JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian

Humanism In Project-Based Learning At Vocational High Schools: Building Human Values And Social Skills

2025-12-13T00:23:59+00:00

This research discusses the values of Humanism in the PjBL learning process in SMK by building students' human values and social skills. This research aims to improve classroom learning by building students' human values and social skills. This research involves a literature review from various sources such as Scopus, Crossref, Sinta, Garuda, and ISSN-indexed articles. The method used to analyze the problem is the Prism method. The review process is carried out through several systematic stages, namely: Searching for keywords related to the problem using Publish Or Perish, obtaining 289 articles indexed by Scopus and Sinta, filtering related articles using Confidence, obtaining 24 articles that match the problem, then analyzing using the Vosviewer application to visualize the issues raised, determining research questions in each article. Humanism in PjBl is extremely successfully utilized in a number of learning processes that can greatly increase student learning outcomes, particularly in the area of students' thinking skills, according to the study findings based on a number of research questions.In addition, researchers found that in previously selected studies, Humanism in PjBL learning provides a more active learning atmosphere for students than ordinary (conventional) learning.

Managerial Competency Transformation as the Key to Strategic Decision-Making in the Era of Dynamic Education

2026-01-22T05:09:53+00:00

Significant changes in the world of education and the world of work due to globalization, advances in science and technology, and social dynamics require education leaders to have adaptive and strategic managerial competencies. Managerial competencies are no longer limited to technical administrative skills, but also include critical thinking skills, effective communication, visionary leadership, data-based decision making, and the ability to adapt to change. The world of education is currently in a phase of transition, marked by policy changes, curriculum development, the penetration of digital technology in the learning process, and demands for improved quality of education amid limited resources. These conditions require quick and accurate strategic decision-making from education leaders, ranging from school or madrasah principals to education institution managers and policy makers and decision makers. However, weak managerial capacity remains a major obstacle to responding effectively to change, resulting in slow transformation of educational institutions. The transformation of managerial competencies, particularly in the aspects of visionary leadership, human resource management, technology utilization, and strategic decision-making, is a major focus for the sustainability and competitiveness of educational institutions. This study uses a descriptive qualitative approach with library research methods to explore the concepts and practices of transforming managerial competencies in the world of education.

Implementation of Vocational Technology Education Philosophy in Competency-Based Curriculum Design: A Systematic Literature Review

2025-12-27T04:16:45+00:00

Vocational technology education plays a strategic role in preparing a skilled workforce that is competent in accordance with industry needs. This article aims to analyze the implementation of vocational technology education philosophy in competency-based curriculum design through a systematic literature review approach. This study uses the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method by analyzing 35 journal articles from various academic databases published between 2015 and 2024. The review results show that the philosophy of vocational technology education is based on three main principles: work-based learning, industry linkage, and holistic competency development that includes cognitive, affective, and psychomotor aspects. The implementation of this philosophy in competency-based curricula is realized through: (1) the integration of theory and practice learning with a balanced ratio; (2) collaboration between educational institutions and industry in formulating competency standards; (3) an authentic assessment system that measures overall competency mastery; and (4) learning that is responsive to technological developments and labor market demands. This study recommends the need to strengthen synergy between stakeholders, continuously update the curriculum, and improve the capacity of educators to optimize the implementation of the philosophy of vocational technology education in competency-based curricula.

The Integration of PAI Teachers’ Competence and Inclusive Learning Strategies to Overcome Students’ Learning Barriers at SMA Negeri 1 Manyak Payed

2026-03-04T03:14:26+00:00

This study aims to analyze the integration of pedagogical competence and professional competence of Islamic Religious Education (PAI) teachers with inclusive learning strategies in overcoming students’ learning barriers at SMA Negeri 1 Manyak Payed. Inclusive learning is understood as an educational approach that emphasizes the fulfillment of every student’s right to learn through the adjustment of learning methods, media, and evaluation according to students’ individual characteristics and needs. This research employs a qualitative approach with a field research design. The research site is SMA Negeri 1 Manyak Payed, focusing on PAI instruction in class X.1. The research subjects include the school principal, PAI teachers, and students. Data were collected through in-depth interviews, participatory observation, and documentation. Data analysis was conducted interactively through the stages of data reduction, data display, and conclusion drawing, while data validity was ensured through source and method triangulation. The results show that PAI teachers implement inclusive learning strategies through differentiated instruction, the use of adaptive and multisensory learning media, and flexible learning evaluation. Differentiated instruction is carried out by adjusting methods, materials, and assignments based on students’ abilities and needs. The use of visual, audio, and audiovisual media helps students who experience difficulties in reading, memorizing, and understanding PAI material. Learning evaluation does not focus solely on written tests but also employs performance-based assessment and project-based tasks. The integration of pedagogical competence and professional competence of PAI teachers is a crucial factor in creating inclusive and effective learning. Pedagogical competence is reflected in the ability to understand students’ characteristics and manage learning adaptively, while professional competence is evident in deep mastery of PAI subject matter. This study recommends enhancing teacher competence through continuous training and strengthening school policy support to reinforce the implementation of inclusive learning

Synergizing Technological Innovation, Quality Management, and Inclusivity in Transforming Industry Responsive Technical and Vocational Education and Training TVET

2026-01-08T02:57:27+00:00

This study aims to explore the synergy between technological innovation, quality management, and inclusivity strategies in transforming Technical and Vocational Education and Training (TVET) to become more responsive to industry needs in the digital era. A descriptive qualitative approach was employed through interviews, participatory observations, and document analysis in several TVET institutions. The findings indicate that the use of technology, such as Learning Management Systems (LMS) and digital simulations, enhances learner engagement and improves the effectiveness of teaching and learning processes. However, limited teacher training and technological infrastructure remain major challenges. The implementation of systematic quality management, including data-based evaluation and strategic planning, was found to support curriculum alignment with industry requirements. Inclusivity strategies through adaptive learning and individualized support also demonstrated positive impacts for learners, including those with special needs. Collaboration with industry through internships and project-based learning further strengthens graduates’ work readiness, although its implementation is not yet evenly distributed across institutions. Overall, this study confirms that the synergy of technology, quality management, and inclusivity forms an essential foundation for realizing adaptive, industry-responsive, and equitable vocational education amidst technological advancement and the dynamics of the 21st-century labor market.

Principal Leadership Practices in Enhancing the Quality of Primary Education: A Case Study from Bandar Dua District

2026-03-04T02:02:37+00:00

This study examines how school principals implement leadership strategies that improve the quality of primary education through the organised application of essential managerial functions—planning, organizing, implementing, and evaluating (POAE). The research employed a qualitative multi-site case study design commenced in two public primary schools in the Bandar Dua District, each representing distinct accreditation levels. Data were produced via comprehensive interviews, participant observation, and document analysis, and were thematically evaluated through triangulation to guarantee analytical rigor and reliability. The findings indicate that effective principals perceive leadership as a process rather than a collection of discrete actions. Principals convert collective school visions into data-driven planning, coordinate resources through collaborative and decentralized frameworks, enhance instructional quality through systematic oversight and ongoing professional development, and integrate evaluative practices grounded in learning outcomes and performance metrics to facilitate continuous improvement. These techniques exemplify a cohesive implementation of dispersed, transformational, instructional, and learning-centred leadership, tailored to specific contextual situations. Nonetheless, the efficacy of leadership is limited by inconsistent teacher capabilities, administrative requirements, and variations in resources among schools. This study enhances the educational leadership literature by promoting a process-oriented comprehension of principal leadership that connects leadership theory with routine managerial practice. The findings highlight the necessity of cohesive integration of POAE functions, participatory governance, and evidence-based decision-making to maintain quality enhancement in primary schools, affecting principal preparation and school-based management policy.

Implementation of Technology-Based Learning Media in Islamic Religious Education Learning at SMA Stabat

2026-03-15T15:19:17+00:00

This study aims to explore the implementation of technology-based learning media, the obstacles faced by teachers, and the strategies they employ in utilizing such media in Islamic Religious Education (PAI) learning at SMA Stabat. This research uses a descriptive qualitative approach with Islamic Religious Education teachers from SMA Negeri 1 Stabat and SMA Swasta Persiapan Stabat as the subjects. Data were collected through observation, interviews, and documentation, then analyzed descriptively. The findings show that PAI teachers at SMA Negeri 1 Stabat have effectively integrated various digital media such as PowerPoint, instructional videos, YouTube, Quizizz, and Google Classroom to enhance students’ participation and understanding. Meanwhile, teachers at SMA Swasta Persiapan Stabat utilized simpler media such as PowerPoint, offline videos, and audio recordings of Qur’anic recitations (murottal) according to the available resources. The main obstacles in implementation include limited technological facilities, low digital literacy among teachers, and unstable internet connections. To overcome these challenges, teachers participated in training, engaged in self-directed learning, and innovated in using offline-based media.

Energy Density Prediction of Metal-Organic Frameworks (MOFs) From Synthesis Conditions Using Deep Neural Network (DNN): Hydrogen Storage Application

2026-02-21T05:46:13+00:00

The global transition toward sustainable energy systems necessitates efficient and scalable hydrogen storage technologies. Metal–organic frameworks (MOFs) have emerged as promising candidates for hydrogen storage due to their high surface area, tunable pore structures, and favorable surface chemistry that enhance adsorption performance. However, real-time experimental measurement of hydrogen uptake using physical sensing systems is costly, computationally intensive, and operationally complex. To address these limitations, this study proposes a data-driven soft-sensor framework based on machine learning to predict energy density for hydrogen storage applications from synthesis parameters. High-fidelity secondary data sourced from an open-access Kaggle dataset were utilized, focusing on synthesis descriptors including metal type, oxidation state, temperature, and reaction time. Recognizing the intrinsic influence of transition metals on structural stability and adsorption behavior, a per-metal modeling strategy was implemented to capture material-specific relationships. A Deep Neural Network (DNN) employing a Multi-Layer Perceptron (MLP) architecture trained via backpropagation was developed to model nonlinear interactions between structural variables and energy density. To enhance interpretability, complementary linear regression models were also constructed, yielding explicit predictive equations. Model performance was rigorously evaluated using statistical error metrics, achieving a Mean Squared Error (MSE) of 0.0821 and a Root Mean Squared Error (RMSE) of 0.2852, demonstrating strong predictive capability and generalization across different metallic linkers. The low error values confirm that artificial neural network–based soft sensors provide a reliable, low-latency alternative to physical sensing systems for monitoring hydrogen storage performance. This approach significantly reduces experimental burden, accelerates materials screening, and supports intelligent optimization of hydrogen-based fuel cell technologies, contributing to the advancement of scalable clean energy infrastructure

Integration of Smart Technology and Data Analytics in Vocational Technology Education: A Bibliometric Review and Curriculum Implications

2026-01-07T23:56:14+00:00

This study aims to clarify contemporary advancements in the incorporation of smart technology into Vocational Technology Education (VTE) and to devise strategic implications for curriculum development. We used a bibliometric analysis and a systematic literature review to look at 128 indexed publications from the Scopus and Web of Science databases that were published between 2015 and 2024. Data were analysed using bibliometric techniques using VOSviewer for keyword network mapping, supported by thematic analysis to generate qualitative insights.The results show that there are three basic conclusions. First, there has been a big increase in the number of publications. Between 2020 and 2024, 73% of studies were published. This is because digital transformation sped up after the pandemic. Second, the discipline is naturally multidisciplinary, with Technology Education (34%), Computer Science (28%), and Engineering Education (22% being the most important areas. Third, keyword analysis finds three main groups of ideas: new ways of teaching and developing the curriculum; using new technologies like AI, IoT, digital twins, and blockchain; and meeting the needs of Industry 4.0/5.0. The report highlights the pressing necessity to recalibrate VTE courses to enhance digital literacy, technical skills, and adaptability. Some of the most important suggestions are to use simulation-based hybrid learning, add digital twin technologies, strengthen triple helix collaboration, and make a long-term plan for digital transformation in vocational education

The Potency of Capa Plant (Blumea balsamifera L.) as a Source of Wound Medicine : Systematic Review

2026-01-23T03:49:56+00:00

Background: Blumea balsamifera L., locally known as CAPA, has long been used by the people of Aceh for various traditional treatments, particularly wound healing. In South Aceh, the leaves are commonly applied topically by squeezing the juice directly onto injured skin. Previous studies indicate that excessive use of chemical wound medications may cause allergic reactions, dryness, and delayed wound healing. The World Health Organization (WHO) also recommends the utilization of traditional medicines, including herbal remedies, for public health maintenance.

Objectives: This study aims to review the potential of Blumea balsamifera L. as a wound healing agent and to assess its feasibility for development into a gel-based topical formulation.

Methods: A literature review was conducted by collecting 100 articles related to the medicinal use of Blumea balsamifera L. From these, selected articles specifically discussing its application for wound healing were analyzed. Sources were obtained from indexed international journals and SINTA-accredited national journals, followed by a discussion of a proposed research plan for CAPA leaf extract gel formulation.

Results: The reviewed studies indicate that Blumea balsamifera L. possesses antibacterial and anti-inflammatory properties and shows strong potential to be developed as a wound healing agent in gel form, which supports effective drug delivery and wound moisture balance.

Conclusion: Blumea balsamifera L. is a promising natural alternative for wound healing. The development of a gel-based formulation may provide a safe, practical, and effective approach that aligns with modern wound care principles and supports the use of traditional medicinal plants.

Teacher Performance Development Through Individual Ability, Self-efficacy, and innovation: Evidence from Public Elementary School in Peusangan District, Bireun Regency

2026-02-13T03:24:33+00:00

Teachers play a strategic role in improving educational quality through pedagogical, social, personal, and professional competencies. The swift evolution of education in the context of globalization and digitalization necessitates that educators exhibit elevated levels of personal competence, self-efficacy, and inventive conduct. This study seeks to examine techniques for enhancing teacher performance based on individual capability, self-efficacy, and innovation in public elementary schools within the Peusangan District of Bireuen Regency. The research utilized a mixed-methods approach with a sequential explanatory design. Quantitative data were gathered via surveys and analysed using path analysis and SITOREM (Scientific Identification Theory for Operational Research in Education Management), while qualitative data were acquired through interviews, observations, and documentation to enhance quantitative results. The sample comprised teachers from 28 public primary schools, with 147 participants chosen via Slovin’s algorithm. The results demonstrate that personal capability, self-efficacy, and inventive conduct substantially enhance teacher performance. Educators possessing elevated self-efficacy exhibit increased initiative in fostering instructional innovation and adjusting to curriculum modifications. Nonetheless, various indices of innovation and human capability remain inadequate, especially in the exploration of novel teaching tactics and problem-solving methodologies. The study advocates for the fortification of professional development programs, the augmentation of teacher confidence, and the promotion of innovation-driven learning methodologies to elevate teacher performance and educational quality.

The Effectiveness of the Practice-Based Predict Observe Explain (POE) Model on Students' Critical Thinking Skills and Learning Motivation

2026-01-27T13:48:25+00:00

Laboratory activities in the Entomology course at the Biology Education Study Program, Universitas Serambi Mekkah, have not fully optimized students’ active engagement, resulting in limited development of critical thinking skills and learning motivation. Practical activities have tended to focus on procedural completion and have not been systematically integrated with scientific thinking processes. This study aimed to examine the effectiveness of a practicum-based Predict Observe Explain (POE) learning model on students’ critical thinking skills and learning motivation. A quantitative approach with a pre-experimental one-group pretest–posttest design was employed. The sample consisted of 38 Biology Education students enrolled in the Entomology course in the 2025/2026 academic year. Data were collected through observations, critical thinking tests, learning motivation questionnaires, and interviews, and analyzed using paired sample t-tests, N-Gain, and percentage analysis. The results showed that the practicum-based POE model was implemented very well (94.02%). A significant improvement in critical thinking skills was found, with an average N-Gain of 0.51 (moderate category), while learning motivation was classified as very high (87%). Therefore, the practicum-based POE model is effective in improving students’ critical thinking skills and learning motivation in the Entomology course.

Relevance Of Students Competencies and Health Information in Medical Records at The Level with The Minister of Health Regulation Number 312 Of 2020

2026-02-18T08:12:35+00:00

Universities are expected to provide graduates whose skills correspond with professional and regulatory requirements. In the domain of Medical Records and Health Information (PMIK), competency standards are officially governed by Minister of Health Regulation No. 312 of 2020, which establishes a criterion for service quality and professional efficacy. This study seeks to evaluate the correspondence between the abilities of final-year students in the 2024–2025 Medical Records and Health Information (RMIK) program at STIKes Sihat Beurata Banda Aceh and the established national criteria.A descriptive quantitative approach was utilised, encompassing all 69 final-year students via a complete sample method. The demographic profile reveals that the majority of respondents were 20 years old (52%) and primarily female (70%). The comprehensive competency evaluation indicates that the majority of students are classified as "good" (69%). Student competencies are predominantly assessed as high in relation to the national benchmark. Nonetheless, certain domains necessitate focus, including data management (8%) and codification (2%), which were predominantly assessed as “poor”. The findings indicate that although overall competency levels are adequate and meet regulatory standards, specific enhancements are required in some technical areas. Enhancing these areas is crucial to guarantee thorough professional preparedness in alignment with established PMIK criteria.

An Analysis of Eighth-Grade Students’ of Mathematical Reasoning Ability in Statistics Based on Independent Learning Methods

2026-02-11T02:00:43+00:00

The purpose of this study is to describe the level of mathematical reasoning ability in statistics material viewed from the learning independence of class VIII students of SMP Negeri 6 Banda Aceh City. This study is a qualitative study with a descriptive type. The subjects in this study were 22 class VIII / 1 students of SMP Negeri 6 Banda Aceh City. The instruments in this study consisted of questionnaires, test questions and interview guidelines. The results of the study show (a) Students with a high learning independence category fulfill the five indicators of mathematical reasoning ability. (b) Students with a moderate learning independence category, were only able to work on two of the four questions given and from two of the questions the students were able to fulfill the five indicators of mathematical reasoning ability. (c) Students with a low learning independence category, were only able to work on one of the four questions given and from one question the students were only able to fulfill the first indicator, namely providing a mathematical statement. The mathematical reasoning ability of students reviewed from learning independence obtained the following results; a) students who have a high level of learning independence have high category mathematical reasoning abilities, b) students who have medium and low levels of learning independence have low category mathematical reasoning abilities.

The Role of Accounting Literacy and Internal Control in Maintaining Financial Information Quality: A Document Analysis Study of BPRS in Aceh Province

2026-03-11T04:23:11+00:00

The revocation of business licenses of three Islamic Rural Banks (BPRS) in Aceh Province within one year raises serious concerns about the quality of financial information generated by these institutions. This study examines the role of accounting literacy and internal control in maintaining financial information quality at BPRS in Aceh Province through a qualitative document analysis approach. Secondary data were collected from publicly available financial reports and supervisory documents published by Otoritas Jasa Keuangan (OJK) for the period 2020–2024. The analysis employs a disclosure scoring framework based on four qualitative characteristics: relevance, reliability, comparability, and timeliness. Findings indicate that BPRS with weaker accounting literacy indicators demonstrate lower disclosure completeness scores, while banks with documented internal control deficiencies exhibit greater variability in financial reporting quality. The study concludes that both accounting literacy and internal control play critical roles in sustaining financial information quality, and their deterioration may contribute to institutional failure in Islamic rural banking.

Analysis Of Teacher Strategies in Promoting Students' Socio-Emotional Development in Inclusive Elementary School Classes

2026-03-11T05:44:30+00:00

Inclusive education has become a central paradigm in contemporary educational reform, emphasizing equal learning opportunities for all students regardless of their diverse abilities. However, the implementation of inclusive education in schools often faces pedagogical challenges, particularly in managing classroom diversity and supporting students' socio-emotional development. This study addresses the gap between inclusive education policies and classroom practices by examining how teachers implement strategies to promote students' socio-emotional development in inclusive elementary school classrooms. The purpose of this study was to analyze teachers' pedagogical strategies in promoting students' socio-emotional development in an inclusive environment. This study used a descriptive qualitative approach conducted at SD 44 Banda Aceh, involving the principal, third-grade teachers, and physical education teachers as research participants. Data were collected through in-depth interviews and analyzed using the Miles and Huberman model, including data reduction, data presentation, and conclusion drawing. The findings indicate that socio-emotional development is supported through four main aspects: school policies and institutional support, teachers' understanding of socio-emotional competencies, adaptive teaching strategies in inclusive classrooms, and the integration of socio-emotional values ??into physical education activities. These findings highlight that the development of students' social-emotional skills in inclusive classrooms requires collaborative and systemic support involving school leadership, teacher competency, and an inclusive learning environment.