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Manageria: Jurnal Manajemen Pendidikan Islam
2024 Volume 9, Nomor 1, 49-65 | DOI: https://doi.org/10.14421/manageria.2024.91-04
Analysis of The Influence of School Internal Factors on The
Quality of Islamic Education at SMAN 1 Gerung
Siti Dhomroh 1*, Ahmad Sulhan1, Lukman Hakim1
1Universitas Islam Negeri Mataram, Indonesia
* corresponding author: sitidhomroh76@gmail.com
ABSTRACT:
This research aims to explain the impact of internal school
factors on the quality of Islamic education at SMAN 1 Gerung.
Using a quantitative approach with an analytical design, the
study involved the principal and 36 teachers selected through
random sampling. Data collection included observation and
questionnaires based on indicators and sub-indicators of the
variables. Data analysis through t-tests and F-tests revealed a
significant value of 0.001, indicating a strong influence of
internal factors on Islamic education quality. The results
confirm the alternative hypothesis, suggesting a significant
impact of internal school factors on the quality of Islamic
education. These findings are expected to guide the
development of programs to enhance Islamic education
quality at SMAN 1 Gerung.
ARTICLE HISTORY:
Received: 12 Maret 2024
Accepted: 15 April 2024
Published: 31 Mei 2024
KEYWORDS:
School Internal Factors, Quality of
Islamic Education
ABSTRAK:
Penelitian ini bertujuan untuk menjelaskan dampak faktor internal sekolah terhadap
kualitas pendidikan Islam di SMAN 1 Gerung. Menggunakan pendekatan kuantitatif
dengan desain analitis, penelitian ini melibatkan kepala sekolah dan 36 guru yang
dipilih melalui pengambilan sampel acak. Pengumpulan data meliputi observasi dan
kuesioner berdasarkan indikator dan sub-indikator variabel. Analisis data melalui uji-t
dan uji-F mengungkapkan nilai signifikan sebesar 0,001, menunjukkan pengaruh kuat
faktor internal terhadap kualitas pendidikan Islam. Hasilnya mengkonfirmasi hipotesis
alternatif, menunjukkan dampak signifikan dari faktor internal sekolah terhadap
kualitas pendidikan Islam. Temuan ini diharapkan dapat menjadi pedoman
pengembangan program peningkatan kualitas pendidikan Islam di SMAN 1 Gerung.
Kata kunci: Faktor Internal Sekolah, Mutu Pendidikan Islam
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INTRODUCTION
Islamic education plays an important role in shaping the character,
morals, ethics, and spiritual values of students within an educational
institution (Astuti et al., 2023) (Suriono, 2022). As an integral part of the
education system in Indonesia, Islamic education at the high school level (SMA)
has a significant role in supporting the formation of a generation with strong
religious understanding and good ethics (Albana, 2023). Islamic education
teaches Islamic moral and ethical values such as honesty, tolerance, justice, and
compassion. This helps students become responsible individuals who are
empathetic and caring towards others (Astuti et al., 2023) (Romlah & Rusdi,
2023). Islamic education also instills useful life skills for everyday life, such as
leadership skills, time management, tolerance, empathy, and teamwork, all
based on Islamic principles (Suriono, 2022).
One of the key aspects that need attention in Islamic education is the
internal school factors. Internal school factors refer to the conditions, policies,
and culture within the educational environment (Halawa & Mulyanti, 2023). In
terms of curriculum, these factors influence the extent to which schools
allocate sufficient time and resources for Islamic education. Regarding
educators, schools must ensure that teachers have adequate competence in
teaching the subject and possess a strong understanding of the Islamic values
they aim to impart to students (Silvia Marlina et al., 2022) (Noprika et al.,
2020).
Factors such as school culture, classroom atmosphere, and support
from the school and peers can affect students' learning experiences in Islamic
education. A supportive and motivating environment can enhance students'
interest and achievement in the subject. The availability of adequate resources
tends to provide a richer and more varied learning experience in Islamic
education (Arsad & Ali, 2021). The role of parents and the community in
supporting Islamic education is crucial. Active support from parents in
supervising and supporting religious learning at home, as well as community
participation in school activities, can enhance the quality of Islamic education.
Ultimately, if all these components are met, the quality of Islamic education will
improve (Putri Septirahmah & Rizkha Hilmawan, 2021). Issues in schools
related to these internal factors include leadership aspects, the quality of
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Siti Dhomroh, Ahmad Sulhan, Lukman Hakim
educators, teaching methods, lack of parental support, and weak evaluation
and monitoring. These issues are related to the quality of Islamic education.
The quality of Islamic education is a crucial foundation that must be
achieved for the advancement of a school. Educational quality is the primary
goal in implementing all programs in the school, whether internal or external.
The quality of Islamic education in a school is influenced by many factors, one
of which is the support from the school's internal factors. These internal school
factors include the leadership of the principal, the curriculum designed, the
quality of teachers, teaching methods, facilities and infrastructure, parental
involvement, and school culture. For instance, in a school led by a principal
with a vision and goal to make students become a Qur’anic generation, the
school's development direction will refer to that vision and goal (Noprika et al.,
2020).
The development undertaken involves designing a curriculum that
aligns with the school's vision. The teaching conducted by the teachers will also
use approaches that are consistent with the designed curriculum. The facilities
and infrastructure developed will support the learning process (Kurniawan &
Hasanah, 2021). Parental involvement is expected to align with the school's
development efforts. The school culture developed will refer to the desired
vision and goals. A well-designed educational curriculum will encompass
various important aspects, such as understanding Islamic teachings, Islamic
ethics, and worship practices. The quality of this curriculum will influence the
extent to which students gain a comprehensive understanding of Islam
(Selamet et al., 2022) (Susanti, 2021).
The quality and qualifications of teachers significantly influence the
effectiveness of teaching and students' understanding of the subject matter.
Qualified teachers are capable of delivering lessons effectively, providing deep
understanding, and serving as good role models (Zakarya, Hafidz, Martaputu,
2022). Interactive, engaging teaching approaches that cater to students' needs
will enhance their understanding of Islam. Utilizing various teaching methods,
including discussions, simulations, role-playing, and the use of technology, can
increase students' interest and understanding of Islam (Miswanto & Halim,
2023). The availability of adequate learning facilities, such as comfortable
classrooms, well-equipped libraries, religious laboratories, and multimedia
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Siti Dhomroh, Ahmad Sulhan, Lukman Hakim
resources, also contributes to the improvement of Islamic education quality in
public educational institutions (Halawa & Mulyanti, 2023).
Parental involvement in supporting Islamic education in public
educational institutions creates a conducive learning environment.
Collaboration between schools, parents, and the community helps enhance
students' understanding and practice of Islam outside the school environment
(Arsad & Ali, 2021). A school culture that promotes Islamic values, such as
honesty, patience, cooperation, and justice, provides a strong foundation for
Islamic education in public educational institutions. The attitudes and
behaviors of teachers, staff, and students reflecting Islamic values will create
an environment that supports Islamic learning (Nashihin, 2019).
By paying attention to the above factors and continually striving to
improve the quality of Islamic education in public educational institutions, the
internal factors within the school must be considered. Therefore, it is expected
that the quality of Islamic education can continually be enhanced, making a
significant contribution to shaping a generation with a strong understanding of
Islam and noble character. The quality of Islamic education in public
educational institutions has significant implications for shaping students'
character, morality, and religious understanding. The quality of Islamic
education greatly influences the formation of a generation that understands
Islamic values (Sari & Irawan, 2023) (Jeklin, 2020). Several indicators of
Islamic education quality include academic achievement, character
development, student engagement, teaching quality, facilities and
infrastructure, parental and community involvement, and educational equity.
These indicators serve as benchmarks for educational institutions to determine
whether the quality of education is improving or declining (Aslihah, 2023).
Good quality Islamic education will produce a generation capable of
facing contemporary challenges and contributing to sustainable development
and the progress of the ummah (Pihar. A, 2022). However, in practice, there
are various issues hindering the optimal quality of Islamic education, such as
limited facilities and infrastructure, teacher quality, curriculum design, school
culture, and parental support. To achieve better quality Islamic education,
stronger support from the school's internal factors is needed.
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Siti Dhomroh, Ahmad Sulhan, Lukman Hakim
SMAN 1 Gerung is an educational institution located in West Lombok
Regency, West Nusa Tenggara. As a school that provides general education,
SMAN 1 Gerung also has the responsibility to offer quality Islamic education to
its students, as the majority of its students are Muslim. At SMAN 1 Gerung,
there are co-curricular activities such as Tuntas Baca Tulis Al-Qur’an (TBTQ)
and Spiritual Camp. The tahfidz extracurricular activity is a flagship program,
featuring a public test every year. The curriculum designed reflects the needs
and interests of the students, is relevant to contemporary demands, and
incorporates Islamic values.
Although the significant role of internal school factors in determining
the quality of Islamic education is widely recognized, there has been little
research specifically analyzing the influence of these factors at SMAN 1 Gerung.
Therefore, analyzing internal school factors is crucial as it relates to the quality
of Islamic education. Achieving good quality must start with proper internal
school management, making internal factors the primary focus to become a
quality institution. Given the importance of this research, further study is
needed under the title “Analysis of the Influence of Internal School Factors on
the Quality of Islamic Education at SMAN 1 Gerung.”
METHODS
The type of research used is quantitative research with an analytical
research design (Zakariah, M. A., Afriani, V., & Zakariah, 2020). This research
design aims to determine the relationship between independent variables and
dependent variables and/or to compare two variables in the study (Purwanto,
2019).
In data collection, the researcher conducted several steps, including
direct observation, distributing questionnaires, conducting interviews to
obtain more in-depth information, and collecting documents in written, image,
or recorded form. The data obtained was then processed in SPSS using the
specified hypothesis tests. The analytical design involves several stages: 1)
identification of variables, 2) data processing of issues, 3) data analysis using
relevant theories, 4) data explanation using previous theories to examine the
relationship between variables, and 5) drawing conclusions. These five stages
provide direction in conducting the analysis and discussion of the research.
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Siti Dhomroh, Ahmad Sulhan, Lukman Hakim
In this study, the independent variable is the internal school factors,
and the dependent variable is the quality of Islamic education. The research
aims to examine the influence of internal school factors (X) on the
improvement of the quality of Islamic education (Y) at SMAN 1 Gerung. The
internal school factors are designated as variable X, expected to influence the
quality of Islamic education as variable Y. To clarify the relationship between
these variables, the research design includes the following steps (Zakariah, M.
A., Afriani, V., & Zakariah, 2020):
Table 1. Research Design
No
Variable X
Variable Y
Q
1
School Principal
Policies
Quality of Islamic
Education
Influence/No
Influence
The type of data used is quantitative. Data in this study was obtained
from the variables of internal school factors and the quality of Islamic
education from questionnaires distributed at SMAN 1 Gerung. The population
in this study includes the principal and teachers. The sample consists of 36
teachers out of 67 and 1 principal, totaling 37 samples. The sampling technique
used is random sampling, a method where every individual in the population,
either individually or collectively, is given an equal chance to be selected as a
sample member. The randomly selected sample size represents the
population's characteristics in this study (Damar Ayu Suryaninggar, 2021).
This sample size is sufficient for the entire population. By choosing a random
sample, the results will be more objective and accurate.
The data collection technique in this study uses the observation
method, with a questionnaire instrument for internal school factors and the
quality of Islamic education. This means the researcher will observe the
research location and then distribute questionnaires to the sample of 37
people. There will be 2 questionnaires, one for the internal school factors and
one for the quality of Islamic education. The researcher also conducted direct
observations, interviews to obtain more in-depth information, and collected
documents. The internal school factors questionnaire consists of 8 indicators
broken down into 20 tasks. The quality of Islamic education questionnaire
consists of 7 indicators broken down into 15 tasks. These indicators were
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Siti Dhomroh, Ahmad Sulhan, Lukman Hakim
developed based on the interrelationship between the components of the
indicators that influence each other and can be measured. Each task has a value
range of 1-5, making the total score for all tasks 100% (Ichsan & Ali, 2020).
The data analysis technique is divided into two stages, namely
prerequisite testing and hypothesis testing. Prerequisite testing uses
homogeneity and normality tests. The normality test is used to determine
whether the data is normally distributed or not, while the homogeneity test is
used to assess the homogeneity of the research data. These two prerequisite
tests serve as preliminary tests before conducting hypothesis testing.
Meanwhile, hypothesis testing employs partial testing or individual parameter
significance (t-test). The t-test essentially indicates the extent to which an
explanatory/independent variable individually explains the variation in the
dependent variable (Kasim et al., 2021).
In addition to the t-test, researchers also consider the F-test or
simultaneous significance test. The F-test is used to determine whether the
independent variables collectively or simultaneously affect the dependent
variable (Utari & Darwin, 2023). F-test Formula
Information:
F: Fcalculated Coefficient
R2: Determination Coefficient
K: Number of explanatory variables
N: Number of observations
The F-test is conducted to examine the significance of the regression
model results. If the calculated F-value is greater than the tabulated F-value,
and the significance level is less than 0.05, then this indicates that the null
hypothesis (H0) is rejected, and the alternative hypothesis (H1) is accepted.
This means that the independent variables have a significant influence on the
dependent variable. (Utari & Darwin, 2023).
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Testing criteria:
Fcalculated > Ftabulated: H0 rejected, H1 accepted
Fcalculated < Ftabulated: H0 accepted, H1 rejected.
FINDINGS AND DISCUSSION
FINDINGS
Data analysis in this study was conducted in two stages. Firstly,
prerequisite testing through normality and homogeneity tests. Secondly,
hypothesis testing using t-tests and F-tests. Based on the analysis conducted
using the SPSS application, the results of the prerequisite tests can be
explained. First, the normality test used the one-sample Kolmogorov-Smirnov
test. This test is part of the classical assumption test (Nugraha, 2022). It is
performed as a requirement before conducting h ypothesis testing to assess
the normality of the obtained data. Based on the testing conducted via SPSS,
the following results were obtained:
Table 2. Normality Test Results (one-sample kolmograf-smirnov test)
One-Sample Kolmogorov-Smirnov Test
Unstandardized Residual
N
37
Normal Parametersa,b
Mean
,0000000
Std. Deviation
6,60875666
Most Extreme
Differences
Absolute
,083
Positive
,066
Negative
-,083
Test Statistic
,083
Asymp. Sig. (2-tailed)
,200c,d
a. Test distribution is Normal.
b. Calculated from data.
c. Lilliefors Significance Correction.
d. This is a lower bound of the true significance.
Based on the normality test, the obtained significance value is 0.200.
Referring to the decision-making basis, if the significance value is greater than
0.05, then the data are normally distributed; however, if the significance value
is less than 0.05, then the data are not normally distributed. Based on the test
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results, the value of 0.200 > 0.05. This means that the residual values are
normally distributed.
Next, the homogeneity prerequisite test conducted using SPSS yielded
the following results:
Table 3. Homogeneity Test Results
Test of Homogeneity of Variances
Levene
Statistic
df1
df2
Sig.
FIS
Based on Mean
3,564
1
35
,067
Based on Median
3,662
1
35
,064
Based on Median and
with adjusted df
3,662
1
34,281
,064
Based on trimmed mean
3,624
1
35
,065
Based on the test results, the obtained significance value is 0.065. The
decision-making assumption is that if the significance value is greater than
0.05, then the data are homogeneous; however, if the significance value is less
than 0.05, then the data are not homogeneous. Based on the test, the result is
0.065 > 0.05. This indicates that the data are homogeneous.
After completing the prerequisite tests, the researcher conducted the t-
test and F-test. Based on the results of the t-test and F-test, the following
outcomes were obtained:
Table 4. Results of Variance t-test
Coefficientsa
Model
Unstandardized Coefficients
Standardized
Coefficients
t
Sig.
B
Std. Error
Beta
1
(Constant)
37,134
13,201
2,813
,008
FIS
,608
,159
,542
3,820
,001
a. Dependent Variable: MPI
The decision-making basis for the t-test is as follows: if the significance
value is greater than 0.05, then there is no influence of variable X on variable Y.
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Conversely, if the significance value is less than 0.05, then there is an influence
of variable X on variable Y. Based on the hypothesis test above, a significance
value of 0.001 was obtained, indicating that 0.001 < 0.05. Therefore, it can be
confirmed that there is an influence of variable X on variable Y.
Furthermore, concurrently with that, the obtained data from the F-test
are as follows:
Table 5. Results of F-test
ANOVAa
Model
Sum of Squares
df
Mean Square
F
Sig.
1
Regression
655,568
1
655,568
14,593
,001b
Residual
1572,324
35
44,924
Total
2227,892
36
a. Dependent Variable: MPI
b. Predictors: (Constant), FIS
Furthermore, when looking at the significance value through the F-test
with the same decision-making basis as the t-test, the obtained significance
value is 0.001 < 0.05. This indicates that there is a simultaneous influence of
variable X on variable Y.
DISCUSSION
The influence of internal school factors on the quality of Islamic
education can be determined through hypothesis testing. Hypothesis testing is
a test conducted on temporary assumptions or theories made in this research.
The temporary theories consist of influence or non-influence. Before
conducting hypothesis testing, researchers must go through hypothesis
prerequisite tests. The first step, researchers conduct a normality test using the
one-sample Kolmogorov-Smirnov test method. This method is highly
significant in determining the normality of research data (Usmadi, 2020).
Based on the normality test results conducted using the SPSS application, the
significance value obtained is 0.200, which is greater than 0.05. This indicates
that the data are normally distributed. Normally distributed data are safe to
use in hypothesis testing. This means that the internal school factor data as the
independent variable (X) and the quality of Islamic education data as the
dependent variable (Y) do not have problems with normality. Next, the
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researcher conducts a homogeneity test to determine whether the data are
homogeneous or not. The purpose of this homogeneity test is to make the data
equivalent or the same before conducting hypothesis testing. Based on the
homogeneity test conducted, a significance result of 0.065 was obtained,
indicating that the obtained value is greater than 0.05, which means the data
are homogeneous. Homogeneous data are a prerequisite for determining
whether the data have an influence or not.
After completing the above prerequisite tests, the researcher conducts
hypothesis testing using the principles of t-test and F-test. The t-test is a test
conducted to observe the influence between the independent variable, in this
case, the internal school factor (X), and the dependent variable, namely the
quality of Islamic education (Y). The t-test is one of the statistical methods used
to compare the means of two different groups or to determine whether the
difference between the means is statistically significant (Tannady, 2009). This
test is usually used when the observed data are normally distributed and have
homogeneous variances. That is why normality and homogeneity tests must be
conducted before conducting the t-test. The t-test is usually conducted when
the variables are balanced (Usmadi, 2020). In this study, there is 1 independent
variable and 1 dependent variable. Therefore, the possibility of observing the
influence through the t-test is very good.
Based on the t-test conducted using the SPSS application, a significance
value of 0.001 was obtained. The decision-making basis for the t-test includes:
if the significance value is greater than 0.05, then there is no influence between
the internal school factors and the quality of Islamic education at SMAN 1
Gerung, whereas if the significance value is less than 0.05, then there is an
influence of internal school factors on the quality of Islamic education at SMAN
1 Gerung. The value of 0.001 is less than 0.05, indicating that there is an
influence of internal school factors on the quality of Islamic education. This
means that the quality of internal school factors will impact the quality of
Islamic education; good internal factors or support will certainly produce good
quality Islamic education, conversely, poor internal factors or support will
produce poor quality Islamic education (Suriono, 2022).
Thus, this research serves as a reference for readers in considering the
fulfillment of support factors for the improvement of Islamic education quality.
Especially in SMAN 1 Gerung, the location of this research, every fulfillment of
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school support leads to the quality produced. It can be said that quality is the
result of fulfilling internal school factors or support. Based on this test, it
means that out of the two hypotheses, the alternative hypothesis (Ha) is
accepted, and the null hypothesis (Ho) is rejected.
Next, the researcher wants to further investigate whether this influence
occurs simultaneously or not. To determine this, the F-test data in the ANOVA
table is used. The F-test is a statistical method used to compare the variation
between two or more groups of data. The F-test is used to examine whether the
relationship or influence of data occurs simultaneously or not. The decision-
making basis for the F-test is the same as the t-test (Hana et al., 2019). Based
on the data obtained from the F-test, the significance value is 0.001, indicating
that the significance value is less than 0.05. This means that there is a
simultaneous influence of internal school factors on the quality of Islamic
education at SMAN 1 Gerung. The presence of this simultaneous influence
becomes a reference or further study to undertake several actions:
1. Examining other internal school factors that may be key factors in
improving educational quality. Apart from these internal school factors,
there are many other factors that are not mentioned, which will be the
subject of further research for subsequent studies.
2. The school chosen as the research location is SMAN 1 Gerung, and this
school will serve as a sample for other schools in improving the quality
of Islamic education. The results of this research are not only for the
quality of this school but also for other schools.
3. This research will serve as a basis for further research on the influence
of internal school factors on the quality of Islamic education.
4. Besides internal factors, there are external school factors that can
influence the quality of Islamic education. Therefore, school attention
becomes a key point. Thus, the findings of this research will provide
fundamental knowledge for school principals in formulating school
policies and strategies towards progress. Then, all of this will have an
impact on teachers as the main human resources in utilizing all school
internals, both in hard and soft forms. Providing understanding to
educational personnel and stakeholders related to this matter, so that
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the implementation of the research results, which focus on school
internals (school infrastructure), can be directed towards the quality of
Islamic education. Thus, this research provides very deep implications
for all levels of schools in paying attention to the quality of education.
CONCLUSION
This study aimed to elucidate the impact of internal school factors on
the quality of Islamic education at SMAN 1 Gerung. Data analysis, including
normality and homogeneity tests and hypothesis testing using t-tests and F-
tests, revealed that internal school factors significantly influence the quality of
Islamic education, with a significance value of 0.001. These findings underscore
the importance of internal factors such as effective leadership, qualified
teachers, supportive school culture, and parental involvement in enhancing
Islamic education quality. Despite the study's limitations, such as a small
sample size and reliance on self-reported data, the results provide critical
insights for educational leaders and policymakers to continuously evaluate and
improve school policies and practices. Future research should consider larger
samples and mixed methods to further explore the influence of both internal
and external factors on Islamic education quality. In conclusion, this study
highlights the essential role of internal school factors in improving the quality
of Islamic education at SMAN 1 Gerung, advocating for targeted strategies to
enhance educational outcomes through ongoing assessment and adaptation of
school practices.
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