TSAQOFAH

Pengaruh Multimedia Pembelajaran Interaktif PKK dalam Meningkatkan Kreativitas Berwirausaha Siswa SMK Negeri 2 Solok

2026-08-01T20:05:02+08:00

Although the use of interactive multimedia in entrepreneurship education has been widely studied, empirical evidence regarding its effect on the entrepreneurial creativity of Mechanical Engineering students at SMK Negeri 2 Solok remains limited. This study aimed to analyze the effect of interactive learning multimedia in the Creative Products and Entrepreneurship subject on students’ entrepreneurial creativity. The study employed a quantitative approach with a post-test-only control group quasi-experimental design. The study population consisted of 68 Grade XI Mechanical Engineering students, with 19 students involved in instrument testing and 49 students included in the study sample, comprising 25 students in the experimental class and 24 students in the control class. Data were collected through questionnaires, observation, and documentation. The final instrument consisted of 28 valid items with a Cronbach’s alpha coefficient of 0.978. The data were analyzed using normality tests, a homogeneity test, and an independent-samples t-test. The results showed that the mean entrepreneurial creativity score of students in the experimental class was 89.52, which was higher than the control class score of 72.54. The hypothesis-testing results indicated a significant difference between the two groups (t = 16.489; p < 0.001). These findings confirm that the use of interactive learning multimedia has a positive effect on students’ entrepreneurial creativity and supports the development of more contextual entrepreneurship learning in vocational education. Schools and Creative Products and Entrepreneurship teachers need to systematically integrate interactive multimedia, while future studies need to involve more schools and apply project-based assessment.

Hubungan Persepsi Keselamatan dan Kesehatan Kerja (K3) dan Sikap Siswa dalam Praktek terhadap Hasil Belajar Mata Pelajaran Teknik Pengelasan Kelas XI di SMK Negeri 1 Bangkinang

2026-08-01T20:21:19+08:00

Although the implementation of occupational safety and health (OSH) in vocational education has been widely studied, evidence regarding the simultaneous relationship of OSH perceptions and students’ attitudes during practical activities with welding learning outcomes remains limited. This study aimed to analyze the relationships of OSH perceptions and students’ attitudes during practical activities with the Welding Engineering learning outcomes of Grade XI students at SMK Negeri 1 Bangkinang. The study employed a quantitative approach with a correlational design. A total of 60 students were included as the sample using total sampling. Data were collected using questionnaires on OSH perceptions and students’ attitudes, as well as documentation of practical assessment scores, and were then analyzed using Pearson correlation and multiple linear regression. The results showed that OSH perceptions were positively and significantly correlated with learning outcomes (r = 0.272; p = 0.036). Students’ attitudes during practical activities were also positively and significantly correlated with learning outcomes (r = 0.284; p = 0.028). Simultaneously, OSH perceptions and students’ attitudes were significantly related to learning outcomes (R = 0.357; R² = 0.127; p = 0.021), with a contribution of 12.7%. These findings confirm that practical learning outcomes in vocational education are related not only to technical skills but also to students’ safety awareness and work attitudes. This study provides practical implications for schools to strengthen the OSH culture, improve supervision during practical learning, and ensure the availability of personal protective equipment. Future studies need to involve larger samples and consider other supporting variables.

Kesenjangan Literasi Digital Orang Tua di Era Digitalisasi Pendidikan: Analisis Integratif Dakwah Bil-Hal dan Tarbiyah Islamiyah

2026-08-03T17:35:18+08:00

The acceleration of educational digitalization requires the active involvement of parents in supporting their children’s learning process at home. However, some parents continue to face a digital literacy gap encompassing limited technical skills (operational skills gap), weaknesses in evaluating information (critical skills gap), and insufficient understanding of cyber risks (safety and security gap). This study aimed to formulate the conceptual framework of the Integrative Islamic Digital Parenting Framework as an integrative solution grounded in Islamic scholarship to address parents’ digital literacy gaps. The study employed a qualitative approach using library research. Secondary data were obtained from 38 indexed literature sources published between 2020 and 2026, including articles from reputable journals, reports from international organizations such as UNESCO, UNICEF, and the OECD, and foundational works by prominent figures in Islamic education and da‘wah. The data were analyzed through a combination of content analysis and critical-synthesis analysis based on the model of Miles, Huberman, and Saldaña. The results showed that digital literacy gaps cannot be adequately addressed solely through technocratic interventions but require the development of a family digital literacy culture grounded in Islamic values. The Integrative Islamic Digital Parenting Framework synthesizes the pillar of Tarbiyah Islamiyah as a philosophical foundation and a means of fostering moral awareness through the values of mas’uliyah, tabayyun, hifzh al-‘aql, hifzh al-akhlaq, and tawazun, with the pillar of Dakwah bil-Hal as a form of community empowerment praxis implemented through social media da‘wah, parenting classes in mosques, sharia-based modules, assistance from religious counselors, and synergy among the three centers of education. This study concluded that education plays a role in developing parents’ technical and methodological competencies, whereas da‘wah functions to foster ethical awareness and mobilize society. This framework provides a conceptual contribution to the development of Islamic education and digital parenting and offers a practical foundation for families, educational institutions, mosques, and religious counselors in building a digital literacy ecosystem that is safe, critical, and grounded in Islamic values.

Efektivitas Penggunaan Buku Durusul Lughah al-Arabiyyah untuk Meningkatkan Mahārah al-Kitābah di Kulliyatul Mu’allimīn Wal Mu’allimāt al-Islāmiyyah al-Barokah Nganjuk

2026-08-05T20:04:28+08:00

Mastery of mahārah al-kitābah is one of the fundamental competencies in Arabic language learning that reflects not only mastery of grammar and vocabulary but also the ability to think critically and systematically. This study aims to examine the effectiveness of using the book Durusul Lughah Al-Arabiyyah in improving the writing skills of fifth-grade students at Kulliyatul Mu’allimin Al-Islamiyah (KMI), which is equivalent to Grade XI of senior high school. The study employed a quantitative approach using a quasi-experimental method and a nonequivalent control group design. The research participants consisted of 40 students divided into an experimental class and a control class, with 20 students in each class. The experimental class received instruction using the book Durusul Lughah Al-Arabiyyah, whereas the control class used the conventional book Tamrin Al-Lughah. Data were collected through written essay tests in the form of pretests and posttests, observation, and documentation. The results showed that the experimental class achieved a mean posttest score of 72.00 (SD = 14.09), which was higher than the control class’s mean score of 52.50 (SD = 10.07). The research instrument demonstrated high reliability, with a Cronbach’s alpha value of 0.862. The independent-samples t-test yielded a calculated t-value of 5.03 with p < 0.05, indicating a significant difference between the two groups. Thus, the use of the book Durusul Lughah Al-Arabiyyah was effective in improving students’ mahārah al-kitābah. These findings provide practical implications for educators in selecting systematic instructional materials to improve the quality of Arabic writing skills instruction.

Hubungan Perceived Stress dengan Sedentary Behavior pada Mahasiswa Universitas Negeri Padang

2026-08-07T15:06:42+08:00

Although sedentary behavior and psychological pressure are increasingly prevalent in university students’ lives, the relationship between perceived stress and sedentary behavior among students at Universitas Negeri Padang has not yet been extensively explained empirically. This study aimed to analyze the relationship between perceived stress and sedentary behavior among students at Universitas Negeri Padang. The study employed a quantitative approach with a non-experimental correlational design and involved 400 students selected through purposive sampling. Data were collected using the Perceived Stress Scale-10 (PSS-10) and the Modified Sedentary Behavior Questionnaire (MSBQ) and were subsequently analyzed using Spearman rank correlation. The findings showed that the majority of respondents had perceived stress in the moderate category (76.8%) and sedentary behavior in the moderate category (54.5%). The correlation test yielded a coefficient of 0.012 with a significance value of 0.816, indicating that there was no significant relationship between perceived stress and sedentary behavior. These findings indicate that the level of sedentary behavior among students was not significantly associated with perceived stress in this study and may be related to other factors, such as academic demands, digital device use, study habits, physical activity, and environmental conditions. This study provides an empirical basis for universities to develop stress management and sedentary behavior reduction programs as two separate but complementary interventions to support student well-being.