Abstract:Industri restoran cepat saji di Indonesia menunjukkan pertumbuhan yang pesat, didorong oleh meningkatnya permintaan konsumen serta perubahan gaya hidup masyarakat perkotaan yang semakin praktis. Burger Bangor, sebagai salah…
lah satu merek lokal dengan jaringan lebih dari seratus empat puluh gerai di berbagai wilayah Indonesia, menghadapi tantangan dalam menjaga konsistensi mutu produk dan pelayanan, sebagaimana tercermin dari sejumlah keluhan pelanggan terkait cita rasa yang tidak stabil serta proses pelayanan yang berlangsung lambat, khususnya pada gerai Sukamaju, Depok. Penelitian ini bertujuan untuk menganalisis pengaruh kualitas produk dan kualitas pelayanan terhadap kepuasan pelanggan, baik secara parsial maupun simultan, pada objek tersebut. Pendekatan yang digunakan adalah metode kuantitatif dengan desain survei, sedangkan data primer dihimpun melalui penyebaran kuesioner kepada sembilan puluh delapan responden yang dipilih menggunakan teknik purposive sampling. Data yang terkumpul selanjutnya dianalisis dengan bantuan perangkat lunak statistik SPSS versi dua puluh lima, meliputi uji validitas, uji reliabilitas, uji asumsi klasik, analisis regresi linear berganda, uji t, uji F, serta uji koefisien determinasi. Hasil analisis menunjukkan bahwa kualitas produk berpengaruh positif dan signifikan terhadap kepuasan pelanggan, demikian pula kualitas pelayanan. Secara simultan, kedua variabel tersebut terbukti berpengaruh positif dan signifikan, dengan kontribusi gabungan sebesar 62,6 persen terhadap kepuasan pelanggan, sedangkan sisanya dipengaruhi oleh faktor lain di luar model penelitian ini.
Abstract:The advancement of digital technology and the transformation of the labor market require vocational high schools (SMKs) to produce graduates who are not only technically competent but also proficient in twenty-first-century…
ury skills. The Office Management and Business Services (MPLB) program requires a quality assurance system capable of supporting the development of critical thinking, creativity, communication, and collaboration skills. This study aims to analyze the implementation of the quality assurance system in SMKs within the MPLB program, examine efforts to strengthen twenty-first-century skills, and identify challenges encountered in its implementation. A descriptive qualitative approach was employed in four public vocational high schools in the Special Region of Yogyakarta through interviews and document analysis. The findings reveal that the quality assurance system is implemented through the evaluation of educational report cards, program monitoring, curriculum alignment with business and industrial partners (DUDIKA), and the strengthening of a school quality culture. The development of twenty-first-century skills is promoted through active and industry-based learning approaches, including Project-Based Learning, Problem-Based Learning, Teaching Factory, and student-centered learning. However, implementation continues to face challenges, including suboptimal coordination, limited teacher competencies, inadequate technological facilities, and insufficient industrial and financial support. The novelty of this study lies in integrating the quality assurance system with the development of twenty-first-century skills specifically within the MPLB program, positioning educational quality not merely toward compliance with standards but also toward the formation of adaptive and work-ready graduates.
Abstract:This study was motivated by the low level of professional competence among elementary school teachers despite the fact that most teachers have obtained certification and adequate academic qualifications. Curriculum changes,…
es, advances in educational technology, and the demands of 21st-century learning require teachers to possess adaptive, reflective, and collaborative professional competencies. The research problem focused on the influence of reflective practice and best practice on the professional competence of teachers at A-accredited public elementary schools in Cilegon City. The study employed a quantitative approach with a causal-comparative design involving 105 teachers selected through proportionate stratified random sampling. Data were collected using Likert-scale questionnaires and analyzed through multiple linear regression using EViews 12. The results revealed that reflective practice had a positive and significant effect on teachers’ professional competence, with a t-value of 4.697 and a significance value of 0.000. Best practice also demonstrated a positive and significant effect, with a t-value of 5.065 and a significance value of 0.000. Simultaneous testing indicated that reflective practice and best practice jointly had a significant effect on teachers’ professional competence, with an F-value of 43.72 and a coefficient of determination of 52.2%. The findings confirm that reflective and collaborative cultures are capable of improving teachers’ professional quality continuously through learning evaluation, sharing teaching experiences, and developing innovative instructional strategies. The novelty of this study lies in the simultaneous examination of reflective practice and best practice through a quantitative approach within the context of A-accredited public elementary schools in Cilegon City. The findings also demonstrate that best practice exerts a greater influence than reflective practice on the professional competence of elementary school teachers.
Abstract:Twenty-first-century education requires students to possess critical thinking abilities and science process skills in order to respond to the advancement of science and technology and to solve problems scientifically and…
systematically. Empirical conditions in schools indicate that junior high school students’ critical thinking skills remain relatively low because science learning is still predominantly teacher-centered and insufficiently engages students in scientific investigation activities. This study aimed to determine the relationship between science process skills and the critical thinking skills of eighth-grade students at SMP Negeri Tindaret on the topic of the human excretory system. The study employed a quantitative approach with a correlational research design. The research sample consisted of 25 students selected through purposive sampling techniques. Data were collected using a critical thinking skills test and an observation sheet assessing science process skills. Data analysis was conducted using descriptive statistics and the Pearson Product-Moment correlation test. The findings revealed that students’ critical thinking skills obtained a mean score of 75.80, while science process skills achieved a mean score of 73.00, both categorized as fairly good to high. The correlation analysis produced a coefficient value of 0.732 with a significance level of 0.000, indicating a strong and significant positive relationship between science process skills and students’ critical thinking skills. The findings further demonstrated that students who actively engaged in observation, experimentation, data processing, and scientific communication exhibited better analytical abilities and conclusion-drawing skills. The novelty of this study lies in revealing the empirical relationship between science process skills and critical thinking skills specifically in the topic of the human excretory system at SMP Negeri Tindaret, as well as in providing recommendations for science learning based on scientific investigation to strengthen students’ higher-order thinking skills in the twenty-first century.
Abstract:This study is motivated by the low level of senior high school students’ critical thinking skills in Biology learning in Indonesia and the urgent need for instructional innovations that effectively foster higher-order thinking…
thinking skills. The primary research problem lies in the inconsistency of findings from previous studies regarding the effectiveness of Project-Based Learning, thus necessitating a comprehensive analysis to obtain more robust and integrated conclusions. The study aims to examine the effect of Project-Based Learning on students’ critical thinking skills and to identify moderating factors influencing this effect through a meta-analysis of 27 relevant studies. The results indicate that Project-Based Learning has a significant impact, with a cumulative effect size of 0.98, categorized as large and consistent, supported by low heterogeneity (I² = 18.70%) and strong resistance to publication bias. The findings further reveal that critical thinking indicators serve as the most dominant moderating factor, while sample size and additional variables do not show significant influence, and the standalone model demonstrates slightly higher effectiveness than combined approaches. The conclusion affirms that Project-Based Learning is effective in enhancing critical thinking skills through contextual, active, and student-centered learning. The novelty of this study lies in the systematic integration of multiple studies through meta-analysis, producing strong empirical evidence, as well as the comprehensive identification of moderating factors that have been rarely explored, thereby contributing both theoretically and practically to evidence-based Biology education development.
Abstract:The paradigm shift in science education necessitates the development of critical thinking skills as a foundation for improving students’ problem-solving abilities; however, empirical conditions indicate that both competencies…
tencies remain low and have not been optimally developed. This study aims to examine the relationship between critical thinking skills and problem-solving abilities among eighth-grade students of SMP Negeri 2 Serui and to determine the degree of their empirical association. The study employed a quantitative approach with a correlational design, utilizing essay-based test instruments analyzed through simple linear regression. The findings reveal that students’ critical thinking and problem-solving abilities are in the low to moderate categories, with mean scores of 14.56 and 28.72, respectively. The linearity test indicates a significant relationship, while regression analysis produces the equation Y = 21.682 + 0.484X with a significance value of 0.009. The correlation coefficient of 0.487 indicates a moderate positive relationship, and the coefficient of determination of 23.7% shows that critical thinking contributes to problem-solving ability. The results confirm that improvements in critical thinking skills directly influence the enhancement of students’ problem-solving abilities, although other factors also contribute. The novelty of this study lies in the presentation of a quantitative relationship model that remains significant despite non-normally distributed data, as well as in establishing critical thinking as a significant yet partial predictor of problem-solving, thereby providing a foundation for developing more structured, contextual, and higher-order thinking-based instructional strategies.
Abstract:Research on leadership styles and the strengthening of school culture in Islamic schools has become increasingly significant in response to the growing demand for educational quality grounded in religious values. School…
principals play a strategic role in developing an adaptive, collaborative, and character-oriented organizational culture that supports students’ holistic development. This study focuses on publication trends, thematic cluster structures, and the tendencies of leadership style implementation in strengthening Islamic school culture based on bibliometric analysis. The study employed a descriptive quantitative approach using bibliometric analysis of 397 Scopus-indexed documents published between 2019-2025. Data collection was conducted using Publish or Perish, while data visualization analysis was performed using VOSviewer through keyword co-occurrence techniques. The findings reveal that school culture and distributed leadership emerged as the most dominant themes and occupied central positions within the bibliometric network. The shift in research paradigms indicates a transition from structural approaches toward participatory, collaborative, and contextual approaches in modern educational leadership. Another finding demonstrates that the concepts of Islamic school and Islamic leadership have not yet appeared prominently in international research networks, thereby indicating a significant research gap regarding the integration of Islamic values into school culture and educational leadership practices. This study concludes that the strengthening of school culture is influenced not only by the administrative capabilities of school principals, but also by their ability to foster collaboration, social relations, innovation, and the continuous internalization of moral values. The novelty of this research lies in the use of bibliometric analysis to systematically map the relationship between leadership styles and Islamic school culture, while also offering a perspective on integrating the values of amanah, shura, and exemplary conduct into modern collaborative leadership models.
Abstract:This study aims to examine the effect of volleyball learning on students’ gross motor development, which constitutes a crucial aspect in supporting adolescents’ physical fitness and movement skills. The research problem…
lem arises from the low level of students’ gross motor abilities, as indicated by weak coordination, agility, balance, and muscle strength, resulting from limited structured physical activity and the dominance of conventional teaching approaches. A quantitative approach was employed using a quasi-experimental pretest–posttest control group design to evaluate the effectiveness of systematically designed volleyball instruction. The findings reveal a significant improvement in the experimental group, with the mean score increasing from 64.28 to 78.45, while the control group showed only a modest increase from 63.91 to 68.12. Statistical analysis indicates a significant difference with a t-value of 6.214 and a significance level of 0.000, supported by an effect size of 1.28, which falls into the large category. These results confirm that volleyball-based learning is effective in enhancing overall gross motor skills through structured and varied movement activities. The novelty of this study lies in its comprehensive approach that integrates multiple motor components within a unified analytical framework, as well as the use of effect size to strengthen the practical significance of the findings. This study provides a meaningful contribution to the development of more innovative, interactive, and movement-based physical education learning models to optimize students’ motor development sustainably.
Abstract:The development of digital technology has transformed how elementary school children interact with information through the dominance of images, videos, and interactive media, while instructional practices remain largely…
text-based and verbal. The mismatch between children’s neurocognitive characteristics and text-based instructional design creates a pedagogical gap that may hinder memory retention, attention, and learning motivation. This study aims to analyze the urgency of visual-based learning and the impact of textual design incompatibility on student learning outcomes in the digital era. The study employs a systematic literature review approach by synthesizing findings from neuroscience, cognitive psychology, and multimedia learning theory relevant to elementary education. The results indicate that the visual system has a strong neurobiological foundation, supports faster information processing, enhances long-term retention, and strengthens the formation of conceptual mental models when integrated with verbal narration. The findings also reveal that digitalization without instructional design grounded in cognitive principles risks generating excessive cognitive load and the screen inferiority effect. The study concludes that adaptive visual integration based on multimedia principles and cognitive load management constitutes a fundamental strategy for improving the quality of elementary education. The novelty of this research lies in its integrative neuro-pedagogical approach, which systematically connects neuroscience findings, learning theories, and instructional design practices to reconstruct the paradigm of twenty-first-century learning.
Abstract:This study was motivated by the low mathematics learning outcomes of vocational high school students, which are influenced by affective factors, particularly learning interest and self-confidence. Mathematics plays a crucial…
cial role in developing students’ logical, critical, and systematic thinking skills; therefore, successful mathematics learning constitutes an essential component of vocational education. The research problem focused on the influence of learning interest and self-confidence on the mathematical cognitive learning outcomes of eleventh-grade students at SMK Negeri 7 Kabupaten Tangerang. The study employed a quantitative approach with a correlational survey design. The research sample consisted of 129 students selected through cluster sampling techniques. Data were collected through Likert-scale questionnaires and documentation of students’ mathematics scores. Data analysis was conducted using descriptive statistics, Pearson correlation, and multiple linear regression with the assistance of SPSS software. The findings revealed that learning interest did not have a significant effect on mathematics learning outcomes, contributing only 1.1%, whereas self-confidence had a significant effect with a contribution of 10.8%. Simultaneous testing demonstrated that learning interest and self-confidence collectively exerted a significant influence on mathematics learning outcomes with a contribution of 13.8%. The findings indicate that self-confidence is a more dominant affective factor than learning interest in improving the mathematical cognitive learning outcomes of vocational high school students. The novelty of this study lies in the finding that the vocational practice-oriented characteristics of vocational high school students cause learning interest not to directly influence mathematics learning outcomes, while self-confidence emerges as a more determining factor in students’ academic achievement. The results of this study are expected to serve as a foundation for developing mathematics learning strategies that are more oriented toward strengthening students’ psychological aspects.