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All Journal Jurnal Ilmiah WUNY Dinamika EDUSCOPE: Jurnal Pendidikan, Pembelajaran, dan Teknologi AL-ATHFAL : JURNAL PENDIDIKAN ANAK Martabat: Jurnal Perempuan dan Anak Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Darul Ilmi: Jurnal Ilmu Kependidikan dan Keislaman JP2KG AUD (Jurnal Pendidikan, Pengasuhan, Kesehatan dan Gizi Anak Usia Dini) Jurnal Pendidikan Islam Jurnal Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan
Dika Putri Rahayu
UIN Sayyid Ali Rahmatullah Tulungagung
Religion Humanities Computer Science & IT Education Public Health Social Sciences Other

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The Relationship between the Intensity of Vocational Program Implementation and the Work Readiness of State Islamic Senior High School Students Dika Putri Rahayu; Erlynd Dwi Septiand; Saoud Ahmed
Jurnal Ilmiah WUNY Vol. 8 No. 1 (2026): Jurnal Ilmiah WUNY
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jwuny.v8i1.95235

Abstract

Background: Vocational programs in Madrasah Aliyah are a strategic approach to bridge the gap between graduate competencies and labor market demands. Objectives: This study aims to analyze the relationship between the intensity of vocational program implementation and the work readiness of MAN students. Method: A quantitative correlational design was employed at MAN 1 Kediri City during the even semester of 2024/2025. A sample of 91 students from a population of 905 was selected through proportionate stratified random sampling. Data were collected using a validated four-level Likert scale questionnaire and analyzed using descriptive and inferential statistics. Result: Pearson Product-Moment correlation analysis revealed r = 0.567 with p < 0.05, indicating a positive and significant relationship with a strong level of closeness between vocational program intensity and student work readiness. Conclusion: The more intense the vocational program implementation, the higher the students' work readiness in terms of technical skills, communication, cooperation, responsibility, and professional attitude. These findings can serve as a basis for strengthening vocational education policy in madrasahs.  
Role-Playing and Speaking-Skill Outcomes in Early Childhood: A Quasi-Experimental Study Hermansyah, Agung Wahyu; Rahayu, Dika Putri
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 3 (2026)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2026.133-08

Abstract

Speaking skills enable young children to express ideas, respond to others, and participate in classroom learning. Role-playing offers opportunities for contextualized dialogue, but evidence about observable speaking performance in face-to-face preschool settings remains design- and context-dependent. This study compared speaking-skill scores among children receiving structured role-playing activities and those participating in regular classroom activities. A quasi-experimental nonequivalent control group design involved two intact classes of 5–6-year-old children at Al-Amien Kindergarten, Yogyakarta (experimental n = 16; control n = 16), selected from five Group B classes. The experimental class participated in four 45-minute role-playing sessions involving familiar social scenarios; the comparison class continued regular activities. Speaking skills were assessed using a 10-item observation instrument covering responses to questions, vocabulary, sentence construction, verbal expression, and dialogue continuation. Mean scores in the experimental class increased from 57.50 (SD = 6.58) to 65.00 (SD = 7.53), whereas scores in the control class increased from 57.19 (SD = 6.05) to 57.50 (SD = 8.56). The experimental class showed a significant within-class change (t = 6.708, p < .001), while the control class did not (t = −0.235, p = .817). Posttest scores differed between classes (t = 2.631, p = .013), despite a nonsignificant pretest comparison (t = 0.140, p = .890). The observed posttest difference favors the role-playing classroom but cannot establish a causal intervention effect because a single intact class represented each condition. Teacher characteristics, peer composition, and classroom environments were inseparable from group assignment. Replication across multiple classrooms, with independent observation and a direct comparison of between-group change, is needed before broader conclusions are warranted.
Co-Authors Aisha Nadya Dwi Jayanti Kurnia Dewi Erlynd Dwi Septiand Hariyanti, Amanda Dwi Hermansyah, Agung Wahyu Himmatussa’idah, Nur Lailatu Rohmah, Lailatu Latif, Muhammad Abdul M.R., Moh. Irsyad Fahmi Saoud Ahmed