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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika
Baiduri
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Education Mathematics

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PERBEDAAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA BERDASARKAN GENDER DAN TIPE KEPRIBADIAN SENSING-INTUITION Irfani, Sayla; Baiduri; Arif Hidayatul Khusna
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 3 No. 2 (2024): Juli
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/aljabar.v3i2.1133

Abstract

This research aims to determine the significant differences in students' mathematical creative thinking abilities based on gender and sensing-intuition personality type. This research uses a comparative research method that is ex post facto. This research was conducted in class VIII of SMPN 1 Lekok in the 2023/2024 academic year. From a population of 199, a sample of 80 was selected, namely 20 male students with a sensing personality type, 20 male students with an intuition personality type, 20 female students with a sensing personality type, and 20 female students with an intuition personality type. Data collection used creative thinking ability test instruments and sensing-intuition personality type tests. Data were analyzed using independent t-test and two-way anova. Based on the results of the analysis, it can be concluded that 1) there is no significant difference in creative thinking abilities between female and male students. 2) There are differences in creative thinking abilities between students with the sensing personality type and students with the intuition personality type. 3) There is no interaction between gender and sensing-intuition personality type on students' creative thinking abilities.
Between Home and Dormitory: Navigating Student Behavior and Parental Satisfaction in Urban Islamic Hybrid Boarding Schools Zamal, Syahrul; Cholily, Yus Mochamad; Baiduri; Utomo, Dwi Priyo
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i2.29682

Abstract

Urban families in metropolitan contexts increasingly face challenges related to limited parental supervision, time constraints, children's social environments, and the need for schools that can provide both academic learning and character formation. In response to these conditions, Islamic hybrid boarding schools have emerged as an educational innovation that integrates regular schooling, dormitory-based supervision, Islamic character mentoring, and more flexible family involvement. This study examines student behavior in an Islamic hybrid boarding school environment and analyzes its relationship with parental satisfaction. A mixed-methods sequential explanatory design was employed, involving 12 parents of students at SMP Muhammadiyah 8 Jakarta selected through purposive sampling. Quantitative data were collected using a structured questionnaire measuring student behavior and parental satisfaction on a four-point Likert scale, while qualitative data were obtained through semi-structured interviews, observations, and field notes to enrich the interpretation of statistical findings. Data were analyzed using validity, reliability, normality, descriptive statistics, and simple linear regression tests (SPSS version 30). The results demonstrate that the instrument was highly reliable (Cronbach's α = 0.903), and that student behavior jointly explained 91.7% of the variance in parental satisfaction (F = 29.374, p < 0.001). Academic engagement, socio-emotional behavior, and personal behavior each contributed strongly to parental satisfaction, with individual R² values of 0.887, 0.878, and 0.873, respectively. These findings indicate that parents evaluate Islamic hybrid boarding school quality primarily through visible behavioral transformation in their children, including academic discipline, independence, responsibility, and religiosity. The study implies that boarding-based Islamic schools should strengthen systematic behavioral monitoring and parent–school communication as core components of educational quality assurance and institutional sustainability.
Co-Authors Arif Hidayatul Khusna Dwi Priyo Utomo Irfani, Sayla Yus Mochamad Cholily Zamal, Syahrul