Sucik Rahayu, Jaiz Jamalullael, Susana Aditya Wangsanata, Teguh Imam Triono

Pengaruh Lingkungan Pembelajaran Islami, Metode Pengajaran, dan Dukungan Institusi Terhadap Hasil Belajar dengan Self-Efficacy sebagai Variabel Intervening di Sekolah Tinggi Islam Sunniyyah Selo Grobogan

Introduction

Pengaruh lingkungan pembelajaran islami, metode pengajaran, dan dukungan institusi terhadap hasil belajar dengan self-efficacy sebagai variabel intervening di sekolah tinggi islam sunniyyah selo grobogan. Menganalisis pengaruh lingkungan Islami, metode pengajaran, dan dukungan institusi terhadap hasil belajar siswa di STI Sunniyyah Selo, dengan self-efficacy sebagai variabel intervening.

Abstract

This study identifies the influence of supply chain management on students' decision-making and the mediating role of competitive advantage in the impact of supply chain management on company performance. The data collection technique used questionnaires, assisted by Google Forms. The research sample was selected using a random sampling method, resulting in 52 students from Sekolah Tinggi Islam Sunniyyah Selo Grobogan. This research employs a quantitative approach using survey questionnaires to collect data from the sample. The results indicate that the Islamic Learning Environment variable (X1) has a significantly positive influence on the Learning Outcomes variable (Y), the Teaching Method variable (X2) has a significantly positive influence on the Learning Outcomes variable (Y), and the Institutional Support variable (X3) has a significantly negative influence on Learning Outcomes (Y). Additionally, the Self-Efficacy variable (Z) plays a role, leading to the acceptance of the First Working Hypothesis (H1), Second Hypothesis (H2), Third Hypothesis (H3), and Fourth Hypothesis (H4), while the Null Hypothesis (H0) is rejected. Furthermore, based on the Path Analysis test, it can be concluded that the self-efficacy variable (Z) is unable to mediate the influence of the Islamic Learning Environment variable (X1) on Learning Outcomes (Y), the self-efficacy variable (Z) is unable to mediate the influence of the Teaching Method variable (X2) on Learning Outcomes (Y), and the self-efficacy variable (Z) is unable to mediate the influence of the Institutional Support variable (X3) on Learning Outcomes (Y). As a result, the Fifth Working Hypothesis (H5) and the Sixth Working Hypothesis (H6) are rejected, and the Null Hypothesis (H0) is accepted. However, the Seventh Working Hypothesis (H7) is accepted, and the Null Hypothesis (H0) is rejected

Review

This submission presents an intriguing topic exploring the influence of Islamic learning environments, teaching methods, and institutional support on learning outcomes, with self-efficacy as an intervening variable, within a specific Islamic higher education institution. The research aims to contribute to our understanding of educational effectiveness in a culturally specific context, which is a valuable area of inquiry. The stated methodology of a quantitative approach using survey questionnaires and random sampling suggests a structured attempt to address the research questions. However, a fundamental and critical flaw immediately evident in the abstract undermines the entire submission. The opening sentences of the abstract discuss "supply chain management on students' decision-making and the mediating role of competitive advantage in the impact of supply chain management on company performance." This content bears no relation whatsoever to the provided title, which focuses on educational factors and learning outcomes. While the abstract later shifts to discussing variables pertinent to the title (Islamic Learning Environment, Teaching Method, Institutional Support, Self-Efficacy, Learning Outcomes), this initial discrepancy is highly problematic and suggests a severe oversight, possibly indicating a copy-paste error or a lack of careful review by the authors. Furthermore, the small sample size of 52 students raises concerns about the statistical power and generalizability of the findings, especially for a study employing path analysis with multiple variables. Beyond the initial error, the reporting of results is also somewhat convoluted. While it states that the Islamic Learning Environment (X1) and Teaching Method (X2) positively influence Learning Outcomes (Y), it paradoxically finds Institutional Support (X3) to have a *negatively* significant influence, which warrants further explanation in the main text. The abstract also ambiguously states that Self-Efficacy (Z) "plays a role" leading to the acceptance of H1-H4, yet later concludes that Self-Efficacy (Z) is *unable* to mediate the influence of X1, X2, and X3 on Y, leading to the rejection of H5 and H6. This apparent contradiction regarding the role of self-efficacy needs significant clarification. For the paper to be considered, the abstract must be entirely rewritten to accurately reflect the study's title, variables, and findings in a clear, consistent, and concise manner, addressing the issues of contradictory findings and insufficient sample size for the stated analytical methods.

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