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All Journal UG Journal EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya
Mu’minatus Fitriati Firdaus
Universitas Gunadarma
Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Health Professions

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GAMBARAN RESILIENSI PENGUSAHA COFFEE SHOP PADA MASA PANDEMI COVID 19 Mu’minatus Fitriati Firdaus; Puteri Hana; Hendro Prabowo; Meity Arianty
UG Journal Vol 17, No 2 (2023)
Publisher : Universitas Gunadarma

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Pandemi Covid 19 menyebabkan beberapa kesulitan yang harus dihadapi oleh pengusaha coffee shop, tujuan penelitian ini untuk mendeskripsikan tingkat resiliensi pada pengusaha coffee shop di masa pandemi. Jenis penelitian ini merupakan deskriptif-kuantitatif dengan responden penelitian sebanyak 67 pengusaha, sedangkan teknik pengambilan sampel menggunakan purposive sampling. Resiliensi dalam penelitian ini diukur menggunakan dengan The Connor-Davidson Resilience Scale (CD-RISC) yang terdiri dari 19 aitem dengan reabilitas 0.921. Hasil penelitian menunjukkan bahwa pengusaha coffee shop pada masa pandemi memiliki tingkat resiliensi yang tinggi terbukti dari skor rata-rata mean empirik 79,14 yang lebih besar daripada skor rata-rata hipotetik 45. Data deskriptif responden dalam penelitian ini berdasarkan usia, status pernikahan, tingkat pendidikan, jenis kelamin, lama waktu mengelola coffee shop, dan pendapatan berada pada kategori sangat tinggi.
Digital Continuous Professional Development Engagements: Insights from an Islamic Teacher at a Senior High School in Indonesia Nurhalimah Siregar; Mu’minatus Fitriati Firdaus; Miatin Rachmawati; Sulhatul Habibah
EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya Vol. 9 No. 2 (2026): September-November (Edu-Religia
Publisher : Program Pascasarjana Pendidikan Islam Universitas Islam Darul Ulum Lamongan

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Digital transformation in education requires teachers to learn continuously. However, little is known about how teachers in Indonesian Islamic schools engage in digital continuous professional development (CPD). This qualitative case study explores how teachers in an Islamic girls’ senior high school engage in West Java, Indonesia, engage in digital CPD. Drawing on the digital CPD competence within the European Digital Competence Framework for Educators (DigCompEdu). Six female teachers were purposively selected from a school-wide survey based on their willingness to participate and variation in subject, educational backgrounds, and teaching experience. Data were collected from semi-structured interviews, classroom observations, and digital artifacts. The framework method guided the analysis, using deductive codes from DigCompEdu and inductive codes from the data. Three core themes were identified. First, teachers primarily engaged in informal, self-directed micro-learning via YouTube, TikTok, and generative AI tools, driven by immediate classroom needs. Second, learning was peer-supported which a digitally capable colleague who introduced tools to others, and a subject-teacher group (MGMP) shared a paid digital tool. Third, learning was context-bound which a weekly school routine, faith-based expectations for digital materials, and limited time shaped its content and conditions. The findings add contextual evidence to DigCompEdu by showing how school routines, Islamic values, and time pressure frame digital CPD. School can recognize digitally capable peers as informal trainers and protect learning time within the working day.
Co-Authors Hendro Prabowo Meity Arianty Miatin Rachmawati Nurhalimah Siregar Puteri Hana Sulhatul Habibah