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Tourism Education Development on the Coastline: Challenges Empirical Study on Islamic Law Province Suud, Fitriah M.; Rouzi, Kana Safrina; Al-Fairusy, Muhajir; Na’imah, Tri; Harinawati, Harinawati; Yasa, Rawdhah Binti
Jurnal Ilmiah Peuradeun Vol. 12 No. 3 (2024): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v12i3.1172

Tourism is one of the contributors to the country’s foreign exchange. Aceh has abundant natural resources. However, natural wealth without adequate human resources cannot be processed as natural resources. Apart from that, the issue of sharia tourism or halal tourism is a debate that affects the smooth running of tourism in Aceh. This research aimed to explore the challenges of developing tourism education in the coastal region of Aceh. The method used was a qualitative descriptive approach. Data collection was carried out using in-depth interviews, focus group discussions, observation, and searching for important documents from both tourism education institutions and agencies related to tourism development in Aceh. The research results found that Aceh has abundant natural resources both in terms of religious tourism, natural tourism, and historical and cultural tourism. However, educational institutions in Aceh to support tourism were still very minimal, especially for universities; Aceh only had one study program at a private university. Meanwhile, the challenge faced in developing tourism education was the lack of professional teaching staff in the tourism sector, apart from educational institutions, which were also still minimal. Likewise, Sharia tourism regulations were not yet legally strong. This research recommends that the government pay more massive attention to Tourism Education Institutions in Aceh.

An Overview of the Intelligence of the Deaf Students in SLB B Purwokerto Qurrataayun, Alif; Wahidah, Fatin Rohmah Nur; Nur’aeni, Nur’aeni; Na’imah, Tri
Journal of Research and Measurement in Psychology: JPPP Vol 11 No 02 (2022): Jurnal Penelitian dan Pengukuran Psikologi Vol 11 No 2 Oktober 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat UNJ dan Program Studi Psikologi Fakultas Pendidikan Psikologi Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPPP.112.07

Intelligence is a measure of student intelligence, when students have high intelligence, there is good learning. Intelligence in deaf students is very difficult to measure because most of the measuring instruments used use verbal functions, on the other hand many SLB B teachers complain that their students experience academic decline. This happens because most teachers do not know the intelligence of their students so that teachers give treatment with the same portion when learning takes place. The purpose of this study is to provide an overview of the intelligence of deaf students at SLB B Purwokerto. The data collection method used was the saturated sample technique so that 30 participants were obtained. Based on the results of the criterion validity test, it was obtained that r = 0.465 so that the cpm test and the bender-gestalt test were declared valid. The results of the CPM test reliability test (α cronbach = 0.889) on the Bender-Gestalt test (α cronbach = 0.789). The correlation test showed that there was a significant correlation between the cpm test and the bender-gestalt test. In the CPM test, the non-verbal reasoning grade on deaf students is in group IV below average intellectual capacity and students with superior grade I are male.

Religiusitas dan Peer Attachment Terhadap Kebahagiaan pada Santri Sugiyanto, Estia; Suwarti, Suwarti; Na’imah, Tri; Mildaeni, Itsna Nurrahma
PSIMPHONI Vol 5, No 2 (2024): September
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/psimphoni.v5i2.23211

The happiness of students in Islamic boarding schools is related to attachment, as students must be separated from their parents and adapt to a new environment. Additionally, students' religiosity, reflected through their religious activities, plays a crucial role. These two independent variables affect students' happiness in Islamic boarding schools. This study aims to examine the effect of religiosity and peer attachment on happiness among students at Darussalam Islamic Boarding School, Dukuhwaluh Purwokerto. The sample used in this study consists of 149 students. The research method employed is quantitative, using simple and multiple linear regression analyses with the assistance of SPSS for Windows version 26.00. The results indicate that religiosity significantly affects happiness, with an F-value of 72.184, a t-value of 8.496, and a significance (p) of 0.000 (p 0.05), with a determination coefficient (R-square) of 32.9%. The study also shows that peer attachment significantly affects happiness, with an F-value of 34.32, a t-value of 5.859, and a significance (p) of 0.000 (p 0.05), with a determination coefficient (R-square) of 18.9%. Furthermore, the results reveal that both religiosity and peer attachment together significantly affect happiness, with an F-value of 66.936, a t-value of 1.779, and a significance (p) of 0.000 (p 0.05), with a determination coefficient (R-square) of 47.8%. In conclusion, religiosity and peer attachment significantly affect students' happiness at Darussalam Islamic Boarding School.

School Climate and Academic Hardiness on Students’ Subjective Well-Being in Boarding School with Student Engagement as Mediator Na’imah, Tri; Sriyanto, Sriyanto; Nur'aeni, Nur'aeni; Azzahra, Nabilla Feylisha
Islamic Guidance and Counseling Journal Vol. 8 No. 1 (2025): Islamic Guidance and Counseling Journal
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung in collaboration with Asosiasi Bimbingan dan Konseling Indonesia (ABKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/0020258567200

Students in boarding schools face additional pressures due to dual curriculum, high cognitive load, personal problems such as family homesickness, feelings of not belonging, and poor sleep patterns that compound worsening student well-being. This study examines the relationship between school climate and academic hardiness with student subjective well-being, with the mediation of student engagement among students in boarding schools. Data were collected using the Student Subjective Wellbeing Questionnaire (SSWQ; CR=0.941), School Climate Scale (SCR; CR=0.895), The Academic Hardiness Scale (AHS; CR=0.921), and Student Engagement Scale (SES; CR=0.902). A total of 519 junior and senior high school students who participated in Islamic boarding school programs in Banyumas Regency, Central Java, Indonesia, were involved in the study. The data were analysed using AMOS (Analysis of Moment Structures) software to conduct structural model analysis and hypothesis validation, to evaluate the relationship between variables. The results indicated that student engagement mediates school climate and student subjective well-being. Student engagement also mediates the relationship between academic hardiness and student subjective well-being. Students in boarding schools suggested to have a positive perception of the school environment and academic hardiness in facing academic problems and challenges to achieve well-being while living in the dormitory.

School Climate and Academic Hardiness on Students’ Subjective Well-Being in Boarding School with Student Engagement as Mediator Na’imah, Tri; Sriyanto, Sriyanto; Nur'aeni, Nur'aeni; Azzahra, Nabilla Feylisha
Islamic Guidance and Counseling Journal Vol. 8 No. 1 (2025): Islamic Guidance and Counseling Journal
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung in collaboration with Asosiasi Bimbingan dan Konseling Indonesia (ABKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/0020258567200

Students in boarding schools face additional pressures due to dual curriculum, high cognitive load, personal problems such as family homesickness, feelings of not belonging, and poor sleep patterns that compound worsening student well-being. This study examines the relationship between school climate and academic hardiness with student subjective well-being, with the mediation of student engagement among students in boarding schools. Data were collected using the Student Subjective Wellbeing Questionnaire (SSWQ; CR=0.941), School Climate Scale (SCR; CR=0.895), The Academic Hardiness Scale (AHS; CR=0.921), and Student Engagement Scale (SES; CR=0.902). A total of 519 junior and senior high school students who participated in Islamic boarding school programs in Banyumas Regency, Central Java, Indonesia, were involved in the study. The data were analysed using AMOS (Analysis of Moment Structures) software to conduct structural model analysis and hypothesis validation, to evaluate the relationship between variables. The results indicated that student engagement mediates school climate and student subjective well-being. Student engagement also mediates the relationship between academic hardiness and student subjective well-being. Students in boarding schools suggested to have a positive perception of the school environment and academic hardiness in facing academic problems and challenges to achieve well-being while living in the dormitory.

Impact of Problem-Focused and Emotion-Focused Coping Strategies on Psychological Well-Being among Vocational High School Teachers in Remote Teaching Settings Yulinda, Rita; Na’imah, Tri; Wulandari, Dyah Astorini; Herdian, Herdian
Journal of Social Studies Arts and Humanities (JSSAH) Vol 4, No 3 (2024): Vol 4, No 3 (2024): Journal of Social Studies, Arts and Humanities
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jssah.v4i3.12834

This study investigates the influence of problem-focused coping and emotional-focused coping on the psychological well-being of teachers during the pandemic. The pandemic created new stressors for teachers who were required to rapidly adapt to online learning technologies while maintaining the quality of instruction and student engagement. Using a quantitative correlational design, the study involved 119 teachers from Muhammadiyah Vocational High Schools (SMK) in Banyumas Regency, selected through simple random sampling from a population of 217 teachers. Three validated instruments were used: the Psychological Well-Being Scale (α = 0.873), Problem-Focused Coping Scale (α = 0.908), and Emotional-Focused Coping Scale (α = 0.865). Data were analyzed using multiple linear regression. The results revealed that both problem-focused coping (t = 6.789, p 0.05) and emotional-focused coping (t = 8.964, p 0.05) significantly affected psychological well-being. Simultaneous analysis also confirmed a significant combined influence of the two coping strategies (F = 50.889, p 0.05) with an adjusted R² of 0.458, indicating that 45.8% of the variance in psychological well-being was explained by coping mechanisms. The findings suggest that teachers who apply effective problem-solving strategies and emotional regulation are more capable of maintaining positive mental states, reducing stress, and achieving psychological resilience in their professional duties. The study highlights the importance of fostering adaptive coping strategies through training and institutional support to enhance teachers’ mental health and overall performance in challenging educational contexts.

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