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All Journal At Turots: Jurnal Pendidikan Islam
Mujiburrohman Mujiburrohman
Institut Islam Mamba’ul Ulum Surakarta

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Peran guru pendidikan agama Islam sebagai motivator dalam pembentukan karakter terpuji di MIM Program Khusus Putat Erni Susilowati; Mujiburrohman Mujiburrohman; Meti Fatimah
At Turots: Jurnal Pendidikan Islam Vol. 4 No. 1 Juni (2022): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v4i1.270

Abstract

The aims of this study were (1) to find out the relationship between the role of PAI teachers and the formation of commendable character. (2) Knowing the relationship between teacher motivators and the formation of commendable character. (3) Knowing the relationship between the role of the PAI teacher as a motivator in the formation of commendable character. This study uses a quantitative approach to the research method used is a survey method with correlation techniques using multiple linear regression analysis test. This correlation technique is used to analyze the relationship between the independent variables, namely the role of the PAI teacher (X1) and the motivator (X2) with the dependent variable, namely the formation of commendable character (Y). The population of this study was students at the MIM Putat Special Program, totaling 30 students of class IV Putat Special Program. The sample in this study were all members of the population, namely all students in the Putat Special Program, totaling 30 fourth-grade students in the Putat Special Program. Based on data analysis, it can be concluded that: (1) There is a positive relationship between the role of PAI teachers and the formation of commendable character. This is evidenced by the t count > t table (4.445 > -2.052), (2) There is a positive relationship between teacher motivators in the formation of commendable character. This is evidenced by the t count > t table (-1.494 > -2.052). This is evidenced by the t count > t table (1.488> -2.052) and the values of multiple linear regression are Y'= 4.105+1.434X1+-0.445X2.
Pengaruh motivasi guru dan siswa terhadap prestasi belajar dalam mata pelajaran bahasa arab pada siswa Kelas V MIM Karanglo Nadzirotusholihah Nadzirotusholihah; Mujiburrohman Mujiburrohman; Meti Fatimah
At Turots: Jurnal Pendidikan Islam Vol. 4 No. 2 Desember (2022): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v4i2.271

Abstract

The aims of this study were: 1) To determine the analysis of the effect of motivation on learning outcomes in Arabic subjects; 2) To determine the analysis of the effect of student achievement on learning outcomes in Arabic subjects at MI Muhammadiyah Karanglo Guli Nogosari Boyolali; 3) To find out the analysis of the influence of motivation on student achievement in class V in the Arabic language subject for MI Muhammadiyah Karanglo Guli Nogosari Boyolali students. This research method uses quantitative with regression analysis and hypothesis taking. The results of the research are data analysis used to analyze multiple linear regression, the results of the equation Y = 7.981 + 0.233 X1 + 0.032 X2 are obtained. The results of hypothesis testing I show that the results of data analysis show the value of tcount (3.194) > ttable (2.056), then the research hypothesis I is accepted. The results of testing hypothesis II show that the results of data analysis show the value of tcount (2.063) > ttable (2.056), then the research hypothesis II is accepted. The results of testing the third hypothesis of the study show that the value of Fcount (4.789) > Ftable (3.35), so the research statement of hypothesis III is accepted, then the third hypothesis shows that motivation and student achievement significantly and simultaneously affects the learning outcomes of language subjects Arabic at MI Muhammadiyah Karanglo Guli Nogosari Boyolali. The value of the coefficient of determination (adjusted R Square) is 0.284 or 28.4%. This value can be interpreted that the independent variable in this case the motivation and learning achievement of students is able to increase the dependent variable (learning outcomes in Arabic language subjects) by 28.4% while the rest is 71.6% (100% -28.4%), influenced by other variables not examined, for example, encouragement to learn and motivation to learn from parents, oneself in the spirit of learning Arabic.
Pengaruh kecerdasan intelektual dan kecerdasan emosional terhadap prestasi belajar fiqih siswa di MIM Randulas Pulutan Nogosari Nashihun Nashihun; Mujiburrohman Mujiburrohman; Joko Subando
At Turots: Jurnal Pendidikan Islam Vol. 5 No. 001 Februari (2023): At Turots: Jurnal Pendidikan Islam (Special Issue)
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v5i001.272

Abstract

The purpose of this study was: to determine the effect of intellectual intelligence and emotional intelligence on students' achievement in learning jurisprudence at MIM Randulas Pulutan Nogosari. This type of research is to use a quantitative research approach and use primary data. The population in this study were 30 grade 4 students of MIM Randulas Pulutan Nogosari. Test analysis in this study using multiple linear regression test, t-test, F test, and the value of the coefficient of determination (R2). Based on the results of this study it can be concluded that: 1) intellectual intelligence has a significant effect on the learning achievement of fiqh students of MIM Randulas Pulutan Nogosari. 2) emotional intelligence has a significant effect on the learning achievement of fiqh students of MIM Randulas Pulutan Nogosari.
Pengaruh penggunaan ICT terhadap hasil belajar aqidah akhlak di MI Muhammadiyah Walen 1 Simo Boyolali Mulyoto Mulyoto; Mujiburrohman Mujiburrohman; Meti Fatimah
At Turots: Jurnal Pendidikan Islam Vol. 5 No. 001 Februari (2023): At Turots: Jurnal Pendidikan Islam (Special Issue)
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v5i001.273

Abstract

The aims of this study were: 1) To determine the effect analysis of the experiential learning method on the ability and willingness to learn in students and the learning experiences of students at MIM Walen Simo Boyolali; 2) To find out the analysis of the influence of the use of ICT on learning achievement in Aqeedah Akhlak lessons at MIM Walen Simo Boyolali; 3) To find out the effect analysis of the experiential learning method and the use of ICT on the learning achievement of aqeedah morals at MIM Walen Simo Boyolali. This research method uses quantitative with regression analysis and hypothesis taking. The results of the research are data analysis used to analyze multiple linear regression, the results of the equation Y = 12.808 + 0.200 X1 + 0.097 X2 are obtained. The results of hypothesis testing I show that the results of data analysis show the value of tcount (2.695) > ttable (2.010), then the research hypothesis I is accepted. The results of hypothesis testing II show that the results of data analysis show the value of tcount (2.579) > ttable (2.010), then the research hypothesis II is accepted. The results of testing the third hypothesis of the study show that the value of Fcount (3.954) > Ftable (3.19), so that the research statement of hypothesis III is accepted, then the third hypothesis shows that the experiential learning method, and the use of ICT significantly and simultaneously affect learning achievement in aqidah lessons morals at MIM Walen Simo Boyolali. The value of the coefficient of determination (adjusted R Square) is 0.152 or 15.2%. This value can be interpreted that the independent variable in this case the experiential learning method and the culture of using ICT can increase the dependent variable (learning achievement in aqidah morals lessons) by 15.2% while the remaining is 84.8% (100% -15.2%), influenced by other variables not examined, for example the ability and willingness to learn in students and the learning experience of students.
Co-Authors Erni Susilowati Joko Subando Meti Fatimah Mulyoto Mulyoto Nadzirotusholihah Nadzirotusholihah Nashihun Nashihun