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All Journal Catimore: Jurnal Pengabdian Kepada Masyarakat Jumper : Journal of Educational Multidisciplinary Research ENLEKTURER: Journal of Islamic Studies
Nurasiah
Universitas Islam Negeri Sultanah Nahrasiyah Lhokseumawe
Religion Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Pengaruh Kepemimpinan Digital Kepala Sekolah dan Layanan Digital Sekolah terhadap Mutu Pendidikan di SMA Negeri 6 Lhokseumawe Rahmy Zulmaulida; Nurasiah; Widia Sri Fitri Gayo; Edy Saputra
Jumper: Journal of Educational Multidisciplinary Research Vol 5 No 1 (2026): Jumper: Journal of Educational Multidisciplinary Research
Publisher : LSM Catimore dan Sahabat Jl. Paya Ilang/Pertamina Desa Lemah Burbana, Takengon, Aceh Tengah 24552

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56921/jumper.v5i1.366

Abstract

This study aims to determine the effect of the principal's digital leadership and school digital services on the quality of education at SMA Negeri 6 Lhokseumawe. This study uses a quantitative approach method. Data collection is done by using a questionnaire or questionnaire technique. The population is SMA N 6 Lhokseumawe, and the sample taken is 40 respondents. Data analysis techniques include analysis prerequisite tests, descriptive data analysis, and hypothesis testing. The results of the study show that: (1) the influence of the principal's digital leadership on the quality of education is significant, based on the level of significance (0.000 < 0.050) with a magnitude of 50.3%. Then the hypothesis is accepted (2) the effect of school digital services on theaquality of education is significant, based on the level of significance (0.000 < 0.050) with an effect of 41.9%. Then the hypothesis is accepted (3) the effect of the principal's digital leadership and school digital services on the quality of education is of simultaneous significance, based on the level of significance (0.000 < 0.050) with an effect of 64.8%, the hypothesis is accepted.
Integrating Islamic Values and Gen-Z Development Through Co-Curricular Activities in Islamic Boarding Schools Yusnaini Yusnaini; Cut Intan Hayati; Nurasiah
ENLEKTURER: Journal of Islamic Studies Vol. 4 No. 1 (2026): ENLEKTURER: Journal of Islamic Studies
Publisher : Enlightenment Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71036/ejis.v4i1.480

Abstract

Digital transformation has reshaped educational experiences for Generation Z (Gen-Z), including their expectations of participation, creativity, social interaction, and meaningful learning beyond formal classroom instruction. This study examines the role of co-curricular activities in engaging Gen-Z students at Ihyaussunnah Islamic Boarding School, with particular attention to intellectual, social, personal, and spiritual development and the internalisation of Islamic values. Drawing on humanistic, recreation, self-development, and rational choice perspectives, the study conceptualises co-curricular activities as developmental spaces within the residential Islamic educational environment. A qualitative case study approach was employed using document analysis, observation, and Semi-structured interviews with fourteen purposively selected participants, comprising three administrators, four teachers, and seven students directly involved in co-curricular activities. The findings indicate that co-curricular activities function as experiential learning spaces in which Islamic values are translated into everyday practices of responsibility, discipline, cooperation, leadership, and social participation. Meaningful Gen-Z engagement is associated not merely with attendance but with active participation, initiative, interaction, creativity, and perceived relevance to students’ interests and developmental needs. The activities contribute to students’ social competence, leadership, responsibility, creativity, confidence, independence, and spiritual awareness. However, sustaining engagement remains challenging because of changing student interests, tensions between institutional discipline and student autonomy, limited digital integration, and the lack of systematic assessment of developmental outcomes. The study concludes that co-curricular education in Islamic boarding schools should move beyond routine programme provision toward an adaptive, participatory, experiential, and development-oriented framework that preserves Islamic values while responding to the contemporary needs of Gen-Z.
Penguatan Literasi Digital, Sains, dan Kesadaran Cyberbullying bagi Siswa TK, SD dan SMP serta Pengembangan Kompetensi Guru Berbasis Teknologi di Sekolah Alam Bireuen (SABIR) Rahmy Zulmaulida; Khairiani; Nurul Akmal; Hasna Tuddar; Rahima Nurviani; Mutia Sari; Nurasiah; Mutia; Edy Saputra; Yusra
Catimore: Jurnal Pengabdian Kepada Masyarakat Vol 5 No 2 (2026): Catimore: Pengabdian kepada Masyarakat
Publisher : LSM Catimore dan Sahabat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56921/cpkm.v5i2.500

Abstract

Indonesia’s national digital literacy score continues to decline despite rising technology access, while cases of online gender-based violence, cyberbullying, and school violence among students keep increasing. Sekolah Alam Bireuen (SABIR), a nature-based school, faces particular challenges integrating digital competence into its curriculum without abandoning its exploration-based philosophy. This community service program targeted kindergarten, elementary, and junior high school students and teachers at SABIR, aiming to implement an integrated multi-level, multi-theme mentoring model grounded in digital literacy theory and Technological Pedagogical Content Knowledge (TPACK). The program combined pedagogical training for kindergarten teachers, play-based educational games for kindergarten students, coding and astronomy training for elementary students, cyberbullying awareness for junior high students, and technology-based competency training for elementary and junior high teachers, using a participatory approach adapted to each group’s developmental stage. Results, evaluated through pretest-posttest, observation, and product assessment, show all six programs met or exceeded their targets: kindergarten teachers’ pedagogical competence rose 24.3%, kindergarten students’ active participation reached 100%, elementary students’ coding comprehension rose 32.2%, astronomy comprehension rose 31.0%, junior high students’ cyberbullying awareness rose 27.1% with high protective attitudes, and teachers’ TPACK competence rose 30.2%. These findings confirm that integrated multi-level mentoring can be effectively implemented within a single nature-based school ecosystem.
Co-Authors Cut Intan Hayati Edy Saputra Edy Saputra Hasna Tuddar Khairiani Idris Mutia Mutia Sari Nurul Akmal Rahima Nurviani Rahmy Zulmaulida Rahmy Zulmaulida Widia Sri Fitri Gayo Yusnaini Yusnaini Yusra