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All Journal Journal of Innovation in Educational and Cultural Research Jurnal Penelitian Pendidikan Agama Islam
Samsuddin Samsuddin
Sekolah Tinggi Agama Islam Al-Hidayah Bogor, Indonesia
Education

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The Moderating Role of Gender in the Relationship Between Teacher Competence, Learning Satisfaction, and Students' Intrinsic Motivation Maryono Maryono; Dede Dwi Kurniasih; Muhammad Hafidz Khusnadin; Samsuddin Samsuddin; Siswanto Siswanto; Roma Wijaya
Journal of Innovation in Educational and Cultural Research Vol 6, No 2 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v6i2.2140

Abstract

Teacher competence is a key factor in creating an effective learning experience in the educational environment, especially in Indonesia's secondary education context. There is still a gap in understanding the role of learning satisfaction as a mediator in the relationship. This study explores the relationship between teacher competence, student learning satisfaction, and students' intrinsic motivation at the secondary education level. This study explores the relationship between teacher competence, student learning satisfaction, and students' intrinsic motivation at the secondary education level. Using the Structural Equation Modeling (SEM) approach, data was analyzed from 100 students to identify the impact of teacher competence on learning satisfaction and intrinsic motivation. The results showed that teacher competence significantly had a positive effect on student learning satisfaction with a pathway coefficient of 0.809 (p 0.01) and had a positive impact on students' intrinsic motivation with a coefficient of 0.345 (p 0.05). In addition, learning satisfaction was proven to have a significant mediating role in the relationship between teacher competence and intrinsic motivation, with a pathway coefficient of 0.493 (p 0.01). These findings support the importance of teacher competency development in improving a satisfying and motivating learning experience for students. This research has practical implications for educational institutions in strengthening teacher training programs and strategies to improve teaching quality to support the overall academic development of students.
Internalisasi Nilai-Nilai Kitab Ayyuhal Walad dalam Pembentukan Karakter Santri Pesantren Tahfidz Wahdah Islamiyah Samsuddin Samsuddin; Ali Maulida; Aditia M Yusup; Indri Machtifaliandri
Jurnal Penelitian Pendidikan Agama Islam Vol. 1 No. 1 (2026): Jurnal Penelitian Pendidikan Agama Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/jppai.v1i1.489

Abstract

This study explores the process of internalizing character education values through the teaching of Ayyuhal Walad at the Wahdah Islamiyah Tahfidz Islamic Boarding School in Cibinong. The research is grounded in the urgency of strengthening character education in Islamic boarding schools as a response to the moral crisis among the younger generation and the need to develop a holistic and contextual Islamic education model. The main objective of this study is to analyze how values such as adab (ethical conduct), sincerity, and responsibility are internalized through classical Islamic text learning. Employing a descriptive qualitative approach, data were collected through observation, in-depth interviews with teachers and students, and documentation of learning activities. The findings reveal that the internalization of character values occurs systematically and integratively through interactive teaching, teacher exemplarity (uswah hasanah), and spiritual mentorship (murabbi and musyrif). This process fosters students’ personal and social piety while maintaining balance between knowledge, practice, and manners. In conclusion, the teaching of Ayyuhal Walad at Pesantren Tahfidz Wahdah Islamiyah represents a model of character education grounded in classical Islamic values that remains relevant to the demands of modern education. Nevertheless, this study is limited by its relatively narrow research setting and small number of participants; therefore, the generalization of the findings should be approached with caution. Future research is recommended to expand the institutional context, incorporate a wider range of methods, and examine the long-term effectiveness of the value internalization process
Co-Authors Aditia M Yusup Ali Maulida Dede Dwi Kurniasih Indri Machtifaliandri Maryono Maryono Muhammad Hafidz Khusnadin Roma Wijaya Siswanto Siswanto