Religiosity and Prosocial Behavior on Student of Islamic and Public Schools at Banda Aceh, Indonesia

Safrilsyah, Safrilsyah; Yusoff, Mohd Nazaruddin; Othman, Muhammad Fuad; Ibrahim, Ibrahim

doi:10.24042/tadris.v6i1.6295

Cited by 3 publications

(3 citation statements)

References 9 publications

(10 reference statements)

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“…Nur (2018) also found that religious values have already included all other values such as independence, nationalism, mutual cooperation, and integrity. Another research supported the notion that religiosity is negatively related to academic dishonesty (Khan et al, 2019) while positively related to moral behavior (Azizah, 2015), moral competence (Zubairu, Dauda, Paiko, & Sakariyau, 2017), and prosocial behavior (Safrilsyah, Zailani, Khairi, & Ibrahim, 2021).…”

Section: Discussionmentioning

confidence: 77%

Character Education from the Students’, Teachers’, and Schools’ Perspective

Hanafi

2021

JELTL

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<em>In 2016, the Indonesian Government emphasized character education by sparking a Character Strengthening Program or Program Penguatan Karakter/PPK to build and strengthen the students’ character. This program focuses on character building but it mainly highlights five main good characters which are religiosity, nationalism, integrity, independence, and cooperation. This study aims to deeply understand the perspective of students, teachers, and schools toward knowledge and value of character education and to explore the linkage among them as a complete picture. A mixed-method research was employed in this study. The data was collected from 2 junior and 2 senior high schools, which involved 4 headmasters, 12 teachers, and 212 students. Regression analysis was performed to evaluate the roles of teachers and schools in the internalization of character education among students, while the qualitative approach was employed to understand teachers’ and schools' perspectives. This study finds that based on the students’ perspective, teachers' and schools' roles are playing a significant effect on the internalization of the values of character education to them. The school and the teachers were not familiar with terms used by the governments PPK programs. Despite, the school and teacher are in synergy in developing the students’ good character with their own character development terms such as “akhlaq mulia” which is actually has similar values with the Government’s Character Strengthening Program</em>

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Section: Discussionmentioning

confidence: 77%

Character Education from the Students’, Teachers’, and Schools’ Perspective

Hanafi

2021

JELTL

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“…Dan Setelah berjalannya proses perkuliahan secara daring banyak mahasiswa justru mengalami kesulitas belajar (Rusmaladewi et al, 2020). Hal lain membuat informan ter-motivasi belajar karena adanya pengaruh dari bentuk religiusitas hal ini sesuai dengan penelitian yang dilakukan (Safrilsyah et al, 2021) dan semangat religius mampu memberikan makna, pencerahan, dan perubahan masa depan peserta didik secara tepat terutama da-lam belajar. Dan dilanjutkan dalam penelitian (Salsabila et al, 2021).…”

Section: Metode Penelitianunclassified

Penguatan Motivasi Belajar Melalui Self-Regulated Learning Mahasiswa pada Pembelajaran Daring Dimasa Pandemi Covid-19

Kadir

Khilmiyah

2023

JLP

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Tujuan penelitian ini untuk mengkaji penyebab rendahnya motivasi belajar dan menemukan solusi untuk meningkatkan motivasi belajar gambaran self-regulated learning pada pembelajaran daring di masa pandemi covid-19. Jenis penelitian ini menggunakan pendekatan kualitatif dengan metode fenomenologi. Informan dipilih menggunakan tehknik snowball sampling. Informan pada penelitian ini memfokuskan pada mahasiswa Yogyakarta, yang mengalami penurunan motivasi dipilih berdasarkan karakteristik yang dibutuhkan. Tehknik pengumpulan data menggunakan wawancara, observasi dan dokumentasi, Analisis data dengan cara analisis reduksi. Keabsahan data menggunakan triangulasi sumber. Penelitian ini menghasilkan: (1) Penyebab rendahnya motivasi belajarar: merasa bosan proses pembelajaran daring, kurang efektif pembelajaran zoom, Kesulitan menyelesaikan tugas karena koneksi Internet, Kurangya interaksi dengan dosen, Kurang diawasi selama proses pembelajaran, dan Dosen lebih banyak memberi teori dibanding Praktek (Lapangan). (2) Solusi meningkatkan belajar: Nasehat orangtua, mengerjakan tugas sesuai dengan hal yang disenangi, membuat target belajar, menumbuhkan motivasi untuk meraih nilai yang baik, rajin ikut kajian. Punya mata kuliah yang sesuai dengan peminatan.

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“…Islamic religious education has broader goals than general education, namely building good personal character and developing broad religious knowledge (Safrilsyah et al, 2021). The internalization of religious values is an important basis for Muslim students in developing their interpersonal intelligence.…”

Section: A Introductionmentioning

confidence: 99%

Internalization of Religious Educational Values in Developing Students’ Interpersonal Intelligence

Anwar

2023

PIJED

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The purpose of the study is to reveal how the internalization of religious education values contributes to the development of students’ interpersonal intelligence. Methodology: This study employs a literature research approach. The search for scientific articles related to ‘internalization of religious education’ was conducted through Google, ScienceDirect, Emerald, and Tandfonline. Main findings: Islamic religious education contributes to the growth of students’ interpersonal intelligence through the internalization of religious values, educational experiences, the selection of role models, self-reflection, and a commitment to continuous learning. Applications of this study: Islamic religious education should prioritize moral values, prosocial behavior, empathy, cooperation, forgiveness, interfaith dialogue, togetherness, experiential learning, critical thinking, self-reflection, and respect for diversity novelty/originality of this study: This study introduces a novel approach by integrating Islamic education with the development of interpersonal intelligence.

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Religiosity and Prosocial Behavior on Student of Islamic and Public Schools at Banda Aceh, Indonesia

Cited by 3 publications

References 9 publications

Character Education from the Students’, Teachers’, and Schools’ Perspective

Character Education from the Students’, Teachers’, and Schools’ Perspective

Penguatan Motivasi Belajar Melalui Self-Regulated Learning Mahasiswa pada Pembelajaran Daring Dimasa Pandemi Covid-19

Internalization of Religious Educational Values in Developing Students’ Interpersonal Intelligence

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