CRITICAL JOURNAL REVIEW

“The Influence Of Motivation And Work Satisfaction Toward Performance Of Senior High
Schools Guidance And Counseling”

Mata Kuliah : Psikologi Pendidikan

Dosen Pengampu : Nani Barorah, S.Psi., M.A., Ph.D.

Disusun oleh:

Nama : Yasmin Khamila Husain

NIM : 4193111083

Program Studi :Pendidikan Matematika

Kelas :Pendidikan Matematika D 2019

FAKULTAS MATEMATIKA DAN ILMU PENGETAHUAN ALAM

UNIVERSITAS NEGERI MEDAN

JURUSAN MATEMATIKA

2019
 KATA PENGANTAR
Puji dan syukur saya ucapkan kepada Tuhan Yang Maha Esa atas berkat dan
rahmatnya sehingga saya masih diberikan kesempatan dan kesehatan untuk dapat menyelesaikan
critical journal review ini. Critical journal review ini saya buat guna memenuhi penyelesaian
tugas pada mata kuliah Psikologi Pendidikan, semoga critical book report ini dapat menambah
wawasan dan pengetahuan bagi para pembaca.

Dalam penulisan critical book report ini, saya tentu saja tidak dapat menyelesaikannya
sendiri tanpa bantuan dari pihak lain. Oleh karena itu, saya mengucapkan terimakasih kepada:

1. Kedua orang tua saya yang selalu mendoakan

2. Kepada Ibu dosen pengampu, Nani Barorah Nasution, S.Psi., M.A., Ph.D.

Saya menyadari bahwa critical journal review ini masih jauh dari kata sempurna karena
masih banyak kekurangan. Oleh karena itu, saya dengan segala kerendahan hati meminta maaf
dan mengharapkan kritik serta saran yang membangun guna perbaikan dan penyempurnaan ke
depannya.

Akhir kata saya mengucapkan selamat membaca dan semoga materi yang ada dalam
critical journal review yang berbentuk makalah ini dapat bermanfaat sebagaimana mestinya bagi
para pembaca.

Medan, 15 Maret 2020

Penyusun
Yamin Khamila Husain
4193111083

i
 DAFTAR ISI

KATA PENGANTAR i

DAFTAR ISI ii

DAFTAR TABEL iii

IDENTITAS JURNAL 1

BAB I PENDAHULUAN 2

1.1 Latar Belakang 2

1.2 Tujuan Penelitian 2

BAB II METODE PENELITIAN 3

2.1 Langkah Penelitian 3

2.2 Hasil Penelitian 4

2.3 Diskusi Penelitian 5

2.4 Daftar Pustaka 6

BAB III ANALISIS JURNAL 10

3.1 Kekuatan Penelitian 10

3.2 Kelemahan Penelitian 10

BAB IV PENUTUP 11

4.1 Kesimpulan 11

4.2 Saran 11

DAFTAR PUSTAKA 12

ii
 DAFTAR TABEL

Tabel 2.1 Data masing-masing kota 3

Tabel 2.2 Mean, Median, Standar Deviasi, Curtosis, dan Analisis Skewness. 4

iii
 1

Judul : The Influence Of Motivation And Work Satisfaction Toward

Performance Of Senior High Schools Guidance And Counseling
Teachers In South Sulawesi
Jurnal : International Journal of Advanced Research
Download : http://www.journalijar.com/
Volume dan Halaman : Volume (3): 386-401
Tahun : 2015
Penulis : Kulasse Kanto
Reviewer : Yasmin Khamila Husain
Tanggal : 13, Maret 2020
Abstrak Penelitian :
Penelitian ini menguji pengaruh kinerja guru bimbingan dan konseling dari lulusan
bimbingan dan konseling yang ditugaskan di sekolah menengah negeri di Sulawesi Selatan.
Selanjutnya, pengaruh motivasi kerja dan kepuasan kerja terhadap kinerja guru bimbingan dan
konseling.
Metode penelitian menggunakan survei kuantitatif dengan instrumen skala penilaian dan
dokumentasi.
Teknik pengolahan data dengan analisis jalur model Amos untuk menguji pengaruh
(motivasi, kepuasan dan kinerja) dan uji perbedaan anova diawali dengan analisis deskriptif.
Tujuan penelitian ini adalah untuk mengetahui (i) pengaruh kinerja, motivasi kerja, dan
kepuasan kerja guru bimbingan dan konseling, dan (ii) perbedaan pengaruh antara memiliki
bimbingan dan bimbingan guru terhadap kinerja, motivasi kerja dan kepuasan kerja .
Teknik pengambilan sampel adalah stratified random sampling (pengambilan sampel
area) dengan 163 orang dari delapan kota / wilayah di wilayah selatan, tengah dan utara.
Hasil penelitian ini adalah (i) pengaruh motivasi kerja dan kepuasan kerja terhadap
kinerja. (ii) Ada perbedaan motivasi kerja dan kepuasan kerja terhadap kinerja guru bimbingan
dan konseling
 2

BAB I
PENDAHULUAN
1.1 Latar Belakang
Catatan penting untuk semua pihak, terutama pemerintah, khususnya Kementerian
Pendidikan dan Kebudayaan dari atas ke bawah, dari Menteri hingga Pengawas dan Kepala
Sekolah. Para pihak selalu dapat memberikan bimbingan, pemantauan, koordinasi, dan
pengawasan yang lebih kondusif, fokus, dan lebih produktif bagi guru bimbingan dan konseling
di sekolah. Penilaian kepala sekolah dan pengawas perlu diprogram dan terus menerus. Berbagai
upaya harus dilakukan untuk mencapai pendidikan yang berkualitas, salah satunya adalah
peningkatan kinerja guru bimbingan dan konseling sekolah. Peningkatan kinerja guru Bimbingan
dan Konseling secara profesional untuk memotivasi bekerja dengan penuh semangat dengan
kepuasan yang memadai, dengan kata lain mendorong Guru Bimbingan dan Konseling untuk
bekerja keras dan memberdayakan kepuasan ke tingkat optimal bagi Bimbingan dan guru BK
yang memiliki kinerja profesional. Kebijakan pemerintah untuk meningkatkan kualitas
pendidikan, khususnya kualitas layanan bimbingan dan konseling untuk memotivasi pendidik
sebagai guru bimbingan dan konseling. Ada yang mendasari implementasi UU dan Regulasi,
yaitu penggunaan istilah guru BK sebagai pendidik profesional (istilah dalam Pasal 1, Bagian 6
UUSPN No 20th 2003). Kemudian mengikuti Undang-Undang tentang Guru dan Dosen No. 14,
2005. Akhirnya Peraturan RI No. 19th 2005 tentang SNP menyatakan bahwa guru dan guru
Bimbingan dan Konseling adalah pendidik profesional yang menguasai berbagai kompetensi
sebagai agen pembelajaran.
Wawancara wawancara 12 September 2012 dengan dua kepala sekolah di Makassar, yaitu
SMAN 3 dan SMAN 8. Kepala sekolah SMAN 3 menyatakan bahwa kinerja guru bimbingan
dan konseling tidak dapat dibedakan oleh dua bentuk motivasi atau kepuasan kerja yang lebih
berpengaruh. Demikian juga, kepala sekolah SMAN 8 dalam keraguan menyatakan penilaian
kinerja sebelum dan sesudah Bimbingan dan konseling guru mendapatkan motivasi atau
pengukuran kepuasan kerja tidak dapat dinilai. Lebih dipertanyakan apakah kinerja motivasi dan
kepuasan kerja berpengaruh atau tidak.
1.2 Tujuan Penelitian
Secara rinci, penelitian ini bertujuan untuk mengidentifikasi dan menganalisis hal-hal
berikut:
1. Mengetahui pengaruh motivasi dan kepuasan kerja terhadap kinerja guru Bimbingan dan
konseling di sekolah.
2. Mengetahui perbedaan motivasi kerja dan kepuasan kerja pada kinerja Bimbingan dan
konseling guru di sekolah.
 3

BAB II
METODE PENELITIAN
2.1 Langkah Penelitian
Penelitian ini menggunakan pendekatan kuantitatif dengan bentuk survei. Desain penelitian
ini adalah analisis Structural Equation Model (SEM) dalam bentuk Analysis of Moment
Structures (AMOS), yaitu pengaruh motivasi dan kepuasan kerja guru pembinaan dan bimbingan
sebagai variabel bebas terhadap kinerja guru bimbingan dan konseling sebagai variabel dependen
atau variabel endogen. Selain itu, analisis juga dilakukan dengan analisis regresi dan analisis
varian.
Penelitian ini dilakukan di SMA Negeri di Sulawesi Selatan dalam 4 bulan, termasuk validasi
dan pengujian. Tempat penelitian di 6 Kabupaten dan 2 Kota, masing-masing wilayah di Bone,
Soppeng, Sidenreng Rappang, Sinjai, Maros dan Gowa serta Kota Makassar dan Pare Pare.
Tanggal penelitian ini dilakukan pada 1 Juli 2013 dan pada saat yang sama pengumpulan data
sebagai instrumen uji coba lapangan.

Populasi penelitian mencakup semua guru bimbingan dan konseling SMAN di Sulawesi dari
Sarjana Bimbingan dan Psikologi Pendidikan, yang berjumlah 24 kota / kabupaten sebanyak 373
orang.

Sampel penelitian diambil secara acak dengan stratified random sampling (wilayah
pengambilan sampel) di wilayah Selatan, Tengah dan Utara. Perwakilan dari masing-masing
daerah dan bagian selatan adalah Soppeng, Bone dan Sinjai, bagian tengah adalah Makassar,
Maros dan Gowa dan bagian utara Parepare dan Sidrap. Total sampel 163 orang, dengan
perincian berikut.

Tabel 2.1 Data masing-masing kota

Kota Peserta

Makasar 70

Parepare 20

Bone 19

Soppeng 19

Gowa 13

Sidrap 9

Maros 7

Sinjai 6
 4

Total 163

• Teknik Pengumpulan Data

Skala Penilaian atau kuesioner adalah pengumpulan data menggunakan pernyataan atau
pertanyaan tertulis dengan jawaban tertulis juga. Skala penilaian disusun dalam bentuk
pernyataan tertutup, menggunakan skala Likert dengan kisaran nilai 0 - 4.

Kategori pernyataan terdiri dari dua, positif dan negatif. Positif dengan SS (sangat setuju)
kelas 4; S (setuju) nilai 3; N (netral) nilai 2; TS (tidak setuju) kelas 1; dan menjawab STS (sangat
tidak setuju) dengan nilai 0.

Hasil uji coba dianalisis dengan uji konsistensi internal dengan koefisien korelasi, uji
validitas konstruk dengan analisis faktor konfirmatori dan menghitung koefisien reliabilitas
dengan koefisien alpha Crombach.

Dokumentasi sebagai teknik pengumpulan data dengan merekam atau menyalin dokumen
yang disimpan oleh sekolah sampel. Dokumentasi dicatat pada program kerja, unit layanan
(RPBK), catatan kasus, konferensi kasus, konsultasi orang tua, konseling siswa, dan sebagainya.
• Instrumen Penelitian
Penelitian ini menggunakan tiga jenis instrumen, yaitu (1) instrumen untuk bimbingan dan
konseling kinerja guru, (2) Instrumen motivasi kerja dan (3) Instrumen kepuasan kerja untuk
bimbingan dan bimbingan guru.

2.2 Hasil Penelitian

A. Analisis Data

Data diproses dengan analisis SEM dengan sistem jalur AMOS untuk melihat ada atau tidak
adanya pengaruh kinerja terhadap motivasi kerja dan kepuasan kerja. Sedangkan analisis
ANOVA digunakan untuk mengungkapkan ada atau tidaknya perbedaan kinerja guru bimbingan
dan konseling, motivasi kerja dan kepuasan kerja guru BK di sekolah. Analisis data dari uji coba
lapangan dalam tabel disajikan mengenai validitas konstruk kinerja guru bimbingan dan
konseling, motivasi kerja dan kepuasan kerja sebagai berikut.

1. Analisis Deskriptif

Analisis deskriptif variabel kinerja, motivasi kerja dan bimbingan kerja serta bimbingan guru.

Tabel 2.2 Mean, Median, Standar Deviasi, Curtosis, dan Analisis Skewness.

Uraian Kinerja Motivasi Kepuasan

Rata-rata 124.0789 106.7669 113.6135
Standar kesalahan 75374 78695 95281
 5

rata-rata
Median 123.0000 1060000 114.0000
Mode 121.00 102.00 112.00
Standar Deviasi 9.621313 10.04715 12.16468
Varians 92.605 100.945 147.979
Kurtosis 092 1.657 686
Skewness 228 -529 -388
Dapat disimpulkan bahwa grafik menunjukkan garis normalitas, tidak mengarah ke kiri atau ke
kanan luar.

2. Analisis Statistik Inferensial dengan Analisis Jalur

• Analisis Hubungan dengan Variabel lain

a. Analisis bimbingan dan konseling Penilaian Kinerja Guru
Dapat disimpulkan bahwa ada pengaruh kepuasan kerja terhadap motivasi kerja,
tetapi tidak berusaha melawan kinerja guru bimbingan dan konseling. Demikian
juga, motivasi kerja tidak mempengaruhi kinerja guru bimbingan dan konseling.
b. Analisis Penilaian Kinerja Guru Bimbingan dan Konseling
Dapat disimpulkan bahwa kepuasan kerja berpengaruh terhadap motivasi kerja,
tetapi tidak berpengaruh terhadap kinerja, sebaliknya motivasi kerja berpengaruh
terhadap kinerja guru bimbingan dan konseling
• Bimbingan dan Konseling Analisis Kinerja guru dengan Motivasi dan Kepuasan Kerja
Dapat disimpulkan bahwa kepuasan kerja berpengaruh signifikan terhadap motivasi
kerja, tetapi tidak berpengaruh terhadap kinerja, dan motivasi bijaksana lainnya
berpengaruh signifikan terhadap kinerja.
• Bimbingan dan Konseling Analisis Kinerja Guru
Dapat disimpulkan bahwa pengaruh kepuasan kerja terhadap motivasi kerja sedangkan
kepuasan kerja dan motivasi kerja tidak mempengaruhi kinerja guru pembinaan dan
konseling.

3. Analisis Komparatif Ganda

Dari hasil analisis komparatif ganda didapati bahwa motivasi, kepuasan, dan kinerja tidak
memiliki perbedaan dalam skornya.

2.3 Diskusi Penelitian

Diskusi Hasil tes hipotesis pertama dengan analisis jalur dan ANOVA pada penilaian kinerja
guru bimbingan dan konseling menunjukkan bahwa deskripsi kinerja guru di sekolah
mempengaruhi guru bimbingan dan konseling. Demikian pula, analisis varians menunjukkan
tidak ada perbedaan dalam kinerja guru bimbingan dan konseling pada motivasi dan kepuasan
kerja. Temuan ini mendukung kinerja lebih lanjut bahwa kepuasan kerja dan motivasi kerja tidak
mempengaruhi kinerja guru bimbingan dan konseling. Dengan demikian, dapat disimpulkan
 6

bahwa tidak ada pengaruh motivasi kerja dan kepuasan kerja terhadap kinerja guru bimbingan
dan konseling.

Hasil pengujian hipotesis terakhir menunjukkan bahwa terdapat perbedaan kinerja, kepuasan
dan motivasi guru bimbingan dan konseling. Lebih jauh dari itu, motivasi kerja yang membawa
lebih keras dan lebih gigih juga dapat dengan mudah menyelesaikan masalah mereka, baik
masalah pribadi maupun masalah sosial dari pekerjaan itu sendiri. Dengan demikian motivasi
kerja yang lebih keras dan gigih, pekerjaan yang memadai akan menghasilkan pekerjaan yang
memuaskan oleh semua pihak, termasuk untuk diri mereka sendiri. Menurut Dimyati &
Mudjiono (2006) mengemukakan bahwa jenis motivasi utama adalah motivasi yang didasarkan
pada motif dasar. Motivasi dasar tersebut terutama berasal dari aspek fisik atau biologis manusia
dalam meningkatkan kesejahteraan dan martabat individu serta kedudukannya sebagai guru
bimbingan dan konseling. Ini terkait erat dengan kebutuhan keuangan guru bimbingan dan
konseling bersama dengan anak-anak dan keluarga mereka, sebelum mempertimbangkan
kemampuan dan tuntutan kompetensi mereka dari tugas dan tanggung jawab pekerjaannya.
Memprioritaskan tugas dan pekerjaan dapat berarti meninggalkan keluarga atau kehidupan anak
dan istri.

Hal yang baik adalah memprioritaskan yang satu dan tidak meninggalkan yang lain, yang
berarti keduanya sebagai perhatian utama. Meskipun dalam konsepnya, pemenuhan kebutuhan
dasar yang lebih tinggi didahulukan dan kemudian pemenuhan persyaratan lainnya. Ini
mengingatkan pada konsep pemenuhan oleh Abraham Maslow yang disajikan oleh Hilgard, Rita,
dan Richard (1979) yang disusun dalam bentuk piramida. Bentuk pemenuhan paling mendasar
atau kebutuhan biologis (makan, minum, perumahan, keamanan atau pakaian / makanan, jenis
kelamin dan sebagainya) dengan pemenuhan tertinggi, yaitu untuk bentuk aktualisasi diri sebagai
penerimaan tertinggi kehidupan sosial yang sejahtera, fisik dan psikologis / mental kemakmuran
fisik dan spiritual, religius menjangkau dunia yang hidup dan akhirat lebih baik.

2.4 Daftar Pustaka

Abdullah, P. 2013. Sosialisasi Kurikulum 2013 terhadap Asesor PLPG bidang studi Bimbingan
dan Konseling. Rayon 1 24 Universitas Negeri Makassar di Makassar.

Abimanyu, S. & Thayeb, M. 2009. Teknik dan Laboratorium Konseling, Jilid I. Makassar:
Badan Penerbit UNM.

____________ .1996. Teknik dan Laboratorium Konseling. Jakarta: Depdikbud Dirjen-Dikti

Proyek Pendidikan Tenaga Akademik, Jalan Pintu Satu.

Ahmadi, A & Supriyono, W. 2004. Psikologi Belajar (Ed. Revisi). Jakarta: Rineka Cipta.

Ahmadi. 2010. Peran Guru bimbingan dan konseling. (Online http://id. Wikipedia.org/wiki/ guru
bimbingan dan konseling.com).Diakses 20 September 2012
 7

Ahmad, A.M. 2005. Kinerja Guru Pembimbing Sekolah Menengah Umum (SMU) Disertasi.
Jakarta: Program Pascasarjana Universitas Negeri Jakarta

Anita,W. 2009. Educational Psychology, Active Learning. Tenth Edition. Bagian Pertama &
Kedua. (Terjemahan: Helly Prajitno S & Sri Mulyantini S). Yogyakarta: Pustaka
Perlajar.

As’ad. 1987. Psikologi Industri. Yogyakarta: Liberty.

Aunurrahman. 2009. Belajar dan Pembelajaran. Bandung: Alfabeta.

Bernard HW & Fullmer DW. 1977. Principles of Guidance. New York: Harper & Row,
Publishers.

Daruma, R, Sulaiman, & Mustafa. 2009. Perkembangan Peserta Didik. Makassar: FIP UNM

Depdiknas. 2003. Undang-Undang Republik Indonesia Nomor 20 Tahun 2003. Tentang Sistem
Pendidikan Nasional. Jakarta: Tambahan Lembaran Negara Republik Indonesia nomor
4301

________. 2005. Undang-undang Republik Indonesia Nomor 14 Tahun 2005. Tentang Guru dan
Dosen. Jakarta: . CV. Eko Jaya.

________. 2008. Peraturan Menteri Pendidikan Nasional RI Nomor 27 Tahun 2008 Tentang
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Hartono. 2011. Program Pendidikan Profesional Guru bimbingan dan konseling Masa Depan dan
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Hilgard, E.R., Rita, L.A dan Richard, C.A. 1979. Introduction to Psychology. New York N Y.:
Harcourt Brace Jovanovich, Inc.

Indriyanto, Bambang. 2012. Penelitian Sosial vis a vis Kebijakan Pendidikan (Laporan Hasil
Penelitian). Makalah disajikan dalam Seminar tentang Guru. Hotel Clarion Makassar,
25-26 April.

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 8

Kartadinata, S. 2005. Standar Kompetensi Guru bimbingan dan konseling Indonesia, Pengurus
Besar Asosiasi Bimbingan dan Konse/wiki/guru bimbingan dan konseling.comling
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Kartadinata, S. dkk. 2008. Penegasan Profesi Bimbingan dan Konseling, Alur Pikir Penataan
Pendidikan Profesional Guru bimbingan dan konseling dan Layanan Bimbingan dan
Konseling Dalam Jalur Pendidikan Formal. Bandung: Pengurus Pusat ABKIN.

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Penyusunan Portofolio. Dikjen Dikti. Jakarta.

Luthans, Fred. 1995. Organizational Behavior. Singapore: McGraw-Hill Inc.

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Mc Clelland. 1975. The Achievement Motive. New York : Inlington

Mulyasa. 2009. Menjadi Kepala Sekolah Profesional. Bandung: CV. Rosda Karya

Oemar Hamalik. 2008. Pendidikan Guru Berdasarkan Pendekatan Kompetensi. Jakarta: PT.
Bumi Aksara.

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Bukittinggi). Bukittinggi Padang. 12-14 September.

________. 2008. Mengatasi Krisis Identitas Profesi Guru bimbingan dan konseling. Padang:
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September 2012.

Sajidan. 2011. Pengembangan Profesionalisme Guru dan Dosen. (Online situs tidak tercatat).
February 25th, 2011/Category. Solo: FKIP UNS.

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Pascasarjana dan Badan Penerbit UNM.

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Direktorat Jenderal Pendidikan Tinggi Departemen Pendidikan Nasional.

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Pendidikan Tinggi Kementerian Pendidikan Nasional.

Sardiman.2 009. Interaksi dan Motivasi Belajar Mengajar.Jakarta:Rajawali Pers

 9

Shertzer, Bruce & Stone, S. C. 1981. Fundamentals of Guidance. Fourth Edition. Boston:
Houghton Mifflin Company.

Sholeh, Hidayat. 2008. Hubungan Minat Terhadap Profesi Guru dan Motivasi Berprestasi
dengan Keterampilan Mangajar. Jurnal Pendidikan dan Kebudayaan, No.075, Tahun Ke
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Suryabrata, S. 2006. Psikologi Pendidikan. Jakarta: PT Raja Grafindo Persada.

Suryana, 2000.Rambu-rambu-Pendidikan- Guru bimbingan dan konseling.http: //www .scribd.

com/ doc/20001614/.Diakses 23 September 2012

Syaifullah, M. 2012. Sertifikasi Guru,http://vidaiponk.blogspot. com /2012/05/ makalah-

sertifikasigurudisusun.html). Diakses 23 September 2012.

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konseling (Konseling). Bandung.

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Internasional. Bandung: Makalah disajikan dalam Konvensi Nasional XIII Bimbingan
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Israel: Bar Ilan University, Ramat Gan.
 10

BAB III

ANALISIS JURNAL

3.1 Kekuatan Penelitian

Kekuatan dari jurnal ini, antara lain:

• Memaparkan secara jelas menguji pengaruh kinerja guru bimbingan dan konseling dari
lulusan bimbingan dan konseling yang ditugaskan di sekolah menengah negeri di
Sulawesi Selatan.
• Penulisan jurnal ini sangat baik, karena mengunakan kata-kata yang sesuai dengan ejaan
yang tepat.
• Memaparkan data, dengan menggunakan tabel, grafik, ataupun diagram.
• Menyertakan daftar pustaka

3.2 Kelemahan Penelitian

Kelemahan dari jurnal ini, antara lain:

• Spasi pada penulisan jurnal tidak teratur.

• Ada beberapa paragraph yang menjorok ke dalam ataupun ke luar.
• Beberapa daftar pustaka tidak diketahui nama penulisnya.
• Ada sistematika urutan yang dilewati, misalnya dari urutan b langsung ke urutan d.
 11

BAB IV

PENUTUP

4.1 Kesimpulan
1. Motivasi dan kepuasan kerja mempengaruhi kinerja guru bimbingan dan konseling di
sekolah.
2. Ada perbedaan pengaruh motivasi dan kepuasan kerja terhadap kinerja guru bimbingan
dan konseling.
4.2 Saran
1. Pemerintah harus memberikan motivasi dan kepuasan sebanyak mungkin kepada semua
guru bimbingan dan konseling yang bimbingan dan konseling yang memenuhi syarat
untuk mendapatkan kesempatan untuk meningkatkan kinerja mereka.
2. efektivitas pengeluaran anggaran dan pendapatan anggaran biaya negara / daerah, harus
dimaksimalkan oleh kepala sekolah untuk motivasi dan membuat guru bimbingan dan
konseling puas dengan sungguh-sungguh, agar mereka belajar dengan benar untuk
meningkatkan kinerja mereka secara profesional.
3. Untuk bimbingan dan konseling guru harus meningkatkan kinerja dan motivasi diri untuk
bekerja secara profesional sesuai tugasnya sebagai pendidik pada umumnya dan sebagai
guru bimbingan dan konseling pada khususnya.
4. Para guru bimbingan dan konseling pada umumnya dan di sekolah menengah khususnya,
tidak hanya menggunakan kesempatan untuk meningkatkan kesejahteraan keuangan dan
martabat sebagai bimbingan dan konseling guru, tetapi juga kerja keras secara profesional
untuk meningkatkan kualitas pendidikan nasional.
5. Para peneliti merekomendasikan untuk meneliti lebih lanjut faktor-faktor yang mengarah
pada peningkatan kinerja guru bimbingan dan konseling, terutama pra-posisi PPG ke
periode berikutnya.
 12

DAFTAR PUSTAKA

Kanto, Kulasse. 2015., The Influence Of Motivation And Work Satisfaction Toward
Performance Of Senior High Schools Guidance And Counseling Teachers In South
Sulawesi. International Journal of Advanced Research. Vol. 3(2): 386-401.
ISSN 2320-5407 International Journal of Advanced Research (2015), Volume 3, Issue 2, 386-401

Journal homepage:http://www.journalijar.com INTERNATIONAL JOURNAL

OF ADVANCED RESEARCH

RESEARCH ARTICLE

THE INFLUENCE OF MOTIVATION AND WORK SATISFACTION TOWARD

PERFORMANCE OF SENIOR HIGH SCHOOLS GUIDANCE AND COUNSELING
TEACHERS IN SOUTH SULAWESI

Kulasse Kanto

Manuscript Info Abstract

Manuscript History:
Received: 18 February 2014
Final Accepted: 26 January 2015
Published Online: February 2015
Key words:
Work Motivation, Job Satisfaction
and Performance of guidance and
counseling teachers
*Corresponding Author
Kulasse Kanto
This study examines the effect of the performance of the guidance and
counseling teacherss from guidance and counseling graduate who assigned in
state high schools in South Sulawesi. Furthermore, the influence of work
motivation and job satisfaction toward of performance guidance and
counseling teacherss. The research method used a quantitative survey with a
rating scale instruments and documentation. Data processing techniques with
path analysis of Amos models to test the influence (motivation, satisfaction
and performance) and anova test of differences preceded with descriptive
analysis. Goal of this study was to determine (i) the influence of
performance, work motivation, and job satisfaction of guidance and
counseling teacherss, and (ii) the difference of affect between has of
guidance and counseling teacherss on performance, work motivation and job
satisfaction. Sampling technique was stratified random sampling (area
sampling) with 163 person from eight city/region in an south, central and
north area. The results of the study are (i) influences on work motivation and
job satisfaction toward performance. (ii) There was difference on work
motivation and job satisfaction toward performance of guidance and
counseling teacherss

Copy Right, IJAR, 2015,. All rights reserved

INTRODUCTION
A. Research Background

Important note to all parties, especially the government, particularly the Ministry of Education and Culture
from the top down, from the Minister to the Supervisor and Principal. The parties can always give guidance,
monitoring, coordination, and oversight more conducive, focused and more productive for Guidance and counseling
teacherss in the school. Assessment of school principals and supervisors need to be programmed and continuously.
Various efforts must be made to achieve quality education, one of them is the performance improvement of
Guidance and counseling school teachers. Improved performance of Guidance and counseling teachers
professionally to motivate to work vigorously with adequate satisfaction, in other words encourage Guidance and
counseling teachers to work hard and empower satisfaction to optimum level for Guidance and counseling teachers
who have professional performance.
Government policies to improve the quality of education, in particular the quality of guidance and
counseling services to motivate educators as Guidance and counseling teachers or counselor. There are underlying
the Act and Regulation implementation, namely the use of the term counseling teachers as professional educators
(term in Article 1, Section 6 UUSPN No 20th 2003). Then followed the Law on Teachers and Lecturers No. 14th,
2005. Finally RI Regulation No. 19th 2005 on the SNP states that teachers and Guidance and counseling teachers
are professionals educators who mastering the various competencies as learning agent.

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Iinterview rresults 12 September 2012 with two principals in Makassar, namely SMAN 3 and SMAN 8. The
principal of SMAN 3 states that the performance of Guidance and counseling teachers cannot be distinguished by
two forms of motivation or job satisfaction is more influential.
Likewise, the principal of SMAN 8 in doubt states the performance appraisal before and after Guidance and
counseling teachers get motivated or measurement of job satisfaction cannot be assessed. More questionable
whether the performance of the motivation and job satisfaction effect or not.

B. Problem Identification
Research problem that are based on the description of the problems background above.
1. How does the motivation and job satisfaction affected on performance of Guidance and counseling teachers at
school?
2. What is the difference between job satisfaction and work motivation on Guidance and counseling teachers
performance in school.

C. Research Objectives
In detail, this study aims to identify and analyze the following matters:
1. Effect of motivation and job satisfaction on the performance of Guidance and counseling teachers at the school.
2. The difference in work motivation and job satisfaction on performance Guidance and counseling teachers in
school.

D. Benefits Research
This study was useful theoretically and practically, as described below.
1. The theoretical benefit is performance improvement for of guidance and counseling teachers to motivate and
measure job satisfaction of guidance and counseling teachers as a strategy of science, both in the short term and
in the long term that can be accounted for.
2. Practical benefit is guidance and counseling teachers can improve performance through motivation and job
satisfaction at school where he worked.

II. LITERATURE REVIEW

A. Definition of Performance and Understanding of Guidance and Couseling Teachers

Before describe further on the performance, firstly discussed on the understanding of Guidance and
Counseling as follows.

1. Understanding of Guidance and Counseling

a. Definition of Guidance and Counseling. Both of these terms have similarities and differences. The similarity is
both guidance and counseling is a process of providing assistance to develop an individual or group of
individuals on the school system to follow societal norms that exist in the surrounding environment. While the
difference of them, the guidance is more general and widespread in the provision of information and not too
detailed, more preventive orientation. While counseling is more specific and narrower but more detail and
depth. Counseling also oriented on healing and more curative solutions, using interview techniques.
b. The purpose of Guidance and Counseling. The purpose of guidance and counseling services by Kartadinasta, S.
et al, (2005: 136) that the counselee may (1) planning study activities, career development, and life in the future,
(2) develop the potential and strengths, (3 ) conform to the environmental community and the work
environment, and (4) to overcome obstacles and difficulties encountered.
c. The function of guidance and counseling. Guidance and counseling have argued function Kartadinata, S. et al.
(2008: 200-202), which is presented as follows.
1) Understanding function is a function that helps the counselee to know the potential of himself and his
environment.
2) Facilitation function is a function where the counselee can be easier in achieving optimal growth and
development, harmonious, balanced of all aspects of the counselee personality.
3) Adjustment function is the function to help the counselee to be able to adjust to himself and his
environment in a dynamic and constructive.
4) Distribution function is to help the counselee choose extra-curricular activities, choose department /
program of study and choose careers that match their talents, interests and ability.

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5) Adaptation function is to assist the executive education (principals and staff, guidance and counseling
teachers, teachers) to adjust educational programs against the background of the counselee in
accordance with the capabilities.
6) Prevention function is a function where the guidance and counseling teachers to help counselees
anticipate problems that may occur and prevent the counselee not to experienced it.
7) Repair function is to fix mistakes or errors in thinking, feeling and acting.
8) Healing function is closely related to efforts to provide assistance to the counselee who have problems
that are personal, social, learning and career.
9) Maintenance function is to help the counselee in order to keep themselves and maintain a conducive
situation that has been created in himself.
10) Development function is proactive rather than other functions.

2. The principles of guidance and counseling. By Kanto, K. (2005: 15) suggests the following four principles.
a. Principle with regard to the target of service, include (a) serve all individuals, (b) personal behavior which
unique and dynamic, (c) development of the individual, aspects and the stages, and (d) a focus on individual
differences.
b. Principle with regard to individual issues, including (a) matters concerning the effect of individual conditions
to self adjustment and (b) inequality of social, economic, cultural and religious.
c. Principles relating to services program, including (1) an integral part of the individual, (2) the program
flexibility, (3) a program compiled on an ongoing basis, and (4) the content of the program was assessed
regularly.
3. The principles relating to the implementation of services, including (1) self development, (2) the decision taken
on their own, (3) cooperation with relevant parties, and (4) development program through the utilization of the
results of measurement and research.
4. The fundamental of guidance and counseling
fundamental of guidance and counseling is the underlying foundation of the organization of guidance and
counseling, both in school and outside of school. This base is the law protection of the profession for guidance
and counseling teachers and their code of ethics. Some of the principles are set forth in the opinion Kartadinata,
S.dkk (2008: 204-206) as follows.
the fundamental of confidentiality, the fundamental of voluntarism, the fundamental of openness, the
fundamental of activity, the fundamental of independence, the fundamental of novelty, the fundamental of
dynamics, the fundamental of integration, the fundamental of harmony, the fundamental of expertise, and the
fundamental of the case hand over.
5. Definition of guidance and couseling teachers performance according Wibowo that performance is how to do
the work and results of the work, what to do and how to do it. Furthermore, it was revealed that the performance
defined as work result or work achievement. Therefore guidance and couseling teachers performance is the
result of work or work achievement in the guidance and counseling aspect to overcome learning problems faced
by students. While Armstrong and Baron argued that the performance is the result of work that has a strong
relationship with the organization's strategic objectives, customer satisfaction, and contribute to the economy.
Similarly, the opinion emphasizes that guidance and counseling as a professional organization who can make
students be satisfied or happy and effective and efficient in learning.
6. Professional is similar to profession or job that has good results, with structured and adequately well done.
According to Sikun which proposed definition that profession essentially is a statement or an open appointment,
that someone will devote himself to a position or job. It contains aspects of (1) the profession nature is a
promise that is open, (2) profession contains devotion elements, and (3) profession is an title or employment.
7. The theory of guidance and counseling teachers performance according Mc.Clelland (Sholeh, 2008: 1145)
states that there is a positive relationship between motivation and performance. This means that every worker
who has a high work motivation will result a high performance anyway. Sajidan (2011: 3) quality improvement
of guidance and counseling teachers must have a strong character and intelligent to be able to develop the
quality of counseling which impact on improving the quality of performance.
8. Performance Assessment. According Kartadinata, S et al that performance appraisal of guidance and counseling
is the planning, implementation, evaluation, assessment analysis and follow-up.
a. Program planning. Initial activities of guidance and counseling in the preparation of the program is an
assessment. Assessment includes components of basic services, responsive service, individual planning,
and systems support.

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b. Program implementation at every service, including basic services (class guidance, orientation, information,
group counseling and data collection), and responsive services (individual and group counseling, referrals,
and collaboration of teachers and guardian, collaboration with parents, collaboration with related parties,
consultation, peer counseling, case conferences, and home visits).
c. Program Assessment is a feedback service on the effectiveness of guidance and counseling services that
have been implemented.
d. Assessment analysis is programs feedback that need to be repaired, unserved, the ability of personnel and
academic achievement, improving the quality of learning.
e. Follow-up in order to optimize service.
9. Factors affecting the performance of guidance and counseling teachers. There are three main factors that affect
the performance of guidance and counseling teachers expressed by Mahmudi (2007: 20), namely knowledge,
ability and motivation. These factors are complementary to each other, explained briefly that, (1) Knowledge of
a person in the form of concepts and skills that can be measured by the level of education attained and held both
formal and informal, such as diplomas and certificates owned. Knowledge academic or non-academic, highly
colored from specification and major were occupied or deepened. Specific knowledge of somebody in certain
field of study becomes specialties and professions in developing adequate performance. (2) The ability that
gained since born as innate ability and the other ability obtained from learning. Innate ability consist of general
abilities and special abilities. General ability-called intellectual (intelligence) and specific abilities commonly
called talent. This situation is very big influence on performance, both general and specific capabilities. A
person who has special abilities and adequately general, support the work performance or inadequate
performance. (3) Motivation as a mover and encouragement from within yourself and encouragement from
outside yourself to do anything, including job performance. Someone who works in earnest through adequate
achievement will be driven by a great motivation. Furthermore, if the performance is not driven by the
motivation will impact an unacceptable performance. Motivation is also an effort to fulfill the needs of the
work, both the need for power, achievement, affiliation and the need to stand alone.

B. Nature of Guidance and Counseling Teachers Work Motivation

1. Definition and kind of motivation by Sardiman AM that the locomotion from subject within to perform certain
activities in order to achieve a goal. While by Mitchell that "... the motivation represent psychological
processes, which cause appearance, directional, and the persistence of volunteer activities that are drive to a
specific objective". Another case in the terms of working or employment that activity to behave in produce a
product from the effort. The work describe by Henslin that the longer we are engaged in a kind of work, then
the work is increasingly becoming a part of our self-concept. While the types of motivation by Dimyati and
Mudjiono classified in two types, namely primary and secondary. The primary motivation is motivation that is
based on the basic motifs, such as from the physical aspects of the human. Secondary is motivation that able to
learned from the environment, that’s why how to done jobs well have to be learned
2. The theory of motivation or needs according Mc.Clelland in four types, 1) Need for Achievement (n Ach), 2)
Need for Power (n Po), 3) Need for Affiliation (n Aff) and 4) Need for Autonomy (n Aut). Need for
Achievement (n Ach), is reflected in the encouragement to achieve progress and achievement. Need for Power
(n Po) is the need to have power through a desire to influence others. Need for Affiliation is affiliated needs to
build friendships with others. Need for Autonomy (n Aut) is not to rely on others.

C. Nature of Guidance and Counseling Teachers Job Satisfaction

1. Definition of satisfaction by Wexley and Yukl that job satisfaction as one's feelings towards work. Tiffin
pointed satisfaction is closely related to attitudes toward the work itself, the employment situation and
cooperation between management and workers. Luthans; job satisfaction is the result of the employee's
perception of how good a job they give as the items considered important. So the concept of job satisfaction is
individual and as the result of a person's interaction with its environment.
2. Theories of job satisfaction by Luthans consist of four types, namely (1) discrepancy theory, (2) equity theory,
(3) two-factor theory, and (4) control theory. Discrepancy theory considers that job satisfaction depends on the
discrepancy between should be (expectation needs or values) with what he feels has been obtained or achieved
through the job. Equity theory that people will feel satisfied or not, depending on whether or not he felt justice
.Ttwo factors theory state that job satisfaction are not continuum variable. The attitudes towards work divide

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into two; (1) satisfiers group (motivators) and (2) Dissatisfiers (hygiene factors). Control theory is a cognitive
phenomenon that is related to the level of individual to feel control their own lives.
3. There are several factors that influence job satisfaction, namely (1) the salary or wages earned regarded as
deemed appropriate, (2) a challenging job, which the work gives an interesting task and accept responsibility.
(3) chance of promotion according to the set time. (4) proficient technically co-workers and support socially to
improve job satisfaction. (5) the supervisor, job satisfaction are possible by supervisor style. (6) the
organization's policies regarding compensation, health and safety policies. (7) working environment of guidance
and counselor teachers who pay great attention to their school environment.

Performance
a. Preparation of program service
b. Services implementation
c. Services assessment
d. Services analysis
e. Follow-up

Job Satisfaction
a. The work itself Work Motivation
b. Salary or Wages a. need for achievement
c. Employment Promotion b. need for power
d. Supervisory / Supervision c. need for affiliation
e. coworkers d. need for Independence
f. Work Environment

Picture 2.2 Conceptual Framework

D. RESEARCH HYPOTHESES
Furthermore, the following are presented hypothesis to be research are:
1. Motivation and job satisfaction affect on performance of guidance and counseling teachers in schools.
2. There is a difference in the influence of motivation and job satisfaction on performance of guidance and
counseling teachers.

III. RESEARCH METHODOLOGY

A. Approach, Design and Place / Time Research
1. Research Approach. This study uses a quantitative approach with survey forms. The design of this study was
analysis of Structural Equation Model (SEM) in the form of Analysis of Moment Structures (AMOS), namely the
influence of motivation and job satisfaction of guidance and counseling teacherss as independent variable to
guidance and counseling teachers performance as the dependent variable or endogenous variables. In addition, the
analysis was also performed by regression analysis and analysis of variance.

2. Research Design expressed as follows

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Picture 3.1. Research design

3. Research Place and Time. This research was conducted at State High School in South Sulawesi in 4 months,
including validation and testing. The place of research in 6 District and 2 City, each region in Bone, Soppeng,
Sidenreng Rappang, Sinjai, Maros and Gowa and Makassar City and Pare Pare. The date of this research was
conducted on July 1, 2013 and at the same time data collection as instrument field trial.

B. Population and Research Sample

1. The study population includes all guidance and counseling teacherss of SMAN in Sulawesi from Bachelor
of Guidance and Educational Psychology, amounting to 24 city / district as much as 373 people.
2. The research sample drawn randomly by stratified random sampling (sampling area) in the regions of
South, Central and North. Representatives of each region and the southern part is Soppeng, Bone and
Sinjai, Middle section is Makassar, Maros and Gowa and northern parts of Parepare and Sidrap. Total
sample of 163 people, with the following details.

Table 3.1 Samples Each City/Region

City/Region Amount
Makassar 70
Parepare 20
Bone 19
Soppeng 19
Gowa 13
Sidrap 9
Maros 7
Sinjai 6
Total 163

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2. Data Collection Techniques

Table 3.2. Grid Performance Variable After Field Trial

Dimension Indicators Favor. Unfavor Total
Planning Basic service program 1 - 5
responsive program 11 29
Implementation system support 2, 7 -
Basic service 12,16 28, 30
Implementation 20, 23 - 10
Implement. Responsive 25 -
service. 27 -
Assessment Conformity implementation 3, 8 24, 26
prog.. 13 - 5
Assessment Program implementation 17, 21 -
Analysis Program obstacle 4, 9 19, 22 7
Service impact to pbm 14 -
Student change fr GC Obj. 18 -
Follow up Reparation program 5 -
Student Needs 10 15
Personnel ability 6 - 3
Learning & education
improve. 22 8 30
Program sustainability
Optimum service devlopmnt
Referral to another expert
Amount item

Assessment Scale or questionnaire is data collection using a written statement or question with answer written too.
Assessment scale is structured in closed statement form, using a Likert scale with value range 0 - 4. Statement
category consist of two, positive and negative. Positive with SS (strongly agree) grades 4; S (agree) grades 3; N
(neutral) grades 2; TS (disagree) grades 1; and answer STS (strongly disagree) with grades 0. The trial results were
analyzed by the internal consistency test with correlation coefficient, the construct validity test with the
confirmatory factor analysis and calculate the reliability coefficient with Crombach alpha coefficient.
Documentation as data collection techniques by recording or copying the documents kept by sample school.
Documentation recorded on the work program, the service unit (RPBK), case records, case conferences, parents
consulting, students counseling, and so on.

3. Instrument Research
This study uses three kinds of instruments, namely (1) the instrument for guidance and counseling teachers
performance, (2) Instruments of work motivation and (3) job satisfaction Instruments for guidance and counseling
teachers. The table consists of Table 3.2, Table 3.3 and Table 3.4. All type of instrument table was presented in the
grid form as follows

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Tabel 3.3. Motivation Variable Gratings After Field Trial

Dimension Indicators Favor Unfavor Total
Needs of Trying to be exelent 1 19
Achievement Take a personal 2 15, 20
responsibility 3 21
Like challenge - 22 13
Goal realist 4 23
Needs of Power Choose a moderate purpose 5 24
Feedback needed 6 - 3
Needs of Have high spirit 7 16
Affiliation Working hard - 25
Impluenshing othes - 12
Like competion 8 17 8
Build friendship 9 18
Needs of Wants to be love 10 26
Independent Enjoi social activity 11 14
Wants to having 13 27 3
Independent
Haven’t Cheleng 12 15 27

Table 3.4. Gratings Job Satisfaction After Field Trial

Dimension Indicators Favor Unfavor Total
Job Challenge to face - 17
Salary Guidance and counseling 1 18
Teachers talent
Amount of salary - 19
Salary discount - 20
On time salary 2 -
Job Promotion Salary/ 3 21 5
Easy promotion 4 22 7
Achievement promotion 5 23
Fair in promotion 6 24 6
Leader control 7 -
Controlling Objective supervision 8 25
Helpful supervision 9 26
Partner Relation with school staf 10 - 5
Friendship with staf 11 27
Differentiate with friends 12 -
Working Work environment 13 28 5
environment condition 15 29
Work facilities 14 30
Classroom 16 ___-_____
Society support 16 14 30
Amount Item

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a. Construct Validity Test of Guidance and Counseling Teachers Performance

Table 3.5 Construct Validity Test of Performance Guidance

Counseling Teachers
Estimate .E. .R. P
Planning F1 1.000
Implementation - F1 .884 379 .335 020
Assessment - F1 .868 305 2.848 .004
Assessment
- F1 1.608 .446 3.607 ***
Analysis
Follow up - F1 .960 .299 3.213 .001

Conclusion that all the indicators of guidance and counseling teachers performance variables is supported by
empirical facts

b. Construct Validity Test of Work Motivation guidance and counseling Teachers

Table 3.6 Construct Validity Test of Work Motivation

Estimate S.E. C.R. P
Achievement - Motivation 1.000
Power - Motivation .485 .231 2.101 .036
Affiliation - Motivation .742 .317 2.342 .019
Independent - Motivation .383 .172 2.230 .026

Conclusion that the guidance and counseling teachers work motivation variable supported by indicators in
accordance with the empirical facts.

c. Construct Validity Test guidance and counseling Teachers Job Satisfaction

Table 3.7 Construct Validity Test guidance and counseling

Teachers Job Satisfaction Variables
Estimate S.E. C.R. P Label
Job - Satisfaction 1.000
Salary - Satisfaction 1.861 .853 2.182 .029
Promotion - Satisfaction 2.422 1.064 2.277 .023
Supervision - Satisfaction 2.583 1.044 2.474 .013
Partner - Satisfaction 3.341 1.359 2.460 .014
Work environment - Satisfaction 3.224 1.317 2.447 .014

Conclusion that the six indicators of job satisfaction variables from empirical facts support to guidance and
counseling teacherss job satisfaction.

IV. RESULTS AND DISCUSSION

A. Data Analysis
Data processed by SEM analysis with path system of AMOS to see any or no influence of performance to work
motivation and job satisfaction. While the ANOVA analysis are used to reveal there are or not differences in
guidance and counseling teachers performance, work motivation and job satisfaction counseling teachers in the
school. Analysis of data from field trials in presented table regarding the construct validity of guidance and
counseling teachers performance, work motivation and job satisfaction as follows.

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1. Descriptive analysis
Descriptive analysis of performance variables, work motivation and job guidance and counseling teachers.

Table 4.1 Mean, Median, Standard Deviation, Curtosis a

nd Skewness analysis
Describtion Performance Motivation Satisfaction
Mean 124.0798 106.7669 113.6135
Std. Error of Mean .75374 .78695 .95281
Median 123.0000 106.0000 114.0000
Mode 121.00 102.00 112.00a
Std. Deviation 9.62313 10.04715 12.16468
Variance 92.605 100.945 147.979
Kurtosis .092 1.657 .686
Skewness .228 -.529 -.388

It can be concluded that the chart shows the normality line, does not lead to the left or to the right
extremely.

Table 4.2 Analysis Normal Test

Antend Trait Performance Motivation Satisfaction
N 163 163 163
Normal Parametersa,b Mean 124.0798 106.7669 113.6135
Std. Deviation 9.62313 10.04715 12.16468
MostExtreme Differences Absolute .082 .103 .078
Positive .082 .059 .043
Negative -.047 -.103 -.078
Kolmogorov-SmirnovZ 1.053 1.313 .990
Asymp. Sig. (2-tailed) .217 .064 .281

Furthermore, if the variable is made in the histogram form, the histogram formed normality regarding the
performance, work motivation and job satisfaction of guidance and counseling teachers. The histogram is presented
as follows.

Picture 4.1 Histogram of Guidance and Counseling

Teachers Performance

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Picture 4.2 Histogram Work Motivation Assessment

Guidance and CounselingTeachers

Picture 4.3 Histogram Job Satisfaction Assessment of

Guidance and CounselingTeachers

2. Inferential Statistical Analysis with Path Analysis

a. Analysis of Relationship with another Variables
1). Analysis of guidance and counseling Teachers Performance Assessment

Table 4.3 Path coefficients of Motivation, Satisfaction and Performance

Estimate S.E. C.R. P
Motivation - Satisfaction 1.418 .183 7.741 0,001
Performance - Satisfaction .020 .108 .182 0,855
Performance - Motivation .035 .055 .635 0,526

It can be concluded that there was an effect of job satisfaction on work motivation, but not striving against guidance
and counseling teachers performance. Likewise, work motivation does not affect the performance of guidance and
counseling teachers.

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Picture 4.5 Analysis of Guidance and Counseling

Teachers Performance Assessment

2) Analysis of Guidance and Counseling Teachers Performance Assessment

Table 4.4 Path Coefficient With Another Variables

Estimate S.E. C.R. P
Motivation - Satisfaction 1.351 .176 7.654 0.001
Performance - Satisfaction .102 .070 1.463 .144
Performance - Motivation .138 .040 3.470 0.001

It can be concluded that job satisfaction effect on work motivation, but has no effect on the performance, otherwise
work motivation affect the performance of guidance and counseling teachers

Picture 4.6 performance of guidance and counseling teachers

b. Guidance and counseling teachers Performance Analysis with Motivation and Job Satisfaction

Table 4.5 Path Coefficient of Performance on Teachers Motivation and Job Satisfaction
Estimate S.E. C.R. P
Motivation - Satisfaction .475 .198 2.404 0.05
Performance - Satisfaction -.037 .137 -.274 .784
Performance - Motivation .767 .313 2.453 0.05

It can be concluded that job satisfaction has significantly influence to work motivation, but had no effect on the
performance, and other wise motivation influence significantly to performance.

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Picture 4.7 Performance data to Motivation and Satisfaction of guidance and

counseling Teachers

d. Guidance and counseling Teachers Performance Analysis

Table 4.6 Path Coefficient of Motivation on Toward Job Satisfaction and

Performance of Guidance and Counseling Teachers
Estimate S.E. C.R. P
Motivation - Satisfaction 1.131 .451 2.507 .012

Performance - Satisfaction .185 .278 .664 .507

Performance - Motivation .077 .217 .357 .721

It can be concluded that the job satisfaction effect of on work motivation while job satisfaction and work
motivation does not affect the performance of guidance and counseling teachers.

Picture 4.8 Motivation Data Toward Satisfaction and Performance

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It can be concluded that no effect performance guidance and counseling teachers to job satisfaction and
work motivation to guidance and counseling teachers performance, except job satisfaction effect on work
motivation.

3. Dual Comparative Analysis

Through ANOVA on all variables showed in the following table.

Table 4.7 Anova table of variables of Motivation, Satisfaction and Performance

Variable Group Sum of Squares Mean Square P

Motivation Between Gr. 65.573 32.786 .725
In Group 16287.568 101.797
Total 16353.141
Satisfaction Between Gr. 756.081 378.040 .077
In Group 23216.470 145.104
Total 23972.650
Performance Between Gr. 88.980 44.490 .621
In Group 14912.983 93.206
Total 15001.963

It can be concluded that the variables of motivation, satisfaction and performance are have no difference.

B. Discussion
The test results of the first hypothesis with path analysis and ANOVA on guidance and counseling teachers
performance assessment shows that the description of the teacherss performance in schools affect guidance and
counseling teacherss. Similarly, the variance analysis showed no difference in performance of guidance and
counseling teacherss on motivation and job satisfaction. These findings support on performance further that job
satisfaction and work motivation does not affect the performance of guidance and counseling teacherss. Thus, it can
be concluded that there is no influence of work motivation and job satisfaction on performance of guidance and
counseling teachers.
Last hypothesis testing results that there is a difference of performance, satisfaction and motivation of
guidance and counseling teacherss. Further than that, work motivation who brought harder and more persistent can
also easily solve their problems, both personal problems and social problems from the work itself. Thus work
motivation which harder and persistent, adequate work will produce a satisfactory job by all parties, including to
theirself.
By Dimyati & Mudjiono (2006) suggested that the type of the primary motivation is motivation which is
based on the basic motives. The basic motivation is mainly derived from the physical or biological aspects of human
in improving the welfare and dignity of the individual and his position as a guidance and counseling teachers. It is
closely related to the financial needs of guidance and counseling teachers along with children and their families,
before consider their ability and competence demands of his job duties and responsibilities. Prioritize tasks and work
could mean abandoning the family or the child's and wife life. The good thing is to prioritize which one and do not
leave the others, meaning that both as the primary concern. Although in the concept, the fulfillment of the higher
basic needs come first and then the fulfillment of other requirements. This is reminiscent of the concept of
fulfillment by Abraham Maslow presented by Hilgard, Rita, and Richard (1979) are arranged in the form of a
pyramid. The most basic form of fulfillment or biological needs (eating, drinking, housing, security or clothing/food,
sex and so on) to the highest fulfillment, ie to the form of self-actualization as the highest acceptance socially
prosperous life, physical and psychological/mental the physical and spiritual prosperity, religiously reach the living
world and the hereafter is better.

V. CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions
1. Motivation and job satisfaction affect on performance of guidance and counseling teachers in schools.
2.There is a difference influence of motivation and job satisfaction on performance of guidance and counseling
teachers.

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B. Suggestions
1. The Government should provide motivation and satisfaction as possible to all guidance and counseling teacherss
who guidance and counseling qualified to get a chance to improve their performance.
2. effectiveness of country/region cost budget expenditure and revenue, should be maximize by the principal to
motivation and make guidance and counseling teacherss be satisfied in earnest, in order to make them learn
properly to improve their performance as a professional manner.
3. For the guidance and counseling teachers should improve the performance and self-motivation to work in a
professional manner according his duties as educators in general and as a teachers of guidance and counseling in
particular.
4. The teachers of guidance and counseling in general and in high school particular, not only use the opportunity to
improve the financial well-being and dignity as a teachers guidance and counseling, but also hard work
professionally to improve the quality of national education.
5. The researchers recommended to further examine the factors that lead to improved performance guidance and
counseling teacherss, especially the PPG pre-positions to the next period.

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