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All Journal JURNAL ILMIAH PENDIDIKAN KEBUDAYAAN DAN AGAMA Islamic Studies and Education Journal
Ayu Lestari
Universitas Muhammadiyah Sumatera Barat
Religion Humanities Education Social Sciences Other

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Pengaruh Beban Tugas Rumah dan Jam Belajar Panjang terhadap Stres Belajar Ayu Lestari; Aisyah Alqurani; Risa Angelia; Sara Eriza; Nabila Deswina Fendri; Syahrizal Syahrizal
JURNAL ILMIAH PENDIDIKAN KEBUDAYAAN DAN AGAMA Vol. 4 No. 3 (2026): Juli: Jurnal Ilmiah Pendidikan Kebudayaan dan Agama
Publisher : CV. ALIM'SPUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/jipa.v4i3.1878

Abstract

This study aims to analyze the effect of homework load and extended study hours on students’ learning stress levels. The background of this research is based on increasing academic demands that may affect students’ psychological conditions. This study employs a qualitative approach with data collected through observation and interviews. The results indicate that excessive homework load and prolonged study duration significantly contribute to higher levels of learning stress. Students tend to experience physical and mental fatigue, decreased motivation, and difficulty managing time between study and rest. In addition, pressure to achieve high academic performance further exacerbates stress levels. Other factors such as lack of environmental support and less varied teaching methods also influence students’ stress. Furthermore, students often report feelings of anxiety and emotional exhaustion when academic tasks accumulate without adequate rest periods. This condition not only affects their psychological well-being but also reduces concentration and learning effectiveness in the classroom. Therefore, balanced learning load management, appropriate task distribution, and more effective and humanistic teaching strategies are needed to reduce learning stress and improve the quality of education. Schools and educators are encouraged to consider students’ cognitive capacity and mental health in designing assignments and study schedules to create a more supportive learning environment.
Student Participation in Madrasah Diniyah Awaliyah as a Predictor of Qur'anic Reading and Writing Learning Motivation Ayu Lestari; Arlinda; Nabila Deswina Fendri; Anisa Zahara Jambak; Khoiriah
Islamic Studies and Education Journal Vol. 1 No. 3 (2026): August
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/isej.v1i3.255

Abstract

Learning motivation is a crucial determinant of successful Qur'anic Reading and Writing (BTQ) instruction in non-formal Islamic educational institutions. Madrasah Diniyah Awaliyah (MDA) serves not only as a medium for improving students' Qur'anic literacy but also as an institution that fosters religious character and strengthens students' motivation to learn. This study aimed to examine the effect of students' participation in Madrasah Diniyah Awaliyah (MDA) activities on their motivation to learn Qur'anic Reading and Writing (BTQ) at Darul Ishlah Mosque, Pasir Kandang. A quantitative approach with a correlational research design was employed. The study population consisted of 60 active students, from which 20 respondents were selected through simple random sampling. Data were collected using questionnaires, observations, and documentation and analyzed through descriptive statistics, normality and linearity tests, Pearson Product-Moment correlation, and simple linear regression using IBM SPSS Statistics version 27. The findings revealed a positive and statistically significant relationship between students' participation in MDA activities and their motivation to learn BTQ, with a correlation coefficient of 0.720 (p < 0.05). The regression analysis produced a coefficient of determination (R²) of 0.518, indicating that participation in MDA activities explained 51.8% of the variance in students' learning motivation. These findings suggest that structured MDA programs, supported by continuous religious practices and positive pedagogical interactions, play an important role in strengthening students' motivation to learn the Qur'an. The study contributes to the development of non-formal Islamic education by highlighting the importance of improving teacher competence, implementing innovative instructional strategies, and strengthening collaboration among teachers, parents, and educational institutions.
Co-Authors Aisyah Alqurani Anisa Zahara Jambak Arlinda Khoiriah Nabila Deswina Fendri Risa Angelia Sara Eriza Syahrizal Syahrizal