International Journal of Education Research and Development

The Effect of Social Media Use Intensity on Motivation-Mediated Learning Concentration: SEM Method

2026-04-09T11:42:56+07:00

This study aims to analyze the influence of the intensity of social media use on student learning concentration with learning motivation as a mediating variable. The study uses a quantitative approach with an explanatory survey design. The sample amounted to 100 students, which was determined through the quota sampling technique. The research instruments were compiled based on indicators of social media use intensity, learning motivation, and learning concentration that have been developed from relevant literature. Data were collected through questionnaires and analyzed using Structural Equation Modeling based on Partial Least Squares (SEM-PLS) with a bootstrapping procedure to test the significance of direct and indirect influence paths. The results of bootstrapping analysis showed that the intensity of social media use had a positive and significant effect on learning motivation (? = 0.506; T = 4.415; p < 0.001). Learning motivation also had a positive and significant effect on learning concentration (? = 0.812; T = 17.084; p < 0.001). In addition, the indirect effect of the intensity of social media use on learning concentration through learning motivation was also significant (? = 0.411; T = 3,883; p < 0.001), which indicates partial mediation. In conclusion, the intensity of the use of social media can increase students' learning concentration both directly through increasing learning motivation and through motivational mediation mechanisms. This shows that educators and policymakers must adopt an effective way of incorporating social media within the educational setting in order to motivate the learners and help them focus.

Artificial Intelligence-Based Islamic Education Management: Madrasah Governance Innovation in the Digital Era

2026-05-08T09:18:03+07:00

The accelerating pace of digital transformation has heightened the demand for governance innovation in Islamic education institutions, particularly madrasahs striving to balance managerial effectiveness with ethical accountability. Although existing literature has explored digitalization in Islamic education, empirical research that explicitly addresses Artificial Intelligence-Based Islamic Education Management as a form of madrasah governance innovation remains limited. This study aims to investigate how AI-based Islamic education management is implemented and how it contributes to governance innovation in the digital era. A qualitative case study design was employed in selected madrasahs that have initiated digital transformation and adopted AI-supported management systems. Participants included madrasah principals, vice principals, senior teachers, academic coordinators, and information system operators who were directly involved in governance and managerial decision-making. Data were collected through semi-structured interviews, non-participant observations, and document analysis. The data were analyzed thematically to identify recurring patterns related to governance practices and innovation processes. The findings demonstrate that Artificial Intelligence-Based Islamic Education Management enhances governance effectiveness by enabling data-driven decision-making, improving administrative efficiency, and strengthening transparency and accountability in line with Islamic ethical values such as amanah and sh?r?. Nevertheless, challenges related to digital literacy, infrastructure readiness, and ethical concerns regarding data use remain evident. The study implies that while AI-based management offers substantial potential for madrasah governance innovation, its sustainability depends on institutional capacity building, ethical governance frameworks, and supportive policy environments.

The Development of Interactive Multimedia Career Information for Students at SMKN 1 Mandau

2026-04-09T11:47:05+07:00

Implementation of the Tahfidz Program in Strengthening the Character Values of MTSN Students in Madiun

2026-04-09T11:40:15+07:00

This study aims to analyze the implementation of the tahfidz program in strengthening student character values in MTsN 3 Madiun and MTsN 2 Madiun. The research uses a qualitative paradigm with a type of field research and a phenomenological approach. Data was collected through in-depth interviews, non-participant observations, and documentation with informants consisting of madrasah heads, tahfidz teachers, PAI teachers, students, and parents. Data analysis uses interactive model analysis, while data validity is carried out through triangulation and member check. The results of the study show that the two madrassas have different but equally effective tahfidz program implementation models in shaping the Qur'ani character of students. MTsN 3 Madiun implements a religious habituation approach through school culture that emphasizes examples, worship routines, and flexible tahfidz activities, while MTsN 2 Madiun implements a more structured program system with memorization targets, monitoring through mutaba'ah books, tasmi' evaluation, and parental involvement. Character internalization takes place through three dimensions of character according to Thomas Lickona, namely moral knowing, moral feeling, and moral action. The main supporting factors include religious leadership, teacher commitment, and a conducive school environment, while inhibiting factors include differences in students' abilities, academic burden, and psychological pressure from a strict evaluation system.