The COVID-19 pandemic has raised many problems in the education sector, one of which is the increasing trend toward student loneliness owing to a lack of interpersonal connections in online learning activities. The present study explicitly aims to examine the relationship between loneliness and academic achievement for university students in Indonesia. Moreover, we propose moderating God’s locus of control (i.e., God’s control over behavior-related learning) (GLC) and learning student engagement, playing mediating roles in these relationships. The data were collected from 324 respondents among university students in Indonesia during emergency remote teaching. The moderated-mediated regression analysis using Hayes’ PROCESS macro found loneliness negatively related to engagement and academic achievement. Student engagement had a positive relationship with academic achievement and served as a mediator between loneliness and academic achievement. Furthermore, GLC was found to moderate the relationship between loneliness and learning engagement as well as loneliness and academic achievement. This study’s findings uncover GLC’s role as a boundary condition, and confirms that learning-engagement intermediates the relationship between loneliness and academic achievement. Students with high perceived God control tend to anticipate the impact of loneliness on learning behavior amid isolation and loneliness because of the pandemic.

This study investigated the impact of loneliness on academic self-efficacy (ASE) and student engagement in the context of remote teaching during the COVID-19 pandemic. Moreover, as a boundary condition, we examined the role of intermediate ASE in the relationship between loneliness, student engagement, and perceived humor in learning. A total of 367 undergraduate students from six universities in Indonesia completed an online questionnaire. Data were analyzed using Macro Process version 4 to test the moderating mediation model hypothesis. As expected, the study results show that loneliness is negatively related to ASE and student engagement. ASE is proven to affect student engagement positively; concurrently, it plays an intermediate role in the link between loneliness and student engagement. Finally, humor had a significant moderating effect on learning in the tested model. This study contributes to the existing literature on loneliness and student engagement by uncovering the intermediate role of ASE. Drawing on the social cognitive theory (SCT) and instructional humor processing theory (IHTP), we explored how perceived humor in learning moderates the relationships between loneliness, ASE, and student engagement.

Donasi merupakan kunci dalam pendanaan lembaga pendidikan Islam milik masyarakat. Pesantren sebagai institusi lembaga pendidikan Islam memerlukan penggalangan dana untuk pengembangan dan operasional. Tujuan penelitian adalah mengetahui strategi penggalangan dana, retensi, dan stewardship  donatur  pada pesantren. Penelitian ini merupakan penelitian lapangan dengan pendekatan kualitatif. Penelitian dilaksanakan pada Pondok Pesantren Nurul Abshor Islamic and Raudhatul Jannah Batusilira yang terletak di Kabupaten Kotabaru Kalimantan Selatan. Data dikumpulkan dengan wawancara terhadap pengelola, orang tua, dan donatur. Analisis data dilakukan melalui tahap menghubungkan data dengan fokus masalah, mengidentifikasi pola dari data, menyatukan pola sehingga dapat menjawab fokus masalah. Penelitian ini menemukan bahwa  keberhasilan fundraising sangat ditentukan oleh tuan guru pengasuh pondok pesantren. Retensi dan stewardship donor dilakukan dengan transparansi, memelihara citra melalui tuan guru, dan melibatkan  donatur dalam pengelolaan. Penghargaan terhadap donatur tidak berdasarkan kebutuhan donor.  Artikel ini merekomendasikan fundraising pada lembaga pendidikan Islam harus mengadopsi fundraising modern sehingga ketergantungan terhadap tuan guru (iulama)  dalam fundraising dapat dikurangi.

This study aims to reveal the Islamic concept of maintaining human nature through Islamic education in the family. The research method used is library research. The data to be extracted comes from the verses of the Qur'an, hadith texts, books, journals and magazines which contain the concept of maintaining human nature through Islamic education in the family. To analyze the data used descriptive analytic analysis. This research resulted in the finding that in order to maintain human nature, Islamic education in the family must start from the time the child is in the womb. As for how parents communicate with children by introducing the sentence of Tauhid and other Taibah sentences. In infancy, the child is recited when born, in aqiqahi, and given a good name. Children are often heard reciting verses from the Qur'an, singing songs containing religious poetry and Thaibah sentences. When children are 4-6 years old, Islamic religious education is given in the form of conveying Islamic religious concepts which are the main points of religion. Children can be trained to do whudu, pray and fast (not a full day).Children aged 6-12 years can already be burdened with tasks related to religious law. Entering adolescence (age 12-18 years) means that the child is approaching baliq or has reached puberty. Therefore, children must be taught Islam in its entirety, including aqidah, sharia and morals.