Path Analysis: Professional Competence, Teacher Attitude, Motivation and Creativity Towards Learning Outcome

  • Reflianto Reflianto STIT Syeikh Burhanuddin Pariaman
  • Farida Ariani State University of Padang
  • Nora Afnita STIT Syeikh Burhanuddin Pariaman
Kata kunci: Professional competence, teacher attitude, motivation, creativity


The purpose of this study was to 1) explain the influence of professional competence and teacher attitude toward students’ learning motivation of narrative writing, 2) explain the influence of professional competence and teacher attitude towards students’ creativity in narrative writing and 3) explain the influence of professional competence, teacher attitude, motivation, creativity toward students' learning outcomes in narrative writing. This study uses a quantitative approach with experimental research methods and explanatory design.  The population of study was the whole of primary school students of Kartika Jaya 1-11 Padang and sample were students of class VI consists of five classes namely VA to VE, amounting to 94 people. Data were collected by using questionnaires with 5-point Likert scale measurement. Data was obtained from narrative essay tests. Data analysis used path analysis test. Research findings show that the attitude of professional competence and teacher attitude simultaneously and partially effect on student motivation, but partially the teacher attitude did not have significant effect on motivation. As well as professional competence and teacher attitude simultaneously and partially effect on students’ creativity, but partially teacher attitude did not have significant effect on students’ creativity. The influence of all variables simultaneously indicate that professional competence, teacher attitude, motivation and creativity significant effect on learning outcomes of narrative writing to the elementary school students of Kartika Jaya1-11, Padang, but partially not all variables have significant influence, where professional competence had no significant effect to results learning, as well as teacher attitude had no significant effect on learning outcomes.


Department Pendidikan Nasional, Sumber Daya Guru Sekolah Dasar 2015 Jakarta: Kementrian Pendidikan Nasional.
Rhoades, L., Rhoades, G., 1980. Teaching With Newspapers: The Living Curriculum. Phi Delta Kappa Educational Foundation, Bloomington.
Shavelson, R.J., Hubner, J.J., Stanton, G.C., 1976. Self-concept: validation of construct interpretations. Rev. Educ. Res. 46, 407–444.
Hattie, A.C., 2009. Visible Learning. A Synthesis of Over 800 Meta-analyses Relating to Achievement. Routledge, London, New York.
Shymansky, J.A., Kyle, W.C.J., Alport, J.M., 1983. The effects of new science curricula on student performance. J. Res. Sci. Teach. 20 (5), 387–404.
Salkind, N.J. (Ed.), 2008. Encyclopedia of Educational Psychology.Sage Publications, Thousand Oaks.
Anderson, J.R., 2010. Cognitive Psychology and Its Implications.Worth Publishers, New York.
Rumelhart, D.E., 1975. Notes on a schema for stories. In: Bobrow, D.G., Collins, A. (Eds.), Representation and Understanding: Studies in Cognitive Science. Academic Press, New York.
Mandler, J.M., Johnson, N.S., 1977. Remembrance of things passed: story structure and recall. Cogn. Psychol. 9, 111–151.
Mandler, J.M., 1984. Stories, Scripts and Scenes: Aspects of Schema Theory. Lawrence Erlbaum, Hillsdale, NJ.
Zabel, J., 2004. Narrative Strukturen beim Lernen der Evolutionsthe- orie – Das Verständnis evolutiver Prozesse in Lernergeschichten zur Walevolution. In: Vogt, H., Krüger, D., Herget, M., Bögeholz, S. (Eds.), Erkenntnisweg Biologiedidaktik. Sektion Biologiedidatik, Berlin, München, pp. 95–113. 〈 didaktik/Erkenntnisweg/2004/index.html〉 (3.2014).
Zabel, J., 2007. Stories and meaning: what students' narratives reveal about their understanding of the theory of evolution. In: Proceedings of the 2007 Conference of the European Science Education Research Association (ESERA), Malmö, Sweden 〈 .htm〉 (3/2014).
Renkl, A., Mandl, H., Gruber, H., 1996. Inert knowledge: analyses and remedies. Educ. Psychol. 31, 115–121.
Creswell W. John.. Research Design Pendekatan Kualitatif, Kuantitatif, dan Mixed . Yogyakarta : Pustaka Pelajar. 2013
Schmeck, R.R., Geisler-Brenstein, E., & Cercy, S.P. (1991). Self- concept and Learning: The Revised Inventory of Learning Processes. Educational Psychology, 11, 3/4, 343-363.
Gadzela, B.M., & Baloglu, M. (2003). High and Low Achieving Education Students on Processing, Retaining and Retrieval of Information. Journal of Instructional Psychology, 30, 2, 99-103.
Průcha, J. (1997). Moderní pedagogika. Praha : Portál.
Tobler, N.S. (1986). Meta-Analysis of 143 Adolescent Drug Prevention Programs : Quantitative Outcome Results of Program Participants Compared to a Control or Comparison Group. Journal of Drug Issues, 16, 537-568.
Hansen, W. B. (1992). School-based substance abuse prevention: A review of the state of the art in curriculum, 1980-1990. Health Education Research: Theory and Practice, 7, 403-430.
Anspaugh,D., Ezell.G., & Goodman, K.N. (1987). Teaching Today´s Health. Ohio: Meril Publishing Company.
Verešová, M. (2001). Vplyv preventívnych intervencií na zmeny postojov k drogám. Pedagogická revue 53, 2,. 140-152.
Verešová, M. (2004). Mediátory užívania drog. Efektívna cesta k prevencii drogových závislostí. Nitra: FSVaZ UKF.
Soeharto, N. (2013). Faktor-faktor Yang berpengaruh Terhadap Prestasi belajar Teori Kejuruan Siswa SMK. Jurnal Vokasi, 3 (2), 222E233.
Soeprijanto. (2010). Pengukuran KINERJA Guru Praktik Kejuruan. Jakarta, Indonesia: CV. Tursina
Sudjana, N. (2002). Dasar-dasar Proses belajar Mengajar. Bandung, Indonesia: Sinar Baru.
Verešová, M. (2011). The changes in consistency of attitude towards drugs from the aspect of the primary prevention programme length of drug addictions. Psychology & Health, 26, suppl. 2, 232.
Bentuk Sitasi
Reflianto, R., Ariani, F., & Afnita, N. (2018, February 26). Path Analysis: Professional Competence, Teacher Attitude, Motivation and Creativity Towards Learning Outcome. PROCEEDING: The 3rd Annual International Conference on Islamic Education, 3(1), 208-223. Retrieved from