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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 143 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.

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