Garuda - Garba Rujukan Digital

Pengaruh Pola Asuh Demokratis dan Harga Diri terhadap Kemampuan Public Speaking Siswa SMK: Pendekatan Sequential Explanatory Mixed Methods Dani Dani; Achmad Ushuluddin; Faisal Sundani Kamaludin
EduInovasi: Journal of Basic Educational Studies Vol. 6 No. 2 (2026): EduInovasi: Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

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This study aims to analyze the influence of democratic parenting and self-esteem on students’ public speaking skills at the Online Business and Marketing Department of SMKN 14 Jakarta. The research employed a Sequential Explanatory Mixed Methods design, in which quantitative data were collected and analyzed first, followed by qualitative data to explain and enrich the statistical findings. The quantitative phase involved 70 students selected through proportional random sampling using questionnaires, while the qualitative phase consisted of interviews, classroom observations, and document analysis of students’ academic records and achievements. Quantitative data were analyzed using descriptive statistics, simple linear regression, and multiple linear regression, whereas qualitative data were analyzed through data reduction, data display, conclusion drawing, and source triangulation. The findings revealed that students’ public speaking skills were generally low. Democratic parenting had a positive and significant effect on public speaking skills (t = 3.513 > 1.995), while self-esteem demonstrated a stronger positive and significant effect (t = 8.260 > 1.995). Simultaneously, democratic parenting and self-esteem significantly influenced public speaking skills (F = 29.886 > 3.13) with a coefficient of determination (R²) of 0.471, indicating that both variables explained 47.1% of the variance in students’ public speaking skills. Qualitative findings confirmed that democratic parenting fostered open communication, emotional support, and opportunities for children to express opinions, which contributed to the development of positive self-esteem. In turn, positive self-esteem enhanced students’ confidence, participation, and effectiveness in public speaking. The study concludes that strengthening family communication and promoting students’ self-esteem are essential strategies for improving public speaking competence.

Pengembangan Tahfizh Creative Learning Model (TCLM) untuk Mengembangkan Kreativitas Siswa Sekolah Dasar Menggunakan Model Addie M. Farhan Pratama; Faisal Sundani Kamaludin; Achmad Ushuluddin
EduInovasi: Journal of Basic Educational Studies Vol. 6 No. 2 (2026): EduInovasi: Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

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This study aims to examine the improvement of students’ creativity through the implementation of the Tahfizh Creative Learning (TCL) Model in Qur’anic memorization learning. The study employed a quantitative approach with a one-group pretest-posttest design involving 28 elementary school students. Students’ creativity was measured using an open-ended instrument based on five indicators: fluency, flexibility, originality, elaboration, and meaning connection. The data were analyzed using descriptive statistics, the Wilcoxon Signed-Rank Test, and Normalized Gain (N-Gain). The results showed that the mean creativity score increased from 50.18 in the pretest to 91.07 in the posttest. The Wilcoxon test indicated a significant difference between students’ creativity scores before and after the implementation of the TCL Model (p < 0.05). The N-Gain analysis produced a mean score of 0.821, which falls into the high category, with all students demonstrating a high level of improvement. These findings indicate that the implementation of the TCL Model can improve students’ creativity in Qur’anic memorization learning. The model provides learning experiences that extend beyond memorization by incorporating verse comprehension, tadabbur, problem identification, idea generation, solution development, and the implementation of Qur’anic values in daily life. Therefore, the TCL Model can serve as an alternative approach to Qur’anic memorization learning that integrates memorization skills with the development of students’ creativity.

Pengembangan Modul Pelatihan Literasi Digital Berbasis Experiential Learning Bagi Guru Sekolah Dasar dengan Model Addie Suratman Suratman; Faisal Sundani Kamaludin
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 10 (2026): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v8i10.13435

This study aimed to develop and determine the feasibility and implementation outcomes of a digital literacy training module based on Experiential Learning for elementary school teachers. The study employed a Research and Development (R&D) approach using the ADDIE development model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The needs analysis was conducted through a literature review, observation, and semi-structured interviews. The developed module was validated by seven validators consisting of university lecturers and education practitioners. The implementation involved 25 elementary school teachers at UPTD SD Negeri Muncul 01, South Tangerang City. Data were collected through observation, interviews, validation sheets, and pretests and posttests. Validation data were analyzed descriptively, while changes in teachers' digital literacy competencies were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test. The results showed that the module was categorized as highly feasible across all assessed aspects, with content feasibility at 95.00%, presentation and structure at 97.14%, language at 92.14%, practicality at 92.86%, and visual appearance at 94.29%. The implementation results demonstrated an increase in the mean digital literacy competency score from 76.80 in the pretest to 95.00 in the posttest. The Wilcoxon test yielded a significance value of 0.000 (p < 0.05), indicating a significant difference in teachers' digital literacy competencies before and after the training. Therefore, the developed module is feasible for use as a training resource, and its implementation demonstrates an increase in the digital literacy competencies of elementary school teachers.

Pengembangan Modul Ajar Citra Tubuh (Body image) Berbasis Islami Dengan Model ADDIE Untuk Meningkatkan Kepercayaan Diri Remaja SMK Pelita Alam Bekasi Gantari Humaira Wiharyanto; Fidesrinur Fidesrinur; Faisal Sundani Kamaludin
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 10 (2026): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v8i10.13439

This study was motivated by body image and self-confidence problems among adolescents, which are influenced by social comparison, appearance standards, and exposure to social media. The needs analysis indicated that students had basic knowledge of body image but had not fully developed physical self-acceptance and self-confidence. This study aimed to develop and examine the feasibility and initial effectiveness of an Islamic-Based Body image Learning Module using the ADDIE model to improve self-confidence among adolescents at SMK Pelita Alam Bekasi. The study employed a Research and Development (R&D) approach with mixed methods and the ADDIE development model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The field trial involved 23 students aged 15–18 years. Data were collected through needs analysis, interviews, focus group discussions, observations, expert validation, and pre-test and post-test measurements. Product validity was analyzed using Aiken’s V, while effectiveness was examined using the Wilcoxon Signed Rank Test and effect size. The results showed that the module achieved an Aiken’s V coefficient of 0.92, indicating a very high level of feasibility. The mean body image knowledge score increased from 3.43 to 9.30, while the mean self-confidence score increased from 25.70 to 40.91. The Wilcoxon test indicated significant differences in both body image knowledge and self-confidence (p < 0.001), with effect sizes of 0.86 and 0.88, respectively. Findings from focus group discussions and teacher observations also indicated improvements in self-acceptance, social confidence, and the understanding of the body as a trust from Allah SWT. Therefore, the developed module was considered highly feasible and demonstrated initial effectiveness in improving adolescents’ body image knowledge and self-confidence.

Pengembangan Modul Pelatihan Praktik Reflektif Dalam Memfasilitasi Perkembangan Profesional Pegawai Administrasi Siti Farhana Qolbi; Faisal Sundani Kamaludin; Bahrul Ulum
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 10 (2026): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v8i10.13459

This study aimed to develop a Reflective Practice Training Module that is valid, practical, and demonstrates preliminary effectiveness in facilitating the professional development of administrative employees in educational institutions. This study employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) and an embedded mixed-methods design. The needs analysis involved 12 administrative employees, the validation stage involved five experts, and the limited field trial involved eight administrative employees. Data were collected through a needs analysis questionnaire, expert validation sheets, a professional development pretest-posttest scale, observation checklists, practicality questionnaires, and semi-structured interviews. Quantitative data were analyzed using Aiken's V, descriptive statistics, a Paired Sample t-test, and Normalized Gain (N-Gain), while qualitative data were analyzed thematically. The needs analysis yielded an overall mean score of 2.91, indicating the need to strengthen self-awareness, critical thinking, divergent thinking, and workplace environmental support. The resulting product was a Reflective Practice Training Module entitled “Reflective Thinking, Wise Action”, consisting of three training sessions. The validation results showed an average Aiken's V of 0.905 for the module and 0.954 for the research instruments. The module achieved a practicality score of 90.6% based on participant responses and 75% based on the trainer's assessment. Effectiveness testing revealed a highly significant difference between pretest and posttest scores, with t(7) = −14.172, p < 0.001, and a mean N-Gain of 0.484, categorized as moderate. The findings indicate that the module meets the criteria of validity and practicality and demonstrates preliminary effectiveness in facilitating the professional development of administrative employees. However, the effectiveness findings should be interpreted as preliminary because the study involved a limited sample and employed a one-group pretest-posttest design without a control group.

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