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All Journal IJoLE: International Journal of Language Education Edudeena : Journal of Islamic Religious Education Jurnal Manajemen Pendidikan Islam
Fatimah Saguni
Universitas Islam Negeri Datokarama Palu, Indonesia
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences

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The Investigate The Impact of Locus of Control and Self-Confidence on Prosocial Behavior and Religiosity among Students Fatimah Saguni; Hatta Fakhrurrozi
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol 8 No 3 (2023): Management of Islamic Education
Publisher : Program Studi Manajemen Pendidikan Islam Institut Pesantren KH Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndh.v8i3.4016

Abstract

The goal of this study was to see what effect locus of control and self-confidence had on the prosocial behavior and religiosity of students at State Islamic University Datokarama. The methodology employed was quantitative. The data was analyzed using multiple linear regression correlation, which was done with SPSS for Windows version 17. This study covered four variables, consisting of two independent variables and two dependent variables, namely locus of control (X1) and self-confidence (X2) as independent factors and prosocial behavior (Y1) and religiosity (Y2) as dependent variables, with a total of 30 students as samples. The Likert scale was utilized as the instrument or data-gathering tool by the researcher. (1) Locus of control has a considerable effect on IAIN Palu students' prosocial conduct. People with an internal locus of control contributed to their competency by exercising environmental control. (2) The locus of control variable had a substantial effect on IAIN Palu students' religiosity. The man diligently followed his religious teachings and commitments. (3) The self-confidence variable had a substantial effect on IAIN Palu students' prosocial conduct. Prosocial behavior is defined as behavior that demonstrates a student's concern and attention through acts that help others. (4) The self-confidence variable had a substantial effect on IAIN Palu students' religiosity. Their acts were free of concern. They were free to do anything they wanted, were accountable for their acts, and were courteous in their relationships with others.
Emergence of New Language Authorities in the Digital Era: The Roles of Edtech Platforms in Arabic Language Learning: Experience from Digital Learners’ Generation in Islamic Universities Muhammad Jabir; Nurdin Nurdin; Fatimah Saguni; Hamlan Andi Baso Mala
International Journal of Language Education Vol. 10 No. 1, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i1.83712

Abstract

The emergence of new information technology has brought about changes in language-teaching approaches. The changes include shifting conventional language-learning knowledge to digital resources, helping university students become more independent. The phenomenon causes the emergence of new authorities in language learning. However, limited studies have examined the new language-teaching authorities and how they emerge in the digital era. This study, therefore, aims to investigate what new language teaching authorities are and how they have emerged from the perspectives of Arabic learners. Using a qualitative multiple-case study design, this study was conducted at two Islamic universities. Data were gathered through direct observation, focus group discussions, in-depth interviews, and analysis of written materials. The focus group discussions involved 20 students; 12 of them were then recruited for in-depth interviews. Data was analyzed using a thematic approach. Our findings show that EdTech platforms have played a more critical role in Arabic language teaching than traditional Arabic teachers and Arabic educational institutions. Such EdTech platforms include Arabic-language organization websites, social media platforms, and government websites for Arabic teaching.   However, the most important finding of our study is that EdTech platforms have played a significant role in fostering more independent Arabic language learning, which may have reduced the roles of conventional language resources such as teachers, schools, and language laboratories. In other words, EdTech platforms outperform conventional language-teaching authorities. The emergence of new language-teaching authorities might streamline the bureaucratic process in Arabic language learning, as students might no longer be required to attend conventional language-learning settings such as schools or language laboratories. Our study contributes to the development of new approaches and the redesign of the curriculum in language teaching and learning. This study has limitations, including a focus solely on Arabic and a reliance on two case studies. Future studies might involve other languages, such as English, with more case studies to increase insight and trustworthiness.
Integrating Multicultural Values into Islamic Education Asnani M Saula; Andi Anirah; Fatimah Saguni; Idris Idris; Aniati Aniati
Edudeena : Journal of Islamic Religious Education Vol. 10 No. 1 (2026)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v10i1.8376

Abstract

The increasing diversity of ethnicity, religion, culture, and social backgrounds in school environments requires Islamic Education (PAI) to move beyond a mere focus on mastering religious knowledge and instead emphasize the strengthening of tolerant and inclusive attitudes that respect differences. While multicultural education has been widely studied, the implementation of integrating multicultural values into Islamic Education instruction in vocational high schools still requires deeper empirical analysis. This study aims to analyze how multicultural values are integrated into Islamic Education instruction at SMKN 1 Sigi and to identify the factors that facilitate or hinder this implementation. A qualitative approach with a case study design was employed. Data were gathered through observations, in-depth interviews with Islamic Education teachers, school administrators, and students, as well as an analysis of instructional documents. The data were analyzed using thematic analysis, involving data reduction, data display, and conclusion drawing. The findings indicate that the integration of multicultural values is achieved through the development of an inclusive curriculum, extracurricular activities, and social interactions that foster respect for diversity. This implementation contributes to cultivating tolerance, mutual respect, and the students' ability to live harmoniously within a pluralistic society. However, the implementation still faces challenges, specifically limited teacher competence regarding multicultural education and a lack of optimal student understanding of diversity values. This study underscores that integrating multicultural values into Islamic Education requires strengthening teacher competence, developing contextual teaching materials, and establishing school policies that foster an inclusive learning culture.
Co-Authors Andi Anirah Aniati Aniati Asnani M Saula Hamlan Andi Baso Malla Hatta Fakhrurrozi Idris Idris Muhammad Jabir Nurdin Nurdin