Portal Jurnal Online Institut Agama Islam Ma'arif Nahdlatul Ulama (IAIMNU)
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Virtual Police in the Indonesian Constitutional System: A Restorative Justice Approach to Cybercrime Prevention (An Empirical Study in Sambas Regency)
No full textThe Virtual Police Approach as Restorative Justice Prioritizes Preventive Efforts. Indeed, there is a close relationship between preventive policing and crime prevention. Preventive policing is part of crime prevention; however, crime prevention encompasses a broader scope than preventive policing alone. This study aims to analyze the implementation of virtual police within the Indonesian constitutional system as part of cybercrime prevention efforts, as regulated in the Electronic Information and Transactions Law (UU ITE), and to describe the effectiveness of virtual police in this context. This research employs a qualitative method and is classified as empirical legal research, utilizing both normative legal and descriptive-analytical approaches. Data were obtained through interviews and observations, using purposive sampling techniques. The results of the study reveal that the implementation of virtual police is a manifestation of the enforcement of the Electronic Information and Transactions Law (executive function) as a legal effort to prevent cybercrime. The presence of virtual police as law enforcers has made cybercrime prevention more effective, supported by a strong legal framework. However, challenges remain in the form of societal legal culture, particularly the public's lack of awareness and compliance in the digital space
Pengembangan LKPD dengan Model PBL Berbasis Etnomatematika Budaya Melayu untuk Meningkatkan Kemampuan Berpikir Kreatif Matematis
No full textThe objectives of this study are to: (1) determine whether the LKPD product with a PBL model based on Malay cultural ethnomathematics is appropriate for use in the educational process; (2) determine whether the LKPD product with a PBL model based on Malay cultural ethnomathematics is useful in the study of mathematics; and (3) determine whether the LKPD product with a PBL model based on Malay cultural ethnomathematics is successful when used to develop LKPDs to improve students' mathematical creative thinking abilities. The ADDIE development model, which comprises the phases of analysis, design, development, implementation, and evaluation, was used in this study's Research and Development (R&D) methodology. Class VIII-A eighth graders at SMPN 23 Medan served as the study's subjects. Learning media specialists and subject matter experts validated the data, yielding validity scores of 94.5% and 91.5%, respectively, all of which were classified as "very valid". Teacher and student response surveys used to measure practicality produced results of 87% and 81.4%, respectively, which were classified as "very practical". An average N-Gain score of 0.7851 (high category) was found in effectiveness testing, and pupils' increased capacity for "creative" thought reached 78.51%. Thus, the creation of LKPD with the PBL model grounded on Malay cultural ethnomathematics is thought to be beneficial for fostering students' mathematical creativity in the classroom
Gender-Based Mathematics Anxiety: Strategies for Teachers to Foster Confidence and Inclusion
No full textThis study aims to examine how teachers address students' mathematics anxiety from a gender perspective at a public high school in Mataram. Employing a qualitative approach with a case study design, this research involves in-depth interviews and document analysis. The participants include mathematics teachers and students who experience varying levels of mathematics anxiety. The research process encompasses participant selection, instrument preparation and validation, data collection through interviews regarding teachers' strategies for managing mathematics anxiety, data analysis, triangulation, and interpretation. The findings reveal that teachers implement several key strategies, including fostering a supportive and inclusive learning environment, utilizing collaborative and differentiated instruction, integrating technology, and providing gender-sensitive feedback. These strategies have proven effective in reducing students' anxiety and increasing their confidence in mathematics learning. The study highlights the crucial role of teachers in mitigating mathematics anxiety and promoting equitable learning experiences. Future research could explore the impact of these strategies in different educational settings and examine additional factors influencing mathematics anxiety from a broader perspective
Pemodelan Saham Sektor Energi Menggunakan Non-Homogeneous Markov Switching Autoregressive (NHMS-AR) dengan Probabilitas Transisi Non-Homogeneous
No full textThe movement of energy sector stock returns is dynamic and influenced by external factors that cause changes in market conditions over time. These characteristics indicate the existence of regime shifts that cannot be optimally modeled using conventional linear time series. Therefore, this study aims to model energy sector stock returns in Indonesia using the Non-Homogeneous Markov Switching Autoregressive (NHMS-AR) approach with a focus on the transition probability between regimes influenced by exogenous variables. The data used are monthly logarithmic returns of PT Perusahaan Gas Negara Tbk (PGAS), PT Adaro Energy Indonesia Tbk (ADRO), and PT Medco Energi Internasional Tbk (MEDC) for the period September 2008 to December 2024. The exogenous variables used include the Climate Risk Index, Geopolitical Risk (GPR), and Global Economic Policy Uncertainty (GEPU). The NHMS-AR model is implemented with the assumption that exogenous variables influence the probability of regime shifts, while the autoregressive structure in each regime is homogeneous. The results show that the dynamics of energy sector stock returns can be represented by two hidden regimes: a stable regime and a volatile regime. Transition probability estimates indicate that CRI and GEPU increase the probability of switching between regimes, whereas GPR exhibits an asymmetric effect, depending on the direction of the transition. Furthermore, the volatile regime has a higher degree of persistence than the stable regime. The main contribution of this study lies in the application of NHMS-AR with non-homogeneous transition probabilities to Indonesian energy sector stocks, as well as in presenting empirical evidence on the role of external factors in shaping regime switching dynamics in emerging markets
The Mediating Role of Academic Resilience in the Relationship Between Positive Emotions and Test Anxiety Among Muslim Undergraduate Students
No full textWhile positive emotions and test anxiety have been extensively studied in educational psychology, the mechanisms linking these constructs remain insufficiently understood, particularly within Islamic higher education. This study investigated whether academic resilience mediates the relationship between positive emotions and test anxiety among Muslim undergraduate students at Al-Azhar University. A cross-sectional design was employed with 300 students (144 males, 156 females; Mage = 20.20, SD = 0.94) from the Faculty of Education, Al-Azhar University, Egypt. Participants completed the Academic Resilience Scale-30, a newly developed 27-item Arabic Positive Emotion Scale, and the Multidimensional Test Anxiety Scale. Mediation analysis using Hayes' PROCESS macro with 5,000 bootstrap samples revealed significant correlations: positive emotions correlated positively with academic resilience (r =.489, p <.001) and negatively with test anxiety (r = -.322, p <.001), while academic resilience negatively correlated with test anxiety (r = -.290, p <.001). The analysis confirmed partial mediation, with positive emotions significantly predicting academic resilience (β =.489, p <.001), which in turn predicted reduced test anxiety (β = -.174, p =.005). The indirect effect was significant (β = -.085), accounting for 26.42% of the total effect, while the direct effect remained significant (β = -.237, p <.001), representing 73.58% of the relationship. Results demonstrate that academic resilience is a partial mediator, with positive emotions operating through direct and indirect pathways to reduce test anxiety. These findings reveal significant associations among positive emotions, academic resilience, and test anxiety, suggesting that these constructs may be potential targets for future anxiety interventions that could integrate immediate positive emotion strategies (e.g., gratitude practices, spiritual mindfulness) and longer-term resilience-building components (e.g., adaptive help-seeking, perseverance development) within Islamic educational frameworks, though longitudinal and intervention research is needed to establish causal relationships and intervention effectiveness
Social Media, Religion, and Student Mental Health: Associations with Anxiety and Burnout
No full textReligion can support mental well-being, yet social media exposes students to diverse religious messages whose psychological effects may differ by content type. Prior research often treats religion as a single construct and seldom examines how specific online religious content relates to anxiety and burnout. This study investigated associations between distinct categories of religious content on social media and levels of anxiety and burnout among students at Islamic Higher Education Institutions (PTKI) in Lampung, Indonesia. A quantitative survey of 1,098 PTKI students assessed exposure to five content types: compassion–tranquility, educational, inspirational–motivational, fear–punishment, and ritual–worship. Anxiety and burnout were measured using the Social Anxiety Scale for Adolescents (SAS-A; α=.91) and the Maslach Burnout Inventory–Student Survey (MBI-SS; α=.86). Hierarchical multiple regression tested linear, quadratic, and interaction effects, adjusting for age, institutional type, platform, frequency, and daily duration. For anxiety (final R²=.037), motivational content predicted lower anxiety, whereas fear–punishment—and to a lesser extent educational—content predicted higher anxiety. Compassion–tranquility and ritual–worship were non-significant. For burnout (final R²=.079), the control variables explained most of the variance. Daily social media duration was positively associated with burnout, and platform differences emerged (higher on Facebook, lower on YouTube compared with TikTok). Private PTKI students reported lower burnout than state PTKI students. Although no nonlinear or interaction effects were found for anxiety, burnout showed curvilinear patterns (Compassion²↑, Fear²↓) and buffering by motivational content. Overall, associations between religious content exposure and mental health were small yet consistent. Findings suggest value in promoting motivational, skills-oriented messages, limiting fear-based framing, tailoring content to platform dynamics, and encouraging balanced screen time. Future research should incorporate broader psychosocial factors and longitudinal designs to clarify causal mechanisms
The Effect of Implementing Deep Learning on Improving Students' Cognitive Abilities in the Independent Curriculum at Yogyakarta High Schools
No full textThe application of artificial intelligence technology, especially Deep Learning, in the world of education is increasingly developing and has the potential to improve students' cognitive abilities. This study aims to analyze the effect of the application of Deep Learning on improving students' cognitive abilities in the Independent Curriculum in Yogyakarta High Schools. This study analyzes the effect of the application of Deep Learning technology on improving students' cognitive abilities in the Independent Curriculum in Yogyakarta High Schools. Using an interpretive quantitative method with simple linear regression, the results show a positive relationship between the application of Deep Learning and students' cognitive development with a contribution of 34.2%. The regression equation Y = 33.136 + 1.241X shows that the higher the application of Deep Learning, the higher the students' cognitive abilities. Although effective, challenges in infrastructure, teacher readiness, and student readiness still need to be overcome. With the support of the government and schools, this technology can be optimized to support more interactive, adaptive, and data analysis-based learning, thereby increasing the effectiveness of education and achieving the goals of the Independent Curriculum
Building Digital Ethics in the Perspective of Islamic Religious Education
No full textThis article aims to explore the role of Islamic Religious Education (Islamic Religious Education or PAI) in building digital ethics among the younger generation in the modern era. Using a qualitative-descriptive approach, the study analyzes literature and current social phenomena to identify ethical challenges and Islamic perspectives on digital behavior. The findings reveal that digital media has created new ethical dilemmas, including the rise of hoaxes, cyberbullying, hate speech, and moral decline among youth. Islamic ethical principles such as adab, honesty, tabayyun, and responsibility are central in addressing these issues. The discussion emphasizes the need for Islamic education to integrate digital literacy and contemporary ethical discourse into its curriculum and teaching strategies. The study concludes that PAI has a vital impact in shaping ethical digital behavior and offers a spiritual framework for navigating the complexities of online interaction. Strengthening digital ethics through Islamic education can foster a more civil, responsible, and moral digital cultur
An Exploration of the Influence of Arithmetic Thinking Ability, Qur’anic Reading Fluency, and Learning Environment on the Quality of Juz ‘Amma Memorization among PGMI UMALA Students
No full textMemorizing the Qur'an is a tradition that dates back to the time of the Prophet. Over time, this trend has gradually entered the realm of formal education. The Qur’an is the only holy book memorized by tens of millions of people. The quality of memorization is influenced by various factors, such as arithmetic thinking ability. Arithmetic thinking skills can help huffaz (those who memorize the Qur’an) calculate how long it will take to complete their memorization if they recite a certain number of pages daily, or determine how many pages must be memorized per day to meet a specific yearly target. The second factor is fluency in reading the Qur’an. The fluency level of huffaz in reading the Qur’an also affects the quality of their memorization. Another important factor is the learning environment. This study aims to identify and examine empirical data regarding the influence of arithmetic thinking ability, Qur’anic reading fluency, and learning environment on the memorization quality of Juz ‘Amma among PGMI UMALA students, both partially and simultaneously. The research sample consisted of 30 respondents from a total population of 236 PGMI UMALA students. Data collection methods included questionnaires, interviews, observations, and documentation. The analysis used was both statistical and descriptive
Core Strategy of Islamic Religious Education Teachers in Forming Student Piety Through Contextual and Meaningful Learning at Madrasah Tsanawiyah Al-Munawaroh Tangerang
No full textIslamic Religious Education (PAI) learning is often trapped in a textual approach that is less effective in forming students' holistic piety. Integration of contextual and meaningful learning is a potential solution, but the strategic role of PAI teachers as key actors has not been explored in depth. The purpose of this study was to find the core strategies of PAI teachers in designing and implementing contextual and meaningful learning to form students' piety. Qualitative research was used as a research approach, with a case study design in Tangerang. Data collection through in-depth interviews with 6 PAI teachers, 25 students, 1 Curriculum Deputy, participant observation, and document studies. Data analysis used an interactive model with source triangulation. Key research findings identified four core strategies: 1) Contextualization of religious values with students' socio-ecological realities (e.g., integration of local wisdom in Akidah Akhlak material; 2) Design of meaningful experiential learning based on projects (e.g., Ecological Dhikr, Literacy Hijrah); 3) Modeling contextual piety (living curriculum) through behavioral examples; 4) Structured reflection based on Qur'anic values (Qur'anic Mirroring). The impact of this strategy is proven to form holistic piety including individual (consistency of worship), social (empathy, collaboration), and ecological (environmental concern) aspects, with social piety as the most responsive domain (80%). The implications of this finding theoretically strengthen the Contextual Spirituality Pedagogy model through an integrative cycle of contextualization-experience-reflection, practically: Providing an operational framework for teachers and schools in designing transformative learning based on local context