STUDENTS’ PERCEPTIONS OF ELECTRONIC STUDENT WORKSHEETS, LEARNING MOTIVATION, AND ACADEMIC ACHIEVEMENT IN ISLAMIC CULTURAL HISTORY: EVIDENCE FROM AN INDONESIAN MADRASAH

Aldy Efrial Sony (UIN Raden Fatah Palembang)
Fitri Oviyanti (UIN Raden Fatah Palembang)
Febrianti Febrianti (UIN Raden Fatah Palembang)
Nyayu Soraya (UIN Raden Fatah Palembang)
Saipul Annur (UIN Raden Fatah Palembang)

Jurnal Konseling Pendidikan Islam
Vol. 7 No. 3 (2026): Jurnal Konseling Pendidikan Islam

Digital learning resources are increasingly embedded in secondary education, yet their educational value depends on how learners engage with the activities that digital tools make possible. Electronic student worksheets (E-LKPD) are potentially useful because they combine structured learning tasks with digital access, interactivity, and opportunities for independent work. This study examines the relationship between students’ perceived use of E-LKPD, learning motivation, and academic achievement in Islamic Cultural History (Sejarah Kebudayaan Islam; SKI) at an Indonesian madrasah. A quantitative cross-sectional survey was conducted with 65 students at MA Rabiatul Adawiyah Baturaja during the 2025/2026 academic year. Data were collected using a 28-item Likert-scale measure of perceived E-LKPD use, a 25-item measure of learning motivation, and documented end-of-semester achievement scores. The manuscript’s original descriptive analysis reported a mean E-LKPD score of 111.52 (SD = 5.356), a mean motivation score of 97.78 (SD = 5.293), and a mean achievement score of 86.03 (SD = 2.437). The original multivariate analysis reported a significant association between E-LKPD and the two outcomes (Wilks’ Λ = .013, F = 16.528, p < .001). However, statistical auditing identified a critical model-specification problem: the reported multivariate test assigns 40 hypothesis degrees of freedom to E-LKPD, indicating that the predictor was entered as a categorical factor rather than as the continuous scale score described in the methods. Because this coding decision is not theoretically justified and is incompatible with the stated research design, the reported effect size (partial η² = .885) should not be interpreted as a valid causal effect until the raw data are reanalyzed using an appropriate multivariate regression model. The study therefore provides a useful empirical basis for examining E-LKPD in SKI while also illustrating the importance of aligning measurement, coding, and multivariate analysis in educational technology research.