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Dampak Kesenjangan Teknologi Pendidikan Dalam Pembelajaran Berbasis Sekolah Emelda Emelia; Jasiah
QAYID : Jurnal Pendidikan Islam Vol. 2 No. 1 (2026): 2026
Publisher : PT. Hassan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/qd.v2i1.963

Kesenjangan teknologi pendidikan dalam pembelajaran berbasis sekolah merupakan hal yang sering terjadi dalam teknologi pendidikan dalam pembelajaran berbasis sekolah menengah ataupun swasta pada sekolah tersebut. kesenjangan dalam teknologi pembelajaran pendidikan dapat muncul dari keterbatasan infrastruktur internet, kurangnya perangkat seperti komputer di sekolah pedesaan, dan rendahnya keterampilan digital guru serta siswa. Di wilayah 3T (terdepan, terluar, tertinggal), sinyal lemah dan listrik tidak stabil memperburuk akses ke alat pembelajaran digital. membuat pembelajaran didalam kelas menurun dan guru pun menjadi kesulitan dikarenakan kurangnya fasilitas memadai dalam sekolah , ketidakmerataan akses , atau kualitas, ketimpangan sosis – ekonomi terhadap siswa yang berada dipelosok wilayah. memerlukan solusi dan kolaboratif pemerintah dan sekolah dalam teknologi pendidikan bisa efektif dan efisien secara optimal pembelajaran tersebut. tanpa adanya kerja sama kesenjangan dapat terjadi dan memberikan dampak yang buruk bagi peserta didik menghmabat, pengembangan keterampilan dalam abad ke 21 seperti pikiran kristis yang siswa miliki. upaya pemerintah dan sekolah dapat dilakukan untuk mengatasi kesenjangan teknologi pendidikan dengan pemerataan fasilitas, infrastruktur yang diperlukan siswa dan guru mendukung pembelajaran disekolah lebih mengembangkan potensi setiap masing-masing siswa tersebut. hal ini juga akan membahas adanya upaya mitigasi yang telah dilakukan pemerintah. mengatasi ketimpangan kesenjangan tengah terjadi dipelosok desa , atau sekolah mengalaminya, lembaga pendidikan, dan organisasi internasional, serta rekomendasi untuk mengurangi kesenjangan tersebut di masa depan yang akan datang. dengan demikian, diperlukan kesenjangan teknologi pendidikan menjadi fokus. perhatian dalam reformasi pendidikan untuk menciptakan sistem pendidikan yang imklusif dan berkelanjutan memilki potensi lebih bermutu. guru mempunyai hak untuk memanfaatkan teknologi yang berkembang pesat di dunia plafrom digital demikian siswa pun bisa lebih termotivasi.

THE CONTRIBUTION OF CLASSROOM MANAGEMENT AND TEACHERS’ SOCIAL SUPPORT TO STUDENTS’ ACADEMIC RESILIENCE Salmiati; Jasiah
World Psychology Vol. 5 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v5i1.1173

Academic resilience has become a crucial construct in understanding students’ capacity to persist and adapt in the face of increasing academic demands and learning challenges. Learning environments that are both well managed and socially supportive are assumed to play a vital role in fostering such resilience, yet empirical evidence integrating these factors remains limited. This study aims to examine the contribution of classroom management and teachers’ social support to students’ academic resilience within formal school settings. A quantitative correlational research design was employed, involving students as respondents selected through stratified random sampling. Data were collected using standardized questionnaires measuring classroom management, teachers’ social support, and academic resilience, and were analyzed using descriptive and inferential statistical techniques. The results indicate that both classroom management and teachers’ social support significantly contribute to students’ academic resilience, with teachers’ social support emerging as the stronger predictor. Structured classroom environments and supportive teacher–student relationships were found to jointly enhance students’ persistence, adaptability, and coping strategies when facing academic difficulties. These findings suggest that academic resilience is shaped by the interaction of managerial and relational dimensions of teaching. The study concludes that fostering resilient learners requires not only effective classroom organization but also sustained social support from teachers, underscoring the importance of holistic pedagogical practices in contemporary education.

THE ROLE OF ISLAMIC VALUES–BASED SELF-MANAGEMENT IN ENHANCING TEACHERS’ SELF-EFFICACY AND PERFORMANCE Haryadi; Jasiah
World Psychology Vol. 5 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v5i1.1174

Teachers’ performance in Islamic educational institutions is increasingly challenged by rising professional demands that require not only technical competence but also strong internal regulation and moral commitment. Self-management grounded in Islamic values offers a holistic approach to strengthening teachers’ psychological confidence and professional conduct, yet its role in shaping self-efficacy and performance has received limited scholarly attention. This study aims to examine the role of Islamic values–based self-management in enhancing teachers’ self-efficacy and professional performance within Islamic education contexts. The study employs a qualitative research design using a descriptive–analytical library research approach, drawing on primary and secondary sources such as academic books, peer-reviewed journals, and authoritative Islamic educational texts. The analysis focuses on the interrelationship between value-based self-regulation, teachers’ self-efficacy, and performance. The findings indicate that Islamic values–based self-management, characterized by amanah, sincerity, discipline, responsibility, and spiritual accountability, significantly strengthens teachers’ self-efficacy. Enhanced self-efficacy subsequently contributes to consistent instructional behavior, ethical professionalism, and sustained performance. The results suggest that teacher performance is more effectively supported through internally motivated, value-driven self-regulation than through external control mechanisms alone. The study concludes that integrating Islamic values into self-management practices provides a sustainable pathway for improving teachers’ self-efficacy and performance, offering important theoretical and practical implications for Islamic educational leadership and teacher development.

THE INFLUENCE OF SCHOOL LITERACY ENVIRONMENT MANAGEMENT ON STUDENTS’ READING INTEREST AND SELF-EFFICACY IN ISLAMIC EDUCATION IN INDONESIA Syahrida; Jasiah
World Psychology Vol. 5 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v5i1.1175

Literacy development has become a central concern in Islamic education in Indonesia, particularly in relation to students’ reading interest and self-efficacy as key foundations for academic engagement and lifelong learning. School literacy environment management is assumed to play a strategic role in shaping these outcomes, yet its influence has not been sufficiently examined within Islamic educational contexts. This study aims to analyze the influence of school literacy environment management on students’ reading interest and self-efficacy in Islamic education in Indonesia. The study employed a qualitative research design using a descriptive–analytical library research approach, drawing on peer-reviewed journal articles, academic books, policy documents, and research reports relevant to literacy management and Islamic education. Data were analyzed through thematic synthesis to identify patterns and relationships among literacy environment management, reading interest, and self-efficacy. The findings indicate that well-managed literacy environments characterized by systematic planning, availability of reading facilities, teacher facilitation, and integration of Islamic values significantly enhance students’ motivation to read and strengthen their confidence in reading abilities. Reading interest and self-efficacy were found to be interrelated outcomes shaped by institutional literacy practices rather than individual factors alone. The study concludes that effective school literacy environment management provides a sustainable pathway for fostering motivated and confident readers in Islamic education, highlighting the importance of managerial and cultural dimensions in literacy development.

DEVELOPING INTERACTIVE LEARNING MEDIA USING GOOGLE SITES TO IMPROVE LEARNING OUTCOMES Dwi Arini; Jasiah
World Psychology Vol. 5 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v5i1.1178

The rapid development of information and communication technology has driven innovation in the field of education, particularly through the utilization of digital-based learning media. One such platform that can support interactive learning is Google Sites. This study aims to develop and describe Google Sites-based interactive learning media and to analyze its role in enhancing student engagement, independence, and learning outcomes. This research employs a qualitative approach using descriptive-analytical library research. The results indicate that Google Sites offers significant advantages in terms of accessibility, flexibility, and the ability to integrate various learning resources—such as text, images, videos, and learning evaluations—into a single platform. The utilization of Google Sites as interactive learning media fosters a more engaging learning environment, boosts student activity and independence, and ultimately has a positive impact on improving learning outcomes. Consequently, Google Sites serves as an effective and relevant alternative for interactive learning media to support education in the digital era.

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