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All Journal ITQAN: Jurnal Ilmu-ilmu Kependidikan Jurnal Ragam Pengabdian
Agus Agus
Institut Agama Islam Negeri Ternate
Religion Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Perbedaan Moral Siswa Ditinjau dari Pembelajaran Akidah Akhlak dengan Pendekatan Kontekstual dan Tingkat Kedisiplinan Siswa di MTS Negeri 3  Tidore Kota Tidore Kepulauan Amalia Karim; Muhammad Muhammad; Sukardi Abbas; Muhlis Malaka; Muhdi Alhadar; Agus Agus; Samlan Hi Ahmad
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/d0qhzh02

Abstract

This experimental study was conducted at MTs Negeri 3 Tidore with the aim of analyzing differences in students’ moral outcomes based on learning approaches and discipline levels, as well as examining their interaction. Specifically, the study compares students who received aqidah akhlak instruction through a contextual approach with those taught using a conventional approach, and also distinguishes between students with high and low discipline levels. A quantitative method with a quasi-experimental 2×2 factorial design was applied. The sample consisted of 80 eighth-grade students selected through purposive sampling, divided into experimental and control groups. Data were collected using a Likert-scale questionnaire and analyzed through two-way ANOVA. The findings indicate that there is no significant difference in students’ moral outcomes between contextual and conventional learning approaches (Sig. = 0.120 > 0.05). However, student discipline shows a significant effect on moral development (Sig. = 0.000 < 0.05), with highly disciplined students demonstrating better moral behavior. Furthermore, no significant interaction was found between the learning approach and discipline level (Sig. = 0.462 > 0.05), suggesting that the influence of discipline on moral outcomes operates independently of the teaching approach used.
Religious Tolerance among University Students in North Maluku: Relationships with Islamic Religious Education Learning, Guidance and Counseling Services, and Respectful Mind Agus Agus; Mawardi Djamaluddin; Rukmana Arahmin; Nur Rahmah Asnawi; Fauji Koda
Itqan: Jurnal Ilmu-ilmu Kependidikan Vol. 17 No. 1 (2026): ITQAN: Jurnal Ilmu-ilmu Kependidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/itqan.v17i1.5824

Abstract

Religious tolerance is an important concern in higher education, particularly in culturally and religiously diverse contexts. This study examined the relationships among Islamic Religious Education (PAI) learning, Guidance and Counseling (BK) services, respectful mind, and religious tolerance among university students in North Maluku. A quantitative cross-sectional survey was conducted with 100 students from five higher education institutions. Data were collected using a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings revealed distinct patterns of relationships among the constructs. BK services showed a strong positive relationship with respectful mind (β = .737, p < .001), but their direct relationship with religious tolerance was not statistically significant (β = −.061, p = .608). PAI learning was positively related to religious tolerance (β = .233, p = .005), but its relationship with respectful mind was not statistically significant (β = .147, p = .145). Respectful mind demonstrated the strongest direct relationship with religious tolerance (β = .809, p < .001). These findings indicate that PAI learning and BK services occupy complementary positions within the estimated model: PAI learning is more directly associated with religious tolerance, whereas BK services are more closely associated with respectful mind. The study contributes to research on higher education by integrating religious learning, counseling services, and respectful mind within a single structural model. The findings highlight the potential value of combining religious learning with interpersonal and counseling-oriented experiences that foster perspective-taking, respectful interaction, and constructive engagement with diversity.
Co-Authors Amalia Karim Fauji Koda Marjuni, H. Mawardi Djamaluddin Muhammad Muhammad Muhdi Alhadar Muhlis Malaka Nur Rahmah Asnawi Rukmana Arahmin Samlan Hi Ahmad Sattu Alang Sukardi Abbas Ulfiani Rahman