EJournal STIT PN (Sekolah Tinggi Ilmu Tarbiyah Palapa Nusantara) Lombok NTB (Nusa Tenggara Barat)
Not a member yet
2612 research outputs found
Sort by
Formulation and Implementation of the Independent Curriculum Policy at the Primary and Secondary Education Levels: A Case Study at SDN 1 and SMPN 2 Jerowaru
No full textThis study addresses the limited research on the formulation and implementation of the Independent Curriculum in rural primary and secondary schools, despite its critical influence on teaching quality and student learning outcomes. The research aims to (1) analyze the curriculum policy formulation process at SDN 1 Jerowaru and SMPN 2 Jerowaru, (2) describe its implementation in both schools, and (3) evaluate its impact on the quality of teaching and learning. Employing a qualitative case study design, data were collected from 34 purposively selected participants—including principals, curriculum coordinators, teachers, students, parents, and education supervisors—through semi-structured interviews, non-participant observations, and document analysis. Thematic analysis, supported by NVivo software, revealed that the formulation process was collaborative and contextually responsive, with school leaders and teachers demonstrating strong conceptual understanding but expressing a need for greater operational clarity. Implementation strategies varied by context: SDN 1 adopted project-based, student-centered learning integrating local environmental and cultural themes, while SMPN 2 emphasized subject-based instruction aligned with national standards. The Independent Curriculum was found to enhance teaching quality by fostering teacher autonomy, creativity, and reflective practice, while students exhibited improved critical thinking, collaboration, and communication skills. The study concludes that successful curriculum reform in rural contexts depends on the alignment of policy design, leadership, teacher competence, and local adaptability. It contributes theoretical insights into decentralized curriculum implementation and offers practical recommendations for professional development, mentoring, and resource distribution. Future research is recommended to explore the sustainability of such reforms, digital integration, and implementation in resource-constrained environments
Educational Policy in Madrasahs: Approaches, Models, Methodologies, and Processes (A Case Study at MA Darul Aitam, Yaqin Pemondah, and Badarul Islam)
No full textThis study addresses the limited scholarly attention given to educational policy implementation within Islamic madrasahs, despite its critical influence on institutional quality and responsiveness to modernization. The research aims to analyze the approaches, management models, methodologies, and contextual factors shaping the enactment of educational policies in three institutions: MA Darul Aitam, MA Yaqin Pemondah, and MA Badarul Islam. Employing a qualitative multi-site case study design, data were collected from 21 purposively selected participants—including principals, vice principals, teachers, administrative staff, and students—through semi-structured interviews, observations, and document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldana (2019). The findings reveal four key insights: (1) Policy implementation is influenced by the integration of national education directives with Islamic moral and cultural values, guided by leadership vision and community engagement; (2) The madrasahs adopted distinct policy management models—consultative, participatory, and hierarchical—each fostering accountability and adaptability in different ways; (3) Methodological orientations reflect a synthesis of tradition, innovation, and administrative discipline; and (4) Contextual factors such as leadership style, teacher competence, community participation, and resource adequacy significantly affect policy effectiveness. The study concludes that successful policy implementation in madrasahs depends on the alignment of ethical leadership, inclusive governance, and the embedding of moral values within institutional practices. Theoretically, the study advances Islamic education policy discourse, while practically offering guidance for policymakers seeking to enhance teacher professionalism, integrate digital literacy, and adapt national policies to local contexts
Hubungan antara Gaya Mengajar Guru dan Efikasi Diri Siswa dengan Motivasi Belajar Siswa Sekolah Dasar
No full textThis study is grounded in the limited number of comprehensive quantitative investigations that simultaneously analyze the relationships between teachers’ teaching styles and students’ self-efficacy and learning motivation in primary education institutions. The study aims to: (1) examine the correlation between teachers’ teaching styles and learning motivation; (2) examine the correlation between students’ self-efficacy and learning motivation; (3) determine the simultaneous relationship of teachers’ teaching styles and students’ self-efficacy with learning motivation; and (4–5) assess the partial relationships of each independent variable with learning motivation after controlling for the other variable. This correlational quantitative research was conducted at SDN Sungai Raya 1 from September to November 2025, involving 63 students in Grades 4–6 selected through total sampling. Data were collected using Likert-scale questionnaires and analyzed through prerequisite tests (normality, linearity, and multicollinearity), Pearson correlation, multiple linear regression, and first-order partial correlation with SPSS 25. The results indicate that the data are normally distributed, the relationships among variables are linear, and no multicollinearity is present. Correlational analysis shows that teachers’ teaching styles are positively and significantly associated with learning motivation (r = 0.524; p = 0.000), as is students’ self-efficacy (r = 0.522; p = 0.000). Simultaneously, both variables explain 36.7% of the variance in learning motivation (R² = 0.367; Sig. F = 0.000). First-order partial correlation analysis controlling for the other predictor confirms significant contributions, with partial r for teachers’ teaching styles (X1) = 0.359 (p = 0.004) and partial r for students’ self-efficacy (X2) = 0.355 (p = 0.005). These findings demonstrate that teachers’ teaching styles and students’ self-efficacy, both individually and jointly, make significant contributions to students’ learning motivation at SDN Sungai Raya 1. The practical implications highlight the importance of pedagogical training for teachers and interventions to strengthen students’ self-efficacy, and recommend further research that incorporates additional external variables to develop a more comprehensive model of learning motivation in the context of primary schools
Rood Show Safari Majalis Ilmu, Dzikir dan Sholawat Kota Pekanbaru
No full textLifelong learning is an obligation for every Muslim, while intelligence and knowledge are divine gifts that must be preserved through continuous thalab al-‘ilm. However, religious learning practices in society are often not yet structured as an ecosystem of assemblies that mutually reinforce the dimensions of knowledge, discussion, and dhikr. This article aims to describe the design and practice of the Road Show Safari Majalis as an effort to revitalize the learning tradition across various segments of the community in Pekanbaru, a city known as blessed, civil, and religious. The discussion focuses on mapping the forms and functions of 27 assemblies under the author’s guidance, comprising majelis taklim, majelis sholawat, and majelis dzikir, which are organized in various activity sessions such as kuliah subuh, kuliah dhuha, kuliah zuhur, midday study circles, and learning sessions held ba’da magrib and ba’da isya. The exposition shows that the Road Show Safari Majalis integrates three main roles: majelis ilmu as a space for learning and understanding religious teachings; majelis mudzakarah as a forum for discussion and scholarly analysis together with ulama in accordance with their areas of expertise; and majelis dzikir as a means of internalizing knowledge in the form of righteous deeds and spiritual riyāḍah. The article concludes that a diversified design of assemblies, closely aligned with the everyday lives of congregants and conducted on a continuous basis, constitutes a concrete realization of the principle of “learning anywhere and anytime” in order to enlighten the minds and bodies of the ummah, while simultaneously strengthening the cultural da’wah network in Pekanbaru City
The Influence of Religious Activities on Learning Achievement in Aqidah-Akhlak among Students of Madrasah Tsanawiyah Tahfizhul Qur’an Al-Fatah Sambi
No full textThis study is motivated by the limited empirical research examining the relationship between religious activities and learning achievement in the subject of Aqidah-Akhlak, particularly within tahfizh madrasah settings, even though this context has important implications for character formation and the effectiveness of religious education. The study aims to analyze students’ level of engagement in religious activities, measure their learning achievement in Aqidah-Akhlak, and examine the extent to which religious activity influences that achievement. A quantitative correlational survey design was employed, involving a sample of 62 students from MTs Tahfizhul Qur’an Al-Fatah Sambi selected through stratified proportional random sampling. Data were collected using a 20-item Likert-scale questionnaire measuring religious activity and documentation of school report grades for learning achievement, and were analyzed using descriptive statistics and simple linear regression in SPSS. The results indicate that both religious-activity levels and Aqidah-Akhlak learning achievement fall into the “medium” category, with mean scores of 65.94 and 84.69, respectively. Inferential analysis reveals a positive and statistically significant effect of religious activity on learning achievement (B = 0.131; p = 0.032), although the contribution of religious activity to variance in achievement is relatively small (R = 0.229; R² ≈ 0.052, or ≈ 5.2%). These findings are consistent with character-education theory, which emphasizes habitual religious practice as a driver of motivation and discipline, while simultaneously underscoring the need for multivariate models to more comprehensively explain academic outcomes. The study implies the importance of strengthening structured religious habituation integrated with instructional strategies and recommends future research using longitudinal, multi-site, and mixed-methods designs to explore mediating mechanisms and additional control variables
Ethical Invasion in Islamic Religious Education Scholarships: The Influence of Funding on Academic Autonomy
No full textScholarship programs in Islamic religious education are generally positioned as instruments for expanding access and strengthening human resource capacity; however, the micro-ethical dimension of how funding and its accountability mechanisms shape recipients’ intellectual orientation and academic autonomy remains relatively understudied, particularly among Islamic religious education scholarship holders. This study aims to empirically test the “ethical invasion” hypothesis, namely the assumption that scholarship funding is related to the configuration of recipients’ academic autonomy. Using an explanatory quantitative approach with a cross-sectional survey design, the study involves 30 purposively selected scholarship recipients (N = 30). Data were collected through a closed-ended Likert-scale questionnaire measuring Funding Influence (X) and Academic Autonomy (Y) as composite scores (thought orientation and academic independence), covering aspects of dependence, freedom of expression, privacy and data use, values and ideology, pressure to comply, and future expectations. Data analysis employed descriptive statistics, assumption testing (Kolmogorov–Smirnov residual normality and linearity), and simple linear regression using IBM SPSS 27. The results indicate a significant regression model (F = 21.752; p < 0.001) with a relationship strength of R = 0.661 and R² = 0.437 (Adjusted R² = 0.417), showing that scholarship funding predicts meaningful variation in academic autonomy among respondents. These findings support the relevance of the “ethical invasion” hypothesis and imply the need for scholarship governance that balances accountability with the protection of academic freedom, particularly through clear limits on monitoring indicators, transparency in data approval, and secure feedback channels for recipients to safeguard autonomy in Islamic religious education contexts
The Influence of Education and Training on Employee Career Development at PT. Asam Jawa Medan
No full textDriven by the scarcity of empirical studies on specific competency determinants in the plantation industry, this study examines the impact of education and training on career advancement at PT. Asam Jawa Medan. Initial observations revealed a mismatch between employees’ educational qualifications and job requirements, as well as inconsistency in the implementation of training programs. Adopting a quantitative design, the study involved 52 respondents selected through purposive sampling, with data collected via structured questionnaires and analyzed using multiple linear regression in SPSS. The results show that both education and training have a positive and significant effect on career development, and that their combined influence explains 50.5% of the variance in employees’ career growth. These findings align with established human resource management theories and confirm that enhancing the quality of education and the effectiveness of training initiatives is critical for supporting career mobility in the plantation sector. The study concludes that organizations should raise recruitment standards, strengthen technical training, and implement transparent promotion systems to better align competencies with career pathways. Theoretically, the research contributes to the human resource management literature on career development, while practically it offers guidance for HR policy refinement and identifies avenues for future research on additional determinants such as work motivation, leadership, and organizational culture
Internalization of Islamic Values in Shaping Student Discipline in Pesantren-Based Madrasahs
No full textThe development of student discipline in Islamic boarding schools requires character education strategies that not only enforce formal rules but also involve the structured and contextual internalization of Islamic values amid social challenges and changing times. This study aims to describe the process of internalizing Islamic values in shaping student discipline at MAN 1 Probolinggo, which is located in the Nurul Jadid Islamic Boarding School environment. This study uses a qualitative approach with a field study type, with data collection techniques through observation, in-depth interviews, and documentation, and analyzed using the Miles and Huberman model. The results of the study show that the internalization of Islamic values in shaping student discipline is carried out through three main strategies, namely the role model of educators as moral figures, the integration of discipline values in Islamic Religious Education, and daily habits based on pesantren culture. The third strategy works synergistically and sustainably to shape students' discipline as religious awareness, not merely obedience to rules. The pesantren environment acts as a key supporting factor that reinforces the consistency of students' disciplined behavior in their daily lives. This study has implications for character development in Islamic boarding school-based madrasahs, particularly in building holistic student discipline
Comparing Digital Media and Motivation Correlation with PAI Aqidah Akhlak Competence at MA and MTs Ar-Rahmaniyah NW Senyiur
No full textThis study is motivated by the limited research on the interconnected roles of digital media use and learning motivation in shaping Aqidah Akhlak competence, despite their increasing relevance in Islamic education. The study aims to analyze cross-level differences in digital media utilization, examine the correlation between learning motivation and Aqidah Akhlak competence, and evaluate the combined predictive influence of digital media use and learning motivation among students at MTs and MA Ar-Rahmaniyah NW Senyiur. Employing a quantitative correlational design, it involved a purposive sample of 61 students—35 Grade 7 MTs students and 26 Grade 10 MA students. Data were collected using validated questionnaires on digital media usage and learning motivation, alongside a standardized Aqidah Akhlak competence test, and were analyzed using descriptive statistics, Pearson product–moment correlation, and multiple regression to determine relational patterns and predictive strengths. The findings reveal significant cross-level distinctions: MA students demonstrate more advanced and academically oriented digital media practices, higher levels of learning motivation, and stronger correlations between these variables and Aqidah Akhlak competence. Motivation emerges as the strongest predictor at both levels, while digital media exerts greater predictive influence at the MA level, and the combined model explains more variance in competence among MA students, indicating greater integration of digital and motivational factors as students mature. The study concludes that digital engagement and learning motivation play crucial roles in enhancing moral comprehension, with implications for strengthening digital pedagogy and motivational strategies in Islamic education. Future research is recommended to expand the sample, incorporate qualitative insights, and examine longitudinal effects
Komik Digital Interaktif Meningkatkan Hasil Belajar Materi Memakan dan Dimakan Peserta Didik Kelas V SD Negeri Rembul 01
No full textThis study was motivated by low learning outcomes in the IPAS subject on the “memakan dan dimakan” (eating and being eaten) topic at SD Negeri Rembul 01 due to limited and non-varied learning resources. The study aimed to develop an interactive digital comic and assess its effectiveness in improving students’ learning outcomes on the “memakan dan dimakan” topic. A Research and Development (R&D) model with an ADDIE design was employed, involving 36 fifth-grade students, consisting of 6 students in a small-scale trial and 30 students in a large-scale trial. Data were collected through tests, questionnaires, interviews, and observations, and were analyzed using the Shapiro–Wilk normality test, paired-sample t-test, and N-gain test. The results of the media expert (97.65%) and material expert (92.85%) evaluations indicated that the interactive digital comic was in the “highly feasible” category. The t-test significance value of 0.000 in both testing scales and the high N-gain values of 0.76 in the small-scale trial and 0.77 in the large-scale trial confirmed the effectiveness of the interactive digital comic in improving students’ learning outcomes. These findings are consistent with Mayer’s Cognitive Theory of Multimedia Learning regarding the integration of visual–verbal media and support the research objective of strengthening students’ conceptual understanding of the “memakan dan dimakan” topic. The study’s implications provide a practical basis for teachers to utilize interactive technology in IPAS learning at the elementary level and offer a theoretical contribution to the development of digital media literacy studies in the context of primary education