Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Bulletin of Community Engagement FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Ahmad Rivauzi
Universitas Negeri Padang, Indonesia
Religion Arts Humanities Education Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Reconceptualizing Curriculum Integration and Community-Based Character Education: A Multidimensional Study of Madrasah Tarbiyah Islamiyah (MTI) Canduang Wiana Perista; Ahmad Rivauzi
Bulletin of Community Engagement Vol. 5 No. 3 (2025): Bulletin of Community Engagement
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bce.v5i3.2605

Abstract

This study examines the managerial mechanisms employed by Madrasah Tarbiyah Islamiyah (MTI) Canduang in integrating the curriculum, implementing character education, and mobilizing Minangkabau local wisdom to respond to the disruptions of the digital age. Using a descriptive-analytical qualitative case study design, data were collected through in-depth interviews, observations, and document analysis. The results reveal four main findings. First, curriculum integration is implemented through the Shared and Nested models, where government-mandated religious subjects are integrated into the study of classical Islamic texts. Students’ cognitive load is managed through Cognitive Time Management and the Al-Miftah Lil Ulum linguistic acceleration method. Second, the character education ecosystem extends beyond the mere transfer of moral knowledge, it is enforced through a high-stakes instrument, the Character Report Card, which holds absolute veto power over academic graduation. Third, the Minangkabau epistemology, embodied in the Sumbang Duo Baleh guidelines and the Kato Nan Ampek grammar system, is directly internalized into the local curriculum by traditional leaders to strengthen the socio-cultural resilience of the students. Fourth, the institution responds to internal challenges such as the crisis of educator role models and external threats, including smartphone addiction, through a cultural compromise approach and strict digital monitoring policies, although this requires renegotiating with the permissive parenting styles of modern parents. MTI Canduang presents a blueprint for Islamic educational management that successfully harmonizes the Salaf heritage, the excellence of empirical science, and local wisdom in shaping a generation of outstanding character in the 21st century.
Mastery Goal Orientation, Social Learning, and Qur'an-Hadith Learning Performance among Madrasah Aliyah Students in Indonesia: A PLS-SEM Mediation Analysis Oktavia Marlini; Ahmad Rivauzi; Wirdati Wirdati; Yulhendri Yulhendri
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 03 (2026): FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Institut Agama Islam Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jf.v15i03.2303

Abstract

Value-laden religious subjects such as Qur'an–Hadith combine cognitive mastery, recitation skill, textual interpretation, and the behavioral internalization of values, a multidimensional target that conventional, cognition-focused achievement measures capture only partially, and whose underlying motivational and social mechanisms remain empirically underexamined. Drawing on achievement-goal theory and Bandura's social cognitive theory, this study tests whether social learning mediates the effect of students' mastery goal orientation on Qur'an–Hadith learning performance, with performance operationalized as a five-dimensional construct rather than as cognitive test scores alone. Using an explanatory cross-sectional survey, 280 of 935 grade-XI students across three Madrasah Aliyah in Padang City, Indonesia, were selected by proportional random sampling and completed a Likert-scale questionnaire, which was analyzed with partial least squares structural equation modeling (PLS-SEM). Mastery goal orientation significantly predicted learning performance (β = 0.416) and social learning (β = 0.728); social learning significantly predicted learning performance (β = 0.473) and complementarily mediated the orientation–performance relationship (indirect β = 0.345), with the model explaining 68.3% of the variance in performance and 53.1% in social learning (all p < 0.05). These estimates carry one caveat: discriminant validity is supported only marginally (maximum HTMT = 0.892 against the 0.90 benchmark; the Fornell–Larcker criterion is not met), so the social-learning/performance boundary is empirically thin, and single-source self-report data raise common-method-bias concerns. The findings tentatively support pairing individual mastery-oriented strategies with structured peer- and teacher-modeling in Islamic secondary education, and point to multi-source or longitudinal designs to confirm the construct boundary
Co-Authors Oktavia Marlini Wiana Perista Wirdati, Wirdati Yulhendri Yulhendri