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All Journal International Journal of Multidisciplinary Research of Higher Education (IJMURHICA) FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Aryani, Putri Lizah
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Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Social Sciences

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Integrative Reconstruction of Islamic Education Learning Model to Enhance Values in Madrasah Ibtidaiyah Khatimah, Siti Husnul; Sabarudin, Sabarudin; Anisa, Fira Nur; Aryani, Putri Lizah; Jannah, Mutia Miftachul
International Journal of Multidisciplinary Research of Higher Education Vol 9 No 2 (2026): (April) Theme Education, Religion Studies, Social Sciences, STEM and Economic Dev
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v9i2.552

Abstract

This study examines the reconstruction of an Islamic Education learning model based on integration–interconnection in an Islamic elementary school. Using a qualitative case study approach, the research involved school principals, Islamic Education teachers, general subject teachers, and students. Data were collected through participatory observation, semi-structured interviews, and documentation of instructional materials. Thematic analysis followed Miles and Huberman’s framework, encompassing data condensation, presentation, and conclusion drawing, with validity ensured through triangulation of sources, techniques, and time. Findings indicate that integration–interconnection functions as both a conceptual and epistemological foundation, positioning Islamic Education as the core value permeating interdisciplinary learning. The reconstructed pedagogical design emphasizes value habituation, teacher exemplification, reinforcement of religious and social practices, and integrative teaching materials linking Islamic Education with science, social studies, and health. This model contributes to holistic internalization of Islamic values across cognitive, affective, and psychomotor domains, fostering moderate religious character among students. Nevertheless, implementation faces challenges such as dual curriculum administrative burdens, limited family support, and diverse student backgrounds. The cultural context of Nahdlatul Ulama provides strong cultural capital that sustains value-based education.
Psychological Mechanisms in the Implementation of Self-Directed Learning Regarding Generation Z Students’ Self-Efficacy in Islamic Education Aryani, Putri Lizah; Muliati, Indah
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 01 (2026): FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Institut Agama Islam Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jf.v15i01.1745

Abstract

This study examines how Self-Regulated Learning (SRL) shapes academic self-efficacy in Generation Z students in Islamic Religious Education and Character Education (PAI & BP) classes. The design is qualitative-dominant mixed-methods: quantitative data supply a contextual baseline; qualitative data carry the main analytical weight. The research site is SMA Praja Nusantara in West Sumatra, a semi-military boarding school where students have no routine access to electronic devices. This condition makes SRL both harder and, arguably, more consequential. Forty-three students participated in the quantitative component; four were selected for in-depth interviews based on post-test score profiles. Pre–post score comparisons showed statistically significant change in both the SRL group and the comparison group (paired t-test, p < 0.001). That result, however, understates what actually happened: aggregate scores flattened differences that mattered. Thematic analysis drawing on observations, semi-structured interviews, and learning documentation analyzed through Braun and Clarke's framework identified six themes: a shift in the locus of learning control, externalization of cognition through mind mapping, widespread difficulty with self-monitoring, domain-specific self-efficacy gains, SRL as a resilience mechanism, and gradual adaptation. Tentative patterns also pointed to SRL's role in the internalization of religious values, though the evidence for this is limited and warrants further investigation. The SRL–self-efficacy link is neither direct nor consistent across students. It works through psychological mechanisms that vary by individual, domain, and context. These findings extend Rahman et al. by tracing an alternative pathway and by testing Bandura and Zimmerman's reciprocity postulates under real boarding school conditions rather than assumed ones. Practical implications for PAI pedagogy in similar settings are discussed.
Co-Authors Anisa, Fira Nur Jannah, Mutia Miftachul Khatimah, Siti Husnul Sabarudin Sabarudin