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JERAM 1 (2): 121-133 Journal of Education Research in Administration and Management e-issn: 2549-6115 Journal homepage: http://ejournal.mp-unj.com Journal Email: jeram.mps3@gmail.com ORGANIZATIONAL COMMITMENT OF EADS OF DEPARTMENTS OF MUAMMADIYA S IGER EDUCATION INSTITUTIONS IN KOPERTIS (PRIVATE IGER EDUCATION COORDINATOR) REGION III Onny Fitriana Sitorus UAMKA onnyfitriana@uhamka.ac.id The purpose of this research is to obtain information about organizational commitment of heads of departments of Muhammadiyah s igher Education Institutions in Kopertis Region III, which is influenced by cognitive ability, transformational leadership, and organizational justice. The research was conducted using quantitative approach with the path analysis method in hypothesis testing. In this study, where heads of departments are as the unit of analysis, 53 samples of heads of departments were obtained and selected at random. The results of the study were as follows: (1) cognitive ability has a direct positive effect on organizational commitment; (2) transformational leadership has a direct positive effect on organizational commitment; (3) organizational justice has a direct positive effect on organizational commitment; (4) cognitive ability has a direct positive effect on organizational justice; (5) transformational leadership has a direct positive effect on organizational justice; (6) cognitive ability has a direct positive effect on transformational leadership. Based on these findings, it can be concluded that cognitive ability, transformational leadership, organizational justice can increase organizational commitment of the heads of departments of Muhammadiyah s igher Education Institutions in Kopertis Region III. Keywords: organizational commitment, organizational justice, cognitive ability, and transformational leadership. JERAM, Vol. 1 No.2, AGUSTUS 2017 121

INTRODUCTON In the Academic Manuscript of Academic Institution Accreditation, it is written that a university is an institution dedicated to: (1) master, make use of, disseminate, transform and develop science, technology, and art (IPTEKS); (2) study, clarify and preserve culture, as well as; (3) improve the quality of community life. igher education institutions, especially Muhammadiyah s higher education institutions as institutions that implement Caturdharma Perguruan Tinggi (Muhammadiyah s higher education institutions Four Duties), must be able to manage themselves in an effort to continuously improve and guarantee quality, either in the input, process, or the output of the various programs and services given to the institutions customers. A igher Education Institution builds its organizational structure from the university level to the faculty level. The structuring is intended to carry out the university's management functions. At the faculty level, heads of departments, as the spearheads, have a strategic position to manage all activities of the departments they lead. In Muhammadiyah s igher Education Institutions, commitment is one of the requirements in the election of heads of departments as written in the Guidelines of Muhammadiyah Central Leadership Number 02 / PED / I.0 / B / 2012 on Muhammadiyah s igher Education Institutions Chapter VII Elements of Leaders Article 20 Requirements Point F. aving commitment and self-fulfillment in advancing Muhammadiyah s igher Education Institutions and developing the organization, Nashir further said that commitment is mental loyalty to sincerely fulfill the mandate of leadership. The term commitment comes from the Latin: committere, which is a belief that binds so firmly that it shackles the whole conscience and then moves the behavior toward a certain direction that is believed. When committed to doing something, it will exert every effort to accomplish it. Commitment becomes an ignition of the vision, imaginary propulsion that then crystallizes into action. This is the first step of achievement in life. For a Muslim, commitment is defined by the term Iltizam, which means to hold firmly to the religion s Shari'a, while the term at this time is emphasized on the meaning of Istiqomah, which means a straight path that is not deviant. Allah the Almighty says "Indeed, those who have said, "Our Lord is Allah," and then remained on a right course - there will be no fear concerning them, nor will they grieve." (Surah al-ahqaf verse 13). A committed person usually implies his commitment to something, such as commitment to his family or to his work (Meyer and Alien, 1997: 16). In the organizational behavior literature, commitment has been focused on commitment to the organization or organizational commitment. Organizational commitment is the desire of employees to remain as members of the organization. (Coulqitt, LePine, and Wesson, 2009: JERAM, Vol. 1 No.2, AGUSTUS 2017 122

67). Organizational commitment is sometimes called work commitment, which reflects the identification of a person with the organization and his organizational engagement (Griffin and Moorchairman, 2014: 74). Given the importance of commitment, this should be done when someone first joins an organization to have the person responsible for doing the work. Organizational commitment is similar to work involvement but reflects the degree of individual loyalty feeling to the organization (Schermerhorn, 2010: 335). Organizational commitment is the extent to which a person identifies himself with the organization and its involvement with organizational goals (Kreitner, Robert and Angelo Kinicki, 2007: 188). In an organization, organizational commitment is one of the individual outcomes that are influenced by various factors. Individual outcomes within the organization are in the form of organizational performance and commitment. Both are influenced by: (1) job satisfaction; (2) stress; (3) motivation; (4) trust, justice, and ethics; (5) learning and decision making. All of these are influenced by: (1) organizational culture; (2) organizational structure; (3) leadership style and behavior; (4) leadership power and influence; (5) team process; (6) team characteristics; (7) personality and cultural values; and; (8) ability. (Coulqitt, LePine, and Wesson, 2009: 8). Based on this, it is expected that heads of departments have many variables to meet the needs of internal and external institutions customers with a standard frame of education quality assurance, so the higher education institutions will generate significant qualified graduates and deliver satisfaction to users of the graduates. The variables in question are cognitive ability, transformational leadership, organizational justice and organizational commitment. Thus, the researcher frames this study under the title: "The Influence of Cognitive Ability, Transformational Leadership, and Organizational Justice to Organizational Commitment of the eads of Departments at Muhammadiyah s igher Educations Institutions in Kopertis Region III Jakarta. This research aims to know and prove the influence of cognitive ability, transformational leadership, and organizational justice toward organizational commitment of the heads of departmetns in Muhammadiyah s igher Education Institutions in Kopertis Region III. METOD This research is a quantitative research using survey method with the path analysis technique to analyze the influence of cognitive ability, transformational leadership, and organizational justice toward organizational commitment of heads of departments of Muhammadiyah s igher Education Institutions in Kopertis Region III. Theoretical model or constellation of research variables is presented in Figure 1 below: JERAM, Vol. 1 No.2, AGUSTUS 2017 123

Cognitive Ability (X 1) Organizational Justice (X 3) Organizational Commitment (Y) Transformational Leadership (X 2) Figure 1. Theoritical Model/Research constellation among variables Before the analysis, the instrument which is in the form of questionnaires (questionnaires and tests) was first tested using validity and reliability. Then, a data analysis technique was conducted using the descriptive and inferential analysis. The descriptive analysis was used for the data presentation, the central size, and the size of dissemination, while the inferential analysis was used to test the hypothesis with path analysis techniques. Prior to hypothesis testing, the regression estimated error normality test was done using lilliefors, while significance test and regression linearity used ANAVA. The sample that became the source of data in this research is 53 heads of departments of Muhammadiyah s igher Education Institutions in Kopertis Region III. They were selected using a simple random sample by drawing or shuffling their names (take-throw). RESULTS The research results are described in three parts, namely: (1) description of data describing data from each research variable based on its size and its distribution; (2) analysis requirements testing whose results serve as the basis for establishing the data analysis techniques; (3) hypothesis testing that discusses the process of processing and data analysis to empirically explain the influence among the research variables. Processing and data analysis of this research is done on endogenous and exogenous variables. Endogenous variables are variables that are influenced by variables whose variations are explained by exogenous variables and other endogenous variables in the system. In this study, the endogenous variable is organizational commitment (Y). The exogenous variables or affecting variables are variables whose variations are assumed to occur not because of the causes in the model. Exogenous variables in the study JERAM, Vol. 1 No.2, AGUSTUS 2017 124

were cognitive ability (X1), transformational leadership (X2), and organizational justice (X3). The summary of the research data is presented in table 1 below: Table 1. The Summary of Research Data Description Variabel Y X 1 X 2 X 3 Sample 53 53 53 53 Mean 146.51 19.70 150.98 143.98 Median 145 20 152 141 Modus 149 22 156 157 Std Deviation 18.75 5.41 21.36 17.53 Slope 0.38 0.05 0.24 0.23 Variants 351.60 29.21 456.17 307.21 Range 80 20 87 70 Maximum 188 30 199 180 Minimum 108 10 112 110 Sum 7765 1044 8161 7631 Remarks: Y : Organizational commitment X 1 : Cognitive ability X 2 : Transformational leadership : Organizational Justice X 3 Meanwhile, the summary of the test results of the analysis requirements using the estimated error normality test are presented in table 2 below: Table 2. The Summary of Estimated Error Normality Test No Estimated L N L table Error count α = 0,05 α = 0,01 Decision 1 Y over X1 53 0.06 0.12 0.14 Normal 2 Y over X2 53 0.05 0.12 0.14 Normal 3 Y over X3 53 0.01 0.12 0.14 Normal 4 X3 over X1 53 0.04 0.12 0.14 Normal 5 X3 over X2 53 0.07 0.12 0.14 Normal 6 X2 over X1 53 0.11 0.12 0.14 Normal Thus, the analysis requirements test was filled with all empiric data of each variable, so the use of normal distribution table in processing the calculation data of the hypothesis test can be used. Before performing model testing, one of the requirements that must be met is a significant correlation between the related variables. From simple regression analysis to linearity test, coefficient correlations of exogenous JERAM, Vol. 1 No.2, AGUSTUS 2017 125

variables with endogenous variables have been produced. The correlation coefficients are then arranged in the matrix form in table 3 below: Table 3. Simple Correlation Matrix Among Variables Variabels X 1 X 2 X 3 Y X 1 1 0.38 0.48 0.38 X 2 1 0.68 0.35 X 3 1 0.36 Remark: Y : Organizational commitment X 1 : Cognitive ability X 2 : Transformational leadership : Organizational Justice X 3 From table 3 of the Simple Correlation Matrix Among Variables, it can be seen that the correlation coefficient between cognitive ability (X1) to organizational commitment (Y) is 0.38. The correlation coefficient between transformational leadership (X2) to organizational commitment (Y) is 0.35. The correlation coefficient between organizational fairness (X3) and organizational commitment (Y) is 0.36. The correlation coefficient between cognitive ability (X1) and organizational commitment (Y) is 0.48. The correlation coefficient between transformational leadership (X2) and organizational commitment (Y) is 0.68. And the correlation coefisien between the cognitif ability (X1) and transformational leadership (X2) is 0.38. Based on the interpretation criteria, correlation coefficient of the strength of relationships among variables are presented in table 4 below: Table 4. Interpretation Criteria of Correlation Coeficient Coeficient Intervals Strength of Relationships 0.00 0.199 = Very low correlation 0.20 0.399 = Low correlatio 0.40 0.599 = Quite strong correlation 0.60 0.799 = Strong correlation 0.80 0.999 = Very strong correlation 1 = Perfect correlation ased on Table 4 about Interpretation Criteria of Coefficient Correlation, there are relationships among all variables with three different strength criteria of low correlation, JERAM, Vol. 1 No.2, AGUSTUS 2017 126

Strong enough correlation, and strong correlation. Figure 2. Path Diagram of Coefficient Corelation Model Among Variables Based on figure 2 on Path Diagram of Coefficient Model among Variables, it is seen that: (1) From the calculation of path coefficients, the organizational commitment is directly determined by the cognitive ability of heads of departments. The value of path coefficient (βy1) is of 0.250 with t count = 1.708 at α = 0.05 with the obtained t table = 1.671. Because tcount = 1.708> t table = 1.671, then o is rejected and 1 is accepted. It can be concluded that organizational commitment is influenced positively by the cognitive ability of the heads of departments; (2) From the calculation of path coefficients, the organizational commitment is influenced by the transformational leadership of the department heads. The path coefficient value ( βy2 ) of 0.169 with t count = 2.960 at α = 0.05 is obtained, along with t table = 1.671. Since t count = 2.960 > t tabel = 1.671, therefore, 0 is rejected and 1 is accepted. Thus, it can be concluded that organizational commitment is directly and positively influenced by transformational leadership of the heads of departments; (3) From the calculation results of the path coefficients, the path of organizational commitment is obtained, which is directly influenced by the organizational justice received the heads of departments. The value of path coefficient ( βy3 ) is 0.128 with tcount = 3.693 at α = 0.05 and t table = 1.671. Since tcount = 3.693 > t table 1.671, 0 is rejected and 1 is accepted. Thus, it is concluded that organizational JERAM, Vol. 1 No.2, AGUSTUS 2017 127

commitment is directly and positively influenced by organizational justice received by the heads of departments; (4) From the calculation results of path coefficients, the path of organizationa justice received by the heads of departments is directly influenced by their cognitive ability. With the path coefficient ( βy31 ) value of 0.257 with tcount = 2.434 at α = 0.05, t table = 1.671 is obtained. Since t count = 2.434 > t table = 1.671, 0 is rejected and 1 is accepted. Therefore, it can be concluded that organizational justice received by the heads of departments is directly and positively influenced by their cognitive ability; (5) From the calculation results of the path coefficients, the path of organizational justice obtained by heads of departments is directly influenced by their transformational leadership. The value of path coefficient (βy1) is 0.587 with t count = 5.564 at α = 0.05 and t table = 1.671 is obtained. Because t count = 5.564> t table = 1.671, then 0 is rejected and 1 is accepted. Thus, it can be concluded that organizational justice accepted by the heads of departments is influenced positively by their transformational leadership and; (6) from the calculation of the path coefficients, the transformational leadership path of the heads of departments influences their cognitive ability. The value of path coefficient (βy1) of 0.376 with t count = 2.899 at α = 0.05 and t table = 1.671 is obtained. Because t = 2.8999> t table = 1.671, then 0 is rejected and 1 is accepted. It can be concluded that the transformational leadership of the heads of departments is influenced positively by their cognitive ability. In general, the results of the path coefficients of all decisions can be summarized in the following table 5. Path Path Coeff. Table 5. Summary of ypothesis Test Result ypothesis Test Statistics t table of Decision α = α = ypothe 0 0.05 0.01 sis T count Conclusion X 1 Direct toward 0.250 1.708 1.67 2.40 0 : βy1 0 Y 1 : 0 rejected Positive βy1 > 0, Influence X 2 Direct toward 0.169 2.960 1.67 2.40 0 : βy2 0 Y 1 : 0 rejected Positive βy2 > 0, Influence X 3 Direct toward 0.128 3.693 1.67 2.40 0 : βy3 0 Y 1 : 0 rejected Positive βy3 > 0, Influence X 1 0.257 2.434 1.67 2.40 0 : β31 0 0 rejected Direct JERAM, Vol. 1 No.2, AGUSTUS 2017 128

toward X 3 X 2 terhadap X 3 X 1 terhadap X 2 DISCUSSION 0.587 5.564 1.67 2.40 0.387 2.899 1.67 2.40 Onny Fitriana Sitorus, Organization Commitmen Of... 1 : β31 > 0, 0 : β32 0 1 : β32 > 0, 0 : β21 0 1 : β21 > 0, 0 rejected 0 rejected Positive Influence Direct Positive Influence Direct Positive Influence Based on the results of hypothesis testing, it turns out that the six proposed hypotheses can be significantly accepted. The description of each acceptance of the six hypotheses can be explained as follows. First, cognitive ability is an ability to perform tasks or work that is cognitive (Carrol, 1993: 10). Cognitive abilities show capabilities related to the acquisition and application of knowledge in problem solving. The cognitive ability of the heads of departments is very supportive, especially during the accreditation process when the heads of departments are required to understand, interpret, and implement the 7 (seven) accreditation quality standards in order to achieve superior accreditation status consisting of (1) vision, goals, and objectives, and achievement strategies; (2) governance, leadership, management system and quality assurance; (3) student and graduate affairs; (4) human resources; (5) curriculum, learning process, and academic atmosphere; (6) financing, infrastructure, and facilities, as well as information systems and; (7) research, community services and cooperation. To realize the status, the heads of departments exert all their fighting power optimally. Maybe work time is no longer a bover of commitment, maybe the office space is no longer a barrier for their determination, and their limited knowledge and expertise becomes more easily perfected with the support of knowledge and expertise from all the academic community in their departments. Second, transformational leaders mark the emergence of a new generation of leaders to meet challenges. These people take the responsibility to revitalize the organization, they determine the need for change, create new visions, mobilize commitment for their vision, and ultimately change the organization (Tichy and Devanna, 1990: 27). In a study conducted in Singapore using a sample of nurses, the results showed a transformational leadership influence on organizational commitment with psychologic and structural empowerment moderator variables. (Avilio et.all, 2004: 25). Perhaps the toughest task of the heads departmetns as leaders is because they no longer work, think, and do something for themselves. Now, they have to think, share, encourage, coordinate, and solve the problem of the academic community in their department. The effort must also be double. So, the heads of departments will be difficult to succeed if they do not have a high commitment, because the challenges faced are far greater than being members in the academic community in their departments. The commitment of the heads of department is to devote all their dreams, thoughts, feelings, spirit, knowledge, JERAM, Vol. 1 No.2, AGUSTUS 2017 129

and expertise to the glory of their departments. Third, it is about being just, namely to give assignments, fullfill the rights, have obligation and authority according to their competence, capacity, and capability. Organizational justice is the extent to which individuals feel treated fairly in the workplace. (Ivancevich, Konopaske, and Matteson, 2014: 128). The heads of departments are said to be fair if in running their departments, they apply fair treatment for all members of the academic community in their departments. Likewise, being committed to something is the same as giving them everything owned. Commitment is like an oath to something or someone. The heads of departments are committed to the principles, goals, and the academic community in the departments they lead. So between justice and commitment cannot be separated because fair treatment to the members of the academic community in their departments becomes part of the proof of commitment that these heads of departments are serious in running the departments. Fourth, cognitive ability is rational. The cognitive ability of heads of departments is related to all the issues related to their role and their responsibilities as set forth in their operational guidelines, and one of their success barometers is to make their departments achieve the superior accreditation status through 7 (seven) quality standards of accreditation. To that end, the heads of departments must be able to translate every point of the standard as the implementation of the main tasks and responsibilities, which are then manifested by giving fair treatment to the members of the academic community in their departments in all aspects. Similarly, in a study using sample managers and executives in 2 (two) countries, America and England, which resulted in the findings of a cognitive ability to predict employee performance in the future, in this case the need to establish existing reasons by theorizing that status, of both personal as well as organizational, can influence individuals' perceptions of procedural justice in employee selection (Sumanth and Cable, 2011: 64). Fifth, heads of departments as transformational leaders can be seen from the characteristics that arise from their behavior, such as having a great vision and trusting intuition, placing themselves as a motor of change, taking risks with careful consideration, giving awareness to the academic community members in their departments of the importance of the work outcome, having trust in the ability of the academic community members in their departments, behaving flexibly and openly to new experiences, trying to increase the motivation higher than mere material motivation, encouraging the academic community members in the departments to put the interests of the organization over personal and group interests, and being able to articulate the core values (culture / tradition) to guide the behavior of the academic community in their departments. The success of transformational leaders is being able to instill trust and confidence in their followers. Transformational leaders encourage and support their followers for innovation and creativity and do not blame followers when things go wrong but encourage them to try JERAM, Vol. 1 No.2, AGUSTUS 2017 130

again. And when followers put trust in their leaders, the perception of procedural fairness of the followers increases (George and Jones, 2012: 235). This was proved in a study in France using a sample of female nurses on average, and the results show that positive transformational leadership predicts organizational justice especially distributional justice and interactional justice which in turn improve the quality of life of these nurses. (Gillet et.all, 2013: 164) Sixth, heads of departments as transformational leaders are leaders who have far-sighted insights and seek to improve and develop their departmetns not only for the time being but also for the future. Transformational leaders are the agents of change and act as a catalyst, which gives the role of changing the system in a better direction. The catalyst is another term for transformational leaders because of their role in enhancing all available human resources. They try to give a reaction that raises the spirit and power quickly as much as possible, always appear as pioneers and agents of change. To achieve leadership success, heads of departments must be smart and intelligent, meaning they are skilled in managing their departments. The intelligence deriving from a set of capabilities they posses is included as cognitive ability. Cognitive ability is an important factor in driving transformational leadership. (Northouse, 2010: 194). Correlation analysis used to predict the influence of three individual intelligences (cognitive intelligence, social intelligence, emotional intelligence), is significant to transformational leadership. For cognitive intelligence to transformational leadership, the correlation coefficient significance is of 0.32. (offman et al, 2006: 27). Given the researcher's inclusiveness in this research, only 4 (four) research variables are discussed, namely organizational commitment variable, organizational justice variable, transformational leadership variable, and cognitive ability variable. CONCLUSION Based on the results of hypothesis testing and discussion, the following findings are obtained: the cognitive ability has a positive direct effect on organizational commitment. This means that the cognitive ability of the heads of departments will lead to their increased organizational commitment. Transformational leadership has a direct positive effect on organizational commitment. This means that the heads of departments, who become transformational leaders will lead to an increase in their organizational commitment. Organizational justice has a direct positive effect on organizational commitment. This means that the justice of the heads of departments will lead to an increase in organizational commitment of the heads of departments. Cognitive ability has a positive direct effect on organizational justice. This means that the cognitive ability of the heads of departments will lead to an increased proportional fairness quality. Transformational leadership has a direct positive effect on organizational justice. This means that JERAM, Vol. 1 No.2, AGUSTUS 2017 131

leadership of the heads of departments who transform, will lead to an increase in proportional fairness of heads of departments. Cognitive ability has a positive direct effect on organizational commitment. This means that the cognitive ability of the transforming heads of departments will lead to their increased leadership. BIBLIOGRAPY Avolio, Bruce J., et.all. (2004). Transformational Leadership and Organizational Commitment: Mediating Role of Psychological Empowerment and Moderating Role of Structural Distance, Journal of Organizational Behavior. 25: 951-968. Carrol, John B. (1993). uman Cognitive Ability: A Survey Factor of Analytic Studies. University of North Carolina: Cambridge University Press. Coulqitt, Jason A., Jeffrey A. Lepine, and Michael J. Wesson. (2009). Organizational Behavior: Improving Performance and Commitment in the Workplace. New York: McGraw-ill. George, Jennifer M., and Gareth R. Jones. (2012). Understanding and Managing Organizational Behavior 6 th Edition. New Jersey: Pearson Education Inc. Gillet, Nicolas. (2013). The Mediating Role of Organizational Justice in The Relationship between Transformastional Leadership and Nurses Quality of Work Life: A Cross-sectional Questionnaire Survey, International Journal Nursing Studies. Griffin, Ricky W., and Gregory Moorchairman. (2014). Organizational Behavior: Managing People and Organizations 11 th Edition. Australia: South-Western Cengage Learning. offman, Brian J., et. All. (2006). Multiple Intelligences of Transformational Leaders: An Empirical Examination, International Journal of Manpower. 27: 37-51. Kreitner, Robert and Angelo Kinicki. (2007). Organizational Behavior 7 th International. Edition. Boston: McGraw-ill Northouse, Peter G. (2010). Leadership: Theory and Practice 5th Edition. USA: SAGE ublication Inc. Meyer, John P., and Natalie J. Alien. (1997). Commitment in the Workplace: Theory, Research and Application. London: Sage Publication. Nashir, aedar. Komitmen dan Tanggung Jawab Pimpinan Muhammadiyah, URL http://www.khittah.co/komitmen-dan-tanggungjawab-pimpinan-muhammadiyah/2760/ Pedoman Pimpinan Pusat Muhammadiyah Nomor 02/PED/I.0/B/2012 tentang Perguruan Tinggi Muhammadiyah Schermerhorn Jr., John R, et.ai. (2010). Introduction to Management 10 th Edition. Asia: John Willey & Sons Inc. Sumanth, John J., and Daniel M. Cable. (2011). Status and Organizational Entry: ow Organizational and JERAM, Vol. 1 No.2, AGUSTUS 2017 132

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