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All Journal Pedagogi: Jurnal Ilmu Pendidikan Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan Education and Sociedad Journal Scientechno: Journal of Science and Technology
Sarinah Sarinah
Universitas Merangin
Religion Education Physics Social Sciences Other

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Beneficial Impacts of MSIB Internship Program on PT Bank Mandiri (Persero) Tbk for Students in Preparing Professional Skills Mardalena Mardalena; Sarinah Sarinah; Mukhlis Yunus; Hayati Hayati; Angra Melina
PALAPA Vol 12 No 2 (2024): NOVEMBER
Publisher : LP2M STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/palapa.v12i2.5419

Abstract

Internships are widely recognized as a vital component of higher education, providing students with practical experience and enhancing their employability. This research reviews existing literature to examine the impact of internships on the development of professional skills. This study employs a quantitative research method. The data in this study consists of responses regarding professional skills, social skills, and internship placements obtained through a questionnaire on Google Forms. The respondents in this study totaled 49 individuals who are participants of MSIB internship program in PT Bank Mandiri (Persero) Tbk, which come from universities all over Indonesia, including the University of Indonesia, Gadjah Mada University, Airlangga University, Malang State University, Brawijaya University, and Bandung Institute of Technology. The data obtained was then analyzed descriptively with the help of the SPSS application. At the MSIB internship program in PT Bank Mandiri (Persero) Tbk 96.74% of students stated that they gained advantages regarding professional skill while attending the internships program, while 96.16% of students were satisfied with the learning process during the internship. The findings indicate that internships significantly improve various competencies essential for career success, including effective communication, teamwork, time management, problem-solving, leadership, adaptability, stress tolerance, and decision-making. Internships also offer valuable insights into specific industries, clarify career goals, and provide opportunities for networking. Despite the overwhelmingly positive impact, areas such as leadership development and career relevance require further attention. The study suggests integrating structured internship programs into academic curricula, enhancing leadership opportunities, aligning placements with career aspirations, and providing training on soft skills. By implementing these recommendations, educational institutions and organizations can maximize the benefits of internships, ensuring that students are well-prepared for their professional careers.
The Influence of Principals' Digital Leadership on Teacher Readiness in the Digital Transformation of Education Nursalimah Nursalimah; Riska Meisyi Putri; Dismawati Dismawati; Mardalena Mardalena; Sarinah Sarinah
Education and Sociedad Journal Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v4i1.2719

Abstract

The digital transformation of education requires teachers' readiness to integrate technology into the learning process. This readiness is not only influenced by individual factors, but also influenced by organizational support, including the leadership role of the principal. This study aims to analyze the influence of school principals' digital leadership on teachers' readiness in the digital transformation of education. The research uses a quantitative approach with an explanatory research design. The research sample consisted of 50 elementary school teachers in Merangin Regency, Jambi Province who were selected using the purposive sampling technique. Data were collected through a Likert scale questionnaire and analyzed using descriptive statistics and simple linear regression. The results showed that the digital leadership of school principals was in the high category with an average score of 30.50, while teacher readiness was also in the high category with an average score of 31.08. The results of the regression test showed that the digital leadership of school principals had a positive and significant effect on teacher readiness (β = 0.875; t = 12.516; p < 0.05). The value of the determination coefficient (R² = 0.765) showed that digital leadership contributed 76.5% to teacher readiness. These findings affirm the importance of strengthening the digital leadership of school principals in supporting the success of digital transformation of education.
Digital Leadership in Education: A Bibliometric Analysis Mardalena Mardalena; Sarinah Sarinah; Yesi Elfisa; Muhammad Ali Basroh; Anggia Pratiwi; Retno Wahyu Ningsih
Pedagogi: Jurnal Ilmu Pendidikan Vol 26 No 1 (2026): Pedagogi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pedagogi.v26i1.2958

Abstract

A crucial skill for guiding educational institutions through technological change is digital leadership. To improve strategic educational reform, it is essential to comprehend how academic research on digital leadership has changed as educational institutions and schools around the world embrace digital ecosystems. Using information from the Scopus Core Collection, this study performs a bibliometric analysis of studies on digital leadership in education conducted between 2010 and 2025. To find publication trends, prominent authors, nations, and topic groups, analyses were conducted using VOSviewer and Biblioshiny for R. A total of 1,174 documents with 3,217 authors were gathered from 556 sources. There is a strong and expanding scholarly interest, as evidenced by the publications' 28.01% annual growth rate. The average number of citations per paper was 14.61, the number of co-authors per publication was 3.18, and the international collaboration rate was 23.85%. Journal articles made up the majority of the documents (773), followed by conference papers (146) and book chapters (170). Growing clusters centered on digital transformation, educational innovation, teacher digital competency, and AI-driven leadership were revealed by the co-occurrence analysis. The results show that, with an emphasis on strategic change, equity, and digital ethics, research on digital leadership in education has expanded rapidly, especially since 2019. In order to assist in forming future educational leadership scholarship, this study offers the first comprehensive bibliometric mapping of digital leadership in education, outlining its intellectual structure, thematic evolution, and research boundaries.
ADAPTIVE AND RESILIENT LEARNING TECHNOLOGIES IN FORMAL AND INFORMAL EDUCATION: A SYSTEMATIC LITERATURE REVIEW Riska Meisyi Putri; Sarinah Sarinah; Fatimah Al-Rashid
Scientechno: Journal of Science and Technology Vol. 4 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/scientechno.v4i3.2879

Abstract

This study reviews the use of Mobile-Assisted Language Learning (MALL) and digital storytelling in multilingual education, focusing on research trends, teaching strategies, and their impact on inclusive and effective language learning. A systematic literature review was conducted using peer-reviewed studies published between 2020 and 2025 from major academic databases. The studies were analyzed using thematic coding and comparison. The findings show that MALL and digital storytelling improve learner engagement, motivation, intercultural competence, and language proficiency in diverse linguistic and cultural contexts. These approaches also support personalized learning, collaboration, and the development of critical literacy related to social justice and educational equity. The novelty of this review is its integrated view of mobile learning and digital storytelling as connected teaching approaches in multilingual and multicultural settings. By summarizing recent research, this study shows how technology-based learning supports learner autonomy, flexible learning processes, and inclusive teaching practices. The findings offer practical guidance for educators, policymakers, and instructional designers in developing curricula and professional training suited to multilingual classrooms.
Co-Authors Anggia Pratiwi Angra Melina Dismawati Dismawati Fatimah Al-Rashid Hayati Hayati Mardalena Mardalena Muhammad Ali Basroh Mukhlis Yunus Nursalimah Nursalimah Retno Wahyu Ningsih Riska Meisyi Putri Yesi Elfisa