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Volume 4 , Number 1, May 2019 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

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The Effect of Work Culture and Reward on Military Education 

Professional Commitments at The Middle of The Center of The 

Commando for The Development of the Doctrines of Education 

and Training of the TNI Al (KODIKLATAL) Surabaya 

 
R. Anang Dwikuncoro, Makruf Akbar, Suparno Eko Widodo 

Universitas Negeri Jakarta, Department of Management (MSDM), Jakarta 

anangdwik@gmail.com  

 

Accepted: 

February 02 2019 

Reviewed:  

April 17, 2019 

Published:  

May 20 2019 

 

Abstract: The purpose of this study was to determine the effect of work culture and reward on 
military education professional commitments at the middle of the center of the commando for the 
development of the doctrines of education and training of the TNI AL (KODIKLATAL) 
Surabaya.  The research used is a survey with a causal design. The number of respondents was set 
at 160 educators, the sampling technique was done by simple random sampling from 265 organic 
educators at the level of Middle Officers who were lecturing in Kobangdikal, Bumi Moro, 
Surabaya. 

 
Keyword:  Work Culture, Reward and Professional Commitment to Military Education Workers 

 

INTRODUCTION 

In this study, the researcher focuses on the influence of work culture and reward on the 

professional commitment of mid-level military educator staff in command of naval doctrine of 

education and training (KODIKLATALl) Surabaya Based on this, in a work culture, one's 

commitment to the organization / company is often an issue very important. So important is some 

organizations incorporate elements of commitment as one of the requirements to hold a position 

/ position offered in job advertisements. Unfortunately, although this is very common, it is not 

uncommon for employers and employees to still not understand the meaning of commitment 

seriously. Though this understanding is very important in order to create conducive working 

conditions so that the company can run efficiently and effectively. 

According to T. Tasmara 1 the word commitment comes from Latin commitere which is a 

binding belief (aqad); so firm that it shackles his whole conscience and then moves his behavior 

toward the direction he believes. Ahmad and Razak2  explained that teacher commitment is a inner 

strength that comes from within a teacher's heart and outside power about his duties which can 

have a major influence on the teacher's attitude in the form of responsibility and responsiveness 

to the development of science and technology. The description implies that the commitment of 

the teacher (lecturer) professional is an attachment to the tasks and obligations as a teacher 

                                                      
1 Toto Tasmara, Spiritual Centered Leadership (Kepimpinan Berbaris Spiritual) (Gema Insani, 2006). 
2 Norzila Abdul Razak, Fauziah Ahmad, and Parilah Mohd Shah, “Perceived and Preferred Teaching Styles 

(Methods) of English for Specific Purposes (ESP) Students,” e-Bangi 4, no. 1 (2017). 



  
 

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Volume 4, Number 1, May 2019 | 38  

 

  

(lecturer) that can give birth to responsive and innovative responsibilities and attitudes towards 

the development of science and technology. In this commitment there are several elements, among 

others, the ability to understand themselves and their duties, the emanations of the inner attitude 

(inner strength), external strength and responsiveness to change. These elements give birth to 

responsibility for the duties and obligations that become a person's commitment so that the task 

is carried out with full sincerity. 

 

METHOD  
This study uses a quantitative approach, survey methods with path analysis techniques 

consist of exogenous and endogenous variables. Exogenous variables are work culture and reward, 

while endogenous variables are professional commitments of military educators. The population 

in this study were all educators in the Kobangdikal neighborhood, Bumi Moro, Surabaya. The 

sample in this study is a portion of the population. The sampling technique used is Random 

Sampling, which is a simple random sampling method. Affordable target populations are organic 

educators at the level of Middle Officers who are lecturing in Kobangdikal, Bumi Moro, Surabaya. 

which amounted to 160 people. Calculate the number of samples using the Slovin formula, as 

follows:      

n =  N  

                    Nd2 + 1 

Description: 

n = Number of Samples 

N = Total Population 

D = Prescribed Precision3 

n =  160            

                  (160 x 0.05%2) + 1 

 =  160   

                      1,00004 

n = 159.994 or 160 (rounded off) 

 

It is Obtained the sample size = 160 people, while for the trial of the instrument as many 

as 30 people. Data collection techniques are carried out using research instruments in the form of 

questionnaires. The instrument was tested before being used in the study. Testing of these 

instruments includes validity and reliability testing. From the test results, there are valid and invalid 

items. An invalid instrument was deleted. The method used in this study is quantitative research 

with correlational analysis. Correlational research aims to determine the correlation between 

variables. Correlations between two or more variables are determined using regression equations 

to make predictions in the population. The total population used in this study was 160 people. The 

research variables include two variables: X1 variable is Work Culture, X2 variable is Reward and Y 

variable is the Professional Commitment of Military Educators, with the following hypothesis: 

 

 

                                                      
3  Riduwan dan Engkos Achmad Kuncoro, Cara Menggunakan dan Memaknai Analisis Jalur (Path 

Analysis), (Bandung: Alfabeta, 2011), p. 44. 



  
 

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H1 : Work culture and reward has a significant influence on the professional 

commitment of military educators. 

H0 : Work culture and reward do not have a significant influence on the professional 

commitment of military educators. 

 

 
RESULT AND DISCUSSION 

The results of this study indicate that the positive direct effect of work culture (X1) on the 

professional commitment of military educators (Y) is 0.291 with a tcount of 5.75. Indirect influence 

of work culture (X1) on professional commitment of military educators (Y) through Integrity, a 

large indirect effect of work culture on professional commitment through integrity of: (0.279) 

(0.282) = 0.079. So that the influence of the total work culture on professional commitment is 

0.369. The hypothesis tested is: 

H0: βy1 ≤ 0 

H1: βy1> 0 

The work culture path coefficient value of professional commitment is 0.291 with a tcount 

of 5.75. Because the tcount is greater than the t table at dk = 155 for α = 0.05 at 1.98, H0 is rejected 

and H1 is accepted, which means that there is a positive direct effect of work culture variables on 

the variable of professional commitment which is very significant. 

The indirect influence of work culture on professional commitment through integrity is 

the result of the work culture path coefficient on integrity (p41) with the integrity path coefficient 

on professional commitment (py4). The indirect effect of work culture on professional 

commitment through integrity is: (0.279) (0.282) = 0.079. So that the influence of the total work 

culture on professional commitment is 0.369. 

The results of the analysis of the first hypothesis produce findings that work culture has a 

direct positive effect on professional commitment. Based on these findings it can be concluded 

that professional commitment is directly influenced positively by work culture. Increasing work 

culture will lead to increased professional commitment. The results of this study are in line with 

the opinions of some experts, among them, according to Robbins and Judge 4 ; 

 
“ Culture enhances professional commitment and increases the consistency of employee behavior. From an 

employee’s standpoint, culture is valuable because it spells out things are done and what’s important. But we shouldn’t 
ignore the potentially dysfunctional aspects of culture, especially a strong one, on an organization’s effectiveness.” 

 
Culture increases organizational commitment and increases the consistency of employee 

behavior. This is clearly beneficial for the organization. Culture is very important because it details 

the important things to do. The extent to which culture influences organizational effectiveness can 

be seen by looking at the strength or weakness of the organization's culture. Strong organizational 

culture will increase organizational effectiveness. 

Hodson and Sullivan 5  argue that traditional social scientists distinguish professions from 

other types of work through the level of expertise and complexity required in the work itself. The 

                                                      
4 Stephen P Robbins, “Timothy A Judge,” Perilaku Organisasi, Organizational Behavior, Buku 1 (2011). 
5 Randy Hodson and Teresa Sullivan, “Professions and Professionals,” The social organization of work (1995): 

287–314. 



  
 

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assumption is that professional work involves a very complex set of skills, intellectual functions, 

and knowledge that is not easily obtained and does not belong to just anyone. For this reason, 

professions are often referred to as knowledge-based occupations. 

Julie Prescott and Jan Bogg state 6 below: 

Although there has been some support for distinct culture types having an effect on employee attitudes, high 
solidarity cultures, high sociability cultures, diversity cultures, creativity cultures, and so forth all have different effects 
on performance and commitment effects that likely vary across different types of organizations and industries 

The theoretical explanation shows that certain types of culture influence employee 

attitudes, such as a culture of high solidarity, sociability, diversity, and creativity. These types of 

cultures have different influences on performance and commitment depending on the type of 

organization and industry. 

Meyer, et al. believe that, as well as organizational commitment is best explained by three 

different component steps; Professional commitment must be explained by three different 

component steps. They argue that understanding multidimensional professional commitment can 

have important implications for understanding the psychological bonds between a professional 

and their particular profession. Adapting their work to organizational commitment, Meyer et al7. 

define three different components of professional commitment, they use equivalent terms namely 

work commitment. This component is called affective professional commitment, continuance 

professional commitment, and normative professional commitment. 

Boehman8, shows that organizational support, overall job satisfaction, and organizational politics 

are antecedents of affective and normative commitment. 

Malik et al9 in his study showed that job satisfaction, quality of supervision and satisfaction with 

salary had a significant positive effect on organizational commitment of faculty members. 

The direct positive effect of rewards on professional commitment has a reward path 

coefficient value of professional commitment of 0.288 with a tcount of 5.73. Because the value of 

tcount is greater than the value of ttable at dk = 155 for α = 0.05 at 1.98, H0 is rejected and H1 is 

accepted, which means that there is a positive direct effect of the variable reward on the variable 

of professional commitment which is very significant. 

The results of the second hypothesis analysis yield findings that rewards have a direct 

positive effect on professional commitment. Based on these findings it can be concluded that 

professional commitment is directly influenced positively by reward. Increasing rewards will result 

in increased professional commitment. The results of this study are in line with the opinions of 

several experts including S. Samsudin 10 recruitment is the process of finding, finding, inviting, and 

establishing a number of people, both from inside and outside the company as prospective workers 

with certain characteristics as they have stipulated in human resource planning. 

Prospective workers who meet the college qualification standards are one who is a 

                                                      
6 Julie Prescott and Jan Bogg, “Final Thoughts and Concluding Comments,” in Gendered Occupational Differences 

in Science, Engineering, and Technology Careers, 2013, 239–263. 
7 John P Meyer and Natalie J Allen, “A Three-Component Conceptualization of Organizational Commitment,” 

Human resource management review 1, no. 1 (1991): 61–89. 
8 Joseph Boehman, “Affective, Continuance, and Normative Commitment among Student Affairs 

Professionals” (2006). 
9 Muhammad Ehsan Malik et al., “Job Satisfaction and Organizational Commitment of University Teachers in 

Public Sector of Pakistan,” International journal of business and management 5, no. 6 (2010): 17. 
10 Sadili Samsudin, “Manajemen Sumber Daya Manusia, Cetakan Ketiga” (Bandung: CV Pustaka Setia, 2010). 



  
 

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professional educator. Jeet and Sayeeduzzafar (2010: 74) in their study showed that human 

resource management practices such as training, performance appraisal, teamwork and 

compensation had a significant impact on job satisfaction. Employees. 

Malik et al 11 in his study showed that job satisfaction, quality of supervision and satisfaction with 

salary had a significant positive effect on organizational commitment of faculty members. 

The positive direct effect of work culture on reward has a work culture path coefficient 

value of reward of 0.245 with a tcount of 3.17. Because the value of the tcount coefficient is greater 

than the value of ttable at dk = 158 for α = 0.05 at 1.98, H0 is rejected and H1 is accepted, which 

means that there is a positive direct effect of the work culture variable on the very significant 

reward variable. 

The results of the tenth hypothesis analysis provide findings that work culture has a direct 

positive effect on reward. Based on these findings it can be concluded that reward is directly 

influenced positively by work culture. Increasing work culture will result in increased rewards. The 

results of this study are in line with the opinions of several experts including Michael Armstrong 

in Mike Millmore 12  who said: 

 
Reward  as  how  people  are  rewarded  in  accordance  with  their  value  to  organization.  It  is  concerned  

with  both  financial  and  nonfinancial  and  embraces  the  philosophies,  strategies,  policies,  plans  and  processes  
used  by  organization  to  develop  and  maintain  reward  system. 

 
 How a person will be given an award that matches the value given to the organization. 

Rewards can be in the form of financial and non-financial. It focuses on the philosophy, strategy, 

policy, planning and processes used by the organization to build and maintain a reward system. All 

of this is done with the aim of maximizing the capabilities or potential of employees or employees 

in carrying out work or tasks in achieving organizational goals that have been previously 

determined. 

Luthans 13 said, "it is these more frequent nonfinancial rewards that have a big impact on 

employee productivity and quality service behaviors". Non-financial benefits have a large impact 

on employee productivity behavior and service quality. This means that employee productivity is 

largely determined by the rewards provided by the institution. In other words, institutions or 

organizations must pay attention to the state of their employees if they want the work culture of 

each employee to increase as desired. Michael Armstrong 14 in his book says that: 

 
Reward generally influence performance by providing the means to recognize achievement, competence and 

merit. Specifically, rewards make an impact on performance by motivating people and by enhancing engagement. 
Reward can make an impact, (1) reward can make  a major contribution to the creation and maintenance of a high 
performance culture, (2) reward can exert considerable influence over the attraction and retention of talented people 
as part of a talent management programmer. 

 

                                                      
11 Malik et al., “Job Satisfaction and Organizational Commitment of University Teachers in Public Sector of 

Pakistan.” 
12 Mark Saunders et al., Strategic Human Resource Management: Contemporary Issues (Pearson Higher Ed, 2007). 
13 Fred Luthans, Organizational Behavior an Evidence-Based Approach 12th Edition, Organizational Behavior: An 

Edivence-Based Approach, 2012. 
14 Philip Kotler and Gary Armstrong, Principles of Marketing, World Wide Web Internet And Web Information Systems, 

2010. 



  
 

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Rewards generally affect work culture by acknowledging the existence of an achievement, 

competence and appropriateness. Specifically, rewards make an impact on the work culture by 

motivating people and by increasing their involvement. Rewards can make a major contribution 

to the creation and maintenance of a high performance culture, rewards can have a major influence 

on the attractiveness and retention of talented people as part of a talent management program. 

Thomas 15  revealed: As individuals go to work and carry out various tasks, there will be times 

when they are invested in the quality of their work and feel responsibility for and commitment to 

superior job performance. 

As individuals, carrying out various work tasks is the time they are invested in the quality 

of their own work, so they will feel responsibility and commitment to superior work performance. 

 

CONCLUSIONS 
Based on the results of the calculation of the research data and the results of the data 

analysis described above, the work culture has a positive direct effect on professional commitment. 

This means that a good work culture will lead to the commitment of professional middle-level 

military educators at the Guiding Command of the Indonesian Navy's Education and Training 

Doctrine (Kodiklatal). Work culture has a positive direct effect on reward. This means that a good 

work culture has resulted in the reward of middle-level military educator staff at the Guiding 

Command of the Navy's Education and Training Doctrine (Kodiklatal) in Surabaya. 

 

 

BIBLIOGRAPHY 

Boehman, Joseph. “Affective, Continuance, and Normative Commitment among Student Affairs 
Professionals” (2006). 

Britt, Thomas W, James M Dickinson, Tiffany M Greene-Shortridge, and Eric S McKibben. “Self 
Engagement at Work.” Positive organizational behavior (2007): 143–158. 

Hodson, Randy, and Teresa Sullivan. “Professions and Professionals.” The social organization of work 
(1995): 287–314. 

Kotler, Philip, and Gary Armstrong. Principles of Marketing. World Wide Web Internet And Web 
Information Systems, 2010. 

Luthans, Fred. Organizational Behavior an Evidence-Based Approach 12th Edition. Organizational Behavior: 
An Edivence-Based Approach, 2012. 

Malik, Muhammad Ehsan, Samina Nawab, Basharat Naeem, and Rizwan Qaiser Danish. “Job 
Satisfaction and Organizational Commitment of University Teachers in Public Sector of 
Pakistan.” International journal of business and management 5, no. 6 (2010): 17. 

Meyer, John P, and Natalie J Allen. “A Three-Component Conceptualization of Organizational 
Commitment.” Human resource management review 1, no. 1 (1991): 61–89. 

Prescott, Julie, and Jan Bogg. “Final Thoughts and Concluding Comments.” In Gendered 
Occupational Differences in Science, Engineering, and Technology Careers, 239–263, 2013. 

Razak, Norzila Abdul, Fauziah Ahmad, and Parilah Mohd Shah. “Perceived and Preferred 
Teaching Styles (Methods) of English for Specific Purposes (ESP) Students.” e-Bangi 4, no. 1 
(2017). 

Robbins, Stephen P. “Timothy A Judge.” Perilaku Organisasi, Organizational Behavior, Buku 1 (2011). 
Samsudin, Sadili. “Manajemen Sumber Daya Manusia, Cetakan Ketiga.” Bandung: CV Pustaka 

Setia, 2010. 

                                                      
15 Thomas W Britt et al., “Self Engagement at Work,” Positive organizational behavior (2007): 143–158. 



  
 

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Volume 4, Number 1, May 2019 | 43  

 

  

Saunders, Mark, Mike Millmore, Philip Lewis, Adrian Thornhill, and Trevor Morrow. Strategic 
Human Resource Management: Contemporary Issues. Pearson Higher Ed, 2007. 

Tasmara, Toto. Spiritual Centered Leadership (Kepimpinan Berbaris Spiritual). Gema Insani, 2006. 
 


