Pengaruh Islamic Work Ethic dan Fringe Benefit terhadap Komitmen Organisasi melalui Psychological Capital

Abstract

Komitmen organisasi guru ditandai oleh keterikatan psikologis yang kuat terhadap tujuan, nilai, dan keberlangsungan institusi, serta kesediaan untuk berkontribusi melebihi tuntutan formal. Hal tersebut penting bagi keberlanjutan mutu pendidikan, namun kondisi di lapangan menunjukkan tantangan serius. Kekurangan guru secara nasional, rendahnya minat generasi muda menjadi pendidik, dan keterbatasan kesejahteraan terutama di sekolah swasta menjadi faktor yang memengaruhi rendahnya komitmen. Peningkatan komitmen perlu diupayakan melalui pembinaan nilai etika kerja, penyediaan tunjangan yang relevan, dan penguatan modal psikologis guru. Salah satu lembaga pendidikan yang menjadi lokasi kajian adalah Sekolah Dasar Islam Terpadu (SDIT) XYZ di Kota Bogor. Lembaga ini berbasis nilai-nilai Islam dan beroperasi di lingkungan perkotaan dengan biaya hidup tinggi, sehingga menjadi konteks yang tepat untuk menilai peran Islamic work ethic (IWE), fringe benefit, dan psychological capital (PsyCap) dalam membangun komitmen organisasi. Penelitian ini bertujuan untuk (1) menganalisis pengaruh IWE dan fringe benefit terhadap komitmen organisasi; (2) menganalisis pengaruh IWE dan fringe benefit terhadap komitmen organisasi melalui PsyCap; dan (3) menganalisis pengaruh PsyCap terhadap komitmen organisasi. Pendekatan kuantitatif dengan metode Partial Least Squares Structural Equation Modeling (PLS-SEM) diterapkan melalui survei sensus kepada seluruh guru di SDIT XYZ. Instrumen penelitian mengukur variabel IWE, fringe benefit, PsyCap, dan komitmen organisasi, dengan PsyCap mencakup dimensi harapan, efikasi diri, optimisme, dan ketangguhan. Hasil analisis menunjukkan bahwa IWE berpengaruh positif dan signifikan terhadap komitmen organisasi, menandakan nilai spiritual seperti kejujuran, kerja keras, dan tanggung jawab menjadi pendorong utama loyalitas guru. Fringe benefit juga berpengaruh positif, namun dengan kekuatan lebih rendah, terutama bila manfaat yang diberikan sesuai kebutuhan guru. PsyCap terbukti menjadi mediator parsial yang memperkuat pengaruh IWE dan fringe benefit terhadap komitmen organisasi. Temuan tersebut mengindikasikan bahwa penguatan komitmen guru lebih efektif bila mengombinasikan nilai etis, insentif material, dan pembinaan kekuatan psikologis, dibandingkan hanya mengandalkan salah satunya. Strategi kebijakan yang diusulkan adalah mengintegrasikan pembinaan nilai spiritual melalui pelatihan berbasis IWE, penyesuaian tunjangan agar relevan dengan kebutuhan individu guru, dan pengembangan program peningkatan PsyCap seperti pelatihan optimisme, manajemen stres, serta penguatan efikasi diri. Dengan demikian, loyalitas jangka panjang guru dapat dibangun secara berkelanjutan, yang pada gilirannya akan meningkatkan kinerja lembaga pendidikan.

Teachers’ organizational commitment is characterized by a strong psychological attachment to the institution’s goals, values, and sustainability, as well as a willingness to contribute beyond formal demands. This commitment is crucial for maintaining the quality of education, yet real-world conditions reveal significant challenges. Nationwide teacher shortages, low interest among younger generations in pursuing teaching careers, and limited welfare particularly in private schools, are key factors influencing the decline in commitment. Strengthening commitment requires fostering work ethic values, providing relevant benefits, and enhancing teachers’ psychological capital. One educational institution selected as the study site is Sekolah Dasar Islam Terpadu (SDIT) XYZ in Bogor. This institution is founded on Islamic values and operates in an urban environment with a high cost of living, making it an appropriate context for examining the roles of Islamic Work Ethic (IWE), fringe benefits, and psychological capital (PsyCap) in building organizational commitment. The objectives of this study are to (1) analyze the effect of IWE and fringe benefits on organizational commitment; (2) analyze the effect of IWE and fringe benefits on organizational commitment through PsyCap; and (3) analyze the effect of PsyCap on organizational commitment. A quantitative approach using the Partial Least Squares Structural Equation Modeling (PLS-SEM) method was applied through a census survey involving all teachers at SDIT XYZ. The research instrument measured IWE, fringe benefits, PsyCap, and organizational commitment, with PsyCap encompassing the dimensions of hope, self-efficacy, optimism, and resilience. The analysis revealed that IWE has a positive and significant effect on organizational commitment, indicating that spiritual values such as honesty, hard work, and responsibility are primary drivers of teacher loyalty. Fringe benefits also have a positive effect, although weaker, especially when the benefits provided align with teachers’ specific needs. PsyCap was found to partially mediate the relationship between IWE, fringe benefits, and organizational commitment. These findings indicate that strengthening teachers’ commitment is more effective when ethical values, material incentives, and psychological empowerment are combined, rather than relying on only one of these factors. The proposed policy strategies include integrating spiritual value development through IWE-based training, adjusting benefits to meet teachers’ individual needs, and implementing PsyCap enhancement programs such as optimism training, stress management, and self-efficacy building. In doing so, long-term teacher loyalty can be developed sustainably, ultimately improving the performance of educational institutions.