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All Journal IJECA (International Journal of Education and Curriculum Application) Asatiza: Jurnal Pendidikan
Yaakob, Mohd Aizul
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Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Bridging the gap: Perceived behavioral control and social norms as mediators between Islamic education and prayer practice Hazmar, Al Afif; Larasati , Indah; Nurjayanti, Nurjayanti; Yaakob, Mohd Aizul
Asatiza: Jurnal Pendidikan Vol. 6 No. 3 (2025): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v6i3.3092

Abstract

Islamic Religious Education (PAI) aims to translate religious knowledge into consistent practice, with prayer (salat) as a key outcome. However, a significant value-action gap often persists. This study investigated the mechanisms through which PAI learning influences Dhuhr prayer performance among Grade VII students at SMP Negeri 4 Rengat, Indonesia. A sequential explanatory mixed-methods design was employed, framing the analysis through the Theory of Planned Behavior (TPB). Quantitative data from all 52 students revealed that while the direct effect of PAI learning on prayer was weak, a model incorporating TPB constructs was highly significant, explaining 51.2% of the variance. Perceived Behavioral Control (PBC) was the strongest predictor (β = .59, p < .001), followed by Subjective Norms. Attitude was not a significant unique predictor. Qualitative interviews and observations with a sub-sample clarified that PBC was undermined by practical barriers like lack of confidence in prayer movements and social distractions, while norms operated through peer influence. The findings demonstrate that the PAI-prayer relationship is not direct but is critically mediated by students' perceived control and social environment. This necessitates a pedagogical shift beyond knowledge delivery towards interventions that build practical competency, scaffold habit formation, and cultivate supportive peer networks to bridge the gap between religious learning and lived practice.
The Role of Madrasah Principles and School Culture in Enhancing Teacher Performance at Muhammadiyah Schools Rahman, Abd.; Masuwd, Mowafg; Yaakob, Mohd Aizul; Hasanuddin, Hasanuddin
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i1.38098

Abstract

This study examines how madrasah principals' leadership practices and school culture shape teacher performance in Muhammadiyah schools in South Sulawesi, Indonesia. While previous studies have extensively addressed leadership and school culture, evidence remains limited regarding the specific mechanisms by which faith-based leadership in Muhammadiyah madrasahs is manifested and experienced at the school level, particularly outside of key areas. Addressing this gap is crucial because leadership and culture are practical levers for strengthening teacher development and maintaining school quality in a values-based educational environment. This study employed a qualitative multiple case study design in three Muhammadiyah madrasahs in South Sulawesi. Data were collected through in-depth interviews with participants (madrasah principals, vice-principals, and teachers) who were purposively selected based on criteria such as position, minimum tenure, integration into professional development programs, and non-participant observation and document analysis (e.g., school policies and professional development records). Data were analyzed using thematic analysis through iterative coding, theme development, and cross-case comparison. Findings indicate that principals support teacher performance through (1) structured professional development planning (e.g., training/workshops aligned with teacher needs), (2) instructional supervision and feedback routines, (3) cultivating a collaborative culture (peer support, shared problem-solving), and (4) recognition practices that strengthen motivation and commitment. Based on these themes, we recommend strengthening needs-based professional development cycles, institutionalizing regular feedback and supervision protocols, and implementing transparent recognition criteria aligned with agreed-upon performance indicators.
Co-Authors Abd. Rahman Hasanuddin Hasanuddin Hazmar, Al Afif Larasati , Indah Masuwd, Mowafg