Agus Salim, I Nyoman Sudana Degeng, Punaji Setyosari, Made Duananda Kartika Degeng
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. © 2025, Ozgen Korkmaz. All rights reserved.
Program Studi Teknologi Pembelajaran, Universitas Negeri Malang, Malang, Indonesia
