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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar MANAGERIA: Jurnal Manajemen Pendidikan Islam Indonesian Journal of Law and Justice
Syaiful Kiram
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Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Polarisasi Politik Gentong Babi dalam Perspektif Film Dirty Vote Aldi Ferdiansyah; Na’imah; Syaiful Kiram; Yogi Sopian Haris; Muhammad Syarqowi
Indonesian Journal of Law and Justice Vol. 2 No. 1 (2024): September
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijlj.v2i1.2755

Abstract

Film Dokumentari Dirty Vote mendeskripsikan dugaan kecurangan terstruktur, sistematis dan masif yang melibatkan penyalahgunaan anggaran negara yang dilakukan oleh pemerintah, terutama dana bantuan sosial (bansos), untuk kepentingan politik dalam upaya mempertahankan kekuasaan. Film tersebut merupakan cerminan realita politik di Indonesia di bawah kepemimpinan Presiden Republik Indonesia yang masih berkuasa saat itu, yang melakukan pelanggaran hukum dan etika demi kepentingan politiknya, merugikan masyarakat luas. Penelitian ini menggunakan pendekatan kualitatif deskriptif, dengan sumber data primer dari film "Dirty Vote" dan sumber sekunder dari berbagai media elektronik, undang-undang, jurnal, berita, media sosial, media cetak, serta surat kabar. Analisis data dilakukan secara induktif sejak awal pengumpulan data hingga penelitian selesai. Hasil penelitian menunjukkan: (1) Film "Dirty Vote" menjadi pembelajaran penting bagi masyarakat untuk tetap waspada terhadap praktik politik curang yang terstruktur, sistematis, dan masif; (2) Berbagai alasan logis di balik terjadinya kecurangan terstruktur, sistematis, dan masif tersebut disebabkan oleh ambisi kekuasaan penguasa melalui politik dinasti; (3) Implikasi dari kecurangan terstruktur, sistematis, dan masif mengakibatkan demonstrasi besar di berbagai daerah, penolakan terhadap hasil pemilu 2024, serta korban jiwa, materi, dan energi yang sangat besar.
CIPP-Based Analysis of Industrial Work Practice Effectiveness at a Private Vocational High School Syaiful Kiram; Erik Junaedi; Zainal Arifin
MANAGERIA: Jurnal Manajemen Pendidikan Islam Vol. 10 No. 1 (2025)
Publisher : Prodi Manajemen Pendidikan Islam FITK UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/manageria.https://doi.org/10.14421/manageria.2025.101-06

Abstract

This study evaluates the effectiveness of the Industrial Work Practice Program (Prakerin) at Private Vocational High School (SMKS) TI Muhammadiyah 11 Sibuluan using the CIPP (Context, Input, Process, Product) evaluation model. The gap between vocational school graduates’ skills and industry needs remains a significant challenge for vocational education in Indonesia, while most previous studies have focused only on implementation issues without offering a comprehensive evaluation framework that addresses each school’s unique context. Employing a qualitative, evaluative approach, this research collected data through participant observation, in-depth interviews with 15 informants (including the principal, supervising teachers, industry partners, and students), and document analysis. Data validity was ensured by source and method triangulation, member checking, and peer debriefing. The findings reveal that the Prakerin program is effective in enhancing students’ technical competencies, supported by a strategic location, dual-supervision system, intensive monitoring, and comprehensive preparatory training. However, the development of soft skills—particularly leadership and initiative—remains suboptimal and requires further improvement. The implementation of a self-funding model through government grants (BOS) demonstrates strong institutional commitment and removes economic barriers for students. This study affirms the validity and relevance of the CIPP model in evaluating industrial work practice programs and provides recommendations for a more structured soft skills development strategy, as well as the innovation of sustainable industry partnership models. The novelty of this research lies in its application of a multidimensional analysis that integrates contextual, input, process, and outcome factors within the specific setting of a vocational secondary school.
PEMANFAATAN SARANA DAN PRASARANA DALAM MENINGKATKAN KETERAMPILAN KEPRAMUKAAN SISWA DI SMAN 1 PRAYA TENGAH Syaiful Kiram; Aldi Ferdiansyah; Muhammad Rafif Meldi; Zainal Arifin Ahmad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 4 (2024): Volume 09 No. 04 Desember 2024 In Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i4.19776

Abstract

Penelitian ini menyoroti pentingnya pemanfaatan sarana dan prasarana dalamkegiatan kepramukaan di SMAN 1 Praya Tengah untuk mendukung peningkatanketerampilan kepramukaan siswa. Fokus utama penelitian ini meliputi tiga aspek:kecukupan sarana dan prasarana kepramukaan, pemanfaatannya, dan dampaknyaterhadap keterampilan kepramukaan siswa. Metode penelitian yang digunakanadalah kualitatif, dengan teknik pengumpulan data melalui observasi nonpartisipatif, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa: (1)Fasilitas dan infrastruktur kepramukaan di SMAN 1 Praya Tengah sudah memadaisesuai dengan ketentuan Permendikbud No. 63 Tahun 2014. (2) sarana danprasarana yang tersedia, seperti sanggar gugus depan, tali temali, alat navigasi,dan peralatan P3K, digunakan secara efektif dalam berbagai kegiatankepramukaan, termasuk latihan mingguan, perlombaan, dan perkemahan. (3)Pemanfaatan sarana dan prasarana secara optimal memberikan dampak positifterhadap peningkatan keterampilan kepramukaan yang mencakup aspekemosional, fisik, intelektual, dan sosial siswa, serta berkontribusi padapengembangan karakter siswa yang lebih baik.
School Digital Reputation Management Through Social Media: an Integrative Review and Conceptual Framework Muhammad Syaikhul Basyir; Nur Saidah; Syaiful Kiram; Hanif Firdaus; Erik Junaedi
MANAGERIA: Jurnal Manajemen Pendidikan Islam Vol. 11 No. 1 (2026)
Publisher : Prodi Manajemen Pendidikan Islam FITK UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/manageria.2026.111-07

Abstract

Digital platforms have expanded the arenas in which schools are evaluated, yet the literature often treats social media, branding, trust, and reputation as separate issues. This study synthesizes recent evidence and develops a school-focused conceptual framework for digital reputation management. A structured integrative literature review was conducted using Google Scholar, ScienceDirect, Taylor & Francis Online, SpringerLink, Emerald Insight, Garuda/Sinta, and official journal portals. Searches undertaken on 20–25 July 2026 and updated on 1 August 2026 identified 42 records. After four duplicates were removed, 38 records were screened, 28 full texts were assessed, and 20 publications from 2022–2026 met the eligibility and quality threshold. The corpus was appraised for topical relevance, methodological transparency, source credibility, and transferability to school settings, then analyzed through content coding and thematic synthesis. Six themes were identified: social media governance; digital branding and content credibility; stakeholder engagement; public trust; digital reputation risk; and educational competitiveness as a potential outcome. The synthesis distinguishes organizational branding efforts from reputation as an external, cumulative stakeholder evaluation. It proposes that governance enables credible content, engagement supports trust formation, and trust contributes to reputation, while risk management operates across the process. Any competitiveness benefit remains contingent on congruence between digital claims and actual educational service quality. The framework offers testable propositions and measurable managerial indicators for future school-based research.
EVALUATING AN ARABIC–ENGLISH BILINGUAL PROGRAM IN AN ISLAMIC BOARDING SCHOOL THROUGH THE CIPP MODEL: STRENGTHENING STUDENTS’ LANGUAGE COMPETENCE Nadya Fitri; Syaiful Kiram; Suwadi; Wulan Priyanggani; Cici Laras Jabil
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52692

Abstract

Arabic–English bilingual programs in Islamic boarding schools play a strategic role in strengthening Islamic competence, global communication skills, and graduate competitiveness. However, comprehensive evaluative studies examining the relevance, readiness, implementation, and outcomes of bilingual programs in Islamic boarding school contexts remain limited. This study aims to evaluate the Arabic–English bilingual program at Pesantren Darul Amin, Aceh Tenggara, using the Context, Input, Process, Product (CIPP) model. A qualitative approach with an evaluative case study design was employed. Data were collected through interviews, observations, and document analysis, and were analyzed through data condensation, data display, and conclusion drawing. The findings show that the context aspect of the program is aligned with the pesantren’s vision of developing students with strong Islamic competence and global communication skills. The input aspect is supported by teachers and language mentors with experience in bilingual pesantren cultures, although facilities, competency standards, and initial language proficiency mapping require further strengthening. The process aspect indicates that the program is implemented through language habituation, daily vocabulary activities, conversation practice, muhadharah, and dormitory-based supervision, although students’ language use outside formal situations remains inconsistent. The product aspect reveals improvements in vocabulary mastery, speaking confidence, basic communication skills, language-related achievements, and opportunities for further study. This study contributes to Islamic education program evaluation by highlighting the importance of gradual competency standards, periodic assessment, mentor training, and a more communicative bilingual culture. Future studies are recommended to employ mixed methods designs and language proficiency tests to measure program outcomes more objectively.
SINTESIS TEORI INPUT HYPOTHESIS DAN OUTPUT HYPOTHESIS DALAM PENGEMBANGAN KEMAHIRAN BERBICARA BAHASA ARAB Kholis, Nur; Syaiful Kiram; Erik Junaedi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62273

Abstract

Arabic speaking proficiency is difficult to develop when instruction separates meaningful exposure from opportunities to use the language. This study critically synthesizes Krashen’s Input Hypothesis and Swain’s Output Hypothesis to formulate an integrative explanation of Arabic speaking development. It employed library research through an integrative literature review and thematic-comparative analysis. Fifty candidate journal articles were bibliographically audited; thirty-seven met the final relevance criteria and were included, comprising thirty-four studies directly related to Arabic speaking and three supporting second-language acquisition studies. Foundational and methodological works were examined separately. The synthesis indicates that comprehensible input supplies phonological, lexical, grammatical, pragmatic, and discourse resources, while a supportive affective climate increases the likelihood that such input is processed. Input alone, however, does not guarantee productive competence. Pushed output can prompt retrieval, gap detection, hypothesis testing, negotiation of meaning, and response to corrective feedback. These mechanisms may support fluency, accuracy, complexity, pronunciation, and lexical access when output is preceded by adequate input and followed by opportunities for repair and modified production. The proposed framework is cyclical: comprehensible input supports interaction; interaction creates a need for output; output generates noticing and feedback; and modified output identifies subsequent input needs. For Arabic instruction, the framework implies graded input, rehearsal, progressively demanding speaking tasks, selective feedback, functional language environments, and multidimensional assessment. Empirical and longitudinal testing remains necessary across proficiency levels and Arabic varieties.
Co-Authors Aldi Ferdiansyah Cici Laras Jabil Erik Junaedi Hanif Firdaus Muhammad Rafif Meldi Muhammad Syaikhul Basyir Muhammad Syarqowi Nadya Fitri Na’imah Nur Kholis Nur Saidah Suwadi Wulan Priyanggani Yogi Sopian Haris Zainal Arifin Zainal Arifin Ahmad