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All Journal Pedagogik : Jurnal Ilmiah Pendidikan dan Pembelajaran Fakultas Tarbiyah Unversitas Muhammadiyah Aceh JURNAL PENGABDIAN KEPADA MASYARAKAT MAJU : Jurnal Ilmiah Pendidikan Matematika Jurnal Pendidikan Almuslim International Journal for Educational and Vocational Studies Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Vokasi Indonesian Journal of Education and Mathematical Science Bionatural: Jurnal Ilmiah Pendidikan Biologi At-Tarbawi : Jurnal Pendidikan, Sosial dan Kebudayaan Academia Open Jurnal Penelitian, Pendidikan dan Pengajaran: JPPP Ideguru: Jurnal Karya Ilmiah Guru International Journal of Engineering, Science and Information Technology Jurnal Hurriah: Jurnal Evaluasi Pendidikan dan Penelitian Journal of English Language and Education Journal of Education Research Jurnal Universal Technic Aceh Journal of Community Engagement (AJCE) Jurnal Penelitian Rumpun Ilmu Teknik Indonesian Research Journal on Education Electronic Journal of Education, Social Economics and Technology JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Jurnal Pengabdian Sosial Jurnal Solusi Masyarakat Dikara International Journal of Educational Research Inovasi Sosial: Jurnal Pengabdian Masyarakat Proceedings of Malikussaleh International Conference on Multidisciplinary Studies (MICoMS)
Siraj Siraj
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Islamic Entrepreneurship Education in Vocational High Schools in Lhokseumawe Taufiq; Siraj Siraj; Agus Muliaman; Putri Meurah Intan; Adinda Desrina
Proceedings of Malikussaleh International Conference on Multidisciplinary Studies (MICoMS) Vol. 4 (2024): Proceedings of Malikussaleh International Conference on Multidisciplinary Studies (MI
Publisher : LPPM Universitas Malikussaleh

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Abstract

The objective of the research on Islamic Entrepreneurship Education in Vocational High Schools in Lhokseumawe is to analyze the implementation of Islamic entrepreneurship education, focusing on the integration of Islamic values into the entrepreneurship curriculum and practices at the school. The type of research used is descriptive qualitative research. Data collection in this study used three techniques: in-depth interviews, participant observation and documentation study. The data analysis technique used is the interactive model which includes: data reduction, data presentation, and conclusion drawing. The conclusion of this study is that the implementation of the Islamic Edutechnopreneur model in Vocational High Schools can significantly contribute to improving the quality of vocational education. By integrating Islamic entrepreneurial values, schools not only produce graduates with technical skills relevant to the industrial world but also equip them with professional attitudes, independence, and entrepreneurial abilities
Teaching Factory Model Based on Industrial Standard Innovation in Vocational High Schools Jumadi Jumadi; Siraj Siraj; Syamsul Bahri; Wildan Zaqqi; Bagas Suanri
Proceedings of Malikussaleh International Conference on Multidisciplinary Studies (MICoMS) Vol. 4 (2024): Proceedings of Malikussaleh International Conference on Multidisciplinary Studies (MI
Publisher : LPPM Universitas Malikussaleh

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Abstract

This study also aims to determine the extent to which the implementation of the Teaching Factory (TeFa) learning model can be adjusted to the product/service-based learning activities that have been previously carried out at the target schools and to identify the factors that influence the success of the program. The type of research used is descriptive qualitative research. The research was conducted at Vocational High School in Lhokseumawe, which has already implemented the teaching factory model. Data collection in this study used three techniques: in-depth interviews, participant observation and documentation study. The data analysis technique used is the interactive model which includes: data reduction, data presentation, and conclusion drawing. The research results indicate that (1) The TeFa learning model is an industry-based learning model that utilizes production units as a platform for running business or production processes. TeFa learning model developed in Vocational High Schools is integrated with production units for conducting practical activities for students. (2) The policy of school for TeFa learning is to align the existing curriculum with the curriculum needs of the industry. (3) The TeFa learning model is able to improve the competencies of students in the Mechanical Engineering expertise program in Vocational High Schools in Lhokseumawe.
Analysis the Curriculum of Technology and Islamic Entrepreneurship Based on Local Potential Islami Fatwa; Siraj Siraj; Abubakar Abubakar; Mulya Afandi; M. Ikram
Proceedings of Malikussaleh International Conference on Multidisciplinary Studies (MICoMS) Vol. 4 (2024): Proceedings of Malikussaleh International Conference on Multidisciplinary Studies (MI
Publisher : LPPM Universitas Malikussaleh

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Abstract

The objective of this research is to analyze and evaluate the implementation of the technology and Islamic entrepreneurship curriculum based on local potential in Vocational High Schools, as well as to identify the impact of this curriculum on the quality of education, student skills, and its relevance to the needs of industry and local communities. This study aims to assess how the integration of technology, Islamic entrepreneurship, and local potential in the curriculum affects students' technical and entrepreneurial skills. Data collection in this study used three techniques: in-depth interviews, participant observation and documentation study. The data analysis technique used is the interactive model which includes: data reduction, data presentation, and conclusion drawing. The research findings show that the curriculum of technology and Islamic entrepreneurship based on local potential in Vocational High Schools contributes significantly to the improvement of students' skills, strengthening the relationship between the education sector and industry, as well as enhancing the welfare of the surrounding community. However, to achieve optimal results, stronger support from the government and industry is required
The Influence of Organizational Culture and Teacher Competence on Teacher Commitment in the Implementation of the Merdeka Curriculum Hajar, Ibnu; Marwan, Marwan; Siraj, Siraj
Electronic Journal of Education, Social Economics and Technology Vol 6, No 2 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i2.1322

Abstract

One of the important factors influencing the successful implementation of the Merdeka Curriculum is teacher commitment. Teachers are expected to demonstrate a high level of commitment in understanding the curriculum philosophy, applying student-centered learning, and consistently implementing differentiated instruction and Pancasila Student Profile Strengthening Projects. However, variations in teacher commitment indicate the need to examine factors that may strengthen or weaken this commitment. Two factors considered crucial in this context are organizational culture and teacher competence.This study aimed to analyze the influence of organizational culture and teacher competence on teacher commitment in the implementation of the Merdeka Curriculum. The research employed a quantitative approach with a causal research design. Data were collected from 179 elementary school teachers participating in Sekolah Penggerak in North Aceh Regency using a structured questionnaire. The data were analyzed through descriptive statistics and multiple linear regression analysis. The findings revealed that organizational culture has a positive and significant effect on teacher commitment, whereas teacher competence does not show a significant influence. These results indicate that a supportive organizational culture plays a more decisive role in fostering teacher commitment than individual competence alone in the context of curriculum reform.
Principals Strategies for Merdeka Curriculum Implementation in Early Childhood Education: Strategi Kepala Sekolah dalam Implementasi Kurikulum Merdeka pada PAUD Kristina, Eva; Munawar, Munawar; Khairani, Cut; Siraj, Siraj; Najmuddin, Najmuddin ⁠
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13388

Abstract

General Background: The implementation of the Merdeka Curriculum in Early Childhood Education requires strategic leadership to support learning transformation. Specific Background: Variations in school readiness, human resource capacity, and local conditions present challenges in Aceh Tamiang Regency. Knowledge Gap: Previous studies have largely focused on primary and secondary education, with limited attention to principal strategies in early childhood education contexts. Aims: This study aims to analyze principals’ strategies in implementing the Merdeka Curriculum at the PAUD level based on Mintzberg’s strategic dimensions: plan, ploy, pattern, and perspective. Results: Using a qualitative multisite case study approach in three kindergartens, the findings reveal that principals align school vision with the Pancasila student profile, develop collaborative programs, empower teachers through training and mentoring, implement consistent monitoring and evaluation, and foster a child-centered learning culture. Novelty: This study extends the application of Mintzberg’s strategic framework to early childhood education leadership within the Merdeka Curriculum context. Implications: The findings provide a practical reference for principals and policymakers in designing contextual, collaborative, and sustainable leadership strategies to support curriculum implementation in early childhood education. HIGHLIGHTS • Alignment of institutional vision with national student character framework guides implementation• Teacher empowerment conducted through structured training and collaborative learning communities• Continuous evaluation and routine practices sustain child-centered learning environments KEYWORDS Principals Strategies; Merdeka Curriculum; Early Childhood Education; Educational Leadership; Curriculum Implementation
Co-Authors Abdurahman Abdurrahman Abu Bakar abubakar abubakar Abubakar Abubakar Adinda Desrina Agus Muliaman Alchalil Alchalil Alfiady, Teuku Aura Firia Dewi Aura Fitria Dewi Azizah Azizah Bagas Suanri Buchari Buchari Dabet, Abubakar Dahrum, Dahrum Dewi Murni Eliza, Nuri Elvariani, Elvariani Erlanda, Nina Fajriana, Fajriana Fakrilianur, Fakrilianur Fatwa, Islami Ferri Safriwardy Fitriani Fitriani Halimatus Sakdiah Hayatun Nufus Heri Fahmi Ramadhan Ibnu Hajar Iis Marsithah Ika Aulia Putri Imanda, Riska Iskandar Iskandar Islami Fatwa Ismail*, Navi Jumadi Jumadi Jumadi Jumadi Karismayani, Karismayani Khairani, Cut Khairunnisa, Dyah Kinanti, Wandira Kristina, Eva Linda Novita Lukman, Isna Rezkia M. Firdaus M. Ikram Mahdi Mahdi, Mahdi Mardiyati Isfa, Cut Marwan Marwan Maulida, Muhammad Hashemi Meliza Meliza Mellyzar, Mellyzar Muhammad Iqbal Muhammad Muhammad MUHAMMAD YUSUF Muhammad Yusuf Muliaman, Agus Muliana Muliana Muliana, Muliana Mulya Afandi Munawar Munawar Mustafa, M. Rafli Al Thotiq Mustaqim, Muhammad Haris Mutia Fonna Muttakin Najmuddin, Najmuddin Najmuddin, Najmuddin ⁠ Nasrah, Sayni Nasrah, Sayni Nora, Cut Meilia Nuraina Nuraina Nuraina, Nuraina Putri Meurah Intan Rasyid, Suparta Ratna Unaida, Ratna Reza Pahlevi, M Riandi Marisa Rizki, Sari Rohantizani, Rohantizani Ruwaeda, Ruwaeda Safwan Safwan Saiful Bahri Salim*, Agus Samsul Bahri Sarmini Sarmini Setiawaty, Sri Silvi Listia Dewi Silvia, Nora Sri Milfayetty, Sri Syafirly Ramadhana Syahputra, Azhar Syamsul Bahri Syarkani, Syarkani Sylvia, Rizka Taufiq Taufiq Taufiq Wildan Zaqqi Yusriana Yusriana, Yusriana Zahriyanti, Zahriyanti Zaimahdi, Zaimahdi Zainal Abidin