Ahmad Wafa Nizami’s scientific contributions

Amid outbreaks, with limited preparation and infrastructure, learning is carried out by all of school in Indonesia. This research is aimed to investigate the satisfaction of Islamic high school (IHS) and high school (HS) students with online learning that they have participated in during the pandemic. This research is quantitative research. Data was collected by online questionnaire which was distributed to 520 HIS students and 796 HS students in South Kalimantan. Data were analyzed by t-test to determine the significance of differences in satisfaction levels. The results found that online learning during the pandemic was carried out with various platforms, and there were no changes in the learning system: curriculum and syllabus. Online learning in South Kalimantan at the IHS/HS level is faced with problems with an internet connection, internet quota, student independence, learning design, and technical ability. The satisfaction of IHS and HS students in South Kalimantan with regard to learning is in the quite satisfactory category (average score of 2.9). The difference between the two types of education is significant 0.009, with a significance level of <0.05. Thus, H0 is rejected, and Ha is accepted.

Learning is influenced by resources, context, and student input. High-achieving students who come from underprivileged families have supportive social capital to make up for the low financial and human capital in their families. The question addressed in this article is how to increase social capital in low-income families. This is a qualitative study. Data was collected by interviewing 63 informants, consisting of 28 parents and 35 high-achieving Islamic primary school (madrasah ibtidaiyah and madrasah tsanawiyah) student from underprivileged families in South Kalimantan.The study's findings indicate that trust in the family is unable to emerge and grow as a result of various statements and treatments of parents and other family members toward children. These statements and actions are reflected in parental concern, feelings of security, honesty and integrity, openness, reliability, and competence in the family. Expectations in poor families are relatively unsupportive. The general trend among poor families is that they have low expectations for the future. But hope will grow if parents have broad insights and views. Relationships between generations are built through the togetherness of parents and children and the communication and joint activities that are often carried out between family members. Communication is the most basic thing in building social capital in the family.

Learning is influenced by resources, context, and student input. High-achieving students who come from underprivileged families have supportive social capital to make up for the low financial and human capital in their families. The question addressed in this article is how to increase social capital in low-income families. This is a qualitative study. Data was collected by interviewing 63 informants, consisting of 28 parents and 35 high-achieving Islamic primary school (madrasah ibtidaiyah and madrasah tsanawiyah) student from underprivileged families in South Kalimantan.The study's findings indicate that trust in the family is unable to emerge and grow as a result of various statements and treatments of parents and other family members toward children. These statements and actions are reflected in parental concern, feelings of security, honesty and integrity, openness, reliability, and competence in the family. Expectations in poor families are relatively unsupportive. The general trend among poor families is that they have low expectations for the future. But hope will grow if parents have broad insights and views. Relationships between generations are built through the togetherness of parents and children and the communication and joint activities that are often carried out between family members. Communication is the most basic thing in building social capital in the family.

This study aimed to find out (1) the effect of TAPPS learning model on HOTS viewed from introverted and extroverted personality types of students, (2) the effect of learning without using the TAPPS model on HOTS viewed from introverted and extroverted personality types, and (3) the interaction between the learning model with and without TAPPS and the introverted and extroverted personality types to HOTS of the eighth-grade students of MTsN 1 Selat Kuala Kapuas. This study was quasi-experimental using a 2 x 2 factorial design. The independent variable of this study is the TAPPS model. The attributive variables are introverted and extroverted personality types and higher-order thinking skills. This study took a sample of 40 students from two classes consisting of 41 introverted students and 39 extroverted students. The instrument used was a higher-order thinking skills (HOTS) test and a personality-type questionnaire. The reliability coefficient of HOTS instruments for the pre-test was 0.784, and that for the post-test was 0.733 with SEMs of 0.527 and 0.586 respectively. The data were collected using one sample t-test and an independent t-test with a significance level of 0.05. The results of this study indicated that (1) there is an effect of the use of the TAPPS learning model on HOTS viewed from introverted and extroverted personality types of the eighth-grade students of MTsN 1 Selat in Kapuas Regency with an average score of above minimum mastery criteria and the significance the gain score of (p) 0,000 0.05; (2) there is a learning effect without using the TAPPS learning model on HOTS viewed from introverted and extroverted personality types of the eighth-grade students of MTsN 1 Selat in Kapuas Regency with an average score of above the minimum mastery criteria and the significance for the gain score of (p) 0,000 0.05; and (3) there is no interaction between the learning model and the personality types of students, both introverted and extroverted personality types, which means that the learning model with personality types does not affect HOTS