Jurnal As-Salam

INTEGRATION OF SCIENCE IN THE PERSPECTIVE OF ISLAMIC EDUCATIONAL PHILOSOPHY AND ITS IMPLICATIONS IN REALIZING HOLISTIC EDUCATION

Vivi Desfita — 2024-10-18

This study examines the concept of integration of knowledge in the context of Islamic education, focusing on the perspective of Islamic educational philosophy. The main objective of this study is to understand the meaning and relevance of integrating knowledge within the framework of Islamic thought to realize holistic education. This study uses a literature analysis method, exploring the theoretical and practical understanding of integrating knowledge from related primary and secondary sources. The results of this study indicate that integration of knowledge according to the perspective of Islamic educational philosophy is not only about combining curricula but also involves a holistic learning experience that combines spiritual, intellectual, and practical aspects. A deep understanding of Islamic values is integrated into the educational process to form individuals who are not only academically competent but also have good morals and strong spiritual awareness. This study contributes to the literature on Islamic education by providing a deeper understanding of the concept of integration of knowledge and a basis for developing educational strategies that focus on holism and harmony between knowledge and spiritual values in the context of Islamic education.

OPTIMIZING STOCK TRADING PERFORMANCE: LEARNING TECHNICAL AND FUNDAMENTAL ANALYSIS USING "SHARIA PROFITS"

Tajus Subqi — 2024-10-18

The rapid development of the Islamic capital market in Indonesia requires a deep understanding of fundamental and technical analysis. Through the learning and application of "Profits Syariah," it is hoped that the quality of trading by students at the Faculty of Islamic Economics and Business (FIEB) at Annuqayah University in Guluk-Guluk Sumenep can be improved, supporting effective Sharia investment practices. This research aims to explore, evaluate, and analyze in depth the concepts of technical and fundamental learning, as well as the optimization of the role of this learning in improving stock trading performance using the "Profits Syariah" application at the Faculty of Islamic Economics and Business at Annuqayah University in Guluk-Guluk Sumenep. It is descriptive qualitative research with a case study approach, using interview sheets distributed via Google Form to students of Islamic Economics (IE) and Islamic Banking (IB) programs who have taken Sharia Capital Market courses in the 5th and 7th semesters. Out of 130 students, 79 met the criteria, with 5 to 10 students having similar answers for each interview question after filtration. Direct interviews were conducted with the course instructors and program coordinators. Qualitative data analysis was performed using the Miles and Huberman method. The research results show that first, learning fundamental and technical analysis in the Islamic capital market using the Student-Centered Learning (SCL) and Experience Learning (EL) methods is effective, making students actively develop analytical skills, making learning more exciting and modern, and preparing them as competent and ethical financial professionals. Second, this learning is efficacious in improving stock trading performance, as indicated by interview results related to learning effectiveness indicators in improving stock trading performance.

THE INFLUENCE OF ACADEMIC SUPERVISION, WORK ENVIRONMENT, AND WORK MOTIVATION ON TEACHER PERFORMANCE

Febri Satria — 2024-10-18

This study aims to explore the influence of academic supervision, work environment, and work motivation on teacher performance at SDN Gugus 1 in Meureubo District, West Aceh. Specifically, the objectives are (1) to assess the impact of academic supervision on teacher performance, (2) to evaluate the influence of work environment on teacher performance, (3) to determine the effect of work motivation on teacher performance, and (4) to analyze the combined effect of academic supervision, work environment, and work motivation on teacher performance. The study employs a quantitative approach, targeting a population of 114 teachers, with a sample of 89 selected through proportional random sampling using the Slovin formula at a 5% error margin. Data were collected using a Likert-scale questionnaire, which underwent validity and reliability testing. Multiple linear regression analysis was employed for data analysis, along with hypothesis testing through t-tests and F-tests and the determination coefficient, all processed using SPSS 21. The results indicate that academic supervision significantly influences teacher performance, with a p-value of 0.003. Similarly, work motivation significantly impacts teacher performance with a p-value of 0.000, and the work environment also shows a significant positive influence with a p-value of 0.041. Furthermore, the simultaneous analysis reveals a significant combined effect of academic supervision, work environment, and work motivation on teacher performance, with a p-value of 0.000. These findings suggest that enhancing academic supervision, improving the work environment, and fostering teacher motivation can effectively boost teacher performance in SDN Gugus 1. The study's implications extend beyond the local context, offering practical recommendations for educational institutions aiming to improve teacher performance through strategic interventions in supervision, environment, and motivation.

CAMBODIAN TEACHERS' READINESS FOR ONLINE TEACHING: PERCEPTIONS AND CHALLENGES

Borey Be — 2024-10-31

This study gauges the readiness of Cambodian teachers for Online Teaching and Learning (OTL) in higher education institutions (HEIs). A quantitative design was utilized, including 140 teachers who participated in an online survey consisting of 29 question items. The research found that teachers certainly assessed their OTL competencies favorably, with mean scores between 3.63 and 3.73 across diverse skills. The research found that teaching experience has a positive effect on readiness for online teaching and learning, especially concerning pedagogical strategies and self-efficacy in digital settings. Nonetheless, the association was less significant for technological knowledge. TPACK and perceived institutional support emerged as significant predictors of teachers' readiness. This research enhances comprehension of the complexity surrounding teacher readiness for OTL in Cambodia. The recommendation is to address shortcomings in technological expertise and to improve institutional support by implementing comprehensive professional development that is tailored to the needs of teachers.

THE EFFECT OF PERMISSIVE PARENTING ON ACADEMIC SELF-EFFICACY THROUGH SOCIAL SUPPORT FOR PAI STUDENTS AT UNIVERSITAS AL-WASHLIYAH MEDAN

Susanti Nirmalasari — 2024-11-26

The purpose of this study was to analyze the direct effect of permissive parenting on students' academic self-efficacy and to construct a model that is in accordance with the standard value of the fit index. This research method uses a quantitative method. The population in this study were all PAI students at Al-Washliyah University, Medan, totaling 488 students. The sampling technique used was the total sampling technique. This study uses a mediation model approach (Neuman, 2013). This study will look at the function of the social support variable (M) on the effect of permissive parenting on academic self-efficacy. Based on the results of the analysis, it is known that permissive parenting has a significant negative effect on academic self-efficacy, with an estimated value of ? = -0.029 and p = 0.049. Based on the results of the analysis, it is known that there is an effect of family support on academic self-efficacy with an estimated value of ? = 0.145 and p = 0.006. Next, there is an influence of friend support on academic self-efficacy with an estimated value of ? = 0.229 and p = <0.001. Then, there is no significant influence of someone's support on academic self-efficacy, with an estimated value of ? = -0.075 and p = 0.129. The determining factor for learning success is the students themselves, so based on the results of this research, advice that can be given to students is to always pay attention to their intelligence and personality.