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All Journal International Journal of Public Health Science (IJPHS) International Journal of Evaluation and Research in Education (IJERE) LISANIYAT ARABIYAT Jurnal Pendidikan Islam Taqdir Martabe : Jurnal Pengabdian Kepada Masyarakat Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Jurnal Riset Mahasiswa Matematika Cendekia: Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam
Abdul Aziz
Program Studi Pendidikan Bahasa Arab PPs UIN Maulana Malik Ibrahim Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Health Professions Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Fear of failure among perfectionist students Alethea Rachel Xi Ern Lee; Zahari Ishak; Mansor Abu Talib; Yi Ming Ho; Kususanto Ditto Prihadi; Abdul Aziz
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.26296

Abstract

Fear of failure (FOF) has been reported as a construct that hinders individuals from achieving higher, working harder, and even moving from one stage of development to another. Studies indicated that university students with traits perfectionism tend to develop FOF, which prevented them for achieving better accomplishment in their academic life. In order to obtain further knowledge to curb FOF among this population, this study investigates which one of the three dimensions of perfectionism (self-oriented, other-oriented, socially prescribed) is the main predictor of FOF. 351 participants from the target population of 4,000 undergraduate students from UCSI University, Kuala Lumpur, Malaysia were recruited via convenience sampling to provide us with their data through a Google Form. Perfectionism dimensions were measured by the multidimensional perfectionism scale and fear of failure by the performance failure appraisal inventory. The collected data was analyzed via simple and multiple regression by multiple regression technique, and the findings showed that self-oriented and other-oriented perfectionism did not significantly predict the fear of failure. However, socially prescribed perfectionism was the only significant predictor of the fear of failure among the perfectionism model, therefore indicating that it was the most significantly predictor as well. In conclusion, students are more likely to be afraid to fail when they believe that there is a social standard of perfection that they have to follow.
Full Day School Policy Analysis at The Islamic Education Unit Jannatul Firdausi Nuzula; Muhammad Sabri Latif; Abdul Aziz; Suti’ah
Cendekia Vol. 16 No. 02 (2024): Cendekia October 2024
Publisher : Fakultas Agama Islam Universitas Billfath

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37850/cendekia.v16i02.750

Abstract

This research aims to find out the government's policy on a full-day school in shaping the character of students in Islamic Education institutions, namely how the history of the full-day school policy is determined, how the implementation of the full-day school policy and how the implications of the creation of the full day school policy. This research is a type of library research that is centered on the study of some literature related to the issues discussed such as Permendikbud No. 23 of 2017, the results of research on Full Day School and the regulation. The result of this study is that the full-day school policy has been implemented simultaneously in 2017. The Minister of Education and Culture launched the full-day school policy through the authority of Permendikbud No. 23 of 2017 concerning school days, then followed by Presidential Regulation No. 87 of 2017 concerning character education. The implementation of the full-day school policy in shaping the character of students requires structured management, such as good planning, curriculum innovation, excellent programs, and extracurricular activities. The positive implications of the full-day school policy can shape the character of students, but it cannot be denied that there are negative implications that cause a lack of student interaction with family and society, causing boredom if learning is not innovative and interactive. The negative impact of the full-day school policy also has an impact on teacher work discipline. Therefore, the implementation of full-day schools needs regular evaluation to produce quality education and generation.
Co-Authors Alethea Rachel Xi Ern Lee Daryl Kurian Dimas Femy Sasongko Evawati Alisah Faisal Mahmoud Adam Ibrahim Faisal Mahmuoud Adam Ibrahim Grace Jee Ern Nga Ira Suryani Jannatul Firdausi Nuzula Kususanto Ditto Prihadi Kususanto Ditto Prihadi Kususanto Ditto Prihadi Mansor Abu Talib Maslihatul Bisriyah Mohammad Padil Muhammad Mujtaba Mitra Zuana Muhammad Sabri Latif Mujtahid Mujtahid Saliha Sebgag Siti Khoirun Niswah Suti’ah Syavira Habib Al-adawiyah Umi Zahroh Malichayati Yi Ming Ho Zahari Ishak