Artadhewi Adhi Wijaya, Yovitha Yuliejantiningsih, Titik Haryati

The Influence of “Guru Penggerak” Competency and the Utilization of Learning Resources on the Quality of Education in Elementary Schools

Introduction

The influence of “guru penggerak” competency and the utilization of learning resources on the quality of education in elementary schools. This study explores the significant influence of "Guru Penggerak" competency and learning resource utilization on the quality of education in Randublatung elementary schools.

Abstract

Background - This study was motivated by the poor quality of education in elementary schools in Randublatung Subdistrict and the suspected influence of the suboptimal competence of “Guru Penggerak” and the suboptimal utilization of learning resources. Purpose - The objectives of this study were to determine: (1) the influence of “Guru Penggerak” competency on the quality of education in elementary schools in Randublatung District, (2) the influence of learning resource utilization on the quality of education in elementary schools in Randublatung District, and (3) the simultaneous influence of “Guru Penggerak” competency and learning resource utilization on the quality of education in elementary schools in Randublatung District. Method/approach - This study used a quantitative approach with an ex-post facto research design. The research population consisted of all teachers in 30 elementary schools where “Guru Penggerak” were assigned in Randublatung District, Blora Regency, with a sample of 176 peer teachers of “Guru Penggerak”. Data collection techniques used questionnaires that had been tested for validity and reliability. Data analysis used correlation tests, simple regression, multiple regression, and determination tests. Findings - The results of the study indicate that: (1) there is a significant influence of the competence of the “Guru Penggerak” on the quality of education in Randublatung Subdistrict, amounting to 82.3%, with the highest contribution from the personal competence dimension (80.6%) and the lowest from the professional competence dimension (28%), with the highest dimension of educational quality being the process dimension at 0.933 and the lowest being the input dimension at 0.930; (2) there is a significant influence of learning resource utilization on educational quality at 85.5%, with the highest contribution from the learning resource selection dimension (83.6%) and the lowest from the learning resource development dimension (62.8%); (3) there is a simultaneous influence of Guru Penggerak competencies and learning resource utilization on education quality of 91.4%. Conclusions - This study also provides empirical evidence of a significant influence of the competence of the “Guru Penggerak” and learning resource utilization on educational quality in elementary schools. Novelty/Originality/Value - The novelty of this study lies in its focus on the competence of “Guru Penggerak as other researchers have studied only the value and role of “Guru Penggerak”.

Review

This study tackles a highly pertinent issue concerning the quality of education in elementary schools, focusing specifically on Randublatung Subdistrict and the role of "Guru Penggerak" (Driving Teachers) competency and learning resource utilization. The research clearly articulates its objectives: to ascertain the individual and combined influence of these two factors on educational quality. The abstract demonstrates that the study successfully identifies significant positive influences from both Guru Penggerak competence (82.3%) and learning resource utilization (85.5%) individually, and an even stronger simultaneous influence (91.4%). These robust findings provide compelling empirical evidence that can significantly contribute to local educational discourse and policy development aimed at improving elementary school performance. The methodological approach, utilizing a quantitative ex-post facto design with a substantial sample of 176 peer teachers across 30 elementary schools, appears well-suited for the stated objectives. The rigorous data collection, employing questionnaires pre-tested for validity and reliability, strengthens the trustworthiness of the gathered information. Furthermore, the application of correlation, simple and multiple regression, and determination tests indicates a sound statistical approach to analyzing the relationships between variables. A particular strength lies in the detailed breakdown of findings, such as the varying contributions of specific competence dimensions (e.g., personal competence at 80.6% versus professional competence at 28%) and learning resource dimensions, which offers actionable insights for targeted interventions. While the study presents highly impactful findings, a few points merit further consideration. The ex-post facto design, by its nature, establishes correlation rather than direct causality, a nuance that should be carefully considered when interpreting the term "influence." Future research could potentially explore longitudinal or quasi-experimental designs to strengthen causal inferences. Regarding the claimed novelty, while focusing on "competency" versus "value and role" offers a slightly different lens, a more explicit differentiation in the theoretical framework could further solidify this distinction. Nevertheless, the study's strong quantitative evidence underscores the critical importance of investing in "Guru Penggerak" development and optimizing learning resource strategies as key levers for enhancing educational quality in similar regional contexts.

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