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All Journal JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Masyarakat Mengabdi (JUMADI) Global Perspectives in Education Journal Jurnal Dedikasi Pengabdian Pendidikan
najmi hayati, najmi
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Gender-Based Differences in Academic Support: How Peer and Teacher Support Vary Among Students Hayati, Najmi
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 2 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i2.7718

Abstract

This study aims to identify gender-based differences in academic support, focusing on peer and teacher support variations among students. A mixed-methods approach was employed, with a dominant quantitative design complemented by qualitative insights. The research is descriptive-comparative. The primary data were collected from students of state Islamic senior high schools (MAN) in Riau Province, Indonesia, who constituted the study population. The sample consisted of 500 students distributed across four regional zones (north, west, south, and east), selected using a stratified random sampling technique to ensure balanced representation across geographical areas. Quantitative data were collected through a structured questionnaire adapted from validated scales measuring teacher and peer academic support. In contrast, qualitative data were obtained through structured interviews and focus group discussions (FGDs) with selected students. Quantitative data analysis involved independent samples t-tests and multivariate analysis of variance (MANOVA), while qualitative data were analyzed using thematic analysis. The t-test results show no significant overall difference in academic support perceptions between male and female students. However, MANOVA revealed significant gender differences in teacher support, especially in communication and social interactions. Qualitative findings indicate that female students are more comfortable seeking help from teachers, while male students prefer peer collaboration. These results underscore the need for gender-responsive support strategies to enhance student engagement and academic outcomes.
Peer Social Support Enhances a Student's Motivation to Engage in Studying Hayati, Najmi; Ismail, Muhamad; Zukri, Pardi
Global Perspectives in Education Journal Vol. 1 No. 1 (2025): Januari
Publisher : CV Najmi Edu Creative

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64008/GPEJ.v1i1.7

Abstract

This study was carried out at SMPS IT AL-HUSNA, located in the Siak Hulu district of Kampar, Indonesia. The research focused on students in the ninth grade and aimed to examine the impact of peer social support on students' willingness to learn. This research employs a quantitative strategy utilising the correlation approach. A questionnaire was distributed to 120 students to gather responses. Some students continue to experience a lack of social engagement with their peers, leading to feelings of loneliness and isolation. This generates a perception of disparity among classmates, which has a negative impact on the student's motivation to learn, leading to a decrease in their learning drive. The decline in motivation serves as a significant indicator for the necessity of fostering peer-to-peer comprehension in order to effectively engage in interactions both within and beyond the classroom, encompassing intellectual, social, and behavioural aspects. Enable the instructor to offer assistance in promoting comprehension, as well as implementing strategies to enhance peer involvement, motivation, and opportunities for future student achievement. Descriptive statistical analysis is employed to characterise respondent profiles and address research inquiries by quantifying the mean and standard deviations. The determination coefficient value of 78% demonstrates a substantial influence of peer social support on student learning motivation. It signifies that as the level of social assistance from peers rises, the level of motivation among pupils to acquire knowledge would also increase. Facilitating teachers in fostering peer-to-peer engagement through interactive activities among students will enhance motivation in classroom learning.
Implementasi Program Mindfulness Untuk Meningkatkan Konsentrasi dan Prestasi Belajar Pelajar SMK BMR Pekanbaru Hayati, Najmi
Jurnal Dedikasi Pengabdian Pendidikan Vol. 1 No. 1 (2025): Januari
Publisher : CV Najmi Edu Creative

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64008/qfj2z839

Abstract

Konsentrasi dan prestasi belajar merupakan faktor penting dalam keberhasilan akademik pelajar. Namun, tekanan akademik dan lingkungan yang kurang kondusif dapat menyebabkan penurunan fokus belajar. Tujuan pengabdian masyarakat ini untuk mengimplementasikan program mindfulness sebagai strategi dalam meningkatkan konsentrasi dan prestasi belajar pelajar di SMK BMR Pekanbaru. Pengabdian ini dilakukan pada bulan November 2024 dengan partisipan 56 pelajar. Metode yang digunakan dalam program ini adalah pelatihan mindfulness berbasis latihan pernapasan, latihan kesadaran diri, serta teknik relaksasi yang diterapkan selama delapan sesi dalam kurun waktu satu bulan. Evaluasi program dilakukan melalui pre-test dan post-test menggunakan instrumen konsentrasi belajar serta analisis nilai akademik pelajar sebelum dan sesudah intervensi. Hasil program menunjukkan bahwa terdapat peningkatan signifikan dalam tingkat konsentrasi pelajar, yang diukur melalui peningkatan skor fokus dan atensi. Selain itu, terjadi peningkatan prestasi belajar pada beberapa mata pelajaran utama, khususnya yang memerlukan pemecahan masalah dan daya ingat tinggi. Kesimpulan dari kegiatan ini adalah bahwa implementasi mindfulness dapat menjadi pendekatan efektif dalam meningkatkan konsentrasi dan prestasi belajar pelajar. Oleh karena itu, disarankan agar mindfulness diintegrasikan secara lebih luas dalam kegiatan pembelajaran dan bimbingan konseling di sekolah.
Co-Authors Ahmad, Muhammad Yusuf Akzam, Ismail Ananda, Refisa Antoni Putra , Ary Chairani, Zuraida Chan, Dwi Mutia Dadi Satria Daharmi Astuti Daryati, Daryati Dwi Mutia Chan El Basthoh Farel Olva Zuve, Farel Olva Harianto, Febri Khoirol, Waladun Muhamad Ismail, Muhamad Musaddad Harahap Mutia Chan, Dwi Noer, Muhammad Ali Satini, Ria Supriyady, Harif Syarif , Miftah Zukri, Pardi Zuraida Khairani Zuraida Zuraida