Model Pengembangan Kepemimpinan Islami Siswa di Sekolah: Analisis Interaksi Antara Kurikulum, Motivasi Belajar, dan Kinerja Guru
Abstract
This study aimed to develop a conceptual model representing interactions among Islamic education curriculum, student learning motivation, teacher performance, and student Islamic leadership development in five Madrasah Aliyah in Bengkulu, involving 100 teachers and 100 students. Using the Partial Least Squares Structural Equation Modeling (PLS SEM) method, this research succeeded in identifying empirical interactions among the aforesaid variables. The analysis results showed that the Islamic education curriculum had very large influences on student learning motivation and teacher performance with a T-statistic of 11.341 and 38.421 and a P-value of 0.000 for both. Apart from that, this research also found that student learning motivation had significant impacts on teacher performance and the development of students' Islamic Leadership, as evidenced by T-statistics of 3.585 and 106.232 and a P-value of 0.000. The indirect influential relationship between the curriculum through student learning motivation on teacher performance also showed statistical significance with a T-statistic of 3.046 and a P-value of 0.002, and the indirect influence of student learning motivation on Islamic leadership development through teacher performance with a T-statistic of 3.613 and a P-value of 0.000. These results confirmed that the model had been well-developed and well-confirmed. The results also emphasized the importance of a good curriculum and high learning motivation in improving teaching performance and developing student leadership based on Islamic values.
Keywords: Islamic education curriculum, student learning motivation, teacher performance, and student Islamic leadership development
References
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Paz-Baruch, N., & Hazema, H. (2023). Self-Regulated Learning and Motivation Among Gifted and High Achieving Students in Science, Technology, Engineering, and Mathematics Disciplines: Examining Differences Between Students From Diverse Socioeconomic Levels. Journal for the Education of the Gifted. https://doi.org/10.1177/01623532221143825
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Rosliza, G., Inayah, A. A., Emiza, T., Merani, C. A., & Yusliena, Y. (2017). Towards an Islamic spirituality model in increasing academic performance of accounting students. Journal of Fundamental and Applied Sciences, 9(5S), 921–931.
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Shen, J., Wu, H., Reeves, P., Zheng, Y., Ryan, L., & Anderson, D. (2020). The association between teacher leadership and student achievement: A meta-analysis. Educational Research Review, 31, 100357.
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Syarif, S. (2020). Building plurality and unity for various religions in the digital era: Establishing Islamic values for Indonesian students. Journal of Social Studies Education Research, 11(2), 111–119.
Syukron, B., Thahir, A., Fitri, T. A., & Rohman, A. (2020). Impact of Organizational Culture and Teacher Performance on Quality of Learning Processes. Cultural Management: Science and Education, 4(2), 95–110.
Szteinberg, G., Repice, M. D., Hendrick, C., Meyerink, S., & Frey, R. F. (2020). Peer Leader Reflections on Promoting Discussion in Peer Group-Learning Sessions: Reflective and Practiced Advice through Collaborative Annual Peer-Advice Books. CBE—Life Sciences Education, 19(1). https://doi.org/10.1187/cbe.19-05-0091
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Vasinayanuwatana, T., Teo, T. W., & Ketsing, J. (2021). Shura-infused STEM professional learning community in an Islamic School in Thailand. Cultural Studies of Science Education, 16(1), 109–139. https://doi.org/10.1007/s11422-020-09990-8
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Zulkifli, H., Tamuri, A. H., & Azman, N. A. (2022). Understanding creative teaching in twenty-first century learning among Islamic education teachers during the COVID-19 pandemic. Frontiers in Psychology, 13, 920859. https://doi.org/10.3389/fpsyg.2022.920859
Alimni, A., Amin, A., & Kurniawan, D. A. (2022). The role of Islamic education teachers in fostering students’ emotional intelligence. International Journal of Evaluation and Research in Education (IJERE), 11(4), 1881–1892.
Al-Najjar, E. A. M. (2022). The effectiveness of the Islamization of science curriculum on students’ acquisition of science processes and increase motivation towards learning science. Periodicals of Engineering and Natural Sciences, 10(2), 54–64.
Asha, L., Hamengkubuwono, H., Ruly Morganna, R., Warsah, I., & Alfarabi, A. (2022). Teacher Collaborative metacognitive feedback as the application of teacher leadership Concept to scaffold educational management students’ metacognition. European Journal of Educational Research, 11(2), 981–993.
Bardach, L., & Klassen, R. M. (2021). Teacher motivation and student outcomes: Searching for the signal. Educational Psychologist, 56(4), 283–297. https://doi.org/10.1080/00461520.2021.1991799
Berger, J.-L., & Girardet, C. (2021). Vocational teachers’ classroom management style: The role of motivation to teach and sense of responsibility. European Journal of Teacher Education, 44(2), 200–216. https://doi.org/10.1080/02619768.2020.1764930
Bonem, E. M., Fedesco, H. N., & Zissimopoulos, A. N. (2020). What you do is less important than how you do it: The effects of learning environment on student outcomes. Learning Environments Research, 23(1), 27–44. https://doi.org/10.1007/s10984-019-09289-8
Cents-Boonstra, M., Lichtwarck-Aschoff, A., Denessen, E., Aelterman, N., & Haerens, L. (2021). Fostering student engagement with motivating teaching: An observation study of teacher and student behaviours. Research Papers in Education, 36(6), 754–779. https://doi.org/10.1080/02671522.2020.1767184
Dee, T. S., James, J., & Wyckoff, J. (2021). Is effective teacher evaluation sustainable? Evidence from District of Columbia Public Schools. MIT Press One Rogers Street, Cambridge, MA 02142-1209, USA journals-info …. https://direct.mit.edu/edfp/article-abstract/16/2/313/97155
Dodman, S. L. (2022). Learning, leadership, and agency: A case study of teacher-initiated professional development. Professional Development in Education, 48(3), 398–410. https://doi.org/10.1080/19415257.2021.1955731
Fadila, A. I. (2019). Leadership in Islamic Education. International Conference of Moslem Society, 3, 286–295. https://ejournal.uinsaizu.ac.id/index.php/icms/article/view/2288
Fahyuni, E. F., Wasis, W., Bandono, A., & Arifin, M. B. U. B. (2020). Integrating Islamic values and science for millennial students’ learning on using seamless mobile media. Jurnal Pendidikan IPA Indonesia, 9(2), 231–240.
Goldhaber, D., Ronfeldt, M., Cowan, J., Gratz, T., Bardelli, E., & Truwit, M. (2022). Room for Improvement? Mentor Teachers and the Evolution of Teacher Preservice Clinical Evaluations. American Educational Research Journal, 59(5), 1011–1048. https://doi.org/10.3102/00028312211066867
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review.
Huda, S., Ahid, N., Tortop, H. S., Lestari, F., & Prasetiyo, A. E. (2022). The Role of Islamic Education as the First Step Moral Education in Era Society 5.0: Implications for Indonesian and Turkish Education Systems. Jurnal Iqra’: Kajian Ilmu Pendidikan, 7(1), 77–87.
Johnston, B. M. (2021). Students as partners: Peer-leading in an undergraduate mathematics course. International Journal of Mathematical Education in Science and Technology, 52(5), 795–806. https://doi.org/10.1080/0020739X.2020.1795287
Kalinowski, E., Egert, F., Gronostaj, A., & Vock, M. (2020). Professional development on fostering students’ academic language proficiency across the curriculum—A meta-analysis of its impact on teachers’ cognition and teaching practices. Teaching and Teacher Education, 88, 102971.
Karadag, E. (2020). The effect of educational leadership on students’ achievement: A cross-cultural meta-analysis research on studies between 2008 and 2018. Asia Pacific Education Review, 21(1), 49–64. https://doi.org/10.1007/s12564-019-09612-1
Kosim, M., Muqoddam, F., Mubarok, F., & Laila, N. Q. (2023). The dynamics of Islamic education policies in Indonesia. Cogent Education, 10(1), 2172930. https://doi.org/10.1080/2331186X.2023.2172930
Malla, H. A. B., Sapsuha, M. T., & Lobud, S. (2020). The influence of school leadership on Islamic education curriculum: A qualitative analysis. International Journal of Innovation, Creativity and Change, 11(6), 317–324.
Mogra, I. (2020). Understanding Islam: A Guide for Teachers. https://www.torrossa.com/gs/resourceProxy?an=5018887&publisher=FZ7200
Patimah, S., Badarussyamsi, B., & Mahluddin, M. (2022). Learning Islamic religious education with multicultural insights in strengthening harmony among students. Journal of Educational Research, 1(1), 101–122.
Paz-Baruch, N., & Hazema, H. (2023). Self-Regulated Learning and Motivation Among Gifted and High Achieving Students in Science, Technology, Engineering, and Mathematics Disciplines: Examining Differences Between Students From Diverse Socioeconomic Levels. Journal for the Education of the Gifted. https://doi.org/10.1177/01623532221143825
R’boul, H. (2021). Alternative theorizing of multicultural education: An Islamic perspective on interculturality and social justice. Journal for Multicultural Education, 15(2), 213–224.
Rosliza, G., Inayah, A. A., Emiza, T., Merani, C. A., & Yusliena, Y. (2017). Towards an Islamic spirituality model in increasing academic performance of accounting students. Journal of Fundamental and Applied Sciences, 9(5S), 921–931.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860.
Saefudin, D., Mujahidin, E., & Husaini, A. (2023). Development of integrated Islamic school curriculum at junior high school level in Islamic boarding schools. Jurnal Impresi Indonesia, 2(12), 1107–1117.
Shen, J., Wu, H., Reeves, P., Zheng, Y., Ryan, L., & Anderson, D. (2020). The association between teacher leadership and student achievement: A meta-analysis. Educational Research Review, 31, 100357.
Shutaleva, A., Dyachkova, M., Tomyuk, O., Ivanova, E., & Smolina, N. (2020). Religious component in higher education programs and the formation of intercultural competences. International Session on Factors of Regional Extensive Development (FRED 2019), 423–427. https://www.atlantis-press.com/proceedings/fred-19/125931866
Syarif, S. (2020). Building plurality and unity for various religions in the digital era: Establishing Islamic values for Indonesian students. Journal of Social Studies Education Research, 11(2), 111–119.
Syukron, B., Thahir, A., Fitri, T. A., & Rohman, A. (2020). Impact of Organizational Culture and Teacher Performance on Quality of Learning Processes. Cultural Management: Science and Education, 4(2), 95–110.
Szteinberg, G., Repice, M. D., Hendrick, C., Meyerink, S., & Frey, R. F. (2020). Peer Leader Reflections on Promoting Discussion in Peer Group-Learning Sessions: Reflective and Practiced Advice through Collaborative Annual Peer-Advice Books. CBE—Life Sciences Education, 19(1). https://doi.org/10.1187/cbe.19-05-0091
Valkenberg, P. (2006). Being found while seeking: In search of a basic structure of root metaphors in Muslim spirituality. Studies in Spirituality, 16, 39–58.
Vansteelandt, I., Mol, S. E., Vanderlinde, R., Lerkkanen, M.-K., & Van Keer, H. (2020). In pursuit of beginning teachers’ competence in promoting reading motivation: A mixed-methods study into the impact of a continuing professional development program. Teaching and Teacher Education, 96, 103154.
Vasinayanuwatana, T., Teo, T. W., & Ketsing, J. (2021). Shura-infused STEM professional learning community in an Islamic School in Thailand. Cultural Studies of Science Education, 16(1), 109–139. https://doi.org/10.1007/s11422-020-09990-8
Vergara-Morales, J., & Del Valle, M. (2021). From the basic psychological needs satisfaction to intrinsic motivation: Mediating effect of academic integration. Frontiers in Psychology, 12. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.612023/full
Zubanova, S., Gryaznukhin, A., Beketova, E., Movchun, V., & Leontyeva, I. (2020). Creating an optimal environment for distance learning in higher education: Discovering leadership issues. 6(1). https://dspace.kpfu.ru/xmlui/handle/net/162755
Zulkifli, H., Tamuri, A. H., & Azman, N. A. (2022). Understanding creative teaching in twenty-first century learning among Islamic education teachers during the COVID-19 pandemic. Frontiers in Psychology, 13, 920859. https://doi.org/10.3389/fpsyg.2022.920859
Published
2024-06-17
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