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All Journal AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM qolamuna : Jurnal studi islam Buletin Sumber Daya Geologi Jurnal At-Tibyan: Jurnal Ilmu Alqur’an dan Tafsir Tafkir: Interdisciplinary Journal of Islamic Education Munaddhomah: Jurnal Manajemen Pendidikan Islam Cendekia: Jurnal Kependidikan dan Kemasyarakatan At-Tadzkir: Islamic Education Journal Jurnal Geosaintek Sirajuddin: Jurnal Penelitian dan Kajian Pendidikan Islam Progressive Journal of Educational Science
Zarkasyi, Ahmad
Unknown Affiliation
Religion Arts Humanities Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Measure Levels of Social Conformity, Self-Regulation, and Self-Identity Development Among Students Lama, Alma Vorfi; Zarkasyi, Ahmad; Abbasov, Ramil; Sain, Zohaib Hassan
At-tadzkir: Islamic Education Journal Vol. 5 No. 1 (2026): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v5i1.237

Abstract

The increase in juvenile delinquency by 10.7% between 2021 and 2024 indicates a serious problem in the psychosocial development of the younger generation. This phenomenon is influenced not only by individual factors but also by increasingly complex social environmental pressures. This study aims to measure levels of social conformity, self-management, and identity formation among students of the Faculty of Tarbiyah at the Miftahul Ulum Islamic Institute in Lumajang in the 2024–2025 academic year. The research focuses on obtaining empirical evidence regarding students’ tendencies in social behavior and self-regulation when facing academic and social environmental demands. A descriptive quantitative method was employed using a five-point Likert-scale questionnaire. The study involved 96 respondents selected through snowball sampling techniques. Data analysis was conducted using SPSS version 21.0, with descriptive statistics, particularly mean scores, to represent the central tendency of each research variable. The results indicate that students’ levels of social conformity range from moderate to high, particularly in aspects related to opinion adjustment and concerns about social acceptance. Meanwhile, students’ self-management abilities and identity formation are categorized as good, with the highest mean scores found in the dimensions of self-understanding and identity commitment. These findings underscore the importance of strengthening character education programs, counseling services, and the development of self-management skills within higher education institutions. Such efforts are expected to reduce deviant behavior while fostering students’ personal, social, and moral maturity.
Expectations of Deep Learning Curriculum-Based Learning Review of Government Regulation Number 4 Of 2022 Concerning National Education Standards Zarkasyi, Ahmad
Progressive Journal of Educational Science Vol. 1 No. 2 (2025)
Publisher : Yayasan Dinamika Ilmu Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65729/progressive.v1.i2.341

Abstract

This article describes the principles and outcomes of the "deep learning" curriculum: an integrative analysis of the Government Regulation Number 4 Of 2022 Concerning National Education Standards. This study uses a qualitative approach with library research, which collects data and information from various library materials, such as curriculum theory, journals, and education standards laws in Indonesia. Based on the research results, it can be concluded that the basic principles of the outcome-based curriculum in the Minister of Education, Culture, Research, and Technology Regulation Number 12 of 2024 are based on the following principles: focus on clear and measurable learning outcomes, student-centered approach, performance-based assessment, continuous improvement. The three dimensions of the deep learning-based curriculum are mindfulness, calmness, and concentration. Meaningful learning means learning full of experience. Joyful learning means learning that is enjoyable.
Co-Authors A Halim Abbasov, Ramil Adam, Faisol Mahmud Agus Didit Haryanto -, Agus Didit Haryanto Amalia, Kharisma Aqli Qosyim, Roshiful Fajar, M. Haris Miftakhul Ghafar, Muhammad Hadi, Mochammad Nur Ildrem Syafri ilmi, irpan Kausar, Shakila Lama, Alma Vorfi Lenni Lestari, Lenni Lestari, Wien Mochamad Nurhadi, Mochamad Pusvitasari, Rita Rahadinata, Tony Ratna Dewi Rezky, Yuanno Rina Wahyuningsih, Rina Risdianto, Dikdik Sain, Zohaib Hassan Setiawan, Nugroho Syarif Suhanto, Edi Syaifuddin, Firman Takodama, Iqbal