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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Empowerment Journal International Journal of Studies in International Education
Enik Nurfaizah
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Humanities Computer Science & IT Education Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Challenges in Implementing School Vision and Mission in Riau Islands Nurhayati Nurhayati; Juni Mahanis; Enik Nurfaizah
International Journal of Studies in International Education Vol. 2 No. 2 (2025): May : International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v2i2.280

Abstract

This study aims to identify and analyze the challenges faced by schools in the Riau Archipelago in implementing their vision and mission. School vision and mission are crucial guidelines in the educational process, as they reflect the goals and direction that the educational institution seeks to achieve. However, the challenges in their implementation often affect the effectiveness of achieving those goals. This study focuses on local factors that may influence the implementation of school vision and mission in the Riau Archipelago, such as limited resources, infrastructure issues, and cultural and social barriers in the archipelago region. The methodology used in this study is descriptive qualitative, with data collection techniques through in-depth interviews, field observations, and documentation studies. The results of the study indicate that, although the vision and mission of schools in the Riau Archipelago are clear and well-defined, the main challenges lie in the lack of adequate facilities and resources, as well as difficulties in reaching remote and isolated areas. Additionally, local cultural factors and public perceptions of education also affect effective implementation. This study suggests the need for improved access to educational resources, training for teachers and school principals, as well as the utilization of technology to overcome geographical and social barriers. Therefore, this study is expected to contribute to the improvement of the education system in the Riau Archipelago and other remote areas
PELATIHAN METODE AKTIF UNTUK PENINGKATAN KUALITAS PEMBELAJARAN DI SEKOLAH MENENGAH PERTAMA (SMP) PULAU PANJANG TIMUR Juni Mahanis; Nurhayati; Enik Nurfaizah; Usvim Varadilla; Dina Liana; Mukhammad
Empowerment Journal Vol. 5 No. 2 (2025): September
Publisher : Universitas 'Aisyiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30787/empowerment.v5i2.1976

Abstract

This training aimed to improve the quality of learning in Junior High Schools (Sekolah Menengah Pertama, SMP) in Pulau Panjang Timur through active learning method training for teachers. The quality of education in remote areas such as Pulau Panjang Timur often faces challenges such as limited access to innovative teaching methods and low student engagement in the learning process. Therefore, training in active learning methods serves as a solution to enhance student participation, improve understanding of subject matter, and strengthen teachers' teaching skills. This research employed a qualitative approach using a case study method involving observations and in-depth interviews with teachers and students who participated in the training. The results show that the active learning method training successfully improved teacher competence. Prior to the training, the teachers’ understanding of digital media was only at 58% (categorized as "adequate"). However, after conducting intensive training and mentoring for three days, the post-training evaluation revealed a significant improvement, reaching 84% (categorized as "good"). Trained teachers were also able to manage classrooms more effectively and implement more creative techniques, supporting a more enjoyable and interactive learning environment. However, the study also identified challenges, particularly the lack of facilities and infrastructure, which affects the full implementation of active methods. Therefore, further support from the government and related stakeholders is needed to improve educational facilities and resources in the region. This research provides a positive contribution to the development of more inclusive and relevant teaching methods for the Pulau Panjang Timur area
PENELITIAN TINDAKAN KELAS DALAM MODEL PEMBELAJARAN PROBLEM BASED LEARNING UNTUK PENINGKATAN HASIL BELAJAR IPS DI SMPII LUQMAN AL-HAKIM BATAM Enik Nurfaizah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10, Nomor 01 Maret 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.22854

Abstract

This study aims to improve social studies learning outcomes through the problem based learning model for class VIII students of SMPII Luqman Al-Hakim Batam in the academic year 2024-2025. The subjects of this classroom action research were 38 class VIII students of SMP SMPII Luqman Al-Hakim Batam as the subjects receiving the action, while the subjects doing the action were the class VIII B social studies teacher as the teacher, colleagues as the subjects who observed the learning process, and the Principal as the subject of the data source. The data collection method was carried out through test, observation and documentation techniques. This action research was carried out in two cycles, each cycle consisting of: planning, action, observation and reflection. The results of this study indicate that the use of the problem based learning model can improve social studies learning outcomes for class VIII students of SMP SMPII Luqman Al-Hakim Batam in the academic year 2024-2025. This can be seen from the average value of students' social studies learning outcomes also increased, namely before the action of 70.88 in cycle I of 74.80 and in cycle II of 85.37. In addition, the percentage of student learning completion, namely before the action of 34.28%, in cycle I of 74.80% and in cycle II of 94.28%.
Co-Authors Dina Liana Juni Mahanis Mukhammad Nurhayati Nurhayati Nurhayati Usvim Varadilla