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All Journal Jurnal Manajemen dan Pendidikan Agama Islam Hidayah : Cendekia Pendidikan Islam dan Hukum Syariah
Muhammad Anas Maarif
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Religion Decision Sciences, Operations Research & Management Education

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Pengaruh Manajemen Kesiswaan, dan Manajemen Sarana Prasarana, Prestasi Belajar Siswa di Madrasah Tsanawiyah Raudhatul Mujawwiddin Kabupaten Tebo Umi Tohiroh; Muhammad Anas Maarif
Hidayah : Cendekia Pendidikan Islam dan Hukum Syariah Vol. 3 No. 1 (2026): Maret : Hidayah : Cendekia Pendidikan Islam dan Hukum Syariah
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/hidayah.v3i1.2399

Abstract

This study aims to analyze the influence of student management and facilities and infrastructure management on student learning achievement at MTs Raudhatul Mujawwidin, Tebo Regency. The research examines three aspects: the partial effect of student management on learning achievement, the partial effect of facilities and infrastructure management on learning achievement, and the simultaneous influence of both variables on student achievement. This study uses a quantitative approach with data analysis through statistical testing. The results indicate that student management has a significant partial effect on student learning achievement, as shown by a significance value of 0.013 (<0.05) and a t-count value of 2.509, which exceeds the t-table value of 1.654. Meanwhile, facilities and infrastructure management does not have a significant partial effect on learning achievement, with a significance value of 0.881 (>0.05) and a t-count value of 0.150. Simultaneously, student management and facilities and infrastructure management have a significant effect on student learning achievement, indicated by a significance value of 0.042 (<0.05). These findings show that effective student management plays an important role in improving academic achievement, while the availability and management of facilities and infrastructure require further optimization to provide a stronger contribution to learning outcomes.
Pengaruh Motivasi, Disiplin Kerja, dan Etos Kerja terhadap Kinerja Guru MTs Raudhatul Mujawwidin Kabupaten Tebo Ika Febrianti Muanas; Muhammad Anas Maarif
Jurnal Manajemen dan Pendidikan Agama Islam Vol. 4 No. 2 (2026): Maret: Jurnal Manajemen dan Pendidikan Agama Islam
Publisher : Asosiasi Riset Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jmpai.v4i2.2137

Abstract

This study investigated the influence of motivation, work discipline, and work ethic on teacher performance at MTs Raudhatul Mujawwidin. A quantitative research design with a survey approach was employed. Data were collected through questionnaires distributed to 32 teachers and analyzed using validity and reliability tests, classical assumption tests, and multiple linear regression analysis with the aid of SPSS software. The results showed that all research instruments met the validity and reliability requirements, indicating that they were appropriate for data collection. The multiple linear regression analysis generated the following regression equation: Y = 0.959 + 0.186X₁ + 0.510X₂ + 0.073X₃. The partial hypothesis testing revealed that motivation (X₁) did not significantly influence teacher performance (t = 0.929, p = 0.361 > 0.05). Likewise, work ethic (X₃) had no significant effect on teacher performance (t = 0.492, p = 0.627 > 0.05). In contrast, work discipline (X₂) had a positive and statistically significant effect on teacher performance (t = 2.954, p = 0.006 < 0.05), with a regression coefficient of 0.510, indicating that work discipline was the most dominant predictor of teacher performance. Furthermore, the simultaneous hypothesis test demonstrated that motivation, work discipline, and work ethic collectively had a significant effect on teacher performance (F = 7.040, p = 0.001 < 0.05). The coefficient of determination (R²) was 0.430, indicating that 43% of the variance in teacher performance could be explained by the three independent variables, whereas the remaining 57% was influenced by other factors not examined in this study, such as school facilities, leadership style, work environment, and educational policies.
Co-Authors Ika Febrianti Muanas Umi Tohiroh