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All Journal Hayula: Indonesian Journal of Multidisciplinary Islamic Studies 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 Al Irfan : Jurnal Ilmu Pendidikan dan Penelitian
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.
KECERDASAN EMOSIONAL SEBAGAI PREDIKTOR PRESTASI BELAJAR SISWA SMA: KAJIAN SISTEMATIS TERHADAP DIMENSI PENGATURAN DAN MOTIVASI DIRI Basir Jarah Anilon; Ahmad T. Zainal Abidin; Syafii, Hisyam; Halim Purnomo; Azhari, Husain
Al Irfan : Jurnal Ilmu Pendidikan dan Penelitian Vol. 2 No. 1 (2026): April
Publisher : IAI Sunan Giri Trenggalek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64877/alirfan.v1i1.71

Abstract

This study aims to examine the influence of emotional intelligence on the academic achievement of public high school students through a systematic literature review approach. Emotional intelligence is defined as an individual's ability to recognize, understand, manage, and express emotions adaptively, which includes five main dimensions: self-awareness, self-regulation, self-motivation, empathy, and social skills. This study uses a systematic literature review method guided by PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). A literature search was conducted through the Google Scholar, Sinta, and DOAJ databases using the keywords "emotional intelligence", "learning achievement", "emotional intelligence", and "academic achievement" with a publication period of 2014–2024. Of the total 87 articles identified, screening based on title and abstract resulted in 43 articles, then selection based on inclusion and exclusion criteria resulted in 18 articles that met the requirements for in-depth analysis. The inclusion criteria included articles discussing the relationship between emotional intelligence and academic achievement, written in Indonesian or English, having gone through a peer-reviewed process, and published in accredited journals. The synthesis results show that emotional intelligence has a positive and significant influence on the academic achievement of public high school students, with contributions ranging from 21% to 34% (R² = 0.21–0.34; p < 0.05). The dimensions of self-regulation and self-motivation were shown to be the most dominant components in influencing student academic achievement. In addition, this relationship was moderated by factors of self-confidence, parental support, and a conducive school climate. The conclusion of this study confirms that the development of emotional intelligence needs to be systematically integrated into educational programs in schools to produce students who excel academically as well as emotionally and socially mature.
Co-Authors Ahmad T. Zainal Abidin alaldaya, Rudyn Azam Syukur Rahmatullah Azam Syukur Rahmatullah, Azam Syukur Azhari , Husain Azhari, Husain Basir Jarah Anilon Husain Azhari Oprimuriandy T.D. Putra Purnomo , Halim Purnomo, Halim Rudyn Aladaya Saadiah, Nur Khofifah Syukur, Azam