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All Journal JURNAL PENDIDIKAN TAMBUSAI Jurnal Badati MASALIQ: Jurnal Pendidikan dan Sains
Putri, Jacinda Alline Yoriana
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Religion Education Social Sciences Other

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PERAN IDENTITAS NASIONAL DALAM MENYATUKAN BANGSA INDONESIA Putri, Jacinda Alline Yoriana; Feby, Chansa Adhilia Dhia
JURNAL BADATI Vol 7, No 1 (2025)
Publisher : Fakultas Ilmu Sosial dan Ilmu Politik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38012/jb.v7i1.1545

Abstract

Indonesia as an archipelago has a diversity of ethnicities, cultures, languages and religions that become the national identity as well as the strength of the nation. National identity, reflected in Pancasila and the motto Bhinneka Tunggal Ika, plays an important role in maintaining unity in a multicultural society. This article aims to examine the role of national identity in uniting the Indonesian nation through a literature review method. This research analyzes five accredited articles that discuss the role of Pancasila values in strengthening the sense of nationality, patriotism, and solidarity among citizens, especially in the era of globalization and technological development. The results show that the internalization of national identity values through education and social media is a key strategy in building a harmonious and equitable national character. By strengthening national identity, Indonesia is able to maintain its unity, sovereignty, and resilience to face the challenges of the times. 
Model Pelayanan Pendidikan bagi Siswa dengan Hambatan Belajar Slow Learner di SMP Negeri 3 Karanganyar Putri, Jacinda Alline Yoriana; Suparmi, Suparmi
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.27821

Abstract

Penelitian ini bertujuan mengkaji model layanan pendidikan bagi siswa slow learner di SMP Negeri 3 Karanganyar. Masalah yang diangkat adalah masih adanya tantangan dalam implementasi pendidikan inklusif. Metode yang digunakan adalah pendekatan deskriptif kualitatif melalui wawancara dan observasi terhadap guru dan siswa. Hasil penelitian menunjukkan bahwa guru menjalankan peran sebagai sumber belajar, fasilitator, pembimbing, motivator, dan evaluator. Sementara itu, siswa slow learner menunjukkan hambatan dalam berbicara, keterampilan motorik, dan interaksi sosial. Sekolah telah menunjukkan komitmen terhadap praktik inklusif, namun masih menghadapi kendala seperti kurangnya kompetensi guru, dukungan emosional, dan keterlibatan orang tua. Kesimpulannya, layanan pendidikan perlu disesuaikan dengan karakteristik siswa melalui penguatan kapasitas guru, kebijakan inklusif, serta kolaborasi antara sekolah dan keluarga.
Pengaruh Kecemasan Ujian terhadap Prestasi Belajar Siswa SMK Putri, Jacinda Alline Yoriana; Garjita, Athaya Wahyu
MASALIQ Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/masaliq.v6i1.8395

Abstract

Although the influence of test anxiety on academic achievement has been widely examined, the dynamics of this relationship within the context of vocational education (Sekolah Menengah Kejuruan, SMK) in Indonesia remain relatively underexplored. This study aimed to analyze the effect of test anxiety on the academic achievement of SMK students by taking into account the specific characteristics of vocational education. A quantitative approach with a correlational design was employed, involving 140 SMK students selected through cluster random sampling. Data were collected using 4-point Likert-scale questionnaires that had been tested for reliability (Cronbach’s alpha for test anxiety = 0.888; for academic achievement = 0.915) and were analyzed using simple linear regression. The results showed a significant positive relationship between test anxiety and academic achievement (r = 0.297; p < 0.05), with a contribution of 8.8% (R² = 0.088), indicating that higher levels of test anxiety are associated with higher academic achievement in this context. These findings contribute to the development of facilitating versus debilitating anxiety theory in educational psychology and extend understanding of the role of academic anxiety in vocational education settings. The study concludes that a differential approach is essential for understanding test anxiety in SMK and encourages educators and school counselors to develop guidance programs that not only focus on reducing anxiety but also on managing it as productive learning energy. The implications of this research include theoretical contributions to the vocational educational psychology literature and practical implications for schools, teachers, and counselors in designing contextual interventions, while also opening avenues for further studies on the role of mediating variables such as vocational self-efficacy and SMK-specific coping strategies in the relationship between anxiety and academic achievement.
Co-Authors Feby, Chansa Adhilia Dhia Garjita, Athaya Wahyu Suparmi Suparmi