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Islamic religious education learning innovations in strengthening character education in the Industrial Revolution Era 4.0 Harimawan Harimawan; Arif Budi Raharjo; Eko Harianto
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 8, No 1 (2024): April 2024
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v8i1.85858

This research is based on the role of Islamic Religious Education (PAI) subjects in strengthening student character in the era of Industrial Revolution 4.0 at SMK Muhammadiyah 1 Bantul. In connection with this, this research aims to determine Islamic religious education (PAI) learning innovations in strengthening the character of the Industrial Revolution 4.0 at SMK Muhammadiyah 1 Bantul. This research uses qualitative research methods, which are delivered descriptively. Sources of information in this research include school principals, teachers, education staff, and students who participate in learning activities in class XI of the Automotive Light Vehicle Engineering Skills Program (TKRO) at SMK Muhammadiyah 1 Bantul. The primary data source is in the form of the words and actions of the subject, which is the focus of the research; the rest is in the form of additional data such as documents, photos, and others. This research concluded that the "Kaizen" method, which originates from Japanese, the Japanese concept of Continuous Incremental Improvement, can strengthen character education and become a PAI learning innovation in the era of the Industrial Revolution 4.0. The "Kaizen" method includes five stages with the prefix "S": Seiri, Seiton, Seiso, Seiketsu, and Shitsuke.

Building Mental Toughness in Indonesian Islamic Boarding Schools: Socio-Emotional Adaptation and Education in the Global South Azam Syukur Rahmatullah; Dewi Sekar Kencono; Eko Harianto; Muhammad Hisyam Syafii
Tribakti: Jurnal Pemikiran Keislaman Vol. 37 No. 2 (2026): Tribakti: Jurnal Pemikiran Keislaman
Publisher : Universitas Islam Tribakti (UIT) Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/tribakti.v37i2.9110

This study examined a structural model in which self-efficacy, emotion regulation, adaptive coping, and socio-emotional factors (social support, social adjustment, and religious coping) predict mental toughness among students in Indonesian Islamic boarding schools (pesantren). A total students from 12 pesantren in Central Java and Yogyakarta participated; after data screening, 654 respondents (95.2% valid response rate) were retained for analysis. Mental toughness, emotion regulation, self-efficacy, and adaptive coping were measured using the Mental Toughness Questionnaire-48 (MTQ48), Emotion Regulation Questionnaire (ERQ), General Self-Efficacy Scale (GSE), and Brief COPE, while socio-emotional factors were measured using the Perceived Social Support Scale (PSSS), Social Adjustment Scale-Self Report (SAS-SR), and Religious Coping Scale (RCOPE), all adapted for the pesantren context through translation, back-translation, and pilot testing. Data were analyzed using Structural Equation Modeling (SEM) in AMOS version 28.0. The hypothesized model showed excellent fit to the data, χ²(247) = 389.74, p < .001, χ²/df = 1.58, CFI = .97, TLI = .96, RMSEA = .031 (90% CI [.025, .037]), SRMR = .041. Self-efficacy showed the strongest direct effect on mental toughness (β = .35, p < .001), followed by emotion regulation (β = .28, p < .001) and adaptive coping (β = .18, p < .001). Among socio-emotional factors, social adjustment had the strongest effect (β = .16, p < .001), and its indirect pathway through self-efficacy was the strongest mediating mechanism identified (point estimate = .109, 95% CI [.068, .155]). These findings indicate that psychological resources, rather than socio-emotional resources alone, are the primary proximal drivers of mental toughness in the pesantren context, with socio-emotional support operating largely through its influence on self-efficacy. Practical implications point toward psychopedagogical programs that prioritize self-efficacy and emotion-regulation training, supported by structured mentoring and religious coping resources.

Building Mental Toughness in Indonesian Islamic Boarding Schools: Socio-Emotional Adaptation and Education in the Global South Azam Syukur Rahmatullah; Dewi Sekar Kencono; Eko Harianto; Muhammad Hisyam Syafii
Tribakti: Jurnal Pemikiran Keislaman Vol. 37 No. 2 (2026): Tribakti: Jurnal Pemikiran Keislaman
Publisher : Universitas Islam Tribakti (UIT) Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/tribakti.v37i2.9110

This study examined a structural model in which self-efficacy, emotion regulation, adaptive coping, and socio-emotional factors (social support, social adjustment, and religious coping) predict mental toughness among students in Indonesian Islamic boarding schools (pesantren). A total students from 12 pesantren in Central Java and Yogyakarta participated; after data screening, 654 respondents (95.2% valid response rate) were retained for analysis. Mental toughness, emotion regulation, self-efficacy, and adaptive coping were measured using the Mental Toughness Questionnaire-48 (MTQ48), Emotion Regulation Questionnaire (ERQ), General Self-Efficacy Scale (GSE), and Brief COPE, while socio-emotional factors were measured using the Perceived Social Support Scale (PSSS), Social Adjustment Scale-Self Report (SAS-SR), and Religious Coping Scale (RCOPE), all adapted for the pesantren context through translation, back-translation, and pilot testing. Data were analyzed using Structural Equation Modeling (SEM) in AMOS version 28.0. The hypothesized model showed excellent fit to the data, χ²(247) = 389.74, p < .001, χ²/df = 1.58, CFI = .97, TLI = .96, RMSEA = .031 (90% CI [.025, .037]), SRMR = .041. Self-efficacy showed the strongest direct effect on mental toughness (β = .35, p < .001), followed by emotion regulation (β = .28, p < .001) and adaptive coping (β = .18, p < .001). Among socio-emotional factors, social adjustment had the strongest effect (β = .16, p < .001), and its indirect pathway through self-efficacy was the strongest mediating mechanism identified (point estimate = .109, 95% CI [.068, .155]). These findings indicate that psychological resources, rather than socio-emotional resources alone, are the primary proximal drivers of mental toughness in the pesantren context, with socio-emotional support operating largely through its influence on self-efficacy. Practical implications point toward psychopedagogical programs that prioritize self-efficacy and emotion-regulation training, supported by structured mentoring and religious coping resources.

Rancangan Model Pendampingan Mahasiswa Difabel Universitas Muhammadiyah Purworejo Amalia Navisa Amin; Budi Setiawan; Eko Harianto
SOSMANIORA: Jurnal Ilmu Sosial dan Humaniora Vol. 5 No. 3 (2026): September 2026
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/sosmaniora.v5i3.8027

Students with disabilities in higher education often face various challenges during the transition from previous educational levels to a more complex academic environment. These challenges are not only related to academic aspects but also include accessibility of facilities, learning processes, social interaction, and support from the campus environment. This condition indicates that students with disabilities require a comprehensive support system to adapt optimally. This study aims to develop a mentoring model for students with disabilities through collaboration between peer support and volunteers in higher education to support academic and social adaptation. The study employs a Research and Development (R&D) method, with data collected through observation and in-depth interviews involving students with disabilities, peers, and volunteers. Data were analyzed qualitatively using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The results show that peer and volunteer support play a significant role in helping students with disabilities understand course materials, participate in academic activities, and build social interactions. However, several challenges remain, including limited accessibility facilities, the absence of a structured mentoring system, and a lack of awareness among academic communities. The novelty of this study lies in the development of a collaborative mentoring model based on the systematic integration of support from peers, volunteers, and institutions. The output of this study is a three-phase mentoring scheme consisting of needs assessment, mentoring implementation, and continuous evaluation. This model contributes as a reference for the development of inclusive education services in higher education.

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