Volume III: Education and Ecological Literacy

Development of a Self-Concept-Based Performance Model for Islamic Religious Education Teachers: A Study of Elementary School Teachers in Sukabumi City

  • Irwan Ruswandi UIN Sunan Gunung Djati Bandung, Indonesia
  • Ahmad Sarbini UIN Sunan Gunung Djati Bandung, Indonesia
  • Adang Hambali UIN Sunan Gunung Djati Bandung, Indonesia
  • Hasan Basri UIN Sunan Gunung Djati Bandung, Indonesia

Keywords

Self-Concept; Teacher Performance; Islamic Religious Education Teachers; Performance Model; Teacher Professional Development.

Abstract

Teacher performance is a critical factor in determining the quality of learning and the success of educational outcomes. In addition to external influences, teacher performance is also affected by internal factors, one of which is self-concept. However, studies focusing on the development of self-concept-based teacher performance models, particularly among Islamic Religious Education (IRE) teachers, remain limited. This study aims to examine the effect of self-concept on the performance of IRE teachers and to develop a Self-Concept- Based Performance Model for Islamic Religious Education Teachers. The study employed a quantitative approach using an explanatory survey method. The population consisted of 156 Islamic Religious Education teachers from public elementary schools in Sukabumi City, Indonesia, with 113 respondents selected through proportional random sampling. Data were collected using valid and reliable questionnaires and analyzed through simple linear regression. The findings reveal that self-concept has a positive and significant effect on teacher performance (β = 0.839, p < 0.001). The coefficient of determination (R² = 0.703) indicates that self-concept explains 70.3% of the variance in teacher performance. Teachers with a positive self-concept tend to demonstrate better target achievement, higher work quality, greater work effectiveness, stronger professional productivity, and broader institutional contribution. Based on these findings, the study proposes a Self-Concept-Based Performance Model that integrates physical, psychological, social, and academic self-concept dimensions as key determinants of teacher performance. The model contributes to the advancement of educational psychology and Islamic educational management while providing practical implications for sustainable teacher professional development.

References

  1. Adzhar, M. A. M., & Radzi, N. M. (2020). JURNAL KEPIMPINAN PENDIDIKAN | Oktober 2020, Bil. 7, Isu 4.
  2. Afif, R. Y., & Listiara, A. (2020). HUBUNGAN ANTARA KONSEP DIRI DENGAN ASERTIVITAS PADA
  3. REMAJA DI SMA ISLAM SULTAN AGUNG 1 SEMARANG. Jurnal EMPATI, 7(2), 438–
  4. 446. https://doi.org/10.14710/empati.2018.21661
  5. ’Aini, S., Risdoyok, R., & Junaidi, J. (2021). Kontribusi Pengalaman Mengajar dan Keterampilan Mengajar
  6. Terhadap Kinerja Guru Pendidikan Agama Islam. EDUKATIF JURNAL ILMU PENDIDIKAN , 3(6), 5116–
  7. 5125. https://doi.org/10.31004/edukatif.v3i6.1645
  8. Akbar, M. (2022). Correlation Between Principal Academic Supervision, Self-Concept, Work Ethos Toward
  9. Teacher Performance of Junior High School Teachers in Hulu Sungai Selatan Regency. International
  10. Journal of Social Science and Human Research, 5(6). https://doi.org/10.47191/ijsshr/v5-i6-60
  11. Angrainy, A., Fitria, H., & Fitiani, Y. (2020). Pengaruh Sarana Prasarana dan Lingkungan Kerja terhadap Kinerja
  12. Guru. Journal of Education Research, 1(2), 154–159. https://doi.org/10.37985/joe.v1i2.15
  13. Anwar, K., Choeroni, C., & Makhshun, T. (2021). Pembelajaran PAI Berbasis Daring bagi Guru TK di Kecamatan
  14. Mranggen Demak. Indonesian Journal of Community Services , 3(2), 145–
  15. 145. https://doi.org/10.30659/ijocs.3.2.145-152
  16. Barro, R. J. (2013). Education and Economic Growth. Annals of Economics and Finance, 14(2), 301–
  17. 328. https://econpapers.repec.org/article/cufjournl/y_3a2013_3av_3a14_3ai_3a2_3abarro_3aeducation.ht
  18. m
  19. Bening, & Hartuti, E. R. (2010). Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem
  20. Pendidikan Nasional. https://e-library.ittelkom-jkt.ac.id/index.php?p=show_detail&id=439
  21. Collie, R. J. (2021). The impact of school climate on teachers’ occupational well-being: A systematic
  22. 70 | ICON-IMAD XV Proceedings · Volume III · 2026
  23. International Conference on Islam in the Malay World (ICON-IMAD XV), 2026
  24. review. Educational Psychology Review, 33(3), 1007–1047. https://doi.org/10.1007/s10648-020-09573-1
  25. Creswell, J. W., & Creswell, J. D. (2020). Research design: Qualitative, quantitative, and mixed methods
  26. approaches. Sage.
  27. Darling‐Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019). Implications for educational
  28. practice of the science of learning and development. Applied Developmental Science, 24(2), 97–
  29. 140. https://doi.org/10.1080/10888691.2018.1537791
  30. Da’watul, B. (2008). Hubungan konsep diri dengan kinerja guru PAI SD negeri se-Kecamatan Ngaliyan
  31. Semarang. In Walisongo Repository (Walisongo State Islamic University). Walisongo State Islamic
  32. University.
  33. Djazilan, S., Darmawan, D., Retnowati, E., Sinambela, E. A., Mardikaningsih, R., Issalillah, F., & Khayru, R. K.
  34. (2022). The Role of Self-Discipline, Self-Concept and Self-Efficiency on Teacher Performance. Education
  35. and Human Development Journal, 7(3), 64–73. https://doi.org/10.33086/ehdj.v7i03.3657
  36. Dontoh, J. (2024). An appraisal of teacher-trainees’ academic self-concept and performance in the Colleges of
  37. Education in Ghana. Open Journal of Educational Research , 4(2), 66–
  38. 77. https://doi.org/10.31586/ojer.2024.924
  39. Fatimah, T., & Amin, A. (2022). Konsep Diri dan Komunikasi Interpersonal Pada Siswa SMP. Academic Journal
  40. of Psychology and Counseling, 3(1), 53–72. https://doi.org/10.22515/ajpc.v3i1.4260
  41. Fitri, N., & Idris, M. (2019). Nilai Pendidikan Islam dalam Qur’an Surah Luqman Ayat 1-19: Tinjauan Kognitif,
  42. Afektif, dan Psikomotorik. Al-Musannif, 1(1), 32–46. https://doi.org/10.56324/al-musannif.v1i1.17
  43. Fitriyan, Y. H., & Salim, H. (2025). Peran Guru Pendidikan Agama Islam Dalam Menanamkan Nilai-Nilai
  44. Religius Pada Siswa SMP Muhammadiyah 1 Gatak Program Khusus. Cetta Jurnal Ilmu Pendidikan, 8(2),
  45. 328–338. https://doi.org/10.37329/cetta.v8i2.4150
  46. Ghazali, M. B., Alfiyanto, A., Silahuddin, Hidayati, F., & Pranajaya, S. A. (2025). Kompetensi Kepribadian Guru
  47. Mata Pelajaran Pendidikan Agama Islam di Indonesia: Sebuah Kajian Literatur. JISRev Journal of Islamic
  48. Studies Review, 1(1), 81–91. https://doi.org/10.69548/jisrev.1.1.44
  49. Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2021). A primer on partial least squares structural
  50. equation modeling (PLS-SEM). Sage.
  51. Hanushek, E. A., & Woessmann, L. (2009). Do Better Schools Lead to More Growth? Cognitive Skills, Economic
  52. Outcomes, and Causation (Vol. 17, Issue 4, pp. 267–321). https://doi.org/10.1007/s10887-012-9081-x
  53. Haratua, C. S., Hanief, M., Toha, A. N., Mauludin, L. M. N., & Ikhsan, M. (2024). Faktor Intrinsik dan Ekstrinsik
  54. yang Mempengaruhi Kinerja Guru. Attractive Innovative Education Journal, 6(3), 195–
  55. 205. https://doi.org/10.51278/aj.v6i3.1478
  56. Hartini, H., Normiyati, N., & Wardhana, A. (2022). Kecerdasan Emosional, Motivasi Berprestasi, dan Self-esteem
  57. serta Pengaruhnya terhadap Kepuasan Kerja Guru. Jurnal Manajemen, 13(2), 150–
  58. 150. https://doi.org/10.32832/jm-uika.v13i2.5625
  59. Herawati, M. (2017). KONSEP DIRI GURU DAPAT MEMPENGARUHI KINERJA GURU DI SEKOLAH
  60. DASAR NEGERI SAWAH 2 CIPUTAT. Research and Development Journal of
  61. Education, 4(1). https://doi.org/10.30998/rdje.v4i1.2069
  62. Hidayat, T., & Syafei, M. (2018). PERAN GURU DALAM MEWUJUDKAN TUJUAN PEMBELAJARAN
  63. PENDIDIKAN AGAMA ISLAM DI SEKOLAH. Rayah Al-Islam, 2(1), 101–
  64. 111. https://doi.org/10.37274/rais.v2i01.67
  65. Kartiko, A., Rokhman, M., Priyono, A. A., & Susanto, S. (2023). Peningkatan Kinerja Guru Melalui Budaya
  66. Organisasi dan Kepemimpinan Servant Kepala Madrasah. Urwatul Wutsqo Jurnal Studi Kependidikan Dan
  67. Keislaman, 13(1), 1–14. https://doi.org/10.54437/urwatulwutsqo.v13i1.1323
  68. Kasalak, G., & Dağyar, M. (2020). The relationship between teacher motivation and performance: A meta-
  69. analysis study. Educational Sciences: Theory & Practice , 20(1), 40–
  70. 69. https://doi.org/10.12738/jestp.2020.1.004
  71. Koopmans, L., Bernaards, C. M., Hildebrandt, V. H., Schaufeli, W. B., Henrica, C. W. de V., & Beek, A. J. van
  72. der. (2011). Conceptual Frameworks of Individual Work Performance. Journal of Occupational and
  73. Environmental Medicine, 53(8), 856–866. https://doi.org/10.1097/jom.0b013e318226a763
  74. Lailatussaadah, L. (2015). Upaya Peningkatan Kinerja Guru. BIOTIK: Scientific Journal of Biology Technology
  75. and Education (Indonesian Institute of Sciences) , 3(1), 243106. https://jurnal.ar-
  76. raniry.ac.id/index.php/intel/article/view/196
  77. Lukman, L., Marsigit, M., Istiyono, E., Kartowagiran, B., Retnawati, H., Kistoro, H. C. A., & Putranta, H. (2021).
  78. Effective teachers’ personality in strengthening character education. International Journal of Evaluation
  79. and Research in Education (IJERE), 10(2), 512–512. https://doi.org/10.11591/ijere.v10i2.21629
  80. Mahmud, R. (2022). Pendidikan Islam Dalam Mengatasi Problema dan Tantangan Pembangunan
  81. Nasional. PREDIKSI Jurnal Administrasi Dan Kebijakan , 21(2), 169 –
  82. ICON-IMAD XV Proceedings · Volume III · 2026| 71
  83. International Conference on Islam in the Malay World (ICON-IMAD XV), 2026
  84. 169. https://doi.org/10.31293/pd.v21i2.6457
  85. Ningsih, E. K., Fitria, H., & Fitriani, Y. (2020). Pengaruh Kepemimpinan Kepala Sekolah dan Konsep Diri
  86. Terhadap Kinerja Guru. Journal of Education Research, 1(2), 100–105. https://doi.org/10.37985/joe.v1i2.7
  87. Permatasari, A., & Mujanah, S. (2021). The Effect of Self Ability, Compensation, and Self Efficacy on Employee
  88. Performance At Rizqy Jaya Mulia Sidoarjo Company. Journal of Applied Management and Business
  89. (JAMB), 2(1), 21–30. https://doi.org/10.37802/jamb.v2i1.156
  90. Rahman, U. (2007). MENGENAL BURNOUT PADA GURU. Lentera Pendidikan Jurnal Ilmu Tarbiyah Dan
  91. Keguruan, 10(2), 216–227. https://doi.org/10.24252/lp.2007v10n2a7
  92. Rasidi, R., & Suryawan, A. (2023). Pengaruh Pembelajaran Awareness Training Berbasis Kognitif Sosial
  93. (ATEKSI) Terhadap Konsep Diri Siswa Kelas V di SD Negeri Krogowanan. Edukasi Jurnal Penelitian
  94. Dan Artikel Pendidikan, 15(1), 39–58. https://doi.org/10.31603/edukasi.v15i1.9099
  95. Romdon, R., Sauri, S., & Sujiarto, S. (2020). Professional development of Islamic education teachers in
  96. Indonesia. International Journal of Instruction, 13(4), 567–582. https://doi.org/10.29333/iji.2020.13435a
  97. Sari, H., Ratnasari, S. L., Zulkifli, Z., Ismanto, W., Sutjahjo, G., Pasaribu, R. S., Tampubolon, J., Winarso, W.,
  98. Bon, A. T., & Salman, N. F. B. (2025). PENGARUH KOMPETENSI, KETRAMPILAN, KONSEP DIRI,
  99. DAN KARAKTERISTIK PRIBADI TERHADAP KINERJA GURU. JURNAL MANAJEMEN
  100. ORGANISASI DAN BISNIS (JMOB), 3(4), 260–269. https://doi.org/10.33373/jmob.v3i4.7346
  101. Sari, T. N., Ahmad, S., & Rohana, R. (2023). Kualitas Kinerja Guru Ditinjau dari Pengaruh Inservice
  102. Training. Journal on Education, 5(4), 14349–14356. https://doi.org/10.31004/joe.v5i4.2468
  103. Seftiani, S., Sesrita, A., & Suherman, I. (2020). PENGARUH PROFESIONALISME GURU TERHADAP
  104. MOTIVASI BELAJAR SISWA SD NEGERI. SITTAH Journal of Primary Education, 1(2), 125–
  105. 138. https://doi.org/10.30762/sittah.v1i2.2486
  106. Semaraputri, S. A. K. T., & Rustika, I. M. (2018). PERAN PROBLEM FOCUSED COPING DAN KONSEP
  107. DIRI TERHADAP PENYESUAIAN DIRI PADA REMAJA AKHIR YANG MENJADI PENGURUS
  108. ORGANISASI KEMAHASISWAAN DI FAKULTAS KEDOKTERAN UNIVERSITAS
  109. UDAYANA. Jurnal Psikologi Udayana, 5(1). https://doi.org/10.24843/jpu.2018.v05.i01.p04
  110. Setiawan, A. P. (2018). Pengaruh Kualifikasi Pendidikan dan Konsep Diri terhadap Motivasi Mengajar dan
  111. Budaya Kerja Guru Pendidikan Agama Islam di MAN Se-Kota dan Kabupaten Mojokerto. Ta Dibia Jurnal
  112. Ilmiah Pendidikan Agama Islam, 7(2), 23–23. https://doi.org/10.32616/tdb.v7.2.85.23-32
  113. Setiawan, F., Hutami, A. S., Riyadi, D. S., Arista, V. A., & Dani, Y. H. A. (2021). Kebijakan Penguatan
  114. Pendidikan Karakter Melalui Pendidikan Agama Islam. Al-Mudarris (Jurnal Ilmiah Pendidikan
  115. Islam), 4(1), 1–22. https://doi.org/10.23971/mdr.v4i1.2809
  116. Subaidi, S. (2020). Islamic education and moral development. Journal of Moral Education, 49(3), 345–
  117. 357. https://doi.org/10.1080/03057240.2020.1713100
  118. Subiyanto, S. (2020). HUBUNGAN KONSEP DIRI DAN KOMUNIKASI VERTIKAL DENGAN KINERJA
  119. GURU SD. TEACHING AND LEARNING JOURNAL OF MANDALIKA (TEACHER) e - ISSN 2721-
  120. 9666, 1(1), 10–17. https://doi.org/10.36312/teacher.v1i1.33
  121. Sugiarta, M. P., Dantes, N., & Natajaya, N. (2013). DETERMINASI SIKAP GURU TERHADAP
  122. PROFESINYA, KONSEP DIRI, DAN IKLIM KERJA SEKOLAH TERHADAP KINERJA GURU
  123. SEKOLAH DASAR DI GUGUS IV SUKASADA. PENDASI: Jurnal Pendidikan Dasar
  124. Indonesia, 3(1). http://pasca.undiksha.ac.id/e-journal/index.php/jurnal_pendas/article/view/540
  125. Sugiyono, 2021.pdf. (n.d.).
  126. Sugiyono, S. (2020). Metode penelitian kuantitatif, kualitatif, dan R&D.
  127. Sulastri, T., Sumardi, & Istiadi, Y. (2020). PENGARUH SELF-ESTEEM DAN KOMUNIKASI
  128. INTERPERSONAL TERHADAP EFEKTIVITAS KERJA GURU. Jurnal Manajemen Pendidikan, 8(1),
  129. 36–40. https://doi.org/10.33751/jmp.v8i1.1962
  130. Sulistyorini, S. (2012). Meretas Pendidik Berkualitas dalam Pendidikan Islam. In Institutional Repository of IAIN
  131. Tulungagung (IAIN Tulungagung).
  132. Sutarno, S., Haryanto, B., Ulum, M., & Jannah, S. R. (2025). PERAN GURU PAI TERHADAP
  133. PERKEMBANGAN PSIKOLOGI PESERTA DIDIK. MANAJERIAL Jurnal Inovasi Manajemen Dan
  134. Supervisi Pendidikan, 5(1), 219–225. https://doi.org/10.51878/manajerial.v5i1.4904
  135. Syahrum, S., Usman, S., & Yamin, N. (2019). Pengaruh Profesionalisme Guru dan Kecerdasan Emosional
  136. Terhadap Kinerja Guru Pendidikan Agama Islam di MTS Negeri 2 Bulukumba. Manajemen
  137. Pendidikan, 14(1), 38–44. https://doi.org/10.23917/jmp.v14i1.8514
  138. Tanjua, A. L., Dewi, D. E. C., Puspasari, N., Nugraha, H., & Meylindo, D. (2024). Kinerja Guru dan
  139. Permasalahannya. Sinar Dunia Jurnal Riset Sosial Humaniora Dan Ilmu Pendidikan, 3(4), 161–
  140. 171. https://doi.org/10.58192/sidu.v3i4.2729
  141. Wahib, Abd. (2022). Integrasi Pendidikan Karakter Berbasis Intelectual, Emotional and Spiritual Quotient dalam
  142. 72 | ICON-IMAD XV Proceedings · Volume III · 2026
  143. International Conference on Islam in the Malay World (ICON-IMAD XV), 2026
  144. Bingkai Pendidikan Islam. TADRIS Jurnal Pendidikan Islam , 16(2), 479–
  145. 494. https://doi.org/10.19105/tjpi.v16i2.4758
  146. Yuniati, U., & Katon, F. (2020). Motive and Millennial Self Concept in Understanding Digital Transactions
  147. through Phenomenology Approach. Jurnal Ilmu Komunikasi , 18(1), 18–
  148. 18. https://doi.org/10.31315/jik.v18i1.3314
  149. Zahara, S., & Wijaya, C. (2019). The Relationship of Self-Concept and Work Satisfaction with Teachers
  150. Performance of Islamic Elementary School of Tebing Tinggi City. Budapest International Research and
  151. Critics in Linguistics and Education (BirLE) Journal , 2(2), 123–
  152. 136. https://doi.org/10.33258/birle.v2i2.282
Scroll to Top