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All Journal Jurnal Reviu Akuntansi dan Keuangan Jurnal INSANIA Progresiva : Jurnal Pemikiran dan Pendidikan Islam AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM Jurnal Bioedukatika NALAR: Jurnal Peradaban dan Pemikiran Islam Edukasi Islami: Jurnal Pendidikan Islam Tadbir Muwahhid Journal of Educational Research and Evaluation J-MPI (Jurnal Manajemen Pendidikan Islam) AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Ideguru: Jurnal Karya Ilmiah Guru Munaddhomah: Jurnal Manajemen Pendidikan Islam Cakrawala: Jurnal Studi Islam INSANIA : Jurnal Pemikiran Alternatif Kependidikan Jurnal Manajemen Pendidikan Islam Jurnal Pendidikan Islam
Fantika Febry Puspitasari
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Public Health Social Sciences Other

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Studi Literatur: Integrasi Teknologi Informasi Dalam Pelatihan Guru Sebagai Upaya Meningkatkan Kualitas Pembelajaran Entriza, Aditya Niko; Puspitasari, Fantika Febry
AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM Vol 15 No 1 (2025): AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/b2zk9f46

Abstract

This article examines the integration of technology in teacher training as an effort to enhance the quality of education in the digital era. Employing a literature review approach, the study analyzes various emerging technologies, including Artificial Intelligence (AI), Virtual Reality (VR), and Augmented Reality (AR), and how these technologies are applied in teacher training to support the development of pedagogical competencies. Technology enables personalized training, enhances instructional effectiveness through automated and interactive feedback, and fosters deeper and more immersive learning experiences. The article also explores challenges in technology integration, such as unequal access and limited digital literacy among teachers. Furthermore, microlearning-based training models and online learning platforms emerge as flexible and inclusive solutions. The findings indicate that despite significant challenges, technology can substantially improve the quality of teacher training, leading to more effective and relevant learning, and catalyzing transformation in teaching practices across diverse educational contexts. The article recommends that educational policies provide greater support for the adoption of technology in teacher training to better prepare educators for the demands of the 21st century.
Collaboration of Educational Institutions and Industry: Realizing Teaching Factory for Dedicated and Integrity-driven Human Resources Puspitasari, Fantika Febry
JURNAL AL-TANZIM Vol 8, No 2 (2024)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v8i2.7409

Abstract

This research aims to describe and analyze the process of building an electrical engineering teaching factory at SMKN 1 Paringin. This study uses a qualitative approach with a case study design. Data collection techniques were conducted through interviews, observations, and documentation. Data analysis began with condensing interview and document data, then sorting it according to the research objectives. The sorted data is presented in narrative form according to the research objectives. The narrative of the research data is summarized based on the discussion points. Data validity checks were conducted using source triangulation and technique triangulation. The results show that SMKN 1 Paringin and PT Adaro collaborated to develop productive and dedicated teachers for the teaching factory. Teachers were trained to create block schedules and job sheets based on processes and outcomes, applying teaching factory standards, quality control, and community service. The community service program at SMKN 1 Paringin is an attractive model because it focuses on developing workforce skills and altruistic aspects. This research supports further development in other vocational schools in Indonesia, especially in Centers of Excellence vocational schools, to sustainably enhance their benefits for industries and communities.
Social Practices of Students with Disabilities in Inclusive School: A Bourdieusian Analysis of Habitus, Capital, and Field Supriyanto, Supriyanto; Imron, Ali; Maisyaroh, Maisyaroh; Muslihati, Muslihati; Syarif, Izuddin; Puspitasari, Fantika Febry; Sulaiman, Ahmad
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 6 No. 4 (2025): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v6i4.2055

Abstract

Establishing inclusive education is essential to achieving equality and fairness, particularly for students with disabilities. The emergence of discrimination has challenged the implementation of social practices in an inclusive school to guarantee the participation of students with disabilities academically and socially. This study empirically examines the social practices of these students within an inclusive school setting through the lens of Pierre Bourdieu’s theory of social practice, focusing on the interplay of habitus, capital, and field. Qualitative methods, employing a case study approach, were utilized. The case study was conducted at Muhammadiyah 2 Junior High School in Malang, an inclusive school that has developed various innovative programs to optimize the education of students with disabilities. Data were gathered through in-depth interviews, participatory observation, and documentary analysis. The findings indicate that: (1) The unique habitus of students with disabilities shaped by family background and life experiences significantly influences their adaptation and self-perception; (2) Students strategically utilize various forms of capital (social, cultural, and symbolic) to navigate and integrate into the school environment; and (3) The school as a field through policies, teacher and principal roles, and social structures plays a critical role in enabling or constraining participation and inclusion. The study concludes that the dynamic interaction between habitus, capital, and field profoundly shapes the ability of students with disabilities to form relationships and construct their identities in inclusive educational contexts. These findings underscore the need for comprehensive policy interventions, teacher professional development, and ongoing institutional support to create truly inclusive environments. Recommendations for future research include exploring the long-term sustainability of such models and their applicability across diverse socio-cultural settings.
Integrating Islamic Values in Community Service: Strengthening Competence and Character in Vocational Education Syarif, Izuddin; Supriyanto, Achmad; Hadi, Syamsul; Sunandar, Asep; Supriyanto, Supriyanto; Puspitasari, Fantika Febry; Sumarno
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v9i1.419

Abstract

This study investigates the effectiveness of community service-based learning in electrical installation techniques for vocational high school students in South Kalimantan. It addresses key challenges in vocational education, including the gap between hard and soft skills, limited practical facilities, insufficient character formation, and weak community participation. Using a qualitative case study with an Accidental Ethnography approach, data were gathered from 89 respondents through observation, interviews, and documentation from 2020 to 2024. The findings reveal that students’ involvement in home electrical installation repairs enhances both their technical competence and customer satisfaction, as indicated by reliability, assurance, attention, responsiveness, and tangible results. Values of social worship, intention, responsibility, and care were effectively internalized, reaching an average achievement of 92%. The program achieved a 100% completion rate and over 96% customer satisfaction. In total, 412 students contributed to 226 service points in 88 households, making community homes serve as contextual learning laboratories that also address limited school facilities. Since 2024, interschool collaboration has expanded the program’s reach and impact. The study concludes that community service-based learning transforms vocational education by producing graduates who are technically skilled, ethically grounded, and socially beneficial, reinforcing emotional, social, and spiritual intelligence.
Co-Authors Abdillah, Lucky Rafli Abdul Malik Karim Amrullah Achmad Supriyanto Agus Maimun Agus Sriyanto Ahmad Sulaiman Ahmad Sulaiman, Ahmad Aini Mahfudhoh Ali Imron Asep Sunandar AUNUR ROFIQ Aunur Rofiq Devi Pramitha Dwi Sulistiani Entriza, Aditya Niko Fantika Vera Entrisnasari Fantika Vera Entrisnasari, Fantika Vera Faridatun Nikmah Izuddin Syarif Maisyaroh Melly Elvira Muslihati Mutiara Arlisyah Putri Utami Sigit Priatmoko Silvia Mudy Safitri Siti Ma'rifatul Hasanah Sumarno Supriyantho Supriyantho Supriyanto Supriyanto Supriyanto Supriyanto Supriyanto Supriyanto Supriyanto Supriyanto Supriyanto Supriyanto Syamsul Hadi Taufiq Satria Mukti Tutik Hamidah