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PENGARUH KEPUASAN KONSUMEN DAN STRATEGI KOMUNIKASI TERHADAP KEPUTUSAN PEMBELIAN KALA COFFEE Lidya, Lidya; Warganegara, Tri Lestira Putri
JAMBURA: Jurnal Ilmiah Manajemen dan Bisnis Vol 9, No 1 (2026): JIMB - VOLUME 9 NOMOR 1 MEI 2026
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37479/jimb.v9i1.38797

Industri coffee shop di Bandar Lampung berkembang pesat dan menghadapi persaingan yang semakin kompetitif, sehingga pelaku usaha perlu memahami faktor-faktor yang memengaruhi keputusan pembelian konsumen, khususnya kepuasan konsumen dan strategi komunikasi. Penelitian ini bertujuan untuk menganalisis pengaruh kepuasan konsumen dan strategi komunikasi terhadap keputusan pembelian pada Kala Coffee Bandar Lampung. Penelitian ini menggunakan pendekatan kuantitatif dengan desain asosiatif. Sampel penelitian berjumlah 100 responden yang ditentukan melalui teknik purposive sampling berdasarkan kriteria tertentu. Data dikumpulkan menggunakan kuesioner dengan skala Likert sebagai instrumen penelitian. Analisis data dilakukan melalui uji regresi linear berganda dengan bantuan program SPSS untuk menguji pengaruh secara parsial dan simultan. Hasil penelitian menunjukkan bahwa kepuasan konsumen dan strategi komunikasi berpengaruh positif dan signifikan terhadap keputusan pembelian, baik secara parsial maupun simultan. Strategi komunikasi menunjukkan pengaruh yang lebih dominan dibandingkan kepuasan konsumen.

Readiness of Islamic Religious Education Teachers to Implement the Independent Curriculum Assessment at Elementary School 99, Bengkulu City Lidya, Lidya; Bonita, Eva; Wiwinda, Wiwinda; Yulizah, Yosi
International Journal on Advanced Science, Education, and Religion Vol 8 No 1 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i1.1600

This study aims to describe teacher readiness in implementing the Independent Curriculum assessment. A descriptive qualitative approach was used at SDN 99, Bengkulu City, using data from Islamic Religious Education (PAI) teachers and the principal. The results indicate that teachers at SDN 99, Bengkulu City, have basic readiness to implement the Independent Curriculum assessment. This is evident in their understanding of assessment concepts, including diagnostic, formative, and summative assessments, and their efforts to implement them in their lessons. Teachers have also developed lesson plans through teaching modules that include learning objectives, CP, ATP, and assessment plans. Furthermore, teachers demonstrate a positive attitude toward curriculum changes and strive to implement various assessment methods, such as observation, assignments, discussions, and tests, to assess student learning processes and outcomes. However, the implementation of these assessments has not been fully optimized due to various obstacles, such as time constraints, administrative burdens, lack of technical understanding, and skills in documentation and feedback. Formative assessments have not been well documented, while summative assessments are still more dominant than other types of assessment. Therefore, it is necessary to improve teacher competency through continuous training, mentoring, and strengthening learning communities.

Readiness of Islamic Religious Education Teachers to Implement the Independent Curriculum Assessment at Elementary School 99, Bengkulu City Lidya, Lidya; Bonita, Eva; Wiwinda, Wiwinda; Yulizah, Yosi
International Journal on Advanced Science, Education, and Religion Vol 8 No 1 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i1.1600

This study aims to describe teacher readiness in implementing the Independent Curriculum assessment. A descriptive qualitative approach was used at SDN 99, Bengkulu City, using data from Islamic Religious Education (PAI) teachers and the principal. The results indicate that teachers at SDN 99, Bengkulu City, have basic readiness to implement the Independent Curriculum assessment. This is evident in their understanding of assessment concepts, including diagnostic, formative, and summative assessments, and their efforts to implement them in their lessons. Teachers have also developed lesson plans through teaching modules that include learning objectives, CP, ATP, and assessment plans. Furthermore, teachers demonstrate a positive attitude toward curriculum changes and strive to implement various assessment methods, such as observation, assignments, discussions, and tests, to assess student learning processes and outcomes. However, the implementation of these assessments has not been fully optimized due to various obstacles, such as time constraints, administrative burdens, lack of technical understanding, and skills in documentation and feedback. Formative assessments have not been well documented, while summative assessments are still more dominant than other types of assessment. Therefore, it is necessary to improve teacher competency through continuous training, mentoring, and strengthening learning communities.

Readiness of Islamic Religious Education Teachers to Implement the Independent Curriculum Assessment at Elementary School 99, Bengkulu City Lidya, Lidya; Bonita, Eva; Wiwinda, Wiwinda; Yulizah, Yosi
International Journal on Advanced Science, Education, and Religion Vol 8 No 1 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i1.1600

This study aims to describe teacher readiness in implementing the Independent Curriculum assessment. A descriptive qualitative approach was used at SDN 99, Bengkulu City, using data from Islamic Religious Education (PAI) teachers and the principal. The results indicate that teachers at SDN 99, Bengkulu City, have basic readiness to implement the Independent Curriculum assessment. This is evident in their understanding of assessment concepts, including diagnostic, formative, and summative assessments, and their efforts to implement them in their lessons. Teachers have also developed lesson plans through teaching modules that include learning objectives, CP, ATP, and assessment plans. Furthermore, teachers demonstrate a positive attitude toward curriculum changes and strive to implement various assessment methods, such as observation, assignments, discussions, and tests, to assess student learning processes and outcomes. However, the implementation of these assessments has not been fully optimized due to various obstacles, such as time constraints, administrative burdens, lack of technical understanding, and skills in documentation and feedback. Formative assessments have not been well documented, while summative assessments are still more dominant than other types of assessment. Therefore, it is necessary to improve teacher competency through continuous training, mentoring, and strengthening learning communities.

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