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All Journal Hayula: Indonesian Journal of Multidisciplinary Islamic Studies Pendekar : Jurnal Pendidikan Berkarakter DIMAR: Jurnal Pendidikan Islam Jurnal Studi Islam dan Kemuhammadiyahan (JASIKA) Educational Insights Jurnal Konatif: Jurnal Ilmiah Pendidikan Indonesian Journal of Islamic Educational Review Journal in Teaching and Education Area Indonesian Tourism Journal Jurnal Studi Edukasi Integratif EDUSHOPIA Journal of Nahdlatul Ulama and Contemporary Islamic Studies
syafii, Hisyam
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Religion Humanities Chemistry Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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a Hubungan Identitas Budaya dan Motivasi Akademik: Studi pada Mahasiswa Multietnis Indonesia dan Mesir Syafii, Hisyam; Azam Syukur Rahmatullah; Husain Azhari; alaldaya, Rudyn
Hayula: Jurnal Indonesia Studi Islam Multi-disiplin Vol 10 No 1 (2026): Hayula: Indonesian Journal of Multidisciplinary Islamic Studies
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/hayula.010.01.05

Abstract

This study investigates the relationship between cultural identity, cultural practices, cultural adaptation, and academic motivation among multiethnic students in Indonesia and Egypt, with a particular focus on the Indonesian context. Considering the unique academic challenges faced by students from diverse cultural and religious backgrounds, the study explores how cultural and Islamic values influence motivation and engagement. A cross-sectional quantitative design was employed, collecting data from 110 students aged 18–25 (55 from each country) using validated instruments, including the Multigroup Ethnic Identity Measure-Revised (MEIM-R), Cultural Practices Scale, and Academic Motivation Scale. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that cultural identity has the strongest positive effect on intrinsic academic motivation (β = 0.412, p < 0.001), followed by cultural practices (β = 0.218, p < 0.05), whereas cultural adaptation did not show a significant direct effect (β = 0.156, p = 0.059). Multi-group analysis revealed stronger relationships among Indonesian students (β = 0.521) than among Egyptian students (β = 0.298). These findings support Social Identity and Self-Determination theories and suggest that fostering positive cultural and Islamic values effectively enhances academic engagement. Practically, higher education institutions in Indonesia are encouraged to implement programs that integrate Islamic values, cultural awareness, and inclusive practices to strengthen students’ motivation, character, and academic success in multicultural learning environments.
Pedagogical Content Knowledge, Religious Self-Concept, and Academic Achievement: Mediation of Intrinsic Religious Orientation Syafii, hisyam; Azhari , Husain; Alaldaya, Rudyn
Journal in Teaching and Education Area Vol. 3 No. 1 (2026): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/cpw07f84

Abstract

Academic success in religious studies is a complex phenomenon necessitating a thorough comprehension of pedagogical, psychological, and spiritual elements within educational settings. This study examines the intricate relationship between Pedagogical Content Knowledge (PCK), Religious Self-Concept, and their impact on academic accomplishment, mediated by Intrinsic Religious Orientation among students in Yogyakarta. A quantitative cross-sectional survey design was utilized including 150 students from senior high schools and Islamic high schools in Yogyakarta. Data were gathered utilizing validated tools that assess Pedagogical Content Knowledge (PCK), Religious Self-Concept, Intrinsic Religious Orientation, and Academic Achievement. Structural Equation Modeling (SEM) using AMOS 24.0 was performed to examine direct and indirect effects, whereas mediation analysis utilized bootstrapping techniques with 5,000 samples. The results indicate substantial direct impacts of Pedagogical Content Knowledge (PCK) on Academic Achievement (β = 0.342, p < 0.001) and of Religious Self-Concept on Academic Achievement (β = 0.186, p = 0.025). Intrinsic Religious Orientation acts as a notable partial mediator in both associations, exhibiting indirect effects of β = 0.116 (p = 0.006) for PCK and β = 0.177 (p = 0.001) for Religious Self-Concept. The model accounts for 68.4% of the variance in Academic Achievement, validating the theoretical synthesis of Shulman's PCK theory with Allport's religious orientation theory within educational frameworks.
Evaluation of the Implementation of Life Skills Education in Increasing the Independence and Productivity of Students Azhari, Husain; Syafii, Hisyam; Alaldaya, Rudyn
Pendekar: Jurnal Pendidikan Berkarakter Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/pendekar.v9i1.38172

Abstract

Abstract: This study aims to evaluate the implementation of Life Skills Education in improving learners’ independence and productivity through a systematic literature review combined with bibliometric analysis. Data were collected from six major academic databases, resulting in 1,324 initial records. After removing 214 duplicate articles and 325 ineligible records identified through automated screening, 323 studies were retained for title and abstract screening. Of these, 285 articles were assessed for full-text eligibility, and ultimately 10 empirical studies met all inclusion criteria and were included in the final analysis. The findings reveal that Life Skills Education significantly contributes to enhancing learners’ independence in emotional, intellectual, and economic dimensions, as well as increasing productivity through employability skills, entrepreneurship, and adaptive competencies. Bibliometric mapping using VOSviewer indicates that research trends are increasingly oriented toward human development, empowerment, sustainability, and socio-economic resilience. Furthermore, the results demonstrate a paradigm shift from a traditional skill-based training model to a more holistic framework that integrates personal development, well-being, and community empowerment. This study concludes that Life Skills Education plays a strategic role in non-formal education by fostering self-reliant and productive individuals. The findings also provide empirical and theoretical contributions for policymakers and educators in developing more integrated, context-based, and sustainable educational programs.Abstrak: Studi ini bertujuan untuk mengevaluasi implementasi Pendidikan Keterampilan Hidup dalam meningkatkan kemandirian dan produktivitas peserta didik melalui tinjauan literatur sistematis yang dikombinasikan dengan analisis bibliometrik. Data dikumpulkan dari enam basis data akademik utama, menghasilkan 1.324 catatan awal. Setelah menghapus 214 artikel duplikat dan 325 catatan yang tidak memenuhi syarat yang diidentifikasi melalui penyaringan otomatis, 323 studi dipertahankan untuk penyaringan judul dan abstrak. Dari jumlah tersebut, 285 artikel dinilai kelayakannya untuk teks lengkap, dan akhirnya 10 studi empiris memenuhi semua kriteria inklusi dan dimasukkan dalam analisis akhir. Temuan menunjukkan bahwa Pendidikan Keterampilan Hidup secara signifikan berkontribusi pada peningkatan kemandirian peserta didik dalam dimensi emosional, intelektual, dan ekonomi, serta meningkatkan produktivitas melalui keterampilan kerja, kewirausahaan, dan kompetensi adaptif. Pemetaan bibliometrik menggunakan VOSviewer menunjukkan bahwa tren penelitian semakin berorientasi pada pengembangan manusia, pemberdayaan, keberlanjutan, dan ketahanan sosial-ekonomi. Lebih lanjut, hasil penelitian menunjukkan pergeseran paradigma dari model pelatihan berbasis keterampilan tradisional ke kerangka kerja yang lebih holistik yang mengintegrasikan pengembangan pribadi, kesejahteraan, dan pemberdayaan masyarakat. Studi ini menyimpulkan bahwa Pendidikan Keterampilan Hidup memainkan peran strategis dalam pendidikan non-formal dengan membina individu yang mandiri dan produktif. Temuan ini juga memberikan kontribusi empiris dan teoretis bagi para pembuat kebijakan dan pendidik dalam mengembangkan program pendidikan yang lebih terintegrasi, berbasis konteks, dan berkelanjutan.
Co-Authors alaldaya, Rudyn Azam Syukur Rahmatullah Azam Syukur Rahmatullah, Azam Syukur Azhari , Husain Azhari, Husain Husain Azhari Oprimuriandy T.D. Putra Purnomo , Halim Purnomo, Halim Rudyn Aladaya Saadiah, Nur Khofifah Syukur, Azam