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All Journal AT-TAKILLAH : Jurnal Pendidikan dan Keislaman EPISTEMOLOGI : Jurnal Pengabdian Masyarakat dan Penelitian
Andi Suhendra Siregar
STIT Al-Ittihadiyah Labuhanbatu Utara
Religion Education Social Sciences Other

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The Influence of Islamic Religious Education Learning on the Character Formation of Students in Schools Andi Suhendra Siregar
AT-TAKILLAH : Jurnal Pendidikan dan Keislaman Vol. 3 No. 1 (2025): May
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/at-takillah.v3i1.666

Abstract

This study aims to analyze the influence of Islamic Religious Education learning on the character formation of students in schools. Character education has become an important issue in the educational field due to the increasing moral challenges faced by students in the modern era. Islamic Religious Education is expected to contribute significantly to developing positive attitudes and behaviors such as honesty, discipline, responsibility, respect, and social care among students. This research employed a quantitative approach using a survey research design. The population of this study consisted of students at the selected school, while the sample was determined using purposive sampling techniques. Data were collected through questionnaires, observations, and documentation. The questionnaire used a Likert scale to measure students’ perceptions regarding Islamic Religious Education learning and character formation. The collected data were analyzed using descriptive statistics and simple linear regression analysis. The findings revealed that Islamic Religious Education learning has a positive and significant influence on students’ character formation. Students who actively participated in religious learning activities demonstrated better discipline, honesty, responsibility, and social behavior. Teachers, school environment, and religious activities also played important roles in supporting character education. However, several challenges such as low student motivation and limited learning innovation were still found during the implementation process. Therefore, schools are encouraged to improve the quality of Islamic Religious Education learning through interactive teaching methods, technology integration, and collaboration between teachers and parents. Overall, this study concludes that Islamic Religious Education learning contributes significantly to developing students with positive character and moral values in schools.
Parental Mentoring in Supporting Children’s Home Learning Activities in Percut Sei Tuan Andi Suhendra Siregar
EPISTEMOLOGI : JURNAL PENGABDIAN MASYARAKAT DAN PENELITIAN Vol. 3 No. 2 (2025): November
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/epistemologi.v3i2.643

Abstract

Parental involvement is a crucial factor in supporting children’s learning processes, particularly within the home environment where learning habits and character development are formed. However, many parents face challenges in effectively assisting their children due to limited pedagogical knowledge, time constraints, and lack of guidance on appropriate learning strategies. This community service program aimed to empower parents with the knowledge and skills needed to support their children’s learning activities at home. The program employed a participatory and educational approach involving parents of elementary school-aged children. The activities were conducted through needs assessment, educational workshops, group discussions, guided practice, and evaluation sessions. The materials focused on effective home-based learning strategies, time management, positive parent–child communication, and the creation of a conducive learning environment. Data were collected through observations, questionnaires, and participants’ reflections, and analyzed descriptively to evaluate the program’s outcomes. The results indicate that the parental assistance program positively influenced parents’ understanding, attitudes, and practices in supporting children’s learning. Parents demonstrated increased confidence in organizing learning schedules, assisting with assignments, and motivating their children through supportive and empathetic approaches. Additionally, parents reported improvements in children’s learning motivation, engagement, and adherence to study routines at home. Despite these positive outcomes, challenges related to parents’ time availability and diverse educational backgrounds were identified. These findings suggest the importance of flexible program design and continuous support to ensure sustainability. Overall, this community service initiative highlights the effectiveness of empowering parents as active partners in children’s education and contributes to the development of collaborative school–family relationships that enhance the quality of home-based learning
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