Garuda - Garba Rujukan Digital

Melly Nuryani

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Kepribadian dan Profesionalitas Guru Dalam Meningkatkan Proses Belajar Mengajar Siswa Melly Nuryani
Jurnal Dirosah Islamiyah Vol 1 No 1 (2019): Jurnal Dirosah Islamiyah
Publisher : Sekolah Pascasarjana Institut Agama Islam Nasional Laa Roiba Bogor

The teacher is a professional in the field of teaching and education, referring to the National Education Law No. 20of 2003 concerning the National Education System Article 1 Item 14. Effective action as a professional in the teaching field must have knowledge and expertise, commitment and motivation as learning objectives. Knowledge and expertise in a teacher has an impact on personality in carrying out professionalism in addition to following technological developments appropriately in responding to current developments and from time to time. Internet technology in this case has helped a lot in improving the quality of developing a teacher to adjust to the development of the technology. From the explanation it is necessary to examine the personality and professionalism of teachers in the teaching and learning process of students by focusing MTSN 02 Bogor research. The formation of a learning environment that ASRI (Safe, Healthy, Clean and Beautiful) can create an atmosphere of active student learning about self-potential, personality, intelligence, character and skills for the progress of the nation and state. Besides that there are KKG (Teacher Working Groups) in the form of FDG (Teacher Discussion Forum) in an effort to share knowledge with other school teachers, Promissory (Semester Program), Prota (Annual Program) and PTK (Class Level Research) conducted internally in each school. The need for quality of teaching, intensity in learning both a teacher and in order to improve professionalism is very important for that the formulation given is in the form of research on teacher professionalism, teacher personality and student teaching and learning process based on the results achieved in graduates and students who will take the final exam of learning at MTsN 02 Bogor. Sources of data are taken through regular questions to the principal, vice principal in the field of curriculum, teachers who teach at the school. The procedure taken in data collection is by interview, observation and documentation.The data generated in the form of interviews, data on student achievement in the competition, the results of graduates from 2013 to 2018 and the results of the graduates were accepted at the school desired by students as a form of secondary school that can accommodate them. In general the objectives of the learning and learning process by using refer to professionalism as personality maturity is very useful in developing the quality of student education.

Integrated Islamic Classroom Management and its Impact on Improving the Quality of Education in Islamic Schools Feviasari, Heni; Melly Nuryani; Ikah Rohilah; Ade Budiansyah
Medina-te : Jurnal Studi Islam Vol 21 No 2 (2025): Medina-Te: Jurnal Studi Islam
Publisher : Pascasarjana Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/medinate.v21i2.28036

The research investigates the impact of integrated Islamic classroom management on improving the quality of education in Islamic schools. The primary purpose of this study is to explore how a combination of academic discipline and Islamic values in classroom management contributes to student engagement and character development. This qualitative research applies a case study approach, focusing on one Islamic school, SMPS IT Al Ishlah Cibinong, using interviews, observations, and documentation for data collection. The results demonstrate that integrating Islamic values such as honesty, responsibility, and discipline into the classroom has significantly enhanced student behavior and motivation, while also fostering a more conducive learning environment. Furthermore, the study reveals that the synergy between the national curriculum and Islamic teachings creates a holistic educational experience, supporting both academic achievement and spiritual development. Although the research identifies challenges, such as balancing strict discipline with flexibility in nurturing student character, it highlights the significant positive impact of this integrated approach. The study contributes to the field by providing a clearer understanding of how Islamic classroom management can be applied effectively, suggesting that further teacher training and consistent implementation are necessary to overcome challenges. This research offers practical insights for educators seeking to harmonize academic and spiritual education in Islamic schools, ensuring comprehensive student growth.

Managing Digital Technologies and Soft Skills to Enhance Graduate Employability: The Mediating Role of Psychological Well-Being in Higher Education Efrita Norman; Melly Nuryani; Enah Pahlawati; Lina Marliani
Journal of Educational Management Research Vol. 5 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i1.1748

This study aims to synthesize empirical evidence on the relationships among Industry 4.0–driven digital technologies, soft skills development, psychological well-being, and graduate employability in higher education, with particular attention to mediating and moderating mechanisms. A Systematic Literature Review (SLR) was conducted following PRISMA 2020 guidelines using the Scopus database, applying inclusion criteria related to publication year (2020–2025), document type, language, subject area, and relevance, resulting in 21 empirical studies analyzed through thematic analysis. The findings indicate that digital technologies function as conditional enablers of soft skills, demonstrating stronger effects when embedded in experiential and participatory pedagogies; digital learning environments also show ambivalent effects on psychological well-being, enhancing engagement when well designed but generating stress when pedagogical and organizational support is inadequate. Furthermore, soft skills consistently emerge as dominant predictors of employability beyond technical skills alone, while psychological well-being plays a crucial mediating role in the relationship between digital technologies, soft skills, and career outcomes, with leadership, organizational culture, and learning ecosystems acting as key moderating factors. These findings imply that higher education institutions must adopt integrated educational management strategies that balance digital innovation with soft skills development and psychological well-being to sustainably enhance graduate employability in the Industry 4.0 era

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