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YAYASAN PENDIDIKAN DAN PENGEMBANGAN HARAPAN ANANDA DAERAH KALIMANTAN BARAT Jalan Arteri Supadio, Komplek Pondok Indah Lestari, Sungai Raya, Kubu Raya Phone: +6289675096527 e-mail: juwara.harapanananda@gmail.com
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Juwara : Jurnal Wawasan dan Aksara
Published by Yayasan Pendidikan dan Pengembangan Harapan Ananda
ISSN : 27972097     EISSN : 27972119     DOI : -
Core Subject : Religion, Humanities, Science, Education, Social, Engineering,
Religion Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other
JUWARA: Jurnal Wawasan dan Aksara adalah Jurnal yang diterbitkan oleh Yayasan Pendidikan dan Pengembangan Harapan Ananda Daerah Kalimantan Barat dengan p-ISSN 2797-2097 (cetak) dan e-ISSN 2797-2119 (online). Jurnal ini memuat publikasi hasil pemikiran dan penelitian dibidang pendidikan, pengajaran, evaluasi belajar, dan teknologi baik laporan penelitian maupun tinjauan buku yang dapat memberikan solusi permasalahan bagi perkembangan dunia pendidikan dan pengajaran secara luas dan bermanfaat serta belum pernah publikasi di media cetak maupun elektronik.
Arjuna Subject : Umum - Umum
Articles 146 Documents
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Curriculum Management Quality in Vocational High Schools: Planning, Organizing, Implementation, and Evaluation Almes Gangga; Wirda Yetti; Rijal Abdullah; Refdinal Refdinal
Juwara: Jurnal Wawasan dan Aksara Vol. 6 No. 1 (2026)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v6i1.784

Abstract

Curriculum management quality is a fundamental determinant of educational effectiveness in vocational high schools (SMK). This study assesses curriculum management quality across four dimensions: curriculum planning (D1), curriculum organizing (D2), curriculum implementation (D3), and curriculum evaluation (D4), from the perspectives of school administrators and teachers. A quantitative survey design was employed involving 145 respondents selected through proportionate stratified random sampling across five SMK in West Sumatra, Indonesia. Data were collected using a validated questionnaire (44 items; Cronbach's alpha = 0.91) and analyzed using descriptive statistics and one-way ANOVA. Results indicate that overall curriculum management quality achieved a mean score of 3.69 out of 5.00 (Good category). Curriculum Planning (D1) achieved the highest mean (M = 3.82), while Curriculum Evaluation (D4) was the most critical dimension (M = 3.58). Significant differences in perceptions were found across respondent positions (F = 4.83, p = 0.003). This study contributes an integrated four-dimension quantitative framework for assessing curriculum management quality in SMK, providing empirical evidence that evaluation functions represent the weakest link in the curriculum management cycle and that multi-stakeholder data collection is essential for accurate institutional quality monitoring.
The The Relationship between Motivation and Student Learning Independence in Hybrid Based Learning Khoirun Najmi Septiana; Meri Herlina; Nyokro Mukti Wijaya
Juwara: Jurnal Wawasan dan Aksara Vol. 6 No. 1 (2026)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v6i1.794

Abstract

This study aims to examine the relationship between student learning motivation and learning independence in hybrid-based learning in the Geography Education Study Program. A correlative research design was employed, with 95 students selected through stratified random sampling, comprising 51 students from the class of 2024 and 44 from the class of 2025. Data were collected using a Likert-scale questionnaire and analyzed through descriptive statistics, Pearson product-moment correlation, and three prerequisite tests (normality, linearity, and multicollinearity). Normality test results yielded significance values of 0.035 for learning motivation and 0.174 for learning independence, indicating normal distribution. The linearity test produced a deviation value of 0.473, and the multicollinearity test showed tolerance and VIF values of 1.000. Descriptive analysis revealed mean scores of 80% for learning independence and 75% for learning motivation. Correlation analysis demonstrated a significant positive relationship between learning motivation and learning independence in hybrid-based learning (r = 0.678, p = 0.000). These findings suggest that strengthening intrinsic motivation through engaging hybrid learning strategies should be prioritized by educators and curriculum designers to foster greater student autonomy in learning.
Formative Feedback Quality, Self-Efficacy, Competency Achievement, and Work Readiness in Vocational Schools: SEM-PLS Wirda Yetti; Hasan Maksum; Ambiyar Ambiyar
Juwara: Jurnal Wawasan dan Aksara Vol. 6 No. 1 (2026)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v6i1.797

Abstract

This research examined the direct and indirect relationships among formative feedback quality, student self-efficacy, competency achievement, and work readiness in a non-urban vocational school context. A quantitative explanatory design was employed involving all 150 students at SMKN 1 Simpang Alahan Mati, Pasaman, West Sumatra, through total sampling. Data were collected using validated five-point Likert-scale questionnaires and analyzed using Structural Equation Modeling-Partial Least Squares (SEM-PLS) with SmartPLS 4.0. All constructs met convergent validity, composite reliability, and discriminant validity thresholds. Results confirmed that formative feedback quality significantly affected student self-efficacy, competency achievement, and work readiness, while student self-efficacy demonstrated the strongest predictive effect on competency achievement with a large effect size and significantly influenced work readiness, thus accepting all five hypotheses. Mediation analysis confirmed that student self-efficacy partially mediates the relationship between formative feedback quality and both vocational outcome variables, establishing that feedback influences outcomes through concurrent direct instructional and indirect psychological mechanisms. These findings demonstrate that the gap between vocational education outcomes and workforce requirements in non-urban schools is substantially explained by the combined insufficiency of formative feedback quality and student self-efficacy, and that addressing graduate workforce readiness requires coordinated investment in both dimensions simultaneously.
Sufi Values as a Framework for Addressing Moral and Spiritual Crises in Contemporary Education Andri Kurniwan; Rafianas Zuhroh; Wildan Yudistira; Fais El Farisi; Ismali Mubarok
Juwara: Jurnal Wawasan dan Aksara Vol. 6 No. 1 (2026)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v6i1.820

Abstract

This study is motivated by the increasing challenges in modern education, including character degradation, future anxiety, achievement pressure, and the dominance of intellectual-oriented learning that often neglects spiritual development. This study aims to analyze the development of Sufi thought within the Islamic tradition, its transformation into an educational framework, and its contribution to addressing contemporary educational challenges. This research employed a qualitative approach using a systematic literature review method. Data were obtained from 28 selected articles published between 2018 and 2026 through academic databases, including Google Scholar, and DOAJ. The literature was analyzed using qualitative content analysis to identify patterns related to Sufi values, Islamic education, and character formation. The findings reveal that Sufi thought has developed from individual spiritual practices into a holistic educational paradigm integrating intellectual, moral, and spiritual dimensions. Values such as sincerity, patience, tawakkul, and qana’ah contribute to strengthening students’ character, emotional stability, and spiritual resilience. This study contributes theoretically by positioning Sufism as an educational framework and practically by recommending the integration of Sufi values into character-based educational practices.
The Effect of Ethnomathematics E-Modules in Problem-Based Learning on Elementary Students Mathematics Learning Outcomes Eko Pujianto; Seprie Seprie
Juwara: Jurnal Wawasan dan Aksara Vol. 6 No. 1 (2026)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v6i1.821

Abstract

This study aims to examine the effect of the Problem Based Learning (PBL) model assisted by ethnomathematics-based e-modules on elementary students’ mathematics learning outcomes on geometry topics. A quantitative approach with a quasi-experimental nonequivalent control group design was applied. The experimental group received PBL instruction supported by ethnomathematics-based e-modules, while the control group received conventional instruction. Data were collected using a 20-item multiple-choice test with validated reliability (Cronbach’s alpha). Data analysis included normality and homogeneity tests, an independent sample t-test, and N-gain analysis. The results showed a independent t-test indicated a significant effect (t = 5.12, p < 0.001). The experimental group achieved a higher N-gain score (0.62, medium to high category) compared to the control group (0.36, medium category). These results indicate that PBL assisted by ethnomathematics-based e-modules significantly improves students’ mathematics learning outcomes. The findings highlight the effectiveness of integrating contextual learning models and digital ethnomathematics media in improving learning achievement in elementary mathematics education.
Factors Inhibiting Entrepreneurship in Fashion Students Laila Nurul Himmah; Chytra Mahanani
Juwara: Jurnal Wawasan dan Aksara Vol. 6 No. 1 (2026)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v6i1.841

Abstract

Fashion student entrepreneurship has an important for the growth of the creative industry and the regional economy. However, limited evidence exists regarding the specific barriers faced by fashion students in vocational higher education in Indonesia. This study aims to identify the dominant entrepreneurial barriers among students of the Fashion Study Program at UNY. A quantitative descriptive approach was employed using an online questionnaire administered to 41 students selected through purposive sampling. Instrument quality was confirmed by validity testing, with all items meeting the required criteria, and reliability testing, which showed acceptable internal consistency (Cronbach's Alpha = 0.715). Descriptive analysis revealed that limited business capital (M = 3.5) was the primary barrier, followed by limited access to production technology (M = 3.4), limited business networks and support (M = 3.3), and market competition (M = 3.0). The novelty of this study lies in providing an empirical description of entrepreneurial barriers specific to fashion students within the context of vocational education. The findings contribute to entrepreneurship education by offering evidence to support the development of targeted institutional strategies. Universities should strengthen the entrepreneurial ecosystem by improving access to funding, production facilities, business mentoring, and industry collaboration to better prepare students for sustainable entrepreneurial careers.

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