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All Journal YASIN: Jurnal Pendidikan dan Sosial Budaya Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial
Aisatun Nadroh
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Integrasi Nilai Kepemimpinan Rasulullah Siddiq Amanah Fathanah Tabligh dalam Kepemimpinan Kepala Sekolah dan Dampaknya terhadap Kinerja Serta Disiplin Guru Aisatun Nadroh; Ulva Rahmi; Syafwan Rozi
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.v4i2.2650

Abstract

This study aims to examine the application of the leadership values of the Prophet Muhammad, consisting of siddiq, amanah, fathanah, and tabligh, in the leadership of madrasah principals and their influence on the performance and discipline of teachers at Madrasah Tsanawiyah in the Sungai Aur District. This study uses a descriptive qualitative approach with purposive sampling technique. Data collection techniques included in-depth interviews, observation, documentation, and questionnaires as additional data. Data analysis was conducted through data reduction, data presentation, and conclusion drawing using source and technique triangulation methods. The findings indicate that the value of siddiq is applied through honesty and openness in leadership, amanah is reflected in responsibility and teacher development, fathanah is evident in intelligence in decision-making, and tabligh is expressed through open communication. The application of these values has a positive impact on improving teacher performance in planning, implementing, and evaluating the learning process, as well as improving teacher discipline in terms of attendance, punctuality, and compliance with madrasah regulations. This study shows that prophetic leadership is an appropriate and effective leadership model in Islamic education management.
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 Fildya Rizki Irja Eka Putri Khaironita Khaironita Liza Efriyanti, liza Syafwan Rozi Ulva Rahmi