Examining the Impact of Tutor Effectiveness and Student Motivation on Academic Achievement in Package C Programs: An Analysis of Community Learning Centers in Ambon City

Authors

  • Arnold Sahalessy Universitas Pattimura, Indonesia
  • John Rafafy Batlolona Universitas Pattimura, Indonesia
  • Lambertus J Lakollo Universitas Pattimura, Indonesia
  • Abednego Abednego Universitas Pattimura, Indonesia

DOI:

https://doi.org/10.35445/alishlah.v17i2.5652

Keywords:

tutor performance, learning motivation, academic achievement, non-formal education

Abstract

Tutor effectiveness is a critical factor in non-formal education, particularly in the Package C equivalency program. One of the major challenges in this context is low student motivation, which significantly affects academic achievement.This study employed a descriptive quantitative approach to examine the influence of tutor performance and student learning motivation on academic achievement in the Package C program in Ambon City. Data were collected through questionnaires distributed to 90 tutors across four Community Learning Activity Centers (Pusat Kegiatan Belajar Masyarakat, PKBM) in the Sirimau sub-district.The analysis showed that both tutor performance (t = 5.009, p < .05) and student learning motivation (t = 1.998, p < .05) had a significant positive effect on student achievement. Additionally, tutor competence and work motivation were found to significantly influence overall tutor performance (F = 14.922, p < .05).These findings highlight the dual importance of enhancing tutor effectiveness and fostering student motivation to improve educational outcomes in non-formal settings. Tutor performance is shaped by internal factors such as professional competence and motivation, which in turn impact students' academic success.Tutor performance and student learning motivation are key predictors of student achievement in the Package C program. Future interventions should prioritize capacity building for tutors and strategies to increase student engagement in non-formal education environments.

References

Abdullai, J., Tresi, A., & Ramadani, K. (2012). Non-formal Education a tool for reducing the transition obstacles. Procedia - Social and Behavioral Sciences, 46, 4923–4927. https://doi.org/10.1016/j.sbspro.2012.06.360

Abednego. (2023). The correlation between student perception and learning motivation : blended learning strategy. AL-ISHLAH: Jurnal Pendidikan, 15(2), 1338–1346. https://doi.org/10.35445/alishlah.v15i2.

Al-Osaimi, D. N., & Fawaz, M. (2022). Nursing students’ perceptions on motivation strategies to enhance academic achievement through blended learning: A qualitative study. Heliyon, 8(7), 1–7. https://doi.org/10.1016/j.heliyon.2022.e09818

Areepattamannil, S. (2014). Relationship between academic motivation and mathematics achievement among indian adolescents in Canada and India. Journal of General Psychology, 141(3), 247–262. https://doi.org/10.1080/00221309.2014.897929

Barajas, M., & Gannaway, G. J. (2007). Implementing E-learning in the traditional higher education institutions. Higher Education in Europe, 32(2–3), 111–119. https://doi.org/10.1080/03797720701840609

Berg, G. van den, & Coetzee, L. R. (2014). Academic self-concept and motivation as predictors of academic achievement. International Journal of Educational Sciences, 6(3), 469–478. https://doi.org/10.1080/09751122.2014.11890158

Bilir, M. (2007). Non-formal education implementations in Turkey: Issues and latest challenges. International Journal of Lifelong Education, 26(6), 621–633. https://doi.org/10.1080/02601370701711307

Blândul, V. C., Marinescu, M., Orţan, F., Bradea, A., & Lăzuran, A. L. (2016). Some characteristics of teachers ’ from non -formal education perspective *. International Journal on Lifelong Education and Leadership, 2(1), 42–46.

Blazar, D., & Kraft, M. A. (2017). Teacher and Teaching Effects on Students’ Attitudes and Behaviors. Educational Evaluation and Policy Analysis, 39(1), 146–170. https://doi.org/10.3102/0162373716670260

Brooks, C., Burton, R., van der Kleij, F., Ablaza, C., Carroll, A., Hattie, J., & Neill, S. (2021). Teachers activating learners: The effects of a student-centred feedback approach on writing achievement. Teaching and Teacher Education, 105, 1–10. https://doi.org/10.1016/j.tate.2021.103387

Çakıroğlu, Ü., Başıbüyük, B., Güler, M., Atabay, M., & Yılmaz Memiş, B. (2017). Gamifying an ICT course: Influences on engagement and academic performance. Computers in Human Behavior, 69, 98–107. https://doi.org/10.1016/j.chb.2016.12.018

Canales, A., & Maldonado, L. (2018). Teacher quality and student achievement in Chile: Linking teachers’ contribution and observable characteristics. International Journal of Educational Development, 60, 33–50. https://doi.org/10.1016/j.ijedudev.2017.09.009

de Vries, J. A., Dimosthenous, A., Schildkamp, K., & Visscher, A. J. (2022). The impact on student achievement of an assessment for learning teacher professional development program. Studies in Educational Evaluation, 74, 1–10. https://doi.org/10.1016/j.stueduc.2022.101184

Dulock. (1993). Research Design: Descriptive Research. Journal of Pediatric Hematology/Oncology Nursing, 10(1), 154–157.

Escribano Hervis, E. (2018). El desempeño del docente como factor asociado a la calidad educativa en América Latina. Revista Educación, 42, 717–739. https://doi.org/10.15517/revedu.v42i2.27033

Farias-Batlle, P., Gómez-Aguilar, M., & Roses-Campos, S. (2012). The Academic Use of Social Networks among University Students. Comunicar, 19(38), 131–138. https://doi.org/10.3916/c38-2011-03-04

Fenanlampir, A., Batlolona, J. R., Divinubun, S., & Leasa, M. (2024). Emotional skills with homogeneity psycho cognition strategy: a study of physical education in elementary schools. Retos, 54, 850–856. https://doi.org/10.47197/retos.v54.104283

Fini, A. A. S., & Yousefzadeh, M. (2011). Survey on relationship of achievement motivation, locus of control and academic achievement in high school students of Bandar Abbas (Iran). Procedia - Social and Behavioral Sciences, 30, 866–870. https://doi.org/10.1016/j.sbspro.2011.10.168

Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional Transmission in the Classroom: Exploring the Relationship Between Teacher and Student Enjoyment. Journal of Educational Psychology, 101(3), 705–716. https://doi.org/10.1037/a0014695

Gemnafle, M., Waimuri, S. P., & Batlolona, J. R. (2018). Organizational Climate of the school and teacher performance improvement in the 21st century. International Journal of Science and Research (IJSR), 7(2), 119–126. https://doi.org/10.21275/ART20179865

Ghanad, A. (2023). An overview of quantitative research methods. International Journal of Multidisciplinary Research and Analysis, 06(08), 3794–3803. https://doi.org/10.47191/ijmra/v6-i8-52

Gonzales, R. (2021). Teaching performance and learning achievements in university students. Revista Innova Educación, 4(2), 25–44. https://doi.org/10.35622/j.rie.2022.02.002.en

Granado, X. O., Mendoza Lira, M., Apablaza, C. G. C., & López, V. M. M. (2017). Positive emotions, autonomy support and academic performance of university students: The mediating role of academic engagement and self-efficacy. Revista de Psicodidactica, 22(1), 45–53. https://doi.org/10.1387/RevPsicodidact.14280

Gustiani, S. (2020). Students ’ motivation in online learning during covid-19 pandemic era: a case study. Holistics Journal, 12(2), 23–40.

Hadita, A. (2022). Reckoning the improvement of community independence at community learning activity center in Indonesia. AL-ISHLAH: Jurnal Pendidikan, 14(4), 6315–6324. https://doi.org/10.35445/alishlah.v14i4.2116

Hafizoglu, A., & Yerdelen, S. (2019). The role of students’ motivation in the relationship between perceived learning environment and achievement in science: a mediation analysis. Science Education International, 30(4), 251–260. https://doi.org/10.33828/sei.v30.i4.2

Hattie, J., Hodis, F. A., & Kang, S. H. K. (2020). Theories of motivation: Integration and ways forward. Contemporary Educational Psychology, 61, 1–8. https://doi.org/10.1016/j.cedpsych.2020.101865

Heitink, M. C., Van der Kleij, F. M., Veldkamp, B. P., Schildkamp, K., & Kippers, W. B. (2016). A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educational Research Review, 17, 50–62. https://doi.org/10.1016/j.edurev.2015.12.002

Held, T., & Mejeh, M. (2024). Students’ motivational trajectories in vocational education: Effects of a self-regulated learning environment. Heliyon, 10(8), 1–18. https://doi.org/10.1016/j.heliyon.2024.e29526

Howard, J. L., Bureau, J., Guay, F., Chong, J. X. Y., & Ryan, R. M. (2021). Student Motivation and associated outcomes: a meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300–1323. https://doi.org/10.1177/1745691620966789

Hu, X., & McGeown, S. (2020). Exploring the relationship between foreign language motivation and achievement among primary school students learning English in China. System, 89, 1–10. https://doi.org/10.1016/j.system.2020.102199

Kriegbaum, K., Becker, N., & Spinath, B. (2018). The relative importance of intelligence and motivation as predictors of school achievement: A meta-analysis. Educational Research Review, 25, 120–148. https://doi.org/10.1016/j.edurev.2018.10.001

Li, C. (2020). A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement. Journal of Multilingual and Multicultural Development, 41(3), 246–263. https://doi.org/10.1080/01434632.2019.1614187

Mammadov, S., Cross, T. L., & Olszewski-Kubilius, P. (2021). A Look beyond aptitude: the relationship between personality traits, autonomous motivation, and academic achievement in gifted students. Roeper Review, 43(3), 161–172. https://doi.org/10.1080/02783193.2021.1923595

Martin, A. J., Bostwick, K. C. P., Burns, E. C., Munro-Smith, V., George, T., Kennett, R., & Pearson, J. (2024). A healthy breakfast each and every day is important for students’ motivation and achievement. Journal of School Psychology, 104, 1–18. https://doi.org/10.1016/j.jsp.2024.101298

Meissel, K., Parr, J. M., & Timperley, H. S. (2016). Can professional development of teachers reduce disparity in student achievement? Teaching and Teacher Education, 58, 163–173. https://doi.org/10.1016/j.tate.2016.05.013

Méndez-Aguado, C., Aguilar-Parra, J. M., Ãlvarez, J. F., Trigueros, R., & Fernández-Archilla, J. A. (2020). The influence of emotions, motivation and habits in the academic performance of primary education students in french as a foreign language. Sustainability (Switzerland), 12(6), 1–12. https://doi.org/10.3390/su12062531

Moldovan, O., & Bocoş-Binţinţan, V. (2015). The Necessity of Reconsidering the Concept of Non-formal Education. Procedia - Social and Behavioral Sciences, 209, 337–343. https://doi.org/10.1016/j.sbspro.2015.11.245

Net, W. W. W. P., Disathaporn, C., Kerdnoonwong, S., & Areekul, C. (2023). Results of learning activity package for developing learning management competency of non-formal education teachers. Pegem Journal of Education and Instruction, 14(1), 252–260. https://doi.org/10.47750/pegegog.14.01.28

Nyakundi, G. M. (2018). Influence of teacher performance on learning achievement in public secondary schools in kisii county, Kenya. International Journal of Education, 10(2), 21–31. https://doi.org/10.5296/ije.v10i2.12983

Özen, S. O. (2017). The factors effecting student achievement: Meta-analysis of empirical studies. The Factors Effecting Student Achievement: Meta-Analysis of Empirical Studies, 1–337. https://doi.org/10.1007/978-3-319-56083-0

Purwanti, I., & Widiastuti, I. (2015). Creative empowerment in non-formal education institution. case study: education system in rumah musik harry roesli (RMHR). Procedia - Social and Behavioral Sciences, 184, 63–70. https://doi.org/10.1016/j.sbspro.2015.05.054

Rafii, F., Saeedi, M., & Parvizy, S. (2019). Academic motivation in nursing students: A hybrid concept analysis. Iranian Journal of Nursing and Midwifery Research, 24(5), 315–322. https://doi.org/10.4103/ijnmr.IJNMR_177_18

Rahabav, P., & Souisa, T. R. (2021). Evaluation of non-formal education management in Maluku Province , Indonesia. International Journal of Evaluation and Research in Education (IJERE), 10(4), 1395–1408. https://doi.org/10.11591/ijere.v10i4.21116

Rapanta, C., Botturi, L., Goodyear, P., Guà rdia, L., & Koole, M. (2020). Online university teaching during and after the covid-19 crisis: refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923–945. https://doi.org/10.1007/s42438-020-00155-y

Ratnawaty Chotim, E. (2021). The Role of Community Learning Activity Centers in Overcoming Social Problems. AL-ISHLAH: Jurnal Pendidikan, 13(3), 2689–2698. https://doi.org/10.35445/alishlah.v13i3.1446

Retelsdorf, J., Köller, O., & Möller, J. (2014). Reading achievement and reading self-concept - Testing the reciprocal effects model. Learning and Instruction, 29, 21–30. https://doi.org/10.1016/j.learninstruc.2013.07.004

Scherrer, V., & Preckel, F. (2019). Development of motivational variables and self-esteem during the school career: a meta-analysis of longitudinal studies. Review of Educational Research, 89(2), 211–258. https://doi.org/10.3102/0034654318819127

Scherrer, V., Preckel, F., Schmidt, I., & Elliot, A. J. (2020). Development of achievement goals and their relation to academic interest and achievement in adolescence: A review of the literature and two longitudinal studies. Developmental Psychology, 56(4), 795–814. https://doi.org/10.1037/dev0000898

Sikhwari, T. D. (2014). A Study of the relationship between motivation, self-concept and academic achievement of students at a University in Limpopo Province, South Africa. International Journal of Educational Sciences, 6(1), 19–25. https://doi.org/10.1080/09751122.2014.11890113

Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The importance of students’ motivation for their academic achievement-replicating and extending previous findings. Frontiers in Psychology, 10, 1–11. https://doi.org/10.3389/fpsyg.2019.01730

Taylor, G., Jungert, T., Mageau, G. A., Schattke, K., Dedic, H., Rosenfield, S., & Koestner, R. (2014). A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation. Contemporary Educational Psychology, 39(4), 342–358. https://doi.org/10.1016/j.cedpsych.2014.08.002

Temel, T., & Cesur, K. (2024). The Effect of Gamification with Web 2.0 Tools on EFL Learners’ Motivation and Academic Achievement in Online Learning Environments. SAGE Open, 14(2), 1–19. https://doi.org/10.1177/21582440241247928

Thoidis, I., & Pnevmatikos, D. (2014). Non-formal education in free time: leisure- or work-orientated activity? International Journal of Lifelong Education, 33(5), 657–673. https://doi.org/10.1080/02601370.2014.918197

Topçu, S., & Leana-Taşcılar, M. Z. (2018). The role of motivation and self-esteem in the academic achievement of Turkish gifted students*. Gifted Education International, 34(1), 3–18. https://doi.org/10.1177/0261429416646192

Urhahne, D., & Wijnia, L. (2023). Theories of motivation in education: an integrative framework. In Educational Psychology Review, 35(2). Springer US. https://doi.org/10.1007/s10648-023-09767-9

Wang, L. H., Chen, B., Hwang, G. J., Guan, J. Q., & Wang, Y. Q. (2022). Effects of digital game-based STEM education on students’ learning achievement: a meta-analysis. International Journal of STEM Education, 9(1), 1–13. https://doi.org/10.1186/s40594-022-00344-0

Wu, H., Guo, Y., Yang, Y., Zhao, L., & Guo, C. (2021). A meta-analysis of the longitudinal relationship between academic self-concept and academic achievement. Educational Psychology Review, 33(4), 1749–1778. https://doi.org/10.1007/s10648-021-09600-1

Yu, J., Kim, H., Zheng, X., Li, Z., & Xiangxiang, Z. (2024). Effects of scaffolding and inner speech on learning motivation, flexible thinking and academic achievement in the technology-enhanced learning environment. Learning and Motivation, 86, 1–19. https://doi.org/10.1016/j.lmot.2024.101982

Zeng, J. (2023). A theoretical review of the role of teacher professional development in EFL students’ learning achievement. Heliyon, 9(5), 1–6. https://doi.org/10.1016/j.heliyon.2023.e15806

Zhang, Z.-J., Zhang, C.-L., Zhang, X.-G., Liu, X.-M., Zhang, H., Wang, J., & Liu, S. (2015). Relationship between self-efficacy beliefs and achievement motivation in student nurses. Chinese Nursing Research, 2(2–3), 67–70. https://doi.org/10.1016/j.cnre.2015.06.001

Zhou, M., Adesope, O. O., Winne, P. H., & Nesbit, J. C. (2019). Relations of multivariate goal profiles to motivation, epistemic beliefs and achievement. Journal of Pacific Rim Psychology, 13, 1–11. https://doi.org/10.1017/prp.2018.28

Downloads

Additional Files

Published

2025-04-21

How to Cite

Sahalessy, A., Batlolona, J. R., Lakollo, L. J., & Abednego, A. (2025). Examining the Impact of Tutor Effectiveness and Student Motivation on Academic Achievement in Package C Programs: An Analysis of Community Learning Centers in Ambon City. AL-ISHLAH: Jurnal Pendidikan, 17(2), 1879–1891. https://doi.org/10.35445/alishlah.v17i2.5652

Issue

Vol. 17 No. 2 (2025): JUNE 2025

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.