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All Journal Al Ishlah Jurnal Pendidikan
Siskandar Siskandar
Universitas PTIQ Jakarta
Education Languange, Linguistic, Communication & Media Mathematics Other

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Development of Entrepreneurship Curriculum in the Context of Increasing Entrepreneurial Attitudes of Junior High School Students Siskandar Siskandar; Akhmad Shunhaji; Basrowi Basrowi
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i4.4191

Abstract

This study aimed to look at the role of innovation capacity in mediating the link between the entrepreneurial and independent curriculums on entrepreneurial attitudes. In this study, this hypothesis was evaluated quantitatively. The respondents completed a questionnaire as the research instrument. Junior high school students from Serang City, Banten, Indonesia, participated in this study. 215 individuals were chosen for this study using purposive sampling, and data were analyzed using a structural equation model (SEM). Based on the path coefficient, there is a significant influence between entrepreneurship curriculum and innovation ability of 0.222 with a P-Value of 0.002 0.05. There is a considerable influence between independent curriculum on innovation ability is 0.341 with a P-Value of 0.000 0.05. A considerable influence between entrepreneurship curriculum and entrepreneurial attitude is 0.700 with a P-Value of 0.000 0.05. Independent curriculum has a significant influence on the entrepreneurial attitude of 0.128 and P-Value of 0.021 0.05. There is a considerable influence of innovation ability on the entrepreneurial attitude of 0.169 and P-Value of 0.000 0.05. The mediation test indicates that innovation capacity positively influences entrepreneurship curriculum and entrepreneurial mindset at a significant level of 5%, with P values of 2.192, which is greater than 1.96. Moreover, the capacity for innovation can act as a mediator between an autonomous curriculum and an entrepreneurial mindset, as indicated by P Values 1.96.
Boarding School Caregivers' Parenting Patterns in Shaping Students' Religious Character: A Qualitative Study at SMP Insan Cendekia Madani Siskandar Siskandar; Akhmad Shunhaji; Tetra Nurtianty
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7029

Abstract

The development of students' religious character is a central objective in Islamic boarding school education. SMP Insan Cendekia Madani in South Tangerang adopts the Madani Curriculum, which integrates national, Cambridge, and Islamic curricula, to foster students’ piety (taqwa) and etiquette (adab). This study aims to examine the parenting patterns employed by dormitory supervisors in shaping students’ religious character. A qualitative descriptive method was used, with data collected through observations, in-depth interviews, and document analysis. Thematic analysis was applied to identify key patterns in supervision and mentorship. Findings reveal that dormitory supervisors serve as educators, mentors, companions, and surrogate parents, following the Islamic framework of al-Waalid, al-Ustadz, and as-Shohib. A tiered mentoring system with a 1:16 supervisor-student ratio supports intensive character guidance. Programs such as congregational prayer, Qur’an recitation, dzikir, and digital-based religious mentoring effectively instill Islamic values. However, challenges include inconsistent emotional bonding, varied supervisory approaches, and difficulties in accommodating diverse student needs. These findings underscore the importance of adaptive, student-centered parenting strategies. It is recommended that schools enhance supervisors’ emotional intelligence, provide certified Islamic parenting training, and integrate psychological support systems to improve the overall effectiveness of character education in Islamic boarding schools.
Co-Authors Akhmad Shunhaji Basrowi Basrowi Tetra Nurtianty