Islamic Education Comprehension among Engineering Students
Effects of Attitude and Motivation to Learn as an Antecedent Mediator
Abstract
This study aimed to analyse the effect of attitudes and motivation to learn on Islamic education comprehension among engineering students. It also identified the role of motivation as a mediator between attitude and Islamic education comprehension. This study employed a quantitative method with a survey study. The participants were first-year and end-year engineering students in Higher Education Institutions who were chosen by purposive sampling. Data were gathered from 250 samples by using one set of questionnaires. SmartPLS with Structure Equation Modeling was carried out to analyse data. Furthermore, path analysis at two-tailed significance (p<0.05) examines hypotheses and the effect of each antecedent on Islamic education comprehension. The findings of this study confirmed that attitude had no significant impact on Islamic education comprehension among engineering students. But attitude affects the motivation to learn. Motivation to learn affects Islamic education comprehension. These findings reveal that motivation to learn is a significant antecedent as a mediator in the relationship between attitude and Islamic education comprehension. This study is limited by a questionnaire to gather the data and area restrictions. This study involved Muslim engineering students in higher education institutions who have not been assigned to other studies on Islamic education. Generally, other Islamic education studies analyse subjects in Madrasah or other Islamic education institutions.
Downloads
Download data is not yet available.
References
[1] Abdullah, M. A. (2017). Islamic Studies in Higher Education in Indonesia: Challenges, Impact and Prospects for the World Community. Al-Jami’ah: Journal of Islamic Studies, 55(2), 391–426. https://doi.org/10.14421/ajis.2017.552.391-426
[2] Ajzen, I., & Fishbein, M. (1977). Attitude-behavior relations: A theoretical analysis and review of empirical research. Psychological Bulletin, 84(5), 888–918. https://doi.org/10.1037/0033-2909.84.5.888
[3] Allen, E. C., Masonheimer, A. T., & Wolters, C. A. (2023). Do dispositional motivational beliefs predict self-regulated learning strategies? An examination of willpower beliefs. International Journal of Educational Research, 119, 102174. https://doi.org/10.1016/j.ijer.2023.102174
[4] Aziz, W. A., Wulansari, R. E., Putra, R. P., Tun, H. M., Tin, C. T., & Ya, K. Z. (2023). Project-based learning module on creativity and entrepreneurship product subjects: Validity and empirical effect. Jurnal Pendidikan Teknologi Kejuruan, 6(3), 216–227. https://doi.org/10.24036/jptk.v6i3.34323
[5] Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. Acta Psychologica, 244, 104177. https://doi.org/10.1016/j.actpsy.2024.104177
[6] Berdida, D. J. E. (2023). Resilience and academic motivation’s mediation effects in nursing students’ academic stress and self-directed learning: A multicenter cross-sectional study. Nurse Education in Practice, 69, 103639. https://doi.org/10.1016/j.nepr.2023.103639
[7] Brändle, M., Sotiriadou, C., & Zinn, B. (2023). Self-assessments, attitudes, and motivational orientations towards the use of digital media in teaching a comparison between student teachers of different subject clusters. Heliyon, 9(9). https://doi.org/10.1016/j.heliyon.2023.e19516
[8] Fadri, M. Al, A, Y., Fernanda, Y., & Prasetya, F. (2023). Optimizing student learning in Computer Numerical Control subject: A comprehensive analysis of influential factors. Journal of Engineering Researcher and Lecturer, 2(3), 112–119. https://doi.org/10.58712/jerel.v2i3.114
[9] Fortuna, A., Prasetya, F., García, J. L. C., Arcelus-Ulibarrena, J. M., Salman, A., Karimi, A., & Yusuf, A. (2024). Modern learning paradigms: A bibliometric analysis of augmented reality and virtual reality in vocational education. Jurnal Pendidikan Teknologi Kejuruan, 7(2), 91–114. https://doi.org/10.24036/jptk.v7i2.36523
[10] Gagné, E. D. (1985). The cognitive psychology of school learning. Amerika: Little, Brown and Company.
[11] Hadiastuti, Ernawati, & Suci, P. H. (2024). Analysis of student learning outcomes through the task learning approach toward cash pattern construction course. Jurnal Pendidikan Teknologi Kejuruan, 7(1), 1–10. https://doi.org/10.24036/jptk.v7i1.30223
[12] Hafis, M., Syahril, S., Refdinal, R., & Prasetya, F. (2023). Optimizing learning engagement and performance in technical education: Harnessing the power of video tutorials for enhanced motivation and skill development in Shield Metal Arc Welding Subject. Journal of Engineering Researcher and Lecturer, 2(3), 120–128. https://doi.org/10.58712/jerel.v2i3.112
[13] Harmon-Jones, E., & Harmon-Jones, C. (2021). On defining positive affect (PA): considering attitudes toward emotions, measures of PA, and approach motivation. Current Opinion in Behavioral Sciences, 39, 46–51. https://doi.org/10.1016/j.cobeha.2021.01.008
[14] Held, T., & Mejeh, M. (2024). Students’ motivational trajectories in vocational education: Effects of a self-regulated learning environment. Heliyon, 10(8). https://doi.org/10.1016/j.heliyon.2024.e29526
[15] Ilham, D., Asdiany, D., Zainuddin, A. H., K, N., Iksan, M., Santaria, R., & Alannasir, W. (2023). Caring Values in Islamic Religious and Moral Education on Merdeka Belajar Curriculum: A Study of Fifth-Grade Student and Teacher Books. Al-Ishlah: Jurnal Pendidikan, 15(4), 4626–4639. https://doi.org/10.35445/alishlah.v15i4.3763
[16] Ilishkina, D. I., de Bruin, A., Podolskiy, A. I., Volk, M. I., & van Merriënboer, J. J. G. (2022). Understanding self-regulated learning through the lens of motivation: Motivational regulation strategies vary with students’ motives. International Journal of Educational Research, 113, 101956. https://doi.org/10.1016/j.ijer.2022.101956
[17] Juanda, A., Nurhayati, T., Nasrudin, D., & Muhtar, S. N. (2024). Assessing students’ religious proficiency using Glock-Stark Dimensions and its impact on curriculum development and Islamic education learning. Paedagogia, 27(2), 164–169. https://doi.org/10.20961/paedagogia.v27i2.84840
[18] Juhaidi, A., Syaifuddin, Salamah, Ma’ruf, H., Yuseran, M., Shapiah, Janah, R., Mudhiah, Saputri, R. A., Muharramah, N., Fuady, M. N., Ramadan, W., & Lisdariani, R. (2024). The effect of brand personality, brand-self congruity, and brand love on E-WOM in Islamic higher education in Indonesia: A mediating effect of brand trust. Social Sciences & Humanities Open, 10, 100955. https://doi.org/10.1016/j.ssaho.2024.100955
[19] Kalton, G., & Moser, C. A. (1985). Survey Methods in Social Investigation. Amerika: Better World Books.
[20] Katz, D. (1960). The functional approach to the study of attitudes. The Public Opinion Quarterly, 24(2), 163–204. https://doi.org/10.1086/266945
[21] Khazhymurat, A., Paiyzkhan, M., Khriyenko, S., Seilova, S., Baisanova, S., Kuntuganova, A., Almazan, J. U., & Cruz, J. P. (2023). Health education competence: An investigation of the health education knowledge, skills and attitudes of nurses in Kazakhstan. Nurse Education in Practice, 68, 103586. https://doi.org/10.1016/j.nepr.2023.103586
[22] Liu, Q. (2023). Information literacy and recent graduates: Motivation, self-efficacy, and perception of credit-based information literacy courses. The Journal of Academic Librarianship, 49(3), 102682. https://doi.org/10.1016/j.acalib.2023.102682
[23] Mansur, Ikhsan, M., Kamaruddin, K., & Samsuri, S. (2023). Implementation of Islamic Education in Increasing the Religious Awareness of Senior High School Students. Al-Ishlah: Jurnal Pendidikan, 15(3). https://doi.org/10.35445/alishlah.v15i3.4231
[24] Matos, J. F., Piedade, J., Freitas, A., Pedro, N., Dorotea, N., Pedro, A., & Galego, C. (2023). Teaching and Learning Research Methodologies in Education: A Systematic Literature Review. In Education Sciences (Vol. 13, Issue 2). https://doi.org/10.3390/educsci13020173
[25] McClelland, D. C. (1987). Human motivation. Britania Raya: Cambridge University Press.
[26] Parhan, M., Syahidin, S., Somad, M. A., Abdulah, M., & Nugraha, R. H. (2024). Developing a Contextual Learning Model in Islamic Education to Improve Applicable Knowledge and Foster Knowledge-Based Virtues. Jurnal Pendidikan Islam, 10(1), 75–86. https://doi.org/10.15575/jpi.v10i1.35205
[27] Potvin, P., & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85–129. https://doi.org/10.1080/03057267.2014.881626
[28] Putra, R. E., Indrawan, E., & Fortuna, A. (2024). Effect of implementing demonstration method on students’ understanding and practical skills in Milling Machining Course. Journal of Engineering Researcher and Lecturer, 3(1), 35–45. https://doi.org/10.58712/jerel.v3i1.125
[29] Rahmayani, F., & Istiyono, E. (2022). Affective Assesment Instrument to Assess Student Attitudes Towards Science, Technology, Engineering and Mathematics. Journal of Education Research and Evaluation, 6(4), 637–644. https://doi.org/10.23887/jere.v6i4.47681
[30] Ramayah, T., Cheah, J.-H., Chuah, F., Ting, H., & Memon, M. (2016). Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS 3.0: An Updated and Practical Guide to Statistical Analysis. Pearson Malaysia.
[31] Saada, N. (2023). Educating for global citizenship in religious education: Islamic perspective. International Journal of Educational Development, 103, 102894. https://doi.org/10.1016/j.ijedudev.2023.102894
[32] Shaker, L., Amilcar, C., Kothari, N., & Murano, T. (2023). Knowledge, attitudes and perceptions of remediation among trainees in graduate medical education programs. Journal of Emergency Medicine, 65(1), e41–e49. https://doi.org/10.1016/j.jemermed.2023.04.008
[33] Skinner, B. F. (1963). Operant behavior. American Psychologist, 18(8), 503–515. https://doi.org/10.1037/h0045185
[34] Sun, X. (2024). How the level of student research autonomy in higher education affects learning efficiency by shaping motivation: A case of instructional disconformity. Learning and Motivation, 87, 102016. https://doi.org/10.1016/j.lmot.2024.102016
[35] Sunardi, A. I. (2021). Student Motivation in Online English Learning. ELE Reviews: English Language Education Reviews, 1(2), 110–124. https://doi.org/10.22515/ele-reviews.v1i2.4034
[36] Suyadi, Nuryana, Z., Sutrisno, & Baidi. (2022). Academic reform and sustainability of Islamic higher education in Indonesia. International Journal of Educational Development, 89, 102534. https://doi.org/10.1016/J.IJEDUDEV.2021.102534
[37] Tambunan, D., Tambun, Y., & Harahap, S. (2024). Motivation and attitude of English language learning among nursing students. Malahayati International Journal of Nursing and Health Science, 6(7), 545–553. https://doi.org/10.33024/minh.v6i7.13253
[38] Torbergsen, H., Utvær, B. K., & Haugan, G. (2023). Nursing students’ perceived autonomy-support by teachers affects their intrinsic motivation, study effort, and perceived learning outcomes. Learning and Motivation, 81, 101856. https://doi.org/10.1016/j.lmot.2022.101856
[39] Uslu, N. A., & Durak, H. Y. (2022). Predicting learner autonomy in collaborative learning: The role of group metacognition and motivational regulation strategies. Learning and Motivation, 78, 101804. https://doi.org/10.1016/j.lmot.2022.101804
[40] Wicaksono, A. G. C., & Korom, E. (2023). Attitudes towards science in higher education: Validation of questionnaire among science teacher candidates and engineering students in Indonesia. Heliyon, 9(9), e20023. https://doi.org/10.1016/j.heliyon.2023.e20023
[41] Yeung, P. (2022). A model of Chinese reading comprehension: The role of cognition and motivation. Learning and Individual Differences, 99, 102202. https://doi.org/10.1016/j.lindif.2022.102202
[42] Zhu, J., Chen, J., McNeill, N., Zheng, T., Liu, Q., Chen, B., & Cai, J. (2019). Mapping Engineering Students’ Learning Outcomes From International Experiences: Designing an Instrument to Measure Attainment of Knowledge, Skills, and Attitudes. IEEE Transactions on Education, 62(2), 108–118. https://doi.org/10.1109/TE.2018.2868721
[2] Ajzen, I., & Fishbein, M. (1977). Attitude-behavior relations: A theoretical analysis and review of empirical research. Psychological Bulletin, 84(5), 888–918. https://doi.org/10.1037/0033-2909.84.5.888
[3] Allen, E. C., Masonheimer, A. T., & Wolters, C. A. (2023). Do dispositional motivational beliefs predict self-regulated learning strategies? An examination of willpower beliefs. International Journal of Educational Research, 119, 102174. https://doi.org/10.1016/j.ijer.2023.102174
[4] Aziz, W. A., Wulansari, R. E., Putra, R. P., Tun, H. M., Tin, C. T., & Ya, K. Z. (2023). Project-based learning module on creativity and entrepreneurship product subjects: Validity and empirical effect. Jurnal Pendidikan Teknologi Kejuruan, 6(3), 216–227. https://doi.org/10.24036/jptk.v6i3.34323
[5] Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. Acta Psychologica, 244, 104177. https://doi.org/10.1016/j.actpsy.2024.104177
[6] Berdida, D. J. E. (2023). Resilience and academic motivation’s mediation effects in nursing students’ academic stress and self-directed learning: A multicenter cross-sectional study. Nurse Education in Practice, 69, 103639. https://doi.org/10.1016/j.nepr.2023.103639
[7] Brändle, M., Sotiriadou, C., & Zinn, B. (2023). Self-assessments, attitudes, and motivational orientations towards the use of digital media in teaching a comparison between student teachers of different subject clusters. Heliyon, 9(9). https://doi.org/10.1016/j.heliyon.2023.e19516
[8] Fadri, M. Al, A, Y., Fernanda, Y., & Prasetya, F. (2023). Optimizing student learning in Computer Numerical Control subject: A comprehensive analysis of influential factors. Journal of Engineering Researcher and Lecturer, 2(3), 112–119. https://doi.org/10.58712/jerel.v2i3.114
[9] Fortuna, A., Prasetya, F., García, J. L. C., Arcelus-Ulibarrena, J. M., Salman, A., Karimi, A., & Yusuf, A. (2024). Modern learning paradigms: A bibliometric analysis of augmented reality and virtual reality in vocational education. Jurnal Pendidikan Teknologi Kejuruan, 7(2), 91–114. https://doi.org/10.24036/jptk.v7i2.36523
[10] Gagné, E. D. (1985). The cognitive psychology of school learning. Amerika: Little, Brown and Company.
[11] Hadiastuti, Ernawati, & Suci, P. H. (2024). Analysis of student learning outcomes through the task learning approach toward cash pattern construction course. Jurnal Pendidikan Teknologi Kejuruan, 7(1), 1–10. https://doi.org/10.24036/jptk.v7i1.30223
[12] Hafis, M., Syahril, S., Refdinal, R., & Prasetya, F. (2023). Optimizing learning engagement and performance in technical education: Harnessing the power of video tutorials for enhanced motivation and skill development in Shield Metal Arc Welding Subject. Journal of Engineering Researcher and Lecturer, 2(3), 120–128. https://doi.org/10.58712/jerel.v2i3.112
[13] Harmon-Jones, E., & Harmon-Jones, C. (2021). On defining positive affect (PA): considering attitudes toward emotions, measures of PA, and approach motivation. Current Opinion in Behavioral Sciences, 39, 46–51. https://doi.org/10.1016/j.cobeha.2021.01.008
[14] Held, T., & Mejeh, M. (2024). Students’ motivational trajectories in vocational education: Effects of a self-regulated learning environment. Heliyon, 10(8). https://doi.org/10.1016/j.heliyon.2024.e29526
[15] Ilham, D., Asdiany, D., Zainuddin, A. H., K, N., Iksan, M., Santaria, R., & Alannasir, W. (2023). Caring Values in Islamic Religious and Moral Education on Merdeka Belajar Curriculum: A Study of Fifth-Grade Student and Teacher Books. Al-Ishlah: Jurnal Pendidikan, 15(4), 4626–4639. https://doi.org/10.35445/alishlah.v15i4.3763
[16] Ilishkina, D. I., de Bruin, A., Podolskiy, A. I., Volk, M. I., & van Merriënboer, J. J. G. (2022). Understanding self-regulated learning through the lens of motivation: Motivational regulation strategies vary with students’ motives. International Journal of Educational Research, 113, 101956. https://doi.org/10.1016/j.ijer.2022.101956
[17] Juanda, A., Nurhayati, T., Nasrudin, D., & Muhtar, S. N. (2024). Assessing students’ religious proficiency using Glock-Stark Dimensions and its impact on curriculum development and Islamic education learning. Paedagogia, 27(2), 164–169. https://doi.org/10.20961/paedagogia.v27i2.84840
[18] Juhaidi, A., Syaifuddin, Salamah, Ma’ruf, H., Yuseran, M., Shapiah, Janah, R., Mudhiah, Saputri, R. A., Muharramah, N., Fuady, M. N., Ramadan, W., & Lisdariani, R. (2024). The effect of brand personality, brand-self congruity, and brand love on E-WOM in Islamic higher education in Indonesia: A mediating effect of brand trust. Social Sciences & Humanities Open, 10, 100955. https://doi.org/10.1016/j.ssaho.2024.100955
[19] Kalton, G., & Moser, C. A. (1985). Survey Methods in Social Investigation. Amerika: Better World Books.
[20] Katz, D. (1960). The functional approach to the study of attitudes. The Public Opinion Quarterly, 24(2), 163–204. https://doi.org/10.1086/266945
[21] Khazhymurat, A., Paiyzkhan, M., Khriyenko, S., Seilova, S., Baisanova, S., Kuntuganova, A., Almazan, J. U., & Cruz, J. P. (2023). Health education competence: An investigation of the health education knowledge, skills and attitudes of nurses in Kazakhstan. Nurse Education in Practice, 68, 103586. https://doi.org/10.1016/j.nepr.2023.103586
[22] Liu, Q. (2023). Information literacy and recent graduates: Motivation, self-efficacy, and perception of credit-based information literacy courses. The Journal of Academic Librarianship, 49(3), 102682. https://doi.org/10.1016/j.acalib.2023.102682
[23] Mansur, Ikhsan, M., Kamaruddin, K., & Samsuri, S. (2023). Implementation of Islamic Education in Increasing the Religious Awareness of Senior High School Students. Al-Ishlah: Jurnal Pendidikan, 15(3). https://doi.org/10.35445/alishlah.v15i3.4231
[24] Matos, J. F., Piedade, J., Freitas, A., Pedro, N., Dorotea, N., Pedro, A., & Galego, C. (2023). Teaching and Learning Research Methodologies in Education: A Systematic Literature Review. In Education Sciences (Vol. 13, Issue 2). https://doi.org/10.3390/educsci13020173
[25] McClelland, D. C. (1987). Human motivation. Britania Raya: Cambridge University Press.
[26] Parhan, M., Syahidin, S., Somad, M. A., Abdulah, M., & Nugraha, R. H. (2024). Developing a Contextual Learning Model in Islamic Education to Improve Applicable Knowledge and Foster Knowledge-Based Virtues. Jurnal Pendidikan Islam, 10(1), 75–86. https://doi.org/10.15575/jpi.v10i1.35205
[27] Potvin, P., & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85–129. https://doi.org/10.1080/03057267.2014.881626
[28] Putra, R. E., Indrawan, E., & Fortuna, A. (2024). Effect of implementing demonstration method on students’ understanding and practical skills in Milling Machining Course. Journal of Engineering Researcher and Lecturer, 3(1), 35–45. https://doi.org/10.58712/jerel.v3i1.125
[29] Rahmayani, F., & Istiyono, E. (2022). Affective Assesment Instrument to Assess Student Attitudes Towards Science, Technology, Engineering and Mathematics. Journal of Education Research and Evaluation, 6(4), 637–644. https://doi.org/10.23887/jere.v6i4.47681
[30] Ramayah, T., Cheah, J.-H., Chuah, F., Ting, H., & Memon, M. (2016). Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS 3.0: An Updated and Practical Guide to Statistical Analysis. Pearson Malaysia.
[31] Saada, N. (2023). Educating for global citizenship in religious education: Islamic perspective. International Journal of Educational Development, 103, 102894. https://doi.org/10.1016/j.ijedudev.2023.102894
[32] Shaker, L., Amilcar, C., Kothari, N., & Murano, T. (2023). Knowledge, attitudes and perceptions of remediation among trainees in graduate medical education programs. Journal of Emergency Medicine, 65(1), e41–e49. https://doi.org/10.1016/j.jemermed.2023.04.008
[33] Skinner, B. F. (1963). Operant behavior. American Psychologist, 18(8), 503–515. https://doi.org/10.1037/h0045185
[34] Sun, X. (2024). How the level of student research autonomy in higher education affects learning efficiency by shaping motivation: A case of instructional disconformity. Learning and Motivation, 87, 102016. https://doi.org/10.1016/j.lmot.2024.102016
[35] Sunardi, A. I. (2021). Student Motivation in Online English Learning. ELE Reviews: English Language Education Reviews, 1(2), 110–124. https://doi.org/10.22515/ele-reviews.v1i2.4034
[36] Suyadi, Nuryana, Z., Sutrisno, & Baidi. (2022). Academic reform and sustainability of Islamic higher education in Indonesia. International Journal of Educational Development, 89, 102534. https://doi.org/10.1016/J.IJEDUDEV.2021.102534
[37] Tambunan, D., Tambun, Y., & Harahap, S. (2024). Motivation and attitude of English language learning among nursing students. Malahayati International Journal of Nursing and Health Science, 6(7), 545–553. https://doi.org/10.33024/minh.v6i7.13253
[38] Torbergsen, H., Utvær, B. K., & Haugan, G. (2023). Nursing students’ perceived autonomy-support by teachers affects their intrinsic motivation, study effort, and perceived learning outcomes. Learning and Motivation, 81, 101856. https://doi.org/10.1016/j.lmot.2022.101856
[39] Uslu, N. A., & Durak, H. Y. (2022). Predicting learner autonomy in collaborative learning: The role of group metacognition and motivational regulation strategies. Learning and Motivation, 78, 101804. https://doi.org/10.1016/j.lmot.2022.101804
[40] Wicaksono, A. G. C., & Korom, E. (2023). Attitudes towards science in higher education: Validation of questionnaire among science teacher candidates and engineering students in Indonesia. Heliyon, 9(9), e20023. https://doi.org/10.1016/j.heliyon.2023.e20023
[41] Yeung, P. (2022). A model of Chinese reading comprehension: The role of cognition and motivation. Learning and Individual Differences, 99, 102202. https://doi.org/10.1016/j.lindif.2022.102202
[42] Zhu, J., Chen, J., McNeill, N., Zheng, T., Liu, Q., Chen, B., & Cai, J. (2019). Mapping Engineering Students’ Learning Outcomes From International Experiences: Designing an Instrument to Measure Attainment of Knowledge, Skills, and Attitudes. IEEE Transactions on Education, 62(2), 108–118. https://doi.org/10.1109/TE.2018.2868721
Published
2024-08-31
How to Cite
RINALDI, Rinaldi et al.
Islamic Education Comprehension among Engineering Students.
Al-Hayat: Journal of Islamic Education, [S.l.], v. 8, n. 3, p. 937-949, aug. 2024.
ISSN 2599-3046.
Available at: <https://alhayat.or.id/index.php/alhayat/article/view/670>. Date accessed: 19 sep. 2024.
doi: https://doi.org/10.35723/ajie.v8i3.670.
Section
Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
