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All Journal YASIN: Jurnal Pendidikan dan Sosial Budaya Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial
Irja Eka Putri
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Pengaruh Lingkungan Belajar, Disiplin Belajar, Motivasi Belajar terhadap Hasil Belajar pada Tahfiz di SMKN 1 Sungai Aur Irja Eka Putri; Ulva Rahmi
Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 4 No. 2 (2026): Maret : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/nakula.v4i2.2637

Abstract

This study aims to examine the impact of learning atmosphere, perseverance in learning, and learning motivation on the Tahfiz achievement of students at SMKN 1 Sungai Aur. The method used in this study is quantitative with a causal associative design. The population studied includes all students from grades X, XI, and XII at SMKN 1 Sungai Aur using proportional random sampling. Data were collected through the use of closed questionnaires for the variables of learning atmosphere, perseverance in learning, and learning motivation, as well as documentation of Tahfiz scores as an indicator of learning achievement. Data analysis included validity and reliability testing, classical assumption testing, and multiple linear regression analysis. The research findings show that learning atmosphere, perseverance in learning, and learning motivation together have a significant effect on Tahfiz learning achievement. Individually, the three independent variables also have a significant impact, with learning motivation being the most influential variable. This study emphasizes the importance of creating a supportive learning atmosphere, cultivating perseverance in learning, and strengthening spiritual motivation to improve the quality of Tahfiz learning.
Evaluation of the Industrial Work Practice Program (PRAKERIN) Curriculum at SMKN 1 Lembah Melitang, West Pasaman District Using the CIPP Model Aisatun Nadroh; Irja Eka Putri; Khaironita Khaironita; Fildya Rizki; Liza Efriyanti
YASIN Vol 6 No 3 (2026): JUNI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i3.10383

Abstract

The implementation of vocational internship curricula requires systematic evaluation to ensure alignment between school-based learning and labour-market demands. This study evaluates the implementation of the Industrial Work Practice Program (Prakerin) curriculum at SMKN 1 Lembah Melintang, West Pasaman Regency, using Stufflebeam’s Context, Input, Process, and Product (CIPP) model. A quantitative descriptive-evaluative design was employed, involving purposively selected participants comprising 99 students, 20 supervising teachers, one principal, and six business and industry representatives. Data were collected using a CIPP-based questionnaire with a 4-point Likert scale, supported by documentation and field observation. The scores for each CIPP dimension were converted into percentages and categorized. The results indicate that the overall implementation of Prakerin was positive, with the context dimension reaching 78.82% (good), input 74.20% (good), process 74.01% (good), and product 73.45% (good). Stakeholder-based analysis showed that tutors and the principal provided relatively higher ratings, ranging from very good to good, whereas industry representatives and students reported lower perceptions in several areas. These findings indicate that Prakerin aligns with vocational education objectives and supports the development of students’ technical competencies and work readiness. However, persistent gaps remain in soft skills, particularly communication, discipline, and adaptability, as well as in coordination between schools and industry partners. The study recommends strengthening formal school–industry agreements through shared competency standards, enhancing pre-internship soft-skills preparation, establishing integrated monitoring and evaluation mechanisms, and conducting regular facility audits and mentor training. This study contributes to vocational curriculum evaluation by demonstrating the usefulness of the CIPP model in identifying implementation strengths and gaps, with implications for improving technical and vocational education and training policy and optimizing Prakerin as a bridge between vocational schooling and the labour market.
Co-Authors Aisatun Nadroh Fildya Rizki Khaironita Khaironita Liza Efriyanti, liza Ulva Rahmi