Portal Jurnal Online Institut Agama Islam Ma'arif Nahdlatul Ulama (IAIMNU)
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Intrapersonal Intelligence: Differentiated Learning Builds Human Resources with Superior Education
No full textDifferentiated learning is student-centered learning that can be used as a habit to increase intrapersonal intelligence in education to produce superior human resources through education. Teachers as facilitators have a central role in understanding students' learning needs, including the development of intrapersonal intelligence, which is an important aspect in shaping individual character and abilities. This study aims to examine the role of teachers in implementing differentiated learning to develop students' intrapersonal intelligence. Through a qualitative approach, this study was conducted through observation, interviews, and document studies in a vocational high school environment. The results of the study indicate that teachers who are able to recognize the unique potential of each student and create an adaptive learning environment can improve students' self-awareness, emotional management, and decision-making. Effective differentiated learning has also been found to motivate students to explore their potential, thus supporting the creation of HR who are not only intellectually competent but also have strong intrapersonal skills. Researchers as facilitators in improving teacher competency in P4 Central Jakarta for vocational high school teachers
Collaborative Participation Management within the Ecology of Faith-Based Organizations: Students’ Engagement in the Islamic Religious Education Tutorial Program
No full textThis study aims to explore the perspectives of university students who serve as administrators in the Islamic Religious Education (PAI) Tutorial Program and their collaborative experiences within the organization managed by PAI lecturers. The analysis is framed through three organizational dimensions: institutional, interpersonal, and individual. Employing a qualitative approach with a phenomenological design, the study involved five PAI lecturers and 78 student participants who shared their views and lived experiences. Data were analyzed using procedures of reduction, display, and conclusion drawing. This study found: First, from the institutional dimension, the PAI Tutorial Program originated as a cultural-ecological initiative and evolved into a formal academic entity recognized by the university. The substantial number of participants necessitated student recruitment into various administrative divisions, including participant affairs, human resources, media and communication, research and development, and monitoring and evaluation. The organizational culture, which upholds Islamic values, operates dynamically and flexibly, promotes egalitarianism, eschews seniority, and embraces gender equity, all of which motivated students to become actively involved. Second, in terms of the interpersonal dimension, the program fosters peer-based interaction and inter-organizational partnerships, positioning itself as a relational space that is both transformative and socially supportive of students' psychosocial development. Third, at the individual level, the study identified four primary motivations for student involvement: religious commitment, social-relational aspirations, personal growth, and constructive time engagement. Additionally, extrinsic motivations, such as influence from peers, family, seniors, alumni, and the organization’s inclusive and syar’i culture, played a stronger role than intrinsic motives, which include the desire for self-improvement and spiritual proximity. This study advances the development of progressive and transformative religious organizational ecosystems in public universities, directly contributing to the attainment of SDG targets in quality education, social inclusion, and psychosocial well-bein
The Mediating Role of School Culture in the Influence of Clinical Supervision on MTs Teachers in Situbondo Regency, East Java, Indonesia
No full textPurpose of the StudyThis study aims to investigate and analyze the mediating role of school culture in the influence of clinical supervision on teachers’ pedagogical competence at Islamic Junior High Schools (MTs) in Situbondo Regency, East Java, Indonesia. Employing a quantitative approach with an explanatory research design, the study uses a survey method to address the research problem and objectives. The questionnaire was constructed based on the main variables: school culture, clinical supervision, and teachers’ pedagogical competence. Data were collected from a sample of 100 teachers selected through random sampling from MTs across Situbondo Regency. The data analysis was conducted using the Partial Least Squares (PLS) method with SmartPLS software. The results of the hypothesis testing show that clinical supervision has a significant positive effect on teachers’ pedagogical competence, indicating that higher levels of supervision lead to greater pedagogical capabilities. Clinical supervision also significantly affects school culture, suggesting that more effective supervision enhances the overall school culture. Moreover, school culture itself significantly influences teachers’ pedagogical competence, meaning that a strong school culture contributes to better teaching practices. Additionally, school culture mediates the relationship between clinical supervision and pedagogical competence, indicating that clinical supervision indirectly improves pedagogical competence through its impact on school culture. These findings highlight the important roles of both clinical supervision and school culture in enhancing teachers’ pedagogical competence, with school culture serving as a critical mediating factor.
 
The Effect of Using HOTS-Based Student Worksheets on Student Learning Outcomes and Activities at MA Mannilingi Bulo-Bulo Jeneponto
No full textThis study aims to determine the effect of using HETS-based Student Worksheets (LKS) on student learning outcomes and activities. This study used a quasi-experimental design with a non-equivalent control group and involved 60 students from two classes at Madrasah Aliyah Mannilingi, Jeneponto. The experimental group was given HOTS-based LKPD, while the control group used conventional LKPD. Data were collected through pre-test and post-test assessments, student activity observation sheets, and student response questionnaires. The results showed that the experimental group experienced a significant increase in learning outcomes with an average score of 69.63 for the control class and 90.60 for the experimental class. In addition, student activity in the experimental group was higher with an average score of 4.2 (very active), while the control group obtained a score of 2.8 (quite active). The N-Gain value for the experimental group was 0.72 (high category), indicating a substantial increase in " ". The independent t-test showed a highly significant difference between the two groups of the importance of implementing HOTS-based LKPD in the learning process, which can help improve students' higher-order thinking skills and problem-solving abilities. This study provides a significant contribution to educators and curriculum developers, by showing that implementing a HOTS-based approach in learning materials not only improves learning outcomes, but also prepares students to face real-world challenges. Therefore, it is important for educators and curriculum developers to consider integrating HOTS-based LKPD in their learning designs to achieve better academic outcomes and more optimal critical skill development
Integrating Ecotheological Values in the Islamic Religious Education Curriculum: The Green Islamic Education Perspective in Karawang Secondary Schools
No full textThe increasingly alarming global environmental crisis, accompanied by the complexity of ecological problems at the local level, demands innovation in educational practices, including in the context of Islamic Religious Education, in order to internalize ecological awareness based on spiritual values and religious ethics. This study aims to analyze the integration of ecotheological values into the PAI curriculum with the perspective of Green Islamic Education in secondary schools in Karawang Regency. This research used a qualitative approach with a case study design. Data were collected through in-depth interviews, observation, and document analysis, with source and method triangulation techniques to ensure data validity. The results showed that the integration of ecotheological values has been carried out through three main approaches, namely strengthening students' spiritual awareness of nature as a manifestation of God's power (ayat kauniyah), applying ecological ethics in learning and school activities, and developing real environmental-based actions such as greening programs, waste management, and community-based projects. Nevertheless, the integration has not been fully optimized because it still faces obstacles such as limited resources, lack of teacher training, and policy support that has not been maximized. This research emphasizes the importance of strengthening the capacity of PAI teachers, developing an adaptive curriculum, and supporting sustainability-based education policies. Thus, this research not only enriches the study of Islamic education and ecology, but also provides a conceptual and practical basis for the development of contextual, visionary, and sustainability-oriented PAI curriculum. This contribution emphasizes the significance of the role of Islamic education in forming a religious generation that has ecological awareness, environmental ethics, and a real commitment to the preservation of the earth as God's mandate
The Effect of Talking Stick Learning Model Assisted by Question Card Media on Junior High School Students' Mathematical Problem-Solving Ability
No full textThis study investigated the effectiveness of the Talking Stick learning model assisted by Question Card media in enhancing junior high school students’ mathematical problem-solving abilities. A quantitative approach with a quasi-experimental design was employed, involving 63 students divided into an experimental and a control group. Data was collected through pretests and posttests, supported by interviews and documentation. The data were analyzed using an independent-samples t-test and a one sample t-test with SPSS. The results indicated a significant difference in mathematical problem-solving abilities between students taught using the Talking Stick Learning Model assisted by Question Cards and those taught using conventional methods. Furthermore, the mean posttest score of students in the experimental group (79.57) significantly exceeded the Minimum Completion Criteria (KKM) of 70. These findings suggest that the Talking Stick learning model assisted by Question Card media is effective in improving students’ mathematical problem-solving abilities
Family Quality as a Foundation for Adolescent Religiosity and Mental Health
No full textUnderstanding the impact of family quality on adolescent religiosity and mental health is crucial for developing effective interventions and support systems, as family dynamics significantly influence religious beliefs and psychological well-being during formative years. This study investigates the influence of family quality on religiosity and mental health among high school and vocational school students in the cities of Yogyakarta and Pontianak, Indonesia, providing a representative sample of urban students with diverse backgrounds. The study employs purposive sampling techniques to select 1,795 students, with data collected using scales specifically developed to measure family quality, religiosity, and adolescent mental health. The construct validity of each item was tested using confirmatory factor analysis (CFA) within a structural equation modeling (SEM) framework, with a loading factor criterion of > 0.7 to indicate adequate validity in representing its respective construct. Reliability was assessed through Cronbach’s Alpha, yielding scores as follows: Family Quality at 0.863, Religiosity at 0.829, and Mental Health at 0.925. These values demonstrate that all three instruments exhibit a high level of reliability. Structural Equation Modeling (SEM) is utilized to analyze the data, accommodating complex dependent variables and inter-variable relationships. SEM analysis reveals significant positive relationships between family quality and both religiosity and mental health, highlighting the profound impact of family interactions on students' religious practices and psychological well-being. These findings emphasize the crucial role of family quality in enhancing religiosity and mental health among adolescents, suggesting that improving family dynamics could be a vital intervention strategy in educational and health domains
Examining Impact of Internal Problems on Academic Procrastination in Adolescents: Emotion Regulation as Mediator
No full textIn current society, academic procrastination has emerged as one of factors contributing to academic failure among youth. They often prioritize leisure activities over fulfilling academic responsibilities. The objective of this study is to examine the role of emotion regulation as a mediator in the relationship between internal problems, including non-suicidal self-injury (NSSI), paternal involvement, and dependent decision-making, on academic procrastination in adolescents in Karawang, West Java, Indonesia. This study used quantitative survey research design involving 148 adolescents who lived in Karawang as participants. The data collection technique was using 4 scales, there are The Self Harm Screening Inventory (SHSI), Brief Version Difficulties in Emotion Regulation Scale (DERS-18), Perception of Father Involvement Scale and General Decision-Making Style Questionnaire (GDMS). Research data analyzes by using JASP 0.19.1, an open-source program for statistical analysis. The results demonstrate that the relationship between NSSI and academic procrastination, father engagement and academic procrastination, and dependent decision making and academic procrastination may all be mediated by emotion regulation. Research finding indicates the potential of emotion regulation to function as a mediator in the relationship between variables and academic procrastination. Specifically, NSSI affects academic procrastination through emotion regulation as a mediator. Similarly, father involvement influences academic procrastination when emotion regulation is considered as a mediator. Lastly, dependent decision-making impacts academic procrastination if emotion regulation serves as a mediator. In conclusion, this research contributed to showed the importance of emotion regulation in explaining the reason behind academic procrastination. Especially for vulnerable youth who have less father involvement or have performed NSSI. They may not perform academic procrastination if they have high emotion regulation
Digital Overload: Understanding Social Media Fatigue in Higher Education Based on Demographics and Technology Usage
No full textSocial media has become an important part of students' lives in today's internet era, helping them meet their academic, social, and entertainment needs. However, excessive exposure to social media can cause fatigue, known as Social Media Fatigue (SMF), which affects students’ behavioural, cognitive, and emotional levels. This study aimed to analyse the level of social media fatigue based on demographics and technology access patterns. This research used a quantitative descriptive survey design with stratum random sampling technique by taking samples from various batches or years of student entry to the University. A total of 386 students participated, consisting of various batches or years of student entry (Year 2021 = 143 / 37.1%; 2022 = 97 / 25.1; 2023 = 80 / 20.7; 2024 = 66 / 17.1). The scale used in this study is the Social Media Fatigue scale (SMFS). Data were analysed using descriptive analysis with the help of JASP 0.19.3 software. The findings of this study indicated that the level of social media fatigue in students is high. Cognitive experience has the highest mean value among the three components of SMF, compared to emotional and behavioural experiences. In addition, findings suggested a tendency towards Emotional Experience, which may indicate that social media has a greater impact on their emotional well-being. Moreover, long access duration may worsen the consequences of social media fatigue
The Relationship Between Multicultural Self-Efficacy and Cultural Bullying Awareness Among Students in Public and Islamic Senior High Schools
No full textWhile research has highlighted a rise in bullying among senior high school students, limited investigations have examined its correlation with self-efficacy and cultural factors. This study investigated the relationship between Multicultural Self-Efficacy (MSE) and Cultural Bullying Awareness (CBA) among students attending public and Islamic senior high schools. Correlation and comparison analysis were performed involving a total of 400 students, equally drawn from both types of schools, and aged between 15 and 17 years (39% male, 61% female), selected through stratified random sampling. This study employed the Self-Efficacy in Multicultural Relationships Scale (λ = 0.492 – 0.823; α = 0.922) and the Culturally Driven Bullying Awareness Questionnaire (λ = 0.510 - 0.890; α = 0.776) to measure students' self-efficacy and awareness. A Pearson correlation analysis was conducted to investigate the relationship between these variables, whereas independent samples t-tests were employed to assess the differences among the student groups. The results indicated a moderate positive correlation between the two variables (r = 0.456, p < 0.01). The variance in MSE between public and Islamic senior high school students was not statistically significant (p = 0.237 > 0.05), while the CBA showed a significant difference (p = 0.032 < 0.05), with Islamic school students performing better than their public school peers. These results clarified that although multicultural self-efficacy had a positive correlation with awareness of cultural bullying, they emphasized the differences in educational systems between the two types of schools in promoting inclusivity and fostering anti bullying