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<![CDATA[THE ROLE OF LEARNING INTENSITY AS A MEDIATOR OF THE INFLUENCE OF TEACHER COMPETENCY AND PERSONAL TALENT ON DANCE SKILL ]]>
<![CDATA[Putri, Ria Safira]]>;
<![CDATA[Daryono, Rihab Wit]]>
<![CDATA[ Abjadia : International Journal of Education Vol 9, No 3 (2024): Abjadia ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/abj.v9i3.28987
<![CDATA[Teacher competency and personal talent are often considered as the main factors in the development of students' dance skills. However, learning intensity can also play an important role in mediating the influence of both factors. Learning intensity refers to the stage of involvement, dedication, and effort devoted by individuals in the learning process. This study aims to examine the role of learning intensity as a mediator in the influence of teacher competency and personal talent on students' dance skills. This research method is a survey method with a quantitative approach. The number of samples taken was 60 students from dance extracurriculars at MI Kresna. Data were collected through a questionnaire from a Likert scale with 4 alternative answers. PLS-SEM analysis was used to analyze the data and test and evaluate the construction of problem-solving ability measurement variables. The results showed that teacher competency on learning intensity (β = 0.261); (ρ = 0.005) and learning intensity on dance skills (β = 0.263); (ρ = 0.310) had no significant effect. In addition, learning intensity was proven to mediate the influence of personal talent (β = 0.155); (ρ=0.376) and teacher competency (β=0.069); (ρ=0.324) towards dance skill. Implications of increasing learning intensity in mediating the influence of teacher competency and personal talent with students' dance skills in dance material from dance extracurricular at MI Kresna. The recommendations of this study include providing training that focuses on teacher awareness and motivation in utilizing personal talents effectively. Thus, this study is expected to significantly improve teacher competency, personal talents, and students' dance skills in arts and culture]]>
<![CDATA[ANALYSIS OF LEARNING STYLE AS A MEDIATOR OF THE INFLUENCE OF LOGICAL INTELLIGENCE AND INTERACTIVE MEDIA ON MATHEMATICS RESULTS ]]>
<![CDATA[Oktafiana, Riska]]>;
<![CDATA[Daryono, Rihab Wit]]>
<![CDATA[ Abjadia : International Journal of Education Vol 9, No 3 (2024): Abjadia ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/abj.v9i3.28988
<![CDATA[Learning style is very important as a link between the development of logical intelligence and the effectiveness of interactive media in improving mathematics learning outcomes. By paying attention to students' learning preferences, the use of interactive media can be optimized to strengthen their logical skills and improve their achievement in mathematics. This research aims to analyze the role of learning style as a mediator in the influence of logical intelligence and the use of interactive media on mathematics learning outcomes. This research method is a survey method with a quantitative approach. The number of samples taken was 65 class IV students from MI Kresna. Data was collected through a questionnaire with a Likert scale and analyzed using descriptive statistical techniques and regression analysis to test hypotheses. PLS-SEM analysis is used to analyze data and test and evaluate the construction of problem capability measurement variables. The results of the research show that logical intelligence on learning style (β=0.550 ; ρ =0.000) and learning style on mathematics results (β=0.179 ; ρ =0.740) have an insignificant effect, apart from that learning style is proven to mediate the influence of interactive media (β=0.052 ; ρ=0.424) and logical intelligence (β=0.099; ρ=0.517) on mathematical results. The implication of this research is the importance of logical intelligence and interactive media in improving fourth grade students' mathematics results. Recommendations for this research include providing training that focuses on teacher awareness and motivation in using interactive media effectively. Thus, this research is expected to significantly improve logical intelligence, interactive media, and ultimately student mathematics results.]]>
<![CDATA[Mediation of Self-Discipline on the Effect of Fiqh Learning and Social Support on the Implementation of Fardhu Prayers ]]>
<![CDATA[Prihastuti, Nazha Novi]]>;
<![CDATA[Daryono, Rihab Wit]]>
<![CDATA[ Journal of Islamic Education Vol. 9 No. 2 (2024): JIE: (Journal of Islamic Education) July-December ]]>
Publisher : <![CDATA[Letiges ]]>
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DOI: 10.52615/jie.v9i2.418
<![CDATA[This research highlights the social conditions that influence the intensity of the performance of fardhu prayers. Students with solid discipline tend to maintain their observance of fardhu prayers better. This research aims to determine the role of self-discipline in mediating the influence of fiqh learning and social support on the intensity of students' implementation of fardhu prayers. This research uses a quantitative approach with survey research methods. The research method uses probability with random sampling techniques, with a sample size of 78 students. The research was conducted at MTsN 12 Madiun. The data analysis technique uses PLS-SEM to test the conceptual model. The research results show that learning fiqh significantly influences the intensity of performing fardhu prayers, as evidenced by the β-value = 0.296 and the ρ-value = (<0.05) 0.015. Fiqh learning has a significant positive effect on self-discipline as evidenced by β-value = 0.328 and ρ-value = (<0.05) 0.001. Self-discipline has an insignificant positive impact on the intensity of performing fardhu prayers. the β-valueis 0.207 and the ρ-value = (<0.05) is 0.089. Social conditions have an insignificant positive influence on the intensity of independent fardhu prayers as evidenced by a β-value = 0.211 and ρ-value= (<0.05) 0.119. Social conditions significantly influence self-discipline as evidenced by β-Values = 0.459 and ρ-Values= (<0.05) 0.000.]]>
<![CDATA[The Influence of Academic Supervision and Professional Competence on Teacher Performance Through Work Commitment : ENGLISH ]]>
<![CDATA[Devinta Ahmanda, Wulan]]>;
<![CDATA[Wit Daryono, Rihab]]>
<![CDATA[ Jurnal Educative: Journal of Educational Studies Vol. 9 No. 2 (2024): December 2024 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi ]]>
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DOI: 10.30983/educative.v9i2.8658
<![CDATA[The background of this study is based on the importance of the quality of education influenced by teacher performance, which is often influenced by supervision support and competency development. This study aims to analyze the effect of academic supervision and professional competence on teacher performance at Madrasah Tsanawiyah, with work commitment as a mediator. The research method used is quantitative, with data collection through questionnaires distributed to 60 teachers, principals, and education personnel at MTs Al Islam Joresan Ponorogo. The sampling technique used is probability sampling. Data analysis was carried out using PLS-SEM, chosen because of its ability to test complex relationships between variables and facilitate structural modeling. The study results indicate that academic supervision and professional competence significantly affect teacher performance, which is mediated by work commitment. This finding indicates that improvements in supervision and professional competence can increase teacher work commitment, which in turn contributes to improving their performance. The implications of this study emphasize the need to develop a more structured academic supervision program and ongoing professional competence training to improve the quality of education. The contribution of this research lies in enriching the literature on the relationship between supervision, competence, and teacher performance, as well as providing insight for policymakers in formulating strategies to improve the quality of education.]]>
<![CDATA[Exploring the Influence of Organizational Culture and Interpersonal Communication on Teacher Performance Through Self-Competency Mediation ]]>
<![CDATA[Fatah Ansori, Rohmatul]]>;
<![CDATA[Wit Daryono, Rihab]]>
<![CDATA[ Jurnal Educative: Journal of Educational Studies Vol. 9 No. 2 (2024): December 2024 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi ]]>
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DOI: 10.30983/educative.v9i2.8674
<![CDATA[This research explores the urgency and influence of organizational culture and interpersonal communication on teacher performance through self-competence. Organizational culture issues often stem from poor communication, a lack of clear vision, resistance to change, and weak collaboration between teams. Ideally, organizational culture should encourage open communication, be rooted in strong values, remain flexible toward innovation, and strengthen teamwork to achieve common goals. The survey method was used to collect data based on probability sampling from 26 teachers from Public Junior High School in Badegan District, Ponorogo, East Java. Data collection was carried out using a questionnaire consisting of a Likert scale with 4 alternative answers. PLS-SEM analysis is used to analyze data and test construction infrastructure. The results of the analysis show that Organizational Culture (ẞ=0.086; p=0.562) and self-competence on teacher performance (ẞ=0.268, p=0.099) have an insignificant effect. In addition, self-competence was proven not to mediate the influence of organizational culture (ẞ=0.145: p=0.111) on teacher performance. The implications of this research highlight the important role of organizational culture and interpersonal communication in improving teacher performance.]]>
<![CDATA[: Bahasa Inggris ]]>
<![CDATA[Fauzan, Muchamad Bima Akbar]]>;
<![CDATA[Widayanti, Esti Yuli]]>;
<![CDATA[Daryono, Rihab Wit]]>
<![CDATA[ Ideguru: Jurnal Karya Ilmiah Guru Vol 9 No 3 (2024): Edisi September 2024 ]]>
Publisher : <![CDATA[Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta ]]>
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DOI: 10.51169/ideguru.v9i3.1063
<![CDATA[Problem-Based Learning (PBL) and Cooperative Learning (CL) methods have an important role in improving problem-solving abilities. In the PBL method, students are invited to face real problems with problem-solving skills in finding solutions. Meanwhile, in CL, students work in small groups and share knowledge to achieve deeper understanding. The aim of this research is for students to improve their problem-solving abilities through PBL and CL learning methods. This research is an experimental type with data collection techniques in the form of pretest and posttest in experimental classes 8A and 8B. Normality test data analysis uses Shapiro Wilk, while hypothesis testing uses independent and paired sample t-tests and N-gain tests. The results of this study show that the PBL and CL methods can improve students' problem-solving abilities with experimental class 8A (PBL) learning outcomes of 77.125%; while for experimental class 8B (CL) 71.490%. Meanwhile, the independent sample t-test showed that there were no significant differences in the pre-test and post-test learning results with ρ-value = 0.758 and 0.347 (>0.05). The conclusion in this research is that there is no significant difference in problem-solving abilities in the concept of tolerance through PBL and CL. Furthermore, the implications of this research emphasize real problems that require a tolerant approach. This research recommends teachers in implementing an important learning model by using case studies about interreligious conflicts in society and how to apply the principles of tolerance in resolving these conflicts.]]>
<![CDATA[The Impact of Islamic Religious Learning and Social Media Distraction on Procrastination Behavior in Higher Education : Does the Screen Time Mediation Matter? ]]>
<![CDATA[Pratiwi, Novia Eka]]>;
<![CDATA[Heriyudanta, Muhammad]]>;
<![CDATA[Daryono, Rihab Wit]]>
<![CDATA[ Jurnal Paedagogy Vol. 11 No. 3 (2024): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jp.v11i3.11284
<![CDATA[This study aims to investigate the influence of social media distraction and Islamic learning on academic procrastination behavior as well as the mediating role of screen time in these two variables. The research used a quantitative approach with a survey method, involving 97 students at MTs Muhammadiyah 3 Yanggong, located in Ponorogo Regency, East Java Province, as participants. The data collection technique was carried out using a Likert scale. Data analysis was carried out using the PLS-SEM technique to test the validity, reliability, and goodness-of-fit of the model. The research results showed that social media distraction had a positive and significant influence on increasing academic procrastination, while Islamic learning has an insignificant influence. Screen time also mediated the relationship between social media distraction and academic procrastination. The implications of this research highlight the need for awareness about the negative impacts of social media use and the importance of a focused approach in developing moral values to reduce academic procrastination. Recommendations include strengthening the Islamic learning curriculum, which includes media literacy and digital ethics, as well as the active role of parents in controlling children's screen time. By implementing these recommendations, it is hoped that we can improve the balance between the use of technology, learning moral values, and reducing academic procrastination among students.]]>
<![CDATA[Teacher Competence and Religious Character on Learning Achievement: The Mediating Role of Islamic Extracurriculars ]]>
<![CDATA[Pratiwi, Nanda]]>;
<![CDATA[Soraya, Siti Zazak]]>;
<![CDATA[Daryono, Rihab Wit]]>
<![CDATA[ FITRAH: Jurnal Kajian Ilmu-ilmu Keislaman Vol 10, No 1 (2024): 8 Articles, Pages 1-166 ]]>
Publisher : <![CDATA[UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan ]]>
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DOI: 10.24952/fitrah.v10i1.10906
<![CDATA[This study aims to analyze the influence of teacher competence and religious character on the learning outcomes of students' moral creed in MAN 1 Trenggalek. A quantitative approach is used with the survey method, which is conducted retrospectively to examine the variable construction of learning outcomes of moral creed students. This research design uses explanatory and correlational approaches with Partial Least Squares Structural Equation Modeling (PLS-SEM) as an analytical tool. This study involved 98 MAN 1 Trenggalek students as samples, selected using purposive sampling techniques. Data were collected through questionnaires with four variables: Teacher Competence (X1), Religious Character (X2), Islamic Extracurricular as a mediator (Z), and Learning Achievement in Islamic Education (Y). Data collection is done through Google Forms. Data analysis using PLS-SEM, with testing stages of measurement and structural models. Measurement model testing aims to validate and estimate the reliability of indicators and constructs. The results show that all indicators meet the requirements of validity and reliability. Structural model evaluation aims to assess model predictions against empirical data and the predictive power of the model. The results show that teacher competence and religious character significantly impact the learning outcomes of students' moral creeds. Religious extracurriculars mediate the relationship between teacher competence and moral creed learning outcomes. This study concludes that teacher competence and religious character contribute significantly to the learning outcomes of students' moral creeds. This research contributes to the development of educational theory by highlighting the relationship between teacher competence, religious character, and student learning achievement, as well as the mediating role of Islamic extracurricular activities. This research concludes that teacher competence and student religious character have a positive influence on student learning achievement.]]>
<![CDATA[The Mediation Role of University Environment in the Relationship between Self-Efficacy and Family Environment on Entrepreneurial Education Interest: A PLS-SEM Approach ]]>
<![CDATA[Widyastuti, Puspa]]>;
<![CDATA[Hadi, Samsul]]>;
<![CDATA[Daryono, Rihab Wit]]>;
<![CDATA[Samad, Noorazman Bin Abd]]>
<![CDATA[ Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 5, No. 3, September 2023 ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia ]]>
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DOI: 10.23917/ijolae.v5i3.22015
<![CDATA[The courage to take risks to open a new business has not been fully embedded in most technical education students. One of the influences is low student self-efficacy due to a lack of self-confidence in students who think there is a failure in opening a new business. So this research examines and analyzes in-depth related entrepreneurial interest as measured through self-efficacy, family, and university environment in technical education students. The probability sampling method using a random sampling technique was used in taking a sample of 450 participants in technical education students. The most dominant item in representing the success of entrepreneurial interest is creativity at 84.80%. The weakest construct is the never-give-up construct of 71.50%. The ability of the structural model to explain Entrepreneurial Interest is 61.80%, while the Entrepreneurial Interest variable explains 50.50% of the phenomena predicted in the field. The path analysis test reveals that the three variables influence the interest in entrepreneurship positively and significantly. This study recommends that universities foster an interest in entrepreneurship by providing technical assistance in developing businesses, inviting entrepreneurial speakers, holding industrial visits, and conducting training programs. These steps are expected to foster student interest in entrepreneurship.]]>
<![CDATA[Exploring The Influence of Project for Strengthening the Profile of Pancasila Students and School Culture to Character Building: The Mediating Role of Student Self-Awareness ]]>
<![CDATA[Andika Ikhfa Nurdian]]>;
<![CDATA[Panggih Wahyu Nugroho]]>;
<![CDATA[Noorazman Bin Abd Samad]]>;
<![CDATA[Rihab Wit Daryono]]>
<![CDATA[ G-Couns: Jurnal Bimbingan dan Konseling Vol. 8 No. 3 (2024): Agustus 2024. G-Couns: Jurnal Bimbingan dan Konseling ]]>
Publisher : <![CDATA[Universitas PGRI Yogyakarta ]]>
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DOI: 10.31316/gcouns.v8i3.6075
<![CDATA[Self-awareness plays an important role in helping students understand and enable them to apply their values, beliefs and attitudes towards Pancasila and school culture. This research aims to explore the Project for Strengthening the Pancasila Student Profile (P5) and school culture in shaping student character through student awareness at MTsN 10 Magetan. The survey method was used by purposive sampling of 298 students. PLS-SEM analysis was carried out to test the conceptual model and analyze the data. The results show that the P5 has a positive impact on students' character formation, with self-awareness playing a mediating role between "P5" and school culture. The implications highlight the importance of integrating Pancasila values and school culture in character building, as well as recommending more intensive education programs to strengthen the profile of Pancasila and school culture for students, by involving teachers and students in supporting activities. Keywords: project for strengthening the profile of pancasila students, school culture, student character, self-awareness, PLS-SEM]]>
