Article Per Year (5 Year)
p-Index From 2020 - 2025
3.374
P-Index
This Author published in this journals
All Journal SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Ilmiah Profesi Pendidikan Jurnal Ilmiah Wahana Pendidikan Thawalib: Jurnal Kependidikan Islam Syiar: Jurnal Komunikasi dan Penyiaran Islam Indo-MathEdu Intellectuals Journal Didaktika Religia Al Tahdzib: Jurnal Pendidikan Islam Anak Usia Dini Tarqiyatuna: Jurnal Pendidikan Agama Islam dan Madrasah Ibtidaiyah
Abnisa, Almaydza Pratama
Unknown Affiliation
Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 23 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 23 Documents
Search

 1   2   3 
Analysis of the Effectiveness of Factors Influencing Students' Learning Attitudes in Tutoring Programs Oktari, Rici; Ayuni, Despa; Widodo, Arip; Qonitah, Mona; Abnisa, Almaydza Pratama
Thawalib: Jurnal Kependidikan Islam Vol. 6 No. 1 (2025): Thawalib: Jurnal Kependidikan Islam
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/thawalib.v6i1.631

Abstract

Students' positive attitudes influence academic achievement, while negative attitudes are shaped by social environments, with behaviors ranging from active to passive. This study aims to analyze the effectiveness of factors influencing student attitudes during the learning process at Bimbingan Belajar Bulan Kecil in Curup, Rejang Lebong, Bengkulu. The research method utilized a qualitative approach, incorporating interviews, observations, and surveys. Data validity was ensured through source triangulation, technique triangulation, and confirmability. Research findings show that students’ attitudes received an average score of 2.84, indicating positive behaviors such as politeness, appropriate dress, bringing supplies, and focusing on the material that supports the success of the tutoring program. Student motivation was pretty good, with an average score of 2.65, although parental support requires improvement. Tutor attitudes scored high (2.94), fostering a positive learning atmosphere. The classroom environment was conducive to learning comfort, with an average score of 2.89. Peer influence was relatively positive in terms of learning collaboration, despite occasional distractions. Tutors’ teaching methods were effective (average score 2.81), but student engagement needs to improve. Facilities scored high (2.94), supporting learning comfort. The tutoring frequency of three times a week was considered adequate, although students sometimes felt bored. The schedule on Mondays, Wednesdays, and Thursdays did not interfere with other activities (average score 2.64). However, the two-hour session duration was deemed less effective, with an average score of 1.58, indicating the need to adjust the duration or adopt more interactive methods. In conclusion, students’ attitudes during tutoring sessions fall into the good category; however, improvements are needed in parental support, teaching methods, and session duration adjustments.
The Influence of the Effectiveness of Pondok Rules Communication Delivered by Administrators through Room Leader on Students' Understanding Bashori, Abdul Hamid; Gautama, Sidartha Adi; Abnisa, Almaydza Pratama; Hayatina, Lamya Hayatina; Hubur, AA
Syiar: Jurnal Komunikasi dan Penyiaran Islam Vol. 4 No. 2 (2024): Syiar: Jurnal Komunikasi dan Penyiaran Islam
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/syiar.v4i2.613

Abstract

Student’s understanding of pondok regulations is influenced by both direct and indirect communication processes, making it necessary to investigate in order to improve discipline and compliance. This study aims to examine the effect of communication effectiveness regarding pondok regulations, delivered by administrators and room leaders, on student’s understanding both directly and indirectly using path analysis. A quantitative approach was used with path analysis through linear regression assisted by SPSS, and total sampling of the entire population. The results show: communication from administrators to student does not significantly affect student’s understanding (sig. 0.721 > 0.05). Communication from administrators to room leaders has a significant effect (sig. 0.032 < 0.05). Communication from room leaders to student’s does not significantly affect student’s understanding (sig. 0.798 > 0.05). Lastly, the direct influence of administrator communication is greater than the indirect influence through room leaders. Conclusion: communication through room leaders does not affect student’s understanding as no significant communication path is formed.
Analysis of the Effectiveness of Instilling Islamic Religious Values in Shaping Students' Religious Character Maulana, Hasan; Budiana, Irma; Adih, Adih; Hayatina, Lamya; Abnisa, Almaydza Pratama
Thawalib: Jurnal Kependidikan Islam Vol. 6 No. 2 (2025): Thawalib: Jurnal Kependidikan Islam
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/thawalib.v6i2.405

Abstract

Religious character education in Madrasah Aliyah plays a crucial role in fostering students with integrity through the integration of Islamic values, exemplary behaviour by teachers, and collaboration among all stakeholders. This study aims to assess the impact of systematically instilling Islamic values on the development of religious character among 10th-grade students at a private Madrasah Aliyah. Employing a quantitative approach with a one-group pretest-posttest design involving 30 students, data were collected through questionnaires and observations, and subsequently analysed using SPSS statistical tests. The results indicate that the data are valid, with all significance values (Sig.) below 0.01, signifying a strong correlation between the indicators and the total score. The normality test yielded Sig. Values above 0.05 indicate a normal data distribution and eligibility for parametric testing. The t-test resulted in a t-value of 4.011, exceeding the t-table value of 2.045 (df = 29), with a Sig. Value of 0.000 < 0.05, suggesting a significant difference in students’ religious character before and after the treatment. An R-squared value of 36.5% demonstrates that the treatment significantly and substantially explains the change in students' religious character. Conclusion: The systematic integration of Islamic religious values through religious activities and curriculum integration effectively shapes students' religious character, reflected in consistent religious understanding, attitudes, and behaviour.
Co-Authors Abdul Azis Adih, Adih Ahmad Zain Sarnoto Arip Widodo, Arip Ayuni, Despa Bashori, Abdul Hamid Budiana, Irma Gautama, Sidartha Adi Hayatina, Lamya Hayatina, Lamya Hayatina Hubur, Aa I Wayan Arif Sugiarta Juliastuti Juliastuti Maulana, Hasan Mawardi, Khosyim Muhammad Ihsan Muin, M. Tamsil Nurlela Nurlela Nurrita, Teni Oktari, Rici Qonitah, Mona Zubaidi Zubaidi Zubairi, Zubairi