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All Journal Ghaitsa: Islamic Education Journal EDUJAVARE: International Journal of Educational Research
Fadhila Suskha
UIN Fatmawati Sukarno Bengkulu
Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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nalisis Tingkat Kepuasan Mahasiswa dalam Pelaksanaan Perkuliahan Dalam Jaringan Fakultas Ushuluddin, Adab, dan Dakwah, Institut Agama Islam Negeri Bengkulu Fadhila Suskha
GHAITSA : Islamic Education Journal Vol. 3 No. 1 (2022): Februari
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v3i1.375

Abstract

Dimasa pandemi Covid 19 ini, pembelajaran dalam jaringan atau disebut daring menjadi pilihan yang sangat tepat dalam pelaksanaan proses perkuliahan. Berhasil atau tidaknya pelaksanaan perkuliahan dalam jaringan ini akan dapat dilihat dari sejauh mana tingkat kepuasan mahasiswa sebagai penerima layanan. Berdasarkan pengamatan yang peneliti, terdapat keluhan-keluhan yang menunjukkan rasa ketidakpuasan mahasiswa selama pelaksanaan perkuliahan daring. Adapun tujuan dilakukannya penelitian ini untuk melihat sejauh mana tingkat kepuasan mahasiswa Fakultas Ushuluddin, Adab dan Dakwah IAIN Bengkulu terhadap pelaksanaan perkuliahan dalam jaringan. Penelitian ini menggunakan instrumen angket dengan model skala likert. Terdapat sepuluh indikator yang digunakan, yakni rancangan pembelajaran, kegiatan pembelajaran, strategi penyampaian, interaksi antar mahasiswa dan mahasiswa dengan dosen, interaksi mahasiswa dengan bahan ajar, kolaborasi, sistem umpan balik, penilaian pembelajaran, media pembelajaran dan layanan bantuan belajar. Berdasarkan hasil dari analisis data menunjukkan bahwa, secara keseluruhan mahasiswa Fakultas UAD IAIN Bengkulu kurang puas terhadap pelaksanaan perkuliahan dalam jaringan. Dengan perolehan nilai Rata-rata Skor keseluruhan (Rs) 3,01 dan persen Tingkat Capaian Responden (TCR) rata-rata keseluruhan 75,08%.
Reconstruction of Arabic Language Learning Planning Based on a Systems and Humanistic Approach Fadhila Suskha; M Zikri
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1200

Abstract

Learning planning is a strategic foundation in the educational process because it allows teachers to organize objectives, materials, methods, media, and evaluation in a targeted manner. In Arabic language learning, planning becomes increasingly important because learning requires not only mastery of linguistic elements but also the development of integrated language skills. However, Arabic language learning planning has tended to be understood within a systems framework that emphasizes regularity, measurability, and integration of components, while the dimension of the learner as the subject of learning has not received sufficient attention. This article aims to reconstruct Arabic language learning planning through a synthesis of the systems approach and the humanistic approach. This study uses library research methods with a conceptual approach and descriptive-critical analysis. The results of the study indicate that the systems approach remains important as a structural foundation for Arabic language learning planning, but has limitations when used alone because it tends to be technical and administrative, and less sensitive to the individual needs of learners. Meanwhile, the humanistic approach contributes to placing learners at the center of learning, paying attention to affective and psychological aspects, and encouraging more adaptive, participatory, and meaningful learning. Based on this, this article offers a conceptual model for humanistic-system-based Arabic language learning planning, which includes analysis of student needs, formulation of integrative objectives, systematic and contextual organization of materials, selection of adaptive methods and media, implementation of participatory learning, and comprehensive and reflective evaluation. In conclusion, the reconstruction of humanistic-system-based Arabic language learning planning produces a more complete planning paradigm, namely remaining systematic but simultaneously oriented towards holistic student development.
Co-Authors M Zikri