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All Journal Tadrib: Jurnal Pendidikan Agama Islam Jurnal PAI Raden Fatah
Mustapa Ahmad
Universitas Al Azhar Cairo, Egypt
Religion Humanities Education Environmental Science Library & Information Science Mechanical Engineering Social Sciences

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The Influence of Family Economics on Students’ Mental Health and Motivation Raditia Fansyah; Dzikril Ikhsan; Fatnan Asbupel; Mustapa Ahmad
Tadrib: Jurnal Pendidikan Agama Islam Vol 12 No 3 (2026): Tadrib: Jurnal Pendidikan Agama Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan UIN Raden Fatah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/tadrib.v12i3.18751

Abstract

Family economic conditions play a significant role in shaping students’ mental health and learning motivation throughout their educational journey. This study aims to analyze the influence of family economics on students’ mental well-being and motivation among elementary, junior high, and senior high school students in the 2024/2025 academic year. The research employed a qualitative descriptive approach to explore students’ experiences and perceptions regarding economic challenges in their families. Data were collected through observations, interviews, and relevant literature analysis to obtain a comprehensive understanding of the issue. The findings indicate that stable financial support positively contributes to students’ educational needs, psychological well-being, and academic motivation. Conversely, financial difficulties within families often lead to anxiety, low self-confidence, stress, and decreased enthusiasm for learning, causing some students to feel uncertain about their educational future. However, the study also reveals that several students are able to maintain strong motivation despite economic limitations through self-determination, resilience, and the belief that education provides opportunities for success regardless of socioeconomic background. In conclusion, family economic conditions significantly affect students’ mental health and motivation, both positively and negatively. Therefore, support from families, schools, and the government is essential to help students overcome economic barriers and maintain their psychological well-being and academic motivation.
Differences in Student Learning Outcomes Using the Think-Talk-Write (TTW) Instructional Model in Islamic Religious Education Classes at Junior High Schools Aldi Suandi; Mustapa Ahmad; Muhammad Bahruddin Yusuf
PAI RAFAH Vol 8 No 4 (2026): Jurnal PAI Raden Fatah
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/pair.v8i4.19871

Abstract

The learning model in a learning process is very important in determining student learning outcomes. In observing the difference in results in aspects that are generally desired by all students, namely student learning outcomes, therefore the researcher uses the Think Talk Write (TTW) learning model in the subject of Islamic Religious Education grade IX at SMP Negeri 1 Muaradua Kisam OKUS, this is the goal or makes this student learning outcome the direction of this research is held. The quantitative type of research is used in making and building this research. The implementation is by using true experimental research with a design of two classes, namely the experimental class which is the class that is given treatment and the control class, which is the class that is not given treatment. After various data sets are collected, then these data will be accumulated or calculated and summed to see the difference in student learning outcomes.The results showed that the results of classes that used the Think Talk Write (TTW) learning model or experimental classes found a score with details of the high score category, namely 37.0%. medium 48.2%. low 14.8%. Meanwhile, the results of classes that did not use Think Talk Write (TTW) or the control class found a score with a high grade category details of 3.3%. medium 93.4%. and low 3.3%. There are many results of the T Test that show a tally greater than the table at both a significant level of 5% and a significant 1%, which is 7.631. Thus, H0 is rejected and Ha is accepted, which shows that there is a difference in the learning outcomes of students who use the Think Talk Write (TTW) learning model.
Co-Authors Aldi Suandi Dzikril Ikhsan Fatnan Asbupel Muhammad Bahruddin Yusuf Raditia Fansyah