THE EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION THROUGH ACADEMIC SUPERVISION, ORGANIZATIONAL CULTURE AND ACHIEVEMENT MOTIVATION Restu Sanubari, Henny Suharyati, Nandang Hidayat
Postgraduate School, Pakuan University
Abstract
The purpose of this study was to empirically determine the increase in the effectiveness of differentiated instruction by looking at the effect on academic supervision, organizational culture and achievement motivation of junior high school teachers, Cibinong District, Bogor Regency. The total sample of the study was 113 teachers who were taken randomly using a proportional random sampling technique from 156 teachers. The method used is a quantitative method with PATH analysis .
The results of the study show: 1) there is a direct effect of academic supervision on effectiveness of differentiated instruction which is significant with the path coefficient value (βy1 = 0.505) 2) there is a direct influence of organizational culture on effectiveness of differentiated instruction which is significant with the path coefficient value (βy2 = 0.212) 3) there is a direct effect of achievement motivation on effectiveness of differentiated instruction which is significant with the path coefficient value (βy3 = 0.355) 4) there is a direct effect of academic supervision on achievement motivation which is significant with the path coefficient value (β31 = 0.207) 5) there is a direct effect of organizational culture on achievement motivation which is significant with the path coefficient value (β32 = 0.708).
Based on the research results, it can be concluded that the effectiveness of differentiated instruction can be increased by strengthening academic supervision, organizational culture, and achievement motivation.
