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All Journal Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Journal of Community Development Bulletin of Science Education Proceeding ISETH (International Summit on Science, Technology, and Humanity) Tadibia Islamika: Journal of Holistic Islamic Education Proceeding of International Conference of Islamic Education Suhuf: International Journal of Islamic Studies Intelektual: Jurnal Pendidikan dan Studi Keislaman Iseedu: Journal of Islamic Educational Thoughts and Practices
Anggraini, Fadhilla Nangroe
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Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Public Health Social Sciences Other

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A Systematic Literature Review on the Influence of Religious Education on Character Development and Academic Achievement in Middle School Students Aini, Nisrina Huwaida Qurrottu; Jinan, Mutohharun; Salim, Hakimuddin; Anggraini, Fadhilla Nangroe; Najib, Farouq Muhammad
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Religious education plays an important role in the character formation and academic achievement of high school students. In the context of an increasingly complex and plural world, religious education serves not only as a means to introduce certain religious teachings, but also as a tool to shape the character of students through important moral values such as discipline, tolerance, and responsibility. This study aims to review the influence of religious education on the character development and academic achievement of high school students, focusing on various models and approaches that can improve both. The method used is a systematic literature review (SLR), referring to the PRISMA 2020 guidelines, to analyze various relevant empirical studies from various scientific sources. The results of the study show that religious education that integrates the values of moderation and multiculturalism has a positive impact on the formation of students' character, as well as improving their academic achievement. The use of digital technology, such as Immersive Virtual Reality (IVR), has also been proven to enrich religious learning experiences, increase emotional engagement, and deepen students' understanding of religious teachings. However, there are challenges in optimizing the involvement of parents and communities in a more holistic religious education process. Therefore, further research is needed to develop a more effective religious education model in supporting the development of students' character and academic achievement. This research emphasizes the importance of integration between religious education, moral values, and technology to create a better learning environment and support students' academic success.
Enhancing School Management Efficiency through Digital Classroom Management: A Comparative Study of Kenya and Indonesia Mohamed, Alwy Ahmed; Anggraini, Fadhilla Nangroe; Shohib, Muhammad Wildan; Harun, Hannan Zakirah; Alaa Alkhateeb, Alaa Alkhateeb
Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 12 No 01 (2026)
Publisher : Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/tarbawi.v12i01.12035

Abstract

This study investigates and compares digital classroom management practices in Kenya and Indonesia, with particular attention to the extent to which digital tools contribute to the efficiency of school management and instructional processes. Using a cross-national comparative design, a systematic survey was administered to 200 participants, comprising teachers and students from elementary, junior high, and senior high schools, in both countries. The data were analysed using descriptive statistics, independent-samples t-tests, and regression analyses to examine differences between contexts and to assess the relationship between digital classroom management practices and learning-related outcomes. The findings indicate that digital classroom management has been adopted in both Kenya and Indonesia; however, significant disparities persist in terms of technological infrastructure, teacher digital competence, and access to learning resources. Indonesian schools demonstrate a higher level of integration with digital platforms, whereas Kenyan schools exhibit greater adaptability and innovative use of limited resources. Regression results further reveal that infrastructural readiness, teacher competency, and student engagement are significant predictors of effective digital classroom management. These comparative insights contribute to the literature on digital school management by highlighting contextual factors shaping digital implementation in developing countries. The study offers evidence-based policy and practice recommendations to support more equitable and effective digital classroom management across diverse educational settings.
Co-Authors Abil Fida Muhammad Qois Al Hadi Aini, Nisrina Huwaida Qurrottu Al Hadi, Abil Fida Muhammad Qois Alaa Alkhateeb, Alaa Alkhateeb Ananda, Fadhia Ari Anshori, Ari Fadzlurrahman, Habibi Hadi, Abil Fida Muhammad Qois Al Harun, Hannan Zakirah Izi, Arilana Nur Kusuma Dewi, Ellynia Eva Mahasri Shobahiya Mistiawati, Eka Nur Mohamed, Alwy Ahmed Mohammad Zakki Azani Muh Nur Rochim Maksum Muhammad Wildan Shohib Muhammad, Norshafiqah Binti Mujazin Mutohharun Jinan Najib, Farouq Muhammad Nurul Latifatul Inayati Putri, Bella Misbahati Putri, Salsabila Septiana Qomah, Ashri Nafiah Nur Isti Rabiatuladawiyah, Rabiatuladawiyah Rabi’atuladawiyah Binti Jamaludin Regita, Rahma Rifai, Alfan Salim, Hakimuddin Salim, Muhammad Fathi Sri Bimo, Djoko Triono Ali Mustofa Wachidi, W Yeti Dahliana