Corresponding Author: Warizal
E-mail: [email protected]
INTRODUCTION
Since
education is the most significant aspect of human life, it is crucial for
maintaining current affairs-education that is official, informal, and
non-formal (Nasrah & Elihami, 2021). The
power to influence society and the world at large to change for the better,
reduce violence and crime in society, create hope for the future and more jobs,
and increase opportunities to earn higher income are all roles that education
plays that are important. For example, education can help
create a democratic society, make society geopolitically stable, increase
economic prosperity in global markets, provide knowledge to choose capable
leaders, help to promote tolerance in society, and reduce violence and crime in
society (Prasad &
Pushpa Gupta, 2020).
Technology
advancement causes changes in the educational system. A significant indication
that education must be of high quality to achieve specific requirements in the
market is the change in the teaching methods available and the incorporation of
technology in education. Therefore, providing tertiary students with quality
training and equipment is important to attain sustainability. Learning
Resources, technology, programs completed, modules completed, lecture
methodology, attachments, qualifications, extracurricular activities,
performance awards, student and lecturer perspectives in the operational
management of the institution, as well as their opinions and assessments of
education, are all components of quality education (Thangeda et al., 2016).
The
educational procedure alone does not determine the quality of education;
lecturers' effectiveness as teachers can also have an impact. Performance is
the outcome and work ethic attained in order to finish the tasks and
obligations assigned within a specific time frame. Scientists and the
government have long regarded professors as the most important resource in
educating students. The government has set educator reform as a goal in order
to improve education in Indonesia because, in the world of education, the
relationship between students and lecturers plays a significant role in
teaching and learning activities, both in the acquisition of knowledge and in
the development of student personalities (Kanya et al., 2021). In
order to guarantee the delivery of high-quality education, lecturers are
crucial. Since educators are the core of any educational system, the caliber of
educators in each system affects and reflects the system's overall caliber and
the potential of its pupils (Bonney et al., 2015).
Based on the
review above, it is crucial to investigate the connection between a school's quality
of instruction and its professors' effectiveness, particularly in Waqf-Based
Private Universities in West Java. Additionally, waqf land exists to perpetuate
the advantages of waqf objects in line with the waqf's aim, achieving the
potential and financial advantages of waqf property for advancing worship and
the general welfare (Salmawati, 2019). This
study aims to examine the connection between academic standards and teachers'
performance in West Java's private waqf-based universities. A pertinent study,
"Factors Influencing the Improvement of Education Quality at the Stia
Alazka Ambon Campus," was undertaken (Angkotasan & Watianan, 2021). This
qualitative study discovered several barriers to providing high-quality
education on campus. This research differs from data analysis techniques and
study materials or settings. This study aims to determine the relationship
between lecturer performance and educational quality so that agencies can utilize
it as a benchmark for future development.
METHOD
This study is
a quantitative explanatory study. Explanatory research examines the reasons
behind events given the scant knowledge at hand. Research into the causes or
mechanisms of particular events. In addition to explaining the reasons for an
occurrence, this explanatory research also seeks to explain the connection
between two or more symptoms or factors. Correlational research and
confirmatory research are both terms for explanatory research (Sari et al.,
2022). At private West Javan universities with a
waqf foundation, 113 lecturers were randomly chosen to participate in the
survey. On a scale of 1 to 5, respondents were asked to complete an online
questionnaire. The Pearson product-moment correlation test was then used to
evaluate the data and determine the variables' relationship. Finding a
relationship between variable X (educational quality) and variable Y (lecturer
performance) and assessing the strength of that association can be done using
the Pearson Product Moment Correlation Test (Bertan et
al., 2016). The study's hypothesis is:
|
H0
|
:
|
There is no correlation between the effectiveness of instructors
at Waqf-Based Private Universities in West Java and the quality of
instruction.
|
|
Ha
|
:
|
There is a connection between the caliber of instruction and the
lecturers' effectiveness in West Java's Waqf-Based Private Universities.
|
RESULTS AND DISCUSSION
They start with evaluating the reliability and validity of research
tools. Validity refers to how effectively the data obtained covers the subject
under study. The correlation between the scores (values) of each item
(question) and the overall score of the questionnaire must be checked to
determine the validity of the measuring instrument, an index demonstrating that
it truly measures what we wish to measure. If the estimated r-value is higher
than the r table (r count > r table), the indications in the questionnaire
can be regarded to be legitimate (Anggraini et al., 2022). The r table value, which was employed with a significance level of 5%
and 113 respondents overall, yielded a result of 0.176, which will later be
compared to the computed r value. Table 1 presents the study findings.
Table 1. Values
from count and rtable are compared
|
Item Number
|
r Count
|
r Table
|
Result
|
|
Item 1
|
0.179
|
0.176
|
Valid
|
|
Item 2
|
0.481
|
0.176
|
Valid
|
|
Item 3
|
0.179
|
0.176
|
Valid
|
|
Item 4
|
0.435
|
0.176
|
Valid
|
|
Item 5
|
0.630
|
0.176
|
Valid
|
|
Item 6
|
0.504
|
0.176
|
Valid
|
|
Item 7
|
0.369
|
0.176
|
Valid
|
|
Item 8
|
0.438
|
0.176
|
Valid
|
|
Item 9
|
0.369
|
0.176
|
Valid
|
|
Item 10
|
0.474
|
0.176
|
Valid
|
|
Item 11
|
0.468
|
0.176
|
Valid
|
|
Item 12
|
0.701
|
0.176
|
Valid
|
|
Item 13
|
0.558
|
0.176
|
Valid
|
|
Item 14
|
0.531
|
0.176
|
Valid
|
|
Item 15
|
0.369
|
0.176
|
Valid
|
Source: Personal data
While dependability is concerned with how well
a phenomenon or data set can be measured, it is also concerned with how
consistently the results can be repeated. If a measuring device consistently
yields the same measurement findings after numerous measurements, it is said to
be reliable. If the results of a questionnaire remain constant or stable
throughout time, it is said to be reliable. The Cronbach Alpha coefficient is
the most well-known reliability measuring metric. When the study instrument is
set up with a Likert scale, this is the most suitable reliability metric. A
variable can be deemed reliable or consistent if it has a Cronbach Alpha value of
more than 0.60 (Riyono et al., 2016).
Table
2. Cronbach�s Alpha Output
|
Reliability Statistics
|
|
Cronch�s Alpha
|
N of Items
|
|
.789
|
17
|
The Cronbach Alpha output value for the dependability of
the data collection items was 0.789; this value is higher than 0.6 and
indicates that the items are reliable.
Table
3. Pearson Correlation Output
|
|
|
Education Quality
|
Lecturer Performance
|
|
Education Quality
|
Pearson Correlation
|
1
|
.680��
|
|
|
Sig. (2-tailed)
|
|
.000
|
|
|
N
|
113
|
113
|
|
Lecturer Performance
|
Pearson Correlation
|
.680��
|
1
|
|
|
Sig. (2-tailed)
|
.000
|
|
|
|
N
|
113
|
113
|
|
**. Correlation is significant at the 0.01
level (2-tailed)
|
The analysis of the Pearson product-moment
correlation test comes next. The outcome of the Pearson correlation value is
shown in Table 3. By contrasting the
significant values of each variable, it is possible to assess the output
findings. The alternative hypothesis (Ha) must be accepted if the significance
value obtained is less than 0.05. Table 3 demonstrates that the relevance of the two variables is indicated by the
value 0.000. Comparing the Pearson correlation results for the two variables
with the r-table values is another way to derive conclusions from hypothesis
testing. At (113; 5%), the r table value is 0.176. The alternative hypothesis
(Ha) must be accepted if the Pearson correlation value exceeds the r table
value. Table 3 reveals the Pearson
correlation value for both variables to be 0.680, which indicates that there is
a connection between the caliber of instruction and the effectiveness of
lecturers at Waqf-Based Private Universities in West Java.
Table 4. Degree of Relationship Strength between Variables
|
Coefficient Intervals
|
Relationship Level
|
|
0.00-0.199
|
Very Weak
|
|
0.20-0.399
|
Weak
|
|
0.40-0.599
|
Medium
|
|
0.60-0.799
|
Strong
|
|
0.80-1.000
|
Very Strong
|
Source: (Jabnabillah &
Margina, 2022)
The next step is to look at the Pearson
correlation value to gauge how closely related the variables are. When Table 4's Pearson correlation value of 0.680 is analyzed, it reveals a strong
correlation between these two factors and a positive relationship in general,
indicating that lecturers perform better when education quality is higher. This
argument is consistent with the study research findings, according to which it is crucial to aim for high educational
standards (Angkotasan & Watianan, 2021): (Halawa & Mulyanti, 2023). At the macro level, management and leadership factors, the curriculum,
lecturers, teaching and learning processes, student input, educational
policies, educational facilities, the learning environment, operational funds,
the use of technology and communication in education, as well as human
resources (lecturer skill in teaching and research), all have an impact on
education quality.
In order to guarantee the delivery of
high-quality education, teachers are crucial. Since teachers are the foundation
of any educational system, the caliber of teachers in each system affects and
reflects the system's overall caliber as well as the potential of its pupils.
Teachers provide pupils with the knowledge and tools necessary to succeed as
lifelong learners in school and life. To do this, though, calls for more
reliable and efficient programs that adequately prepare teachers and give them
the information, tools, and resources they need to engage children and raise academic
achievement (Bonney et al., 2015). If done correctly, teacher performance evaluation can have a
long-lasting effect on the caliber of teachers. Additionally, lecturer
assessment is the best sign of quality control in the current educational
system. The purpose of lecturer evaluation is to control the standard of
teaching performance, promote good teaching practices, enhance skills, and
evaluate promotions (Lay, 2020).
�CONCLUSION
Based on the research conducted, it can be
concluded that there is a relationship between the quality of education and the
performance of lecturers in Private Higher Education Institutions (PTS) in West
Java. The relationship between the quality of education and lecturer
performance falls under the strong category, and the nature of the relationship
between these two variables is positive, which can be interpreted as follows:
the better the quality of education, the better the performance of lecturers.
This research implies that the findings can assist PTS in West Java in
identifying aspects of education quality that contribute to the improvement of
lecturer performance. Both PTS and local government can encourage increased
investment in education, such as the development of more relevant curricula,
facility enhancements, and continuous training for lecturers. Thus, the
findings of this research can guide efforts to enhance and develop higher
education in West Java, providing guidance for education stakeholders to
optimize education quality and lecturer performance for the success of
institutions and human resource development..
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