Model Interaksi antara Kebijakan Sekolah, Iklim Sekolah, dan Pembelajaran Agama Islam dalam Konteks Ketahanan Siswa
Abstract
This research aims to build and confirm a conceptual interaction model between school policy, school climate, and Islamic religious learning in the context of student resilience. These four variables were tested by formulating six hypotheses. This research uses the Partial Least Squares Structural Equation Modeling (PLS-SEM) method to explore the interactive effects of school policies, school climate, and Islamic religious learning on student resilience. With a sample of 500 teachers and 500 students from Madrasah Aliyah Negeri in Bengkulu, this research used a validated questionnaire to measure these variables. Data were analyzed using the SmartPLS 4 application to evaluate measurement and structural models. The results of the analysis show that school policies have a positive and significant impact on student resilience with a coefficient of 0.212, a T value of 6.495, and a P value approaching 0.000; towards Islamic religious learning with a coefficient of 0.398, a T value of 14.137, and a P value approaching 0.000; and on school climate with a coefficient of 0.683, a T value of 22.063, and a P value approaching 0.000. School climate also positively and significantly impacts Islamic religious learning with a coefficient of 0.542, a T value of 19.079, and a P value of close to 0.000. It has a more minor but significant effect on student resilience with a coefficient of 0.164, a T value of 2.387, and a P value of 0.017. Islamic religious learning strongly impacts student resilience with a coefficient of 0.539, a T value of 10.580, and a P value approaching 0.000. In conclusion, these results confirm that the model built is well-structured and can be generalized.
Keywords: Islamic Learning , School Policy, School Climate, Student Resilience
References
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Aliyev, R., Akbaş, U., & Özbay, Y. (2021). Mediating Role of Internal Factors in Predicting Academic Resilience. International Journal of School and Educational Psychology. https://doi.org/10.1080/21683603.2021.1904068
Brewer, M., van Kessel, G., Sanderson, B., & Carter, A. (2022). Enhancing student resilience by targeting staff resilience, attitudes and practices. Higher Education Research and Development. https://doi.org/10.1080/07294360.2021.1877622
Brown, C., & Shay, M. (2021). From resilience to wellbeing: Identity-building as an alternative framework for schools’ role in promoting children’s mental health. Review of Education. https://doi.org/10.1002/rev3.3264
Chanifah, N., Hanafi, Y., Mahfud, C., & Samsudin, A. (2021). Designing a spirituality-based Islamic education framework for young muslim generations: a case study from two Indonesian universities. Higher Education Pedagogies, 6(1), 195–211. https://doi.org/10.1080/23752696.2021.1960879
El Zaatari, W., & Maalouf, I. (2022). How the Bronfenbrenner Bio-ecological System Theory Explains the Development of Students’ Sense of Belonging to School? SAGE Open, 12(4), 215824402211340. https://doi.org/10.1177/21582440221134089
Erturk, A., & Ziblim, L. (2020). Is The Perception of Organizational Deviation Affected by The Organizational Climate? Research in Schools. Eurasian Journal of Educational Research, 20(85), 1–22. https://doi.org/10.14689/ejer.2020.85.1
Fathih, M. A., Supriyatno, T., & Amin Nur, M. (2021). Visionary Leadership of The Head of Diniyah Madrasah in Improving The Quality Santri. Nidhomul Haq : Jurnal Manajemen Pendidikan Islam. https://doi.org/10.31538/ndh.v6i3.1527
García-Crespo, F. J., Fernández-Alonso, R., & Muñiz, J. (2021). Academic resilience in European countries: The role of teachers, families, and student profiles. PLOS ONE, 16(7), e0253409. https://doi.org/10.1371/journal.pone.0253409
Goodman, K. M., Patel, E., & Giess, M. E. (2023). EDUCATING ABOUT RELIGIOUS DIVERSITY AND INTERFAITH ENGAGEMENT: A Handbook for Student Affairs. In Educating about Religious Diversity and Interfaith Engagement: a Handbook for Student Affairs. https://doi.org/10.4324/9781003444404
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. In European Business Review. https://doi.org/10.1108/EBR-11-2018-0203
Hines-Datiri, D., & Carter Andrews, D. J. (2020). The Effects of Zero Tolerance Policies on Black Girls: Using Critical Race Feminism and Figured Worlds to Examine School Discipline. Urban Education, 55(10), 1419–1440. https://doi.org/10.1177/0042085917690204
Huang, T., Hochbein, C., & Simons, J. (2020). The relationship among school contexts, principal time use, school climate, and student achievement. Educational Management Administration and Leadership. https://doi.org/10.1177/1741143218802595
Husnaini, M., Victorynie, I., & Amili, N. (2020). Model of religious character education: A case study in Al-Hilal Islamic Primary School Bekasi, Indonesia. Journal of Social Studies (JSS). https://doi.org/10.21831/jss.v16i2.34706
Jaenullah, J., Utama, F., & Setiawan, D. (2022). Resilience Model of the Traditional Islamic Boarding School Education System in Shaping the Morals of Student in the Midst of Modernizing Education. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran. https://doi.org/10.33394/jk.v8i4.6013
Kosim, M., Muqoddam, F., Mubarok, F., & Laila, N. Q. (2023). The dynamics of Islamic education policies in Indonesia. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2172930
Koul, S., & Nayar, B. (2021). The holistic learning educational ecosystem: A classroom 4.0 perspective. Higher Education Quarterly. https://doi.org/10.1111/hequ.12271
Lahmar, F. (2020). Religions | Free Full-Text | Islamic Education: An Islamic “Wisdom-Based Cultural Environment” in a Western Context. Religions, 11(8). https://www.mdpi.com/2077-1444/11/8/409
Lingard, B. (2020). Toward a Global Political Sociology of School Choice Policies. In Educational Policy. https://doi.org/10.1177/0895904819888233
Mogra, I. (2022). Understanding Islam: A Guide for Teachers. In Understanding Islam: A Guide for Teachers. https://doi.org/10.4135/9781529721393
Mohammed, A. K., & Kuyini, A. B. (2021). An evaluation of the Free Senior High School Policy in Ghana. Cambridge Journal of Education, 51(2), 143–172. https://doi.org/10.1080/0305764X.2020.1789066
Muhid, A., Ridho, A., Yusuf, A., Wahyudi, N., Ulya, Z., & Asyhar, A. H. (2021). Big Five Personality Test for State Islamic Senior High School Students in Indonesia. International Journal of Instruction, 14(2), 483–500. https://eric.ed.gov/?id=EJ1291106
Munadi, M., & Khuriyah. (2023). The extracurricular activities and student development of secondary school: Learning from Indonesia. International Journal of Education and Practice. https://doi.org/10.18488/61.v11i1.3245
Nash, P., Naylor, A., Manandhar, D., Stubbs, J., & Penten, P. (2021). Students’ experiences and perceptions of studying for A-Levels: implications for enhancing student resilience. Pastoral Care in Education, 39(2), 152–169. https://doi.org/10.1080/02643944.2020.1827282
Patimah, S. (2022). Learning Islamic Religious Education with Multicultural Insights in Strengthening Harmony among Students. Journal of Educational Research. https://doi.org/10.56436/jer.v1i1.24
Rafidiyah, D., Humaera, I., & Supraptiningsih, N. (2021). Understanding Islam: A guide for teachers. International Journal of Children’s Spirituality. https://doi.org/10.1080/1364436x.2021.1933737
Rumjaun, A., & Narod, F. (2020). Social Learning Theory—Albert Bandura. Science Education in Theory and Practice: An Introductory Guide to Learning Theory, 85–99. https://link.springer.com/chapter/10.1007/978-3-030-43620-9_7
Saada, N. (2022). Balancing the Communitarian, Civic, and Liberal Aims of Religious Education: Islamic Reflections. In Religions. https://doi.org/10.3390/rel13121198
Stimpson, B., & Calvert, I. (2021). Qur’anic educational philosophy: Foundational principles of education in Islam’s holiest text. Religions. https://doi.org/10.3390/rel12020082
Suddahazai, I. H. K. (2023). Reflecting on Teaching Practice: Adopting Islamic Liberatory Pedagogies within Muslim Institutes of Higher Education in UK (MIHEUK). Religions. https://doi.org/10.3390/rel14020223
Susilawati, S., Chakim, A., Hambali, M., Islamy, M. I., & Rahmaniah, A. (2021). The Urgency of Digital Literacy for Generation Z in Improving Learning of Islamic Religious Education. Library Philosophy and Practice, 2(7). http://repository.uin-malang.ac.id/8038/
Ulfat, F. (2020). Empirical research: Challenges and impulses for Islamic religious education. British Journal of Religious Education, 42(4), 415–423. https://doi.org/10.1080/01416200.2020.1711513
Uyuni, B., & Adnan, M. (2020). The Challenge of Islamic Education in 21st Century. SALAM: Jurnal Sosial Dan Budaya Syar-I. https://doi.org/10.15408/sjsbs.v7i12.18291
van Wyk, M., Mason, H. D., van Wyk, B. J., Phillips, T. K., & van der Walt, P. E. (2022). The relationship between resilience and student success among a sample of South African engineering students. Cogent Psychology, 9(1). https://doi.org/10.1080/23311908.2022.2057660
Wakhidah, N., & Erman, E. (2022). Examining environmental education content on Indonesian Islamic religious curriculum and its implementation in life. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2034244
Published
2024-06-08
Section
Articles
Copyright (c) 2024 Budiman Budiman, Juli Ahirin, Sisvi Kartika, Ahmad Syukri, Idi Warsah
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