vol. 16, no. 3, p. 79, 2011. Available at: Google Scholar.

[70] T. D. Baruah, “Effectiveness of Social Media as a tool of communication and its potential for technology enabled connections: A micro-level study,” Int. J. Sci. Res. Publ., vol. 2, no. 5, pp. 1–10, 2012. Available at: Google Scholar.

[71] M. Mbodila, C. Ndebele, and K. Muhandji, “The Effect of Social Media on Student’s Engagement and Collaboration in Higher Education: A Case Study of the Use of Facebook at a South African University,” J. Commun., vol. 5, no. 2, pp. 115–125, Dec. 2014, doi: 10.1080/0976691X.2014.11884831.

[72] S. Masoud-ul-Hassan, T. Azhar, T. H. D. S. H. Hassan, and M. A. Kashmir, “Using social media to maximize students’ learning outcomes,” J. Educ. Pract., vol. 5, no. 23, pp. 157–159, 2014. Available at: Google Scholar.

[73] M. I. Khan, M. Ahmed, and A. Amin, “The impact of social media on teacher’s performance: A case of higher educational institutions of Pakistan,” Eur. Online J. Nat. Soc. Sci., vol. 6, no. 2, p. pp-206, 2017. Available at: Google Scholar.

[74] C. M. Pulido, G. Redondo-Sama, T. Sordé-Martí, and R. Flecha, “Social impact in social media: A new method to evaluate the social impact of research,” PLoS One, vol. 13, no. 8, p. e0203117, Aug. 2018, doi: 10.1371/journal.pone.0203117.

[75] A. Salem, N. S. Almenaye, and C. S. Andreassen, “A psychometric evaluation of Bergen Facebook Addiction Scale (BFAS) of university students,” Int. J. Psychol. Behav. Sci., vol. 6, no. 5, pp. 199–205, 2016. Available at: Google Scholar.

[76] I. Ali, M. Danaee, and A. Firdaus, “Social networking sites usage & needs scale (SNSUN): a new instrument for measuring social networking sites’ usage patterns and needs,” J. Inf. Telecommun., vol. 4, no. 2, pp. 151–174, Apr. 2020, doi: 10.1080/24751839.2019.1675461.

[77] M. E. Alkutich, “Teachers’ perspectives on social media in schools in the UAE.” The British University in Dubai (BUiD), 2018. Available at: Google Scholar.

[78] Y. Bolat, “Research on the Use of Social Media Networks by Teacher Candidates,” J. Curric. Teach., vol. 7, no. 1, p. 147, Apr. 2018, doi: 10.5430/jct.v7n1p147.

[79] K. P. Kebudayaan and P. P. H. Belajar, “Pengembangan Karakter Pada Sekolah Menengah Kejuruan.” Jakarta: Kementrian Pendidikan dan Kebudayaan, 2018. Available at: Google Scholar.

[80] S. A. Azhary, S. Supahar, K. Kuswanto, M. Ikhlas, and I. P. Devi, “Relationship Between Behavior of Learning and Student Achievement in Physics Subject,” J. Pendidik. Fis. Indones., vol. 16, no. 1, pp. 1–8, May 2020, doi: 10.15294/jpfi.v16i1.23096.

[81] D. Blazar and M. A. Kraft, “Teacher and Teaching Effects on Students’ Attitudes and Behaviors,” Educ. Eval. Policy Anal., vol. 39, no. 1, pp. 146–170, Mar. 2017, doi: 10.3102/0162373716670260.

[82] S. M. Wadsworth, “A qualitative study on how a teacher’s religious beliefs affect the choices they make in the classroom.” 2015. Available at: Google Scholar.

[83] A. Muhid, “Religious tolerance among college students: How it’s influenced by religious orientation and personality traits?,” Humanit. Indones. Psychol. J., vol. 17, no. 1, p. 55, Feb. 2020, doi: 10.26555/humanitas.v17i1.12222.

[84] O. C. Hee, “Validity and reliability of the big five personality traits scale in Malaysia,” Int. J. Innov. Appl. Stud., vol. 5, no. 4, p. 309, 2014. Available at: Google Scholar.

[85] S. A. Aryani, “Orientation of religiosity and radicalism: the dynamic of an ex-terrorist’s religiosity,” Indones. J. Islam Muslim Soc., vol. 10, no. 2, pp. 297–321, Dec. 2020, doi: 10.18326/ijims.v10i2.297-321.

[86] E. Moradi and J. Langroudi, “The Role of Religious Orientation, Psychological Well-Being, and Self-Esteem in Iranian EFL Learners’ Language Achievement,” Open J. Mod. Linguist., vol. 03, no. 04, pp. 337–343, 2013, doi: 10.4236/ojml.2013.34043.

[87] Y. Olufadi, “Muslim Daily Religiosity Assessment Scale (MUDRAS): A new instrument for Muslim religiosity research and practice.,” Psycholog. Relig. Spiritual., vol. 9, no. 2, p. 165, 2017. doi: 10.1037/rel0000074

[88] N. D. M. Mahudin, N. M. Noor, M. A. Dzulkifli, and N. S. Janon, “Religiosity among Muslims: A Scale Development and Validation Study,” Makara Hum. Behav. Stud. Asia, vol. 20, no. 2, p. 109, Dec. 2016, doi: 10.7454/mssh.v20i2.3492.

[89] J. Torales, M. O’Higgins, J. M. Castaldelli-Maia, and A. Ventriglio, “The outbreak of COVID-19 coronavirus and its impact on global mental health,” Int. J. Soc. Psychiatry, vol. 66, no. 4, pp. 317–320, Jun. 2020, doi: 10.1177/0020764020915212.

[90] D. Wang, X.-H. Xing, and X.-B. Wu, “Healthy Lifestyles of University Students in China and Influential Factors,” Sci. World J., vol. 2013, pp. 1–10, 2013, doi: 10.1155/2013/412950.

[91] Y. Li et al., “Impact of Healthy Lifestyle Factors on Life Expectancies in the US Population,” Circulation, vol. 138, no. 4, pp. 345–355, Jul. 2018, doi: 10.1161/CIRCULATIONAHA.117.032047.

[92] J. Chen et al., “The Role of Healthy Lifestyle in the Implementation of Regressing Suboptimal Health Status among College Students in China: A Nested Case-Control Study,” Int. J. Environ. Res. Public Health, vol. 14, no. 3, p. 240, Feb. 2017, doi: 10.3390/ijerph14030240.

[93] H. G. Al-Amari and N. Al-Khamees, “The perception of college students about a healthy lifestyle and its effect on their health.,” J. Nutr. Food Sci., vol. 5, no. 6, 2015. doi: 10.4172/2155-9600.1000437

[94] F. Vio, M. Yañez, C. G. González, G. Fretes, and J. Salinas, “Teachers’ self-perception of their dietary behavior and needs to teach healthy eating habits in the school,” J. Health Psychol., vol. 23, no. 8, pp. 1019–1027, Jul. 2018, doi: 10.1177/1359105316642003.

[95] P. Taymoori, D. Lubans, B. Moeini, and M. Bharami, “Development and psychometric testing of the Adolescent Healthy Lifestyle Questionnaire,” J. Educ. Health Promot., vol. 1, no. 1, p. 20, 2012, doi: 10.4103/2277-9531.99221.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Alifah Diantebes Aindra, Aji Prasetya Wibawa, Didik nurhadi

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

International Journal of Education and Learning
ISSN 2684-9240
Published by Association for Scientific Computing Electronics and Engineering (ASCEE)
W : http://pubs2.ascee.org/index.php/ijele
E : zalik@ascee.org


View IJELE Stats


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.