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All Journal JURNAL IQRA´ Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman
Hafilda Anisa
Universitas Islam Negeri Sunan Gunung Djati Bandung, Indonesia
Religion Education

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The Influence of Self-Efficacy and Teacher Academic Support on Students’ Time Management in Extracurricular Activities at Islamic Boarding Schools Ahmad Farhan Rif’an Najib; Hafilda Anisa
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 3 (2025): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v14i3.2406

Abstract

This study aims to determine the effect of self-efficacy and teacher academic support on students’ time management skills in extracurricular activities. In the context of modern education, student involvement in non-academic activities demands balanced time management skills. This study used a quantitative approach with an ex post facto design. The research sample amounted to 60 extracurricular coach teachers and subject teachers selected through the total sampling technique. Data were collected using a Likert scale questionnaire on three main variables: self-efficacy, teacher academic support, and student time management. Validity was tested through item total correlation, and reliability was tested with Cronbach’s Alpha. Data analysis was conducted using SPSS version 26 through multiple linear regression tests. The results showed that teacher self-efficacy had a significant effect on students’ time management ability, while teacher academic support did not show a significant effect, partially. However, simultaneously, both variables contributed 47.6% to time management. This finding emphasizes the importance of the teacher’s role in guiding students to manage time in a balanced manner between academic and extracurricular activities. Hopefully, this study can serve as a foundation for developing more responsive teaching strategies and teacher guidance, enabling students to manage their time effectively and achieve a balanced performance between academic and extracurricular activities, while also providing recommendations for schools to enhance professional development programs for teachers with a focus on time management guidance strategies
Comparative Study of Team Games Tournament, Numbered Heads Together, and STAD Learning Models on Students’ Learning Outcomes in Terms of Gender Unung Lisnawati; Hafilda Anisa; A’Idatul Islahiah; Nia Kurnia; Hanifah Rizki Mubarokah; Avivahtul Laila
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 2 (2026): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v11i2.6600

Abstract

This study aims to determine the comparative effectiveness of the Team Games Tournament (TGT), Numbered Heads Together (NHT), and Student Teams Achievement Division (STAD) learning models on Islamic Education learning outcomes among sixth-grade students at SDN Permata Hijau Rancaekek, with gender as a controlling variable. This study employs a quantitative approach using a comparative method. Data were obtained from students’ learning outcomes and analyzed using SPSS 26. Data analysis was conducted using a two-way ANOVA test and non-parametric tests because the data were not normally distributed. The results showed significant differences between the TGT and NHT models, TGT and STAD models, and NHT and STAD models (Sig. value < 0.05). Meanwhile, no significant differences were found based on students’ gender (Sig. value = 0.589), and there was no interaction between the learning model and gender in influencing Islamic Education learning outcomes (Sig. value = 0.783). The findings indicate that NHT is the most effective model for enhancing Islamic Education learning outcomes. Importantly, these findings not only identify NHT as the superior cooperative learning model but also provide empirical evidence that inclusive, gender-neutral collaborative strategies can significantly enhance student engagement and achievement, offering a practical and theoretically grounded framework for optimizing pedagogical practices across diverse educational contexts
Co-Authors Ahmad Farhan Rifan Najib Avivahtul Laila A’Idatul Islahiah Hanifah Rizki Mubarokah Nia Kurnia Unung Lisnawati