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All Journal Journal Evaluation in Education (JEE) Jurnal Ilmiah Ilmu Terapan Universitas Jambi
Jahanifar, Mojtaba
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Investigation in Vocation High School for Attitude and Motivation Students in Learning Physics Subject Tanti, Tanti; Utami, Wiji; Deliza, Deliza; Jahanifar, Mojtaba
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.1452

Abstract

Purpose of the study: This study investigates the relationship between students’ attitudes and their motivation to study physics in vocational high schools. Recognizing that physics is often perceived as a difficult subject, this research seeks to understand how affective factors influence student engagement and achievement, particularly in vocational education settings where applied sciences are critical. Methodology: The study employs a quantitative descriptive design with a correlational approach, using validated questionnaires distributed to vocational students. To enrich the quantitative findings, semi-structured interviews were conducted to explore students' perceptions more deeply based on specific indicators of attitude and motivation. Data were analyzed using both descriptive and inferential statistics, particularly Pearson correlation analysis. Main Findings: The results revealed that both students’ attitudes towards physics and their motivation to learn were generally in the “fairly good” category. A positive and significant correlation between the two variables was found, with a moderate Pearson correlation coefficient of 0.622, indicating that students with a more positive attitude tend to have higher motivation levels. This emphasizes the vital role of affective domains in supporting physics learning outcomes. Novelty/Originality of this study: This study introduces a novel integrated analytical framework that merges quantitative correlation data with qualitative insights, providing a deeper understanding of the synergy between attitudes and motivation. Unlike previous research that often examined these factors independently, this study emphasizes their interrelated impact on vocational physics education, offering new directions for designing affective-based learning interventions aimed at improving student cognitive, affective, and psychomotor performance in technical fields.
FAITH MEETS TECHNOLOGY: NAVIGATING STUDENT SATISFACTION IN INDONESIA’S ISLAMIC HIGHER EDUCATION ONLINE LEARNING Tanti, Tanti; Anwar, Kasful; Jamaluddin, Jamaluddin; Saleh, Ahmad Syukri; Yusup, Deni Kamaluddin; Jahanifar, Mojtaba
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 2 (2025): Volume 9, Nomor 2, June 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i2.41513

Abstract

As the digital revolution continues to redefine global education, Islamic Higher Education (IHE) institutions in Indonesia face the dual challenge of integrating modern technology with traditional religious instruction. This study explores how digital learning environments can harmonize with Islamic pedagogical values to shape student satisfaction in online learning. Guided by Albert Bandura’s social cognitive theory, this research investigates the psychosocial and contextual factors influencing satisfaction and perceived learning outcomes among students in faith-based online education. A total of 3,270 undergraduate students from four IHE institutions participated in this study. Using Structural Equation Modeling-Partial Least Squares (SEM-PLS), we developed a novel integrative model that incorporates conventional online learning dimensions—such as teacher support, content adaptability, student interaction, and perceived ease of use—alongside embedded Islamic values. The analysis reveals that Islamic values are the most dominant factor influencing student satisfaction, surpassing even technological usability. Teacher support significantly enhances metacognitive skills, reinforces faith-based values, and increases overall satisfaction. Additionally, the availability of virtual laboratory resources and adaptive content was found to moderate the relationship between psychosocial factors and learning outcomes. This research contributes a faith-integrated theoretical framework for understanding online learning in religious educational settings, a relatively underexplored domain. It explains 72.8% of the variance in student satisfaction, offering robust insights for curriculum designers, educators, and policymakers aiming to optimize Islamic online education. The study opens new pathways for cross-cultural research at the intersection of technology, pedagogy, and religious values in digital learning environments.
Co-Authors Ahmad Syukri Saleh Deliza, Deliza Jamaluddin Jamaluddin Kasful Anwar Tanti Tanti Wiji Utami, Wiji Yusup, Deni Kamaluddin