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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Harkat : Media Komunikasi Gender Didaktik : Jurnal Ilmiah PGSD STKIP Subang AR-RIAYAH : Jurnal Pendidikan Dasar
Siti Zulaiha
Institut Agama Islam Negeri (IAIN) Curup
Religion Arts Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences

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Tracer Study: Studi Rekam Jejak dan Tingkat Kepuasan Pengguna Terhadap Lulusan Program Studi Pendidikan Guru Madrasah Ibtidaiyah Institut Agama Islam Negeri Curup Siti Zulaiha; Tika Meldina; Chandra Dio Saputra; Yuli Tri Astuti
AR-RIAYAH : Jurnal Pendidikan Dasar Vol 5, No 1 (2021)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jpd.v5i1.2416

Abstract

The aims of this study are to determine: 1) the acceptance numbers of graduates for job opportunities, 2) the waiting period for graduates to get a job, 3) the relevance of the graduates’ qualification to the field of work, and 4) the level of stakeholders’ satisfaction with graduates of the PGMI (Education of Basic School Teachers) study program of IAIN (The Institute for Islamic Studies) Curup. This research method was survey research with quantitative descriptive data analysis. The data collection was carried out using questionnaires sent directly via email, social media, face to face and by telephone. The research results showed that: 1) the graduates of PGMI Study Program of IAIN Curup were well accepted in job opportunities, 2) the waiting period for graduates to get a job was in the range of 0 - 3 months after graduation, 3) there was relevance of graduates’ work field to their qualification, 4) the level of stakeholders’ satisfaction with graduates of the PGMI Study Program of IAIN Curup was in very good criteria. Based on the results of the study, it was suggested that institutions need to carry out tracer study activities in a sustainable manner so that they can find out the condition of graduates after completing their education in the institutions. Then, feedback was expected from alumni and stakeholders to get a higher response rate. In addition, the results of this study can be a consideration for stakeholders at universities to develop curriculum so that they can improve the competence of graduates in accordance with the demands of the work field.
Analisis Kurikulum PAUD di Kabupaten Rejang Lebong dan Relevansinya Terhadap Kurikulum Prodi PIAUD IAIN Curup Siti Zulaiha; Baryanto Baryanto
AR-RIAYAH : Jurnal Pendidikan Dasar Vol 3, No 1 (2019)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jpd.v3i1.818

Abstract

This research is motivated by the importance of conducting an analysis related to the implementation of the curriculum in PAUD in Rejang Lebong Regency, this is because the curriculum that is applied is not uniform along with the changes in existing regulations. In addition, it is based on the importance of analyzing the relevance of the PIAUD Study Program curriculum with the applicable curriculum in PAUD so that it can be an improvement in the future. The purpose of this study is to describe how the curriculum concept, analyze the implementation of the curriculum describes the relevance of the Early Childhood Education curriculum in Rejang Lebong District to the Curriculum for Early Childhood Islamic Education Study Program. This study is a field research that is descriptive qualitative in nature. Data sources or informants are the Head and Teacher of Early Childhood Education. Data collection techniques used are interview, observation and documentation. Data analysis begins by reducing the data that has been collected, then presented in the form of a description of the data and the final conclusion from the results and analysis that has been done. The results of this study indicate that: first, the content of the PAUD curriculum in Rejang Lebong Regency which refers to the 58 of 2009 includes PAI, Language, Cognitive, Physical, Akhlakul Karimah, Independence, Emotional Social. Whereas those referring to Ministerial Regulation 2014 of 2014 are aspects of the development of Religious and Moral Values, Motoric, Cognitive, Emotional, Language and Art. Secondly, the implementation of the PAUD curriculum in Rejang Lebong Regency in general has been in accordance with the applicable curriculum guidelines but only in teaching and learning activities that many have not used the learning model that should be applied, then the approach has not been implicitly included in the daily work plan prepared by the teacher. Third, the relevance of the PAUD curriculum to the PIAUD Study Program curriculum in general has been relevant, but the content and placement of the components of the offered courses and their extent and depth need to be reviewed.
EDUKASI LITERASI INFORMASI BAGI ANAK DAN REMAJA UNTUK MEMINIMALISIR PENYALAHGUNAAN MEDIA JEJARING SOSIAL Siti Zulaiha; Sagiman Sagiman; Mutia Mutia
Jurnal Harkat : Media Komunikasi Gender JURNAL HARKAT : MEDIA KOMUNIKASI GENDER, 15(2), 2019
Publisher : Pusat Studi Gender dan Anak (PSGA), Universitas Islam Negeri Syarif Hidayatullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (3529.509 KB) | DOI: 10.15408/harkat.v15i2.13469

Abstract

Abstract. The use of social networking media or commonly called social media in daily activities, has been carried out by all levels of society ranging from children, adolescents, to adults. Is that social media used as a medium for communication with various groups, as a medium of entertainment, as a medium for doing business, as a source of multiple information, and so forth. But in reality, social media is often misused, such as to post immoral content, hoaxes, hate speech, etc. that can harm users of social media and the wider community. Internet access that is not limited by space and time provides the opportunity in the use of social media anytime, anywhere, and by anyone. This will undoubtedly harm the use of social media. Therefore education is needed for social media users in utilizing social media, especially in receiving, analyzing, processing, and posting information well, especially for children and adolescents who tend to still lack knowledge about the negative impacts of social media abuse. These community service activities are carried out in the form of education and training on how to properly social media, the use of social media for positive things, and how the impact and legal sanctions in the event of social media abuse.Abstrak. Penggunaan media jejaring sosial atau yang biasa disebut media sosial dalam aktifitas keseharian sudah dilakukan oleh semua kalangan masyarakat mulai dari anak-anak, remaja, sampai ke orang dewasa. Apakah itu media sosial digunakan sebagai media untuk komunikasi dengan berbagai kalangan, sebagai media hiburan, sebagai media untuk berbisnis, sebagai sumber berbagai informasi, dan lain sebagainya. Namun pada kenyataannya media sosial sering kali disalahgunakan, seperti untuk memposting konten-konten yang asusila, hoax, ujaran kebencian, dan lain sebagainya yang dapat memberikan dampak negatif bagi pengguna media sosial dan masyarakat luas. Akses internet yang tidak terbatas oleh ruang dan waktu memberikan kesempatan dalam penggunaan media sosial kapan saja, dimana saja, dan oleh siapa saja. Hal ini tentunya akan berdampak pada penggunaan media sosial yang negative. Oleh sebab itu diperlukan edukasi terhadap pengguna media sosial dalam memanfaatkan media sosial terutama dalam menerima, menelaah, mengolah, dan memposting informasi dengan baik, terutama bagi kalangan anak-anak dan remaja yang cenderung masih minim pengetahuan tentang dampak negatif dari penyalahgunaan media sosial. Kegiatan pengabdian ini dilakukan dalam bentuk edukasi dan pelatihan tentang bagaimana bermedia sosial yang benar, penggunaan media sosial untuk hal-hal yang positif, dan bagaimana dampak dan sanksi hukum apabila terjadi penyalahgunaan media sosial.
Contribution of academic supervision to vocational students’ learning readiness Suyatno Suyatno; Erlina Istiningsih; Wantini Wantini; Dian Hidayati; Astry Fajria; Siti Zulaiha
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 2: June 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i2.24422

Abstract

The learning process in vocational schools has different characteristics compared to that of the non-vocational. Students’ readiness is one significant variable in determining students’ learning success. Hence, identifying the antecedent of the variable is necessary. The research aimed to measure the contribution of academic supervision through teachers' professional and pedagogic competence and its impact on vocational school students’ learning readiness. The quantitative research employed ex-post facto design with partial least square equation modelling (PLS-SEM) to test the hypothesis. Non-probability sampling, particularly purposive sampling, was used to take the samples, which were 71 teachers and 96 students in three private vocational schools in Gunung Kidul Regency, Indonesia. Meanwhile, the data were analyzed using PLS-SEM because the study involved less than 100 samples. The results showed pedagogic competence contributes to learning readiness, professional competence does not contribute to learning readiness, academic supervision contributes to pedagogic competence, and academic supervision contributes to professional competence. Besides, indirect effect scores concluded two points: academic supervision through teachers’ professional competence contributes to learning readiness and academic supervision through a teacher’s professional competence does not contribute to learning readiness. The principals and teachers can use the findings to improve their performance at school and in the classroom.
Analisis Kemandirian Belajar Siswa Sekolah Dasar Siti Zulaiha; Tika Meldina; Yulisti Ariani
AR-RIAYAH : Jurnal Pendidikan Dasar Vol 7, No 1 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jpd.v7i1.7440

Abstract

The background of this research is that student learning independence in thematic learning at SDN 125 Rejang Lebong is a major part of the problems students face in learning due to the lack of student independence in carrying out thematic learning. So the teacher seeks to foster an attitude of independence in students so that in the future they do not always depend on others in learning. The purpose of this study was to find out how students' learning independence in class IV thematic learning at SDN 125 Rejang Lebong and to find out how the teacher's efforts foster student learning independence in thematic learning at SDN 125 Rejang Lebong. This type of research used is qualitative in nature. The subjects of this study were the principal, class teachers and students at SDN 125 Rejang Lebong. Sources of data obtained from primary data and secondary data. Data collection techniques through interviews, observation and documentation. Then data analysis techniques using data collection, data reduction, data presentation, tools and conclusions as well as testing the validity of the data using source and technique triangulation. The results of this study indicate that first, student learning independence in class IV thematic learning at SDN 125 Rejang Lebong, students already have an attitude of independent learning in thematic learning. It can be seen that when the thematic learning process is taking place students appear confident, disciplined in learning, active in participating in learning and responsible in learning. Second, the teacher's efforts to foster student learning independence in thematic learning, namely by providing motivation in learning activities, the teacher does this by telling stories, questions and answers, riddles, giving examples of realities or experiences that occur in life. The teacher creates fun learning by using a variety of methods and using learning resources by utilizing the environment, theme books, the internet and teaching aids in schools.
Implementation of Learning Assessment in State Islamic Elementary Schools of Rejang Lebong Regency Fhina Devira Fhina; Firda Syifa Azizah; Amalya Putri; Siti Zulaiha; Tika Meldina
AR-RIAYAH: Jurnal Pendidikan Dasar Vol. 9 No. 2 (2025): November
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jpd.v9i2.15051

Abstract

The implementation of formative and summative assessments in the Merdeka Curriculum had been finished using technology from grades I to VI in State Islamic Elementary Schools (MIN) of Rejang Lebong Regency. The implementation of these assessments has included problems, such as obstacles that were experienced by teachers. Therefore, this study has two objectives: 1) determine the implementation of assessments at State Islamic Elementary Schools (MIN) in Rejang Lebong Regency. 2) Determine the problems experienced by teachers in implementing assessments at State Islamic Elementary Schools (MIN) in Rejang Lebong Regency. This study used a qualitative method by using a descriptive research design. The data sources obtained were primary and secondary data. This study used data collection techniques such interviews and documentation. Data collection was carried out through in-depth interviews to the school principals, teachers, and students. The data analysis techniques used consist of data reduction, data display, and conclusion drawing. The results of the study demonstrated that 1) the implementation of assessments at State Islamic Elementary Schools (MIN) in Rejang Lebong Regency has been implemented according to the regulation, both in the learning process and in the duration laid out in the curriculum, and have applied technology such as Google Forms, Microsoft Forms, and Quizizz, especially in the higher grades, such as grades 4, 5, and 6. 2) There are several problems in the implementation of both formative and summative assessments, related to the use of technology in assessments conducted by teachers, such as limited time, differences in student abilities, insufficient facilities and infrastructure, unstable internet connections, limitations in student devices, and the use of personal data plans.  
HUBUNGAN SELF REGULATED LEARNING TERHADAP KEMAMPUAN SOSIAL SISWA SD NEGERI 7 REJANG LEBONG Ranti Andita ranti; Siti Zulaiha; Rizki Yunita Putri
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13120

Abstract

This study was motivated by the varying levels of students’ self-regulated learning and social skills. Self-regulated learning refers to students’ independence in managing, monitoring, and evaluating their learning processes, which is closely related to their ability to interact, cooperate, and adapt within the school environment. This research aims to: (1) determine the level of self-regulated learning of sixth-grade students at SD Negeri 7 Rejang Lebong, (2) identify the level of students’ social skills, and (3) to determine the relationship between self-regulated learning and social skills. This study employed a quantitative approach with a correlational research design. The population consisted of all sixth-grade students of SD Negeri 7 Rejang Lebong, totaling 50 students, and total sampling technique was used. Data were collected using questionnaires with Likert scale instruments. Instrument validity was tested using the Product Moment formula, while reliability was tested using Cronbach Alpha, resulting in coefficients of 0.713 for self-regulated learning and 0.788 for social skills. Data analysis used Product Moment correlation. The results showed that: (1) students’ self-regulated learning was in the good category, (2) students’ social skills were also in the good category, and (3) there was a significant positive relationship between self-regulated learning and social skills with a correlation value of 0.866, which is higher than r table (0.278). Thus, it can be concluded that there is a significant relationship between self-regulated learning and students’ social skills.
Co-Authors Amalya Putri Astry Fajria, Astry Baryanto Baryanto Chandra Dio Saputra Erlina Istiningsih Fhina Devira Fhina Firda Syifa Azizah Hidayati, Dian Meisin Meisin Murni Yanto Mutia Mutia Ranti Andita ranti Rizki Yunita Putri Sagiman, Sagiman Suyatno Suyatno Tika Meldina Tika Meldina Wantini Wantini Yuli Tri Astuti Yulisti Ariani