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All Journal Indonesian Journal of Educational Counseling Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) International Journal of Islamic Educational Psychology Arus Jurnal Sosial dan Humaniora Wibawa : Jurnal Manajemen Pendidikan
Rifqoh, Fany
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Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Islamic Educational Values, Teacher Feedback, and Academic Resilience as Predictors of Self-Regulated Learning among Madrasah Students Rifqoh, Fany; Muhammad Nur Wangid; Suwarjo; Yulia Ayriza
International Journal of Islamic Educational Psychology Vol. 7 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v7i1.30976

Abstract

Research on self-regulated learning (SRL) in Islamic secondary education has predominantly emphasized pedagogical and psychological factors, while the role of Islamic educational values as a contextual determinant remains underexplored. This study addresses this gap by examining the structural relationships between Islamic Educational Values, Teacher Feedback, Academic Resilience, and Self-Regulated Learning among Madrasah Tsanawiyah students, with a focus on integrating moral, instructional, and psychological dimensions. A quantitative cross-sectional design was employed, involving 200 Madrasah Tsanawiyah students, and the data were analyzed using SEM-PLS. The results showed that Islamic Educational Values (t = 4.612, p < .001), Teacher Feedback (t = 2.487, p = .014), and Academic Resilience (t = 3.105, p = .002) were positively associated with Self-Regulated Learning. The model explained 56.2% of the variance in Self-Regulated Learning (R² = 0.562) and demonstrated satisfactory predictive relevance (Q² = 0.503). These findings provide empirical evidence that Islamic Educational Values, alongside Teacher Feedback and Academic Resilience, significantly contribute to students’ self-regulated learning. The study’s novelty lies in empirically examining an integrated SEM-PLS model that combines moral, pedagogical, and psychological constructs within the context of Islamic secondary education.
Co-Authors Alfarizi, Zukhrufa Fikri Annisa Putri Ardaninggar, Armin Arifah, Fitrotun Bilqies, Azzura Budi Astuti Candrasari, Pratista Aulia Fauziah, Mufied Khayyisa, Niswah Kusumaningrum, Hana Agasi Lala Nurmala Lukman, Apriyaldi Miftahul Jannah, Yunita Muh Farozin Muhammad Nur Wangid Nabila, Hurin Nismara, Nisrina Azka Putri, Afifah Dewi Nayla Putri, Santi Ika Putri, Syamila Istanari Senoaji Wibowo, Muhammad Setyowati, Aprilia Shabrina, Siti Nur Siswantari, Heni Suwarjo Widiyarini, Astuti Yulia Ayriza Yulianto, Muhammad Bagas