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All Journal International Journal of Education and Digital Learning (IJEDL) EDUKASI
Asep Nursobah
Sunan Gunung Djati State Islamic University Bandung
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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How School Culture Shapes Religious Character: Unpacking the Hidden Mediating Power of Discipline in Indonesian Islamic Schools Adi Rosadi; Mahmud Mahmud; Bambang Samsul Arifin; Asep Nursobah; Ana Rohana Pataniah binti Salahuddin
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 23 No. 3 (2025): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

ABSTRACT This study investigates how student discipline mediates the relationship between school culture and the development of religious character in Indonesian Islamic junior high schools. Although prior research has established correlations among these variables, the specific mechanism through which school culture shapes religious character remains insufficiently explained. This study addresses this gap by testing discipline as a behavioral pathway that translates cultural values into consistent moral actions. A quantitative cross-sectional design was employed using survey data from 268 students across three private Islamic junior high schools. The analysis used Partial Least Squares Structural Equation Modeling (PLS-SEM) to assess both measurement and structural models, including mediation effects. The results show that school culture significantly predicts student discipline and religious character. Discipline also has a strong direct effect on religious character. Mediation analysis indicates that discipline ac   ABSTRAK Penelitian ini mengkaji bagaimana disiplin siswa memediasi hubungan antara budaya sekolah dan pengembangan karakter religius di sekolah menengah pertama Islam di Indonesia. Meskipun penelitian sebelumnya telah menunjukkan adanya korelasi di antara variabel-variabel tersebut, mekanisme spesifik yang menjelaskan bagaimana budaya sekolah membentuk karakter religius masih belum terjelaskan secara memadai. Studi ini mengisi kesenjangan tersebut dengan menguji disiplin sebagai jalur perilaku yang menerjemahkan nilai-nilai budaya menjadi tindakan moral yang konsisten. Desain penelitian kuantitatif dengan pendekatan potong lintang digunakan dengan memanfaatkan data survei dari 268 siswa di tiga sekolah menengah pertama Islam swasta. Analisis dilakukan menggunakan Partial Least Squares Structural Equation Modeling (PLS-SEM) untuk menilai model pengukuran dan struktural, termasuk efek mediasi. Hasil penelitian menunjukkan bahwa budaya sekolah secara signifikan memprediksi disiplin siswa dan karakter religius. Disiplin juga memiliki pengaruh langsung yang kuat terhadap karakter religius. Analisis mediasi menunjukkan bahwa disiplin menyumbang lebih dari setengah pengaruh total budaya sekolah terhadap karakter religius, yang menunjukkan mediasi parsial. Temuan ini menegaskan bahwa budaya sekolah memengaruhi pembentukan karakter terutama melalui rutinitas disiplin dan regulasi perilaku. Studi ini memberikan penjelasan berbasis mekanisme bagi literatur pendidikan karakter, khususnya dalam konteks sekolah Islam. Penelitian ini menyimpulkan bahwa disiplin merupakan jalur perilaku yang penting untuk mentransformasikan norma budaya menjadi karakter religius yang terinternalisasi dan merekomendasikan agar kebijakan memasukkan indikator disiplin edukatif ke dalam kerangka mutu sekolah.  
The Influence of Visionary Leadership and Compensation on Achievement Motivation and Its Impact on Lecturer Performance (Case Study of A Private Islamic Religious College In Metro Lampung City) Yuli Supriani; Unang Wahidin; Asep Nursobah; Bambang Syamsul Arifin; Mahmud Mahmud
International Journal of Education and Digital Learning (IJEDL) Vol. 2 No. 4 (2024)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v2i4.119

Abstract

This research was motivated by the low performance of lecturers at Private Islamic Religious Universities in Metro City, Lampung, with indicators of minimal scientific publications, lack of interest in community service activities, and lack of commitment to research. These problems include ineffective visionary leadership, an inadequate compensation system, and lecturers' achievement motivation that is not aligned with their main duties. This research aims to determine the effect of visionary leadership and compensation on the performance of lecturers with achievement motivation as an intervening variable at Private Islamic Religious Universities in Metro Lampung City. This research uses a quantitative approach with path analysis techniques and uses survey methods. The research results show: First, visionary leadership has a positive and significant effect on achievement motivation. Second, compensation has a positive and significant effect on achievement motivation. Third, visionary leadership has a positive and significant effect on lecturer performance. Fourth, compensation has a positive and significant effect on lecturer performance. Fifth, achievement motivation has a positive and significant effect on lecturer performance. Sixth, visionary leadership is positive and significant for lecturer performance through achievement motivation. Seventh, compensation has a positive and significant effect on lecturer performance through achievement motivation.
Developing an In-House Training Model for Digital Pedagogical Competence of Islamic Religious Education Teachers Adah Aliyah; Mahmud Mahmud; Bambang Samsul Arifin; Asep Nursobah; Ana Rohana Pataniah binti Salahuddin
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 24 No. 1 (2026): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v24i1.2390

Abstract

The digital transformation of education demands stronger digital pedagogical competence among Islamic Religious Education (IRE) teachers. This study aimed to develop, implement, and evaluate a contextual In-House Training (IHT) model using the Four-D framework (Define, Design, Develop, Disseminate). A mixed-methods sequential explanatory design was employed. Needs analysis involved 40 IRE teachers from 23 junior high schools; the development phase (limited trial) involved 20 teachers; the dissemination phase (full implementation) involved 40 teachers (the original 20 plus 20 additional teachers trained through peer-training). Data were collected through questionnaires (Cronbach's alpha 0.89), interviews, observations, and documentation. The model significantly improved digital lesson planning (from 45% to 82%, p < 0.01, d = 1.24), active learning strategies (68%), and educational app mastery (75%). Systemic effects included a 65% increase in digital media use and 30% reduction in preparation time. The novelty lies in operationalizing TPACK within IRE through a school‑based, practice‑oriented IHT model that explicitly integrates Islamic values. This study contributes a replicable prototype for digital religious pedagogy in developing countries. ABSTRAK Transformasi digital pendidikan menuntut kompetensi pedagogik digital yang lebih kuat bagi guru Pendidikan Agama Islam (PAI). Penelitian ini bertujuan mengembangkan, mengimplementasikan, dan mengevaluasi model In-House Training (IHT) kontekstual menggunakan kerangka Four-D. Desain sequential explanatory mixed-methods digunakan. Analisis kebutuhan melibatkan 40 guru PAI dari 23 SMP; tahap pengembangan (uji terbatas) melibatkan 20 guru; tahap diseminasi (implementasi penuh) melibatkan 40 guru (20 guru awal ditambah 20 guru tambahan melalui peer-training). Data dikumpulkan melalui kuesioner (Cronbach's alpha 0,89), wawancara, observasi, dan dokumentasi. Model IHT meningkatkan signifikan penyusunan RPP digital (45% ke 82%, p<0,01, d=1,24), strategi pembelajaran aktif (68%), dan penguasaan aplikasi pendidikan (75%). Dampak sistemik meliputi peningkatan penggunaan media digital sebesar 65% dan pengurangan waktu persiapan mengajar sebesar 30%. Kebaruan penelitian ini terletak pada pengoperasionalan TPACK dalam konteks PAI melalui model IHT berbasis sekolah dan berorientasi praktik yang secara eksplisit mengintegrasikan nilai-nilai Islam.
Problem-Based Learning in Islamic Cultural History: Strengthening Rahmatan lil Alamin Character at Indonesian Madrasahs Enoh; Supiana; Dewi Sadiah; Asep Nursobah; Muhamad Towil Akhirudin
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 24 No. 1 (2026): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v24i1.2458

Abstract

This study examines Problem-Based Learning (PBL) in Islamic Cultural History to strengthen Rahmatan lil Alamin character at two Indonesian madrasahs. A naturalistic qualitative multiple case study was used, with interviews, observation, document analysis, and written surveys of 101 students. Findings indicate that when PBL is systematically designed around value-laden historical problems and structured reflection, most students show observable gains in tolerance, empathy, critical thinking, and collaboration. However, character internalization depth varies and depends on the teacher’s role as values coach, institutional support, and topic suitability. Contradictory data include one failed PBL session, 22% student frustration, and persistent time constraints. The study offers two moderate-novelty contributions: the Problem-Based Rahmatan lil Alamin Learning (PBRAL) model and the TPACKV framework (adding Values to TPACK). These are presented as context-specific, not universal claims. Practical implications call for sustained, practice-based teacher professional development.      ABSTRAK Penelitian ini mengkaji pembelajaran berbasis masalah (Problem-Based Learning/PBL) dalam Sejarah Kebudayaan Islam untuk memperkuat karakter Rahmatan lil Alamin di dua madrasah aliyah negeri Kota Bandung. Pendekatan kualitatif naturalistik dengan studi kasus ganda digunakan, melalui wawancara, observasi, analisis dokumen, dan survei tertulis terhadap 101 siswa. Temuan menunjukkan bahwa ketika PBL dirancang secara sistematis dengan masalah historis sarat nilai dan refleksi terstruktur, sebagian besar siswa menunjukkan peningkatan yang teramati pada toleransi, empati, berpikir kritis, dan kolaborasi. Namun, kedalaman internalisasi karakter bervariasi dan bergantung pada peran guru sebagai pelatih nilai, dukungan institusi, serta kesesuaian topik. Data kontradiktif meliputi satu sesi PBL yang gagal, 22% siswa melaporkan frustrasi, dan kendala waktu yang persisten. Penelitian ini menawarkan dua kontribusi dengan kebaruan sedang: model Problem-Based Rahmatan lil Alamin Learning (PBRAL) dan kerangka TPACKV (menambahkan dimensi Nilai ke dalam TPACK). Keduanya disajikan sebagai elaborasi spesifik konteks, bukan klaim universal. Implikasi praktisnya adalah perlunya pengembangan profesional guru berbasis praktik yang berkelanjutan.
Co-Authors Adah Aliyah ADI ROSADI Ana Rohana Pataniah binti Salahuddin Bambang Samsul Arifin Bambang Syamsul Arifin Dewi Sadiah, Dewi Enoh Mahmud Mahmud Muhamad Towil Akhirudin Supiana Unang Wahidin Yuli Supriani