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All Journal Edukasi Islami: Jurnal Pendidikan Islam Journal of Educational Sciences
Rachman, Dicky Alfian Nur
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Religion Humanities Education Library & Information Science Other

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THE IMPACT OF GROWTH MINDSET AND INTRINSIC MOTIVATION ON SELF-REGULATED LEARNING: A STUDY OF MAHASANTRI AT MA'HAD AL-JAMI'AH Tarsono, Tarsono; Rachman, Dicky Alfian Nur; Mafaizah, Sheila; Ahmad Akbar, Paisal; Haq, Rijalul; Haedarullah, Haedarullah; Syahruramadhan, Syahruramadhan
Edukasi Islami: Jurnal Pendidikan Islam Vol. 15 No. 01 (2026): Edukasi Islami: Jurnal Pendidikan Islam (Article On Progress)
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i01.9578

Abstract

Self-Regulated Learning (SRL) is crucial aspect for Mahasantri at Ma'had Al-Jami'ah who manage dual academic workloads. Preliminary findings indicate suboptimal SRL levels, evicended by low initiative in congregational prayers and a reliance on external supervision. This study emipirically analyzes the simultaneous impact of growth mindset and intrinsic motivation on SRL theoretically the primary psychological drivers of learning independence. Employing a quantitative correlational method with 51 respondents through incidental sampling, data were analyzed using Spearman's rho, Pearson correlation tests, and multiple linear regression analysis, following rigorous validity and reliability testing (Alpha Cronbach 0.933). Result demonstrate that both variables had a significant and strong positive relationship with SRL (Growth Mindset: r = 0.681; Intrinsic Motivation: r = 0.803). Simultaneously, growth mindset and intrinsic motivation contributed 67.6% to the variation in SRL of students (F = 49.976, p < 0.05), with intrinsic motivation being the most dominant predictor (B = 0.527). This finding provides implications for the urgency of strengthening the growth mindset and intrinsic motivation in the design of student development at Ma'had Al-Jami'ah on the basis of self-regulated learning. These finding highlight the urgency of fostering a growth mindset and internalizing motivation within mahasantri development programs to enhance effective self-regulated learning.
Comparison of Islamic Education According to the Perspectives of K.H. Ahmad Dahlan and K.H. Hasyim Asy'ari: Historical Roots and Curricular Implications Zain, Irfan Ahmad; Erihadiana, Mohamad; Aulia, Rifdaa; Mardhiyyah, ‘Ainul; Mafaiza, Sheila; Rachman, Dicky Alfian Nur
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.1067-1084

Abstract

Islamic education in Indonesia was significantly shaped by early twentieth-century reform movements led by K.H. Ahmad Dahlan and K.H. Hasyim Asy'ari. This study aims to analyze comparatively the relationship between intellectual genealogy (sanad) and the curricular structure formulated by K.H. Ahmad Dahlan and K.H. Hasyim Asy'ari. It addresses the analytical gap concerning the limited examination of how historical-sanad foundations shaped institutional curriculum design. Using a qualitative historical-comparative approach and content analysis, this research examines primary sources such as Adabul ‘Alim wal Muta‘allim and early Muhammadiyah statutes, supported by relevant secondary literature. The findings show that Ahmad Dahlan developed an integrative and modern school-based curriculum combining religious and general sciences for social transformation, while Hasyim Asy'ari reinforced a pesantren-based curriculum centered on classical scholarship, sanad continuity, and moral formation. The study demonstrates that these curricular differences are causally rooted in their distinct epistemological orientations and interpretations of religious authority. It concludes that the research successfully establishes a systematic link between intellectual genealogy and curricular construction, contributing a historical-genealogical framework for understanding the complementary diversity of Islamic education models in Indonesia.
Co-Authors Ahmad Akbar, Paisal Aulia, Rifdaa Haedarullah, Haedarullah HAQ, RIJALUL Mafaiza, Sheila Mafaizah, Sheila Mardhiyyah, ‘Ainul Mohamad Erihadiana, Mohamad Syahruramadhan, Syahruramadhan Tarsono Tarsono Zain, Irfan Ahmad