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This paper presents an initial exploration of enhancing student well-being through the use of AI Chat GPT in the smart education university learning environment. With the increasing integration of artificial intelligence (AI) technologies in educational settings, AI Chat GPT has emerged as a promising tool to support student well-being. The study begins with a comprehensive literature review to examine the existing research and relevant sources on the topic. Various empirical studies, journal articles, and books related to the use of AI Chat GPT in higher education are analyzed to gain insights into its potential impact on student well-being. The findings from the literature review suggest this paper provides an initial exploration of how AI Chat GPT can enhance student well-being in the smart education university learning environment through a comprehensive literature review. The findings underscore the potential benefits and considerations of integrating AI Chat GPT into educational settings. Further research and empirical studies are needed to validate and expand upon these initial findings.

This study measures personal and organizational factors affecting work well-being based on Herzberg's hygiene motivation theory. It aims to evaluate the roles of perceived organizational support, organizational justice, and workplace spirituality of teachers' workplace well-being. The participants involved in the study were 162 teachers in Banyumas Regency, Indonesia. The SEM PLS analysis yielded essential findings that organizational justice and workplace spirituality played a role in improving the teachers' workplace well-being. However, perceived organizational support is not proven to significantly enhance their workplace well-being. [ABSTRACT FROM AUTHOR]

Organizational justice is a concept that expresses employees' perceptions of the extent to which they are treated fairly, fairly, and equally. Previous research found differences in the dimensions of organizational justice. Organizational conditions must be considered when developing research instruments. Researchers conducted a psychometric analysis to determine the validity and reliability of the organizational justice scale construct in an educational organization setting and reveal the dimensions that can form organizational justice variables. Organizational justice is measured by procedural justice, distributive justice, interactional justice, and informational justice. The participants were one hundred and sixty-two teachers in Banyumas Regency, Indonesia. The data analysis of this research is Structural Equation Modeling (SEM) SmartPLS 3.2.8. The analysis results prove that the dimensions and indicators that make up the construct of organizational justice are valid and reliable. Thus, this measurement scale can be implied in research conducted in educational organizations in Indonesia. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine and analyze the effect of transformational leadership style and motivation on teacher performance mediated by organizational commitment. The population in this study were all Madrasah aliyah teachers in Yogyakarta Municipality. The sample selection was 117 respondents. The sampling technique used was purposive sampling technique. The instrument used in this research was a questionnaire. The type of research used was quantitative research and the type of data was primary data that was sourced directly from the questionnaire distribution survey. The research model was analyzed using Structural Equation Modeling (SEM) with the help of AMOS Software. The results of this study indicated that (1) Achievement motivation had a positive and significant effect on teacher performance. (2) Transformational Leadership had a positive and significant effect on teacher performance. (3) Achievement motivation had a positive and significant effect on organizational commitment. (4) Transformational Leadership had a positive and significant effect on organizational commitment. (5) Organizational commitment had a positive and significant effect on teacher performance. (6) Achievement motivation had a positive and significant effect on teacher performance through organizational commitment. (7) Transformational Leadership had a positive and significant effect on teacher performance through organizational commitment. [ABSTRACT FROM AUTHOR]

The teacher is a professional educator who plays an important role in developing students' self potentials, character building and creating a positive nation civilization in order to educate the nation's life. The character of the Indonesian nation which still tends to be negative nowadays causes moral bankruptcy, acts of violence, high personal egoism, the extent of various conflicts and social pleasures in society. Thus, teachers really need to have the self efficacy that they are able to educate and develop the character education of their students in order to create a dignified generation of the nation. Teacher’s efficacy affects academic achievement, and student learning motivation, teacher teaching quality, teacher psychological well-being, teacher achievement, job satisfaction, and teacher work commitment. This study aims to answer the question of how the influence of age, experience and religiosity on the teaching efficacy of teachers in developing students' SAFT character education. This study uses descroptive quantitative method. Respondents involved 739 teachers of SDIT in North Sumatra Province. They were asked to fill in questionnaires about age range and experience, religiosity scale and teacher efficacy scale in developing student character education via online. This study found that age and teaching experience did not significantly influence teacher efficacy. However, religiosity have shown to significantly influence teacher efficacy. Implications in this study will be discussed further. [ABSTRACT FROM AUTHOR]

Students with low self-efficacy have cheated during school exams. This study aims to determine the efforts made by teachers to overcome cheating behavior in Madrasah Aliyah. Data analysis was performed by reduction, display, and conclusion drawing or verification. The results show that cheating behavior was surmounted by an integrated system of teachers, parents, and students with a comprehensive approach. In detail, there were significant efforts by using preventive, curative and psychological mental development methods for students. [ABSTRACT FROM AUTHOR]