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All Journal Sanskara Pendidikan dan Pengajaran West Science Interdisciplinary Studies West Science Interdisciplinary Studies West Science Social and Humanities Studies
Anizar Anizar
YPI. Al Husna
Humanities Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Public Health Social Sciences

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The Influence of Teachers' Pedagogical Competence and the Use of Digital Technology on Islamic Education Learning Outcomes in Senior High Schools in East Java Anizar Anizar; Rival Pahrijal; Rani Eka Arini; Istiarsyah Istiarsyah; Siti Nurjannah
West Science Social and Humanities Studies Vol. 4 No. 02 (2026): West Science Social and Humanities Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsshs.v4i02.2653

Abstract

This study aims to analyze the influence of teachers’ pedagogical competence and the use of digital technology on Islamic Education learning outcomes in senior high schools in East Java. A quantitative research approach was employed involving 85 student respondents selected through purposive sampling. Data were collected using a Likert-scale questionnaire and analyzed using SPSS version 25 through descriptive statistics, validity and reliability testing, classical assumption tests, and multiple linear regression analysis. The results indicate that teachers’ pedagogical competence has a positive and significant effect on learning outcomes, demonstrating that effective instructional strategies and classroom management contribute to improved student understanding. Similarly, the use of digital technology shows a positive and significant influence, indicating that technology-supported learning enhances student engagement and comprehension. Simultaneous testing reveals that both variables significantly affect Islamic Education learning outcomes with a coefficient of determination (R²) of 0.491, meaning that 49.1% of learning outcomes are explained by these factors. The findings highlight the importance of integrating strong pedagogical competence with effective digital technology utilization to improve learning effectiveness in contemporary Islamic Education.
Implementasi Early Childhood Education untuk Peningkatan Keterampilan Sosial Anak di Indonesia Anizar Anizar; Lailil Qomariyah; Khoiriyah Khoiriyah; Irda Rafika; Istiarsyah Istiarsyah
Sanskara Pendidikan dan Pengajaran Vol. 4 No. 01 (2026): Sanskara Pendidikan dan Pengajaran (SPP)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/spp.v4i01.739

Abstract

Penelitian ini mengkaji dampak Pendidikan Anak Usia Dini (PAUD) terhadap perkembangan keterampilan sosial anak-anak di Indonesia. Dengan pendekatan kuantitatif, data dikumpulkan dari sampel 155 anak yang terdaftar dalam program PAUD, dengan menilai perilaku sosial mereka melalui survei skala Likert yang diisi oleh guru dan orang tua. Analisis statistik deskriptif, korelasi Pearson, dan regresi berganda menggunakan SPSS versi 25 diterapkan untuk menganalisis data. Hasil penelitian menunjukkan korelasi positif yang signifikan antara partisipasi dalam PAUD dan keterampilan sosial, dengan hubungan terkuat teramati pada empati dan kerja sama. Analisis regresi menunjukkan bahwa tingkat partisipasi PAUD yang lebih tinggi memprediksi peningkatan yang lebih besar dalam keterampilan sosial anak-anak, terutama dalam kerja sama dan empati. Temuan ini menyarankan bahwa program PAUD di Indonesia dapat secara signifikan meningkatkan keterampilan sosial, menyoroti pentingnya mengintegrasikan pembelajaran sosial-emosional ke dalam kurikulum pendidikan awal untuk mendorong perkembangan sosial yang seimbang pada anak-anak usia dini.
The Influence of Inclusive Education Management and Teacher Competence on Student Participation in Learning Istiarsyah Istiarsyah; Nurhabibah Nurhabibah; Anizar Anizar; Amelyani Amelyani; Irda Rafika; Basneldi Basneldi
West Science Interdisciplinary Studies Vol. 4 No. 02 (2026): West Science Interdisciplinary Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsis.v4i02.2586

Abstract

This study investigates how inclusive education management and teacher competence contribute to expanding student participation in the learning process. A quantitative research design was employed, involving 125 respondents from inclusive education settings. Data were collected using a structured questionnaire measured on a Likert scale and analyzed using SPSS version 25. The results of multiple linear regression analysis reveal that inclusive education management has a positive and significant effect on student participation, indicating that effective leadership, inclusive policies, and supportive management practices foster more engaging learning environments. Teacher competence also shows a positive and significant influence on student participation and emerges as the stronger predictor, highlighting the critical role of teachers’ pedagogical skills, classroom management, and inclusive instructional strategies in encouraging active student engagement. Simultaneously, inclusive education management and teacher competence explain a substantial proportion of variance in student participation. These findings emphasize that inclusive education is most effective when supported by both strong organizational management and competent teachers. The study provides empirical evidence to inform school leaders and policymakers in developing integrated strategies to enhance student participation through inclusive education practices.
The Influence of Inclusive Education Management and Teacher Competence on Student Participation in Learning Istiarsyah Istiarsyah; Nurhabibah Nurhabibah; Anizar Anizar; Amelyani Amelyani; Irda Rafika; Basneldi Basneldi
West Science Interdisciplinary Studies Vol. 4 No. 02 (2026): West Science Interdisciplinary Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsis.v4i02.2586

Abstract

This study investigates how inclusive education management and teacher competence contribute to expanding student participation in the learning process. A quantitative research design was employed, involving 125 respondents from inclusive education settings. Data were collected using a structured questionnaire measured on a Likert scale and analyzed using SPSS version 25. The results of multiple linear regression analysis reveal that inclusive education management has a positive and significant effect on student participation, indicating that effective leadership, inclusive policies, and supportive management practices foster more engaging learning environments. Teacher competence also shows a positive and significant influence on student participation and emerges as the stronger predictor, highlighting the critical role of teachers’ pedagogical skills, classroom management, and inclusive instructional strategies in encouraging active student engagement. Simultaneously, inclusive education management and teacher competence explain a substantial proportion of variance in student participation. These findings emphasize that inclusive education is most effective when supported by both strong organizational management and competent teachers. The study provides empirical evidence to inform school leaders and policymakers in developing integrated strategies to enhance student participation through inclusive education practices.
Co-Authors Amelyani Amelyani Basneldi Basneldi Irda Rafika Irda Rafika Istiarsyah, Istiarsyah Khoiriyah Khoiriyah Lailil Qomariyah Nurhabibah Nurhabibah Rani Eka Arini Rival Pahrijal Siti Nurjannah