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"ABSTRAKThe main purpose of this study is to trace information related to the influence of social norms and spiritual tendencies to moral considerations in religious school students. This study aims to identify the influence of the dimensions of Islamic spiritual tendencies and the dimension of social customs to moral considerations based on established schemes. Three measuring tools were used in this study, namely Ujian Skema taakulan Akhlak UPSTA, Kuesioner Kecenderungan Kerohanian Islam ISDQ dan Tes Sikap dan Pegangan Terhadap Standar Prevalensi Sosial USPSK. The subjects of the study consisted of 500 students who were divided into gender according to the type of religious high school in the state of Kelantan which were randomly selected from Sekolah Menengah Kebangsaan Agama SMKA, Maahad Muhammadi, Maahad Tahfiz Al Quran / Sains MTAQ / MTS, Sekolah Agama Rakyat dan Sekolah Agama Swasta. This review review uses a quantitative method based on cross-sectional research approach. Data were collected from the above three tests and analyzed by using statistical analysis of stepwise multiple regression at significant degree p <0.05. The results of the study show that dimensions of faith and faith play a powerful role in the moral consideration of high school religious students. The findings also show the dimensions of faith, intrinsic dimensions and extrinsic dimensions in the aspect of Islamic spiritual tendency to have significant influence On the moral considerations of religious school students. However, the dimensions of human rights within social norms varied only on moral considerations among religious school students in Kelantan. This review provides a fresh understanding of the moral issues of religious secondary school students. The tendency of religious school students on Islamic spiritual aspects plays an important role in determining the quality of their moral judgement."

"Tujuan dari penelitian ini adalah untuk melihat hubungan antara jenis sekolah dengan identifikasi nilai moral individualisme terhadap kesadaran sosial siswa SMA di Jakarta. Kesadaran sosial adalah representasi jiwa seseorang akan dirinya dan orang lain (Wegner & Guiliano, 1982 dalam Sheldon, 1996). Seratus tujuh puluh dua siswa dan siswi dari SMA negeri dan SMA swasta di daerah DKI Jakarta direkrut melalui convenient sampling. Penelitian ini menggunakan kuesioner Social Awareness Inventory (SAI) dari Sheldon (1996) yang mengukur tingkat dan bentuk kesadaran sosial. Setiap pertanyaan dalam SAI diukur dengan Skala-Likert (1 = sangat tidak sesuai dengan karakter diri saya; sampai 4 = sangat sesuai dengan karakter diri saya). Seluruh dimensi bentuk kesadaran sosial dalam SAI memiliki tingkat reliabilitas yang baik, berkisar antara á = .74 sampai á = .84.Hasil penelitian menunjukkan bahwa terdapat hubungan yang berarti antara jenis sekolah dengan kesadaran sosial siswa SMA, dimana siswa SMA swasta juga lebih cenderung dari siswa SMA negeri dalam menunjukkan bentuk kesadaran sosial yang merujuk kepada diri mereka sebagai target penilaian. Secara keseluruhan, tidak terdapat hubungan yang berarti antara identifikasi nilai moral individualisme dengan kesadaran sosial siswa SMA. Akan tetapi, siswa SMA yang individualistis lebih cenderung menunjukkan bentuk kesadaran sosial yang termasuk dalam faktor motivasi autonomi, sedangkan siswa SMA yang tidak individualistis lebih cenderung menunjukkan bentuk kesadaran sosial yang termasuk dalam faktor motivasi kontrol.Terakhir, terdapat hubungan yang berarti antara jenis sekolah dengan identifikasi moral individualisme terhadap tingkat kesadaran sosial, dimana hubungan antara keduanya hanya terdapat pada siswa SMA swasta. Siswa SMA negeri dan swasta yang tidak individualistis juga lebih cenderung menunjukkan bentuk kesadaran sosial yang termasuk dalam faktor motivasi kontrol.The aim of the current study was to examine the relationship between school types and identification to individualism on secondary student?s social awareness. Social awareness is one?s mental representation of either onself or another person (Wegner & Guiliano, 1982 in Sheldon, 1996). One hundred and seventy two secondary students in DKI jakarta were recruited through convenient sampling. The current research used Social Awareness Inventory (SAI) from Sheldon (1996) in assessing the level of social awareness as well as the eight forms of social awareness. All questions in SAI were assessed using Likert-Scale (1 = very uncharacteristic of me; to 4 = very characteristic of me). All dimensions of social awareness form showed good level of reliability between á = .74 to á = .84.

The results revealed a significant relationship between school types and secondary students? social awareness. Also, compare to public high school students, private high school students tend to show more of the social awareness form which pointed themselves as target. There was no relationship between identification to individualism and secondary students? social awareness. However, the results showed that individualistic students tend to show the form of social awareness included in autonomy-oriented motivational factor, where students who did not consider themselves as individualistic tend to show the form of social awareness included in control-oriented motivational factor.

Lastly, there was a significant relationship between school types and identification to individualisme on the level of social awareness where the effect of both variable was found only in private high school students. Both students from public and private high school tend to show the form of social awareness included in control-oriented motivational factor."

"Perilaku konsumsi Islami memiliki karakter yang berbeda dari perilaku konsumsi konvensional. Perbedaan tersebut dikarenakan nilai dan moral agama Islam. Berdasarkan hal itu, maka penelitian kuantitatif ini memiliki empat tujuan. Pertama, mengukur kedekatan perilaku konsumsi sampel, kepada perilaku konsumsi Islam yang diharapkan. Kedua, menganalisa adanya pengaruh pemahaman nilai dan moral agama terhadap perilaku konsumsi. Ketiga, menemukan variabel yang paling dominan. Keempat, menguji multikolinieritas antara variabel bebas Aqidah, Syariah, dan Akhlak. Data penelitian ini adalah data primer yang diambil melalui kuesioner yang disebarkan dengan metode convenience sampling di wilayah Jabodetabek. Penelitian ini menggunakan metode Analisis Faktor kemudian dilanjutkan dengan metode Regresi Linier Ganda. Dari data survey didapatkan bahwa rata-rata perilaku konsumsi responden telah mendekati perilaku konsumsi islami yang diharapkan sebesar 0.75. Setelah didapatkan alat ukur yang valid dengan metode Analisis Faktor maka hasil yang didapatkan diregresikan dan didapatkan hasil bahwa nilai dan moral khususnya unsur Aqidah dan Syariah mempengaruhi perilaku konsumsi secara signifikan, sedangkan unsur akhlak kurang signifikan. Sedangkan unsur yang paling dominan ialah unsur aqidah yang terkait dengan keyakinan efek makanan yang dikonsumsi, keyakinan adanya reward, dan keyakinan tentang takdir. Dan masing-masing unsur mempengaruhi perilaku konsumsi secara individu.

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The Islamic consumption behavior has a different character from the conventional consumption behavior. Tliis diffcrence was caused by the beliefs and moral values of Islam. Based on that, then this quantitative study has four purposes that want to be highlighted in this thesis. The first purpose is to measure the proximity of the sample consumption behavior to the behavior expected of Islamic consumption. The second purpose is to aualyze the existence influence in understanding the religious beliefs and moral values to consumption behavior. The Third purpose is to find the most dominant independent variable. The fourth purpose is to access that the independent variables are free from multicollinearity. The data for accessing tliis thesis were acquired from questionnaires that were distributed in Jakarta, Bogor, Depok, Tangerang and Bekasi based on convenience sampling. This study uses Factor Analysis method followed by Multiple Linear Regression Method. From The survey data found that the average consumption behavior of the respondents had approached the Islamic Consumption behavior expected for 75 %. Factor Analysis gives valid and reliable variables, and then analyzed by multiple linear regressions. This method gives result that the independent variable Islamic monotheism (Aqidah) and Islamic law (Syariah) influenced the consumption behavior significantly whereas the independent variable moral (Akhlak) was less significant. The most dominant variable is Islamic monotheism (Aqidah) whicb relates to the belief in the effects of goods or food consumed, the belief in the rewards, and the belief in the predestination. Ali four independent variables have no multicollinearity."

"Kecurangan akademik merupakan fenomena yang dampaknya merugikan bagi pengembangan karakter mahasiswa karena akan memengaruhi perilaku mahasiswa selanjutnya di masyarakat. Studi ini bertujuan untuk meneliti pengaruh emosi moral yang terdiri dari emosi malu, emosi bersalah, dan emosi bangga hubris yang dimoderasi oleh identitas moral terhadap kecurangan akademik pada mahasiswa. Penelitian ini merupakan penelitian eksperimen yang melibatkan 189 mahasiswa dari seluruh fakultas di Universitas Indonesia. Partisipan diminta untuk mengisi emosi yang dirasakan setelah membaca skenario emosi malu, emosi bersalah dan emosi bangga hubris, Moral Identity Questionaire dan tugas matriks angka. Hasil penelitian menunjukkan bahwa emosi bersalah berpengaruh signifikan terhadap kecurangan akademik, semakin merasa bersalah maka mahasiswa semakin tidak melakukan kecurangan. Hasil lain juga menunjukkan bahwa identitas moral berpengaruh signifikan terhadap kecurangan akademik mahasiswa. Mahasiswa yang memiliki identitas moral yang tinggi, tidak akan melakukan kecurangan. Selain itu ditemukan hasil bahwa identitas moral berperan sebagai moderator pada pengaruh antara emosi bersalah terhadap kecurangan akademik mahasiswa. Penelitian ini memiliki keterbatasan teoritik karena peneliti tidak memperhitungkan faktor eksternal yang memengaruhi kecurangan akademik. Padahal secara teori, perilaku manusia dipengaruhi oleh faktor internal dan eksternal. Penelitian ini memiliki implikasi praktis bahwa yang perlu didahulukan adalah pendidikan kepedulian dan empati. Dengan pendidikan ini sedari dini, bila keduanya hadir/bisa dididik, maka seseorang akan merasa bersalah bila melakukan yang tidak sesuai dengan norma yang berlaku. Selain itu nilai-nilai kejujuran, keadilan dan tanggung jawab juga perlu ditanamkan sejak kecil. Dengan identitas moral yang kuat, individu akan menampilkan dirinya secara konsisten sebagai orang yang bermoral. Saran penelitian ini antara lain instansi pendidikan perlu memantapkan standar moral yang berlaku, kesamaan persepsi mengenai kecurangan akademik, penerapan peraturan tentang kecurangan akademik secara konsisten, penghargaan perlu diberikan pada mahasiswa yang menerapkan kejujuran, serta hukuman perlu mengandung aspek emosi bersalah, yang berisi nilai-nilai yang sudah terinternalisasi.

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Academic dishonesty is a phenomenon whose impact is detrimental to the development of student character as it will affect the behavior of subsequent students in the community. This study aims to examine the influence of moral emotions consisting of shame, guilt, and hubris pride emotions that are moderated by the moral identity of academic dishonesty on the college students. This research is an experimental research involving 189 students from all faculties at Universitas Indonesia. Participants were asked to fill the perceived emotion after reading the shame, guilt and hubris pride scenario, the Moral Identity Questionaire and the numerical matrix assignment.

The results showed that the guilty emotions have a significant effect on academic dishonesty, the more guilty the students are the less the cheating. Other results also show that moral identity has a significant effect on student academic dishonesty. Students who have a high moral identity, will not commit cheating. In addition, it was found out that moral identity acts as a moderator on the influence of emotion of guilt against student academic dishonesty.

This study has theoretical limitations because researchers do not take into account the external factors that affect academic dishonesty. Whereas in theory, human behavior is influenced by internal and external factors. This study has practical implications that what needs to come first is education of care and empathy. With this education early on, if both are present/can be educated, then someone will feel guilty when doing that is not in accordance with prevailing norms. In addition, the values ?? ??of honesty, fairness and responsibility also need to be instilled since childhood. With a strong moral identity, the individual will present himself consistently as a moral person.

Suggestions of this research include educational institutions need to strengthen applicable moral standards, common perceptions of academic dishonesty, the application of rules on academic dishonesty consistently, awards need to be given to students who apply honesty, and punishment needs to contain aspects of emotional guilt, which contains the values which has already been internalized."

"Penerapan nilai-nilai moral Islami menjadi salah satu permasalahan yang ada pada sekolah Islam. Terdapat inkonsistensi antara moralitas yang diajarkan di kelas dengan moralitas pada kehidupan sehari-hari siswa. Studi-studi terdahulu hanya memaparkan aspek kurikulum yang hanya memberikan pengetahuan tentang moral Islam, tetapi tidak pada level praktik di sekolah Islam dan guru yang kurang bisa menjadi role model dalam menerapkan nilai-nilai Islami pada siswa-siswinya, menjadi faktor utama berhasil-tidaknya penerapan nilai-nilai moral Islami pada siswa-siswi di sekolah Islam. Melengkapi studi-studi sebelumnya, argumentasi dalam penelitian ini adalah perilaku Islami juga dibentuk dari tiga hal lain, yakni latar belakang religiusitas keluarga, budaya hedonisme, dan teman sebaya serta deviant culture yang ada pada ruang lingkup pertemanan siswa-siswi di sekolah Islam. Studi ini secara khusus menggambarkan perilaku Islami yang inkonsisten pada siswa-siswi sekolah X, di Kota Jakarta Selatan dan faktor yang melatarbelakangi keinkonsistenan tersebut. Studi ini menggunakan metode kualitatif dengan pengumpulan data dilakukan melalui wawancara mendalam. Hasil dari penelitian ini menunjukkan bahwa inkonsistensi perilaku moral Islami pada siswa-siswi di sekolah Islam juga dapat disebabkan oleh hal-hal lain yang sifatnya eksternal atau di luar sekolah, yaitu oleh tiga argumen utama penelitian ini.

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The implementation of Islamic morality values and ethics are one of those problematic things found in Islamic school. There is an inconsistency between Islamic morality values that had been thought in the class to the students and in the implementation of them in the students’ daily basis life. Several studies before shows that only curriculum aspect that only taught the students cognitively about Islamic morality values and ethics, not until the practical levels or on how it is supposed to be implemented, and the teacher that less likely could be a role model in implementing Islamic morality values and ethics, as main factor of either the implementation of the Islamic morality values and ethics would be succeeded or not. In completing previous studies, arguments of this research are religiosity background of the family, the hedonism culture, and peer circumstances of the students in the Islamic school. This studies specifically pictures the Islamic behavior of students in the school X, in South Jakarta region and what factors that could support those Islamic behaviors. This studies uses qualitative method, and the data are gathered through the in-depth interview. The result of this research shows that those inconsistencies might occur because of external factors, which are the main arguments of this studies. "

"This article describes a pilot study designed to examine the acquisition of arabic reading comprehension skills among religious secondary school students . The results show that the overall level of Arabic reading comprehension is poor."

"Resiliensi akademik adalah kemampuan untuk bertahan pada kondisi yang sulit, beradaptasi secara positif, serta kemampuan menghadapi hambatan dan tantangan dalam konteks akademik. Perbedaan karakteristik yang terdiri atas usia, jenis kelamin, masa studi, dan prestasi akademik, serta kesejahteraan spiritual mampu menjadi prediksi terbentuknya resiliensi. Penelitian ini bertujuan untuk mengidentifikasi hubungan antara karakteristik dan kesejahteraan spiritual dengan resiliensi akademik mahasiswa santri di pondok pesantren. Desain penelitian yang digunakan adalah deskriptif-korelasi dengan pendekatan cross-sectional. Sebanyak 111 mahasiswa santri tingkat satu dan dua pondok pesantren di Depok diambil sebagai sampel menggunakan teknik stratified random sampling. Berdasarkan hasil analisis hubungan, ditemukan tidak ada hubungan yang signifikan antara karakteristik usia (p=0,908), jenis kelamin (p=0,361), dan masa studi (p=0,519) dengan resiliensi akademik. Hasil analisis korelasi Pearson, peneliti menemukan bahwa terdapat hubungan bermakna positif antara karakteristik prestasi dengan resiliensi akademik (p=0,048) dan kesejahteraan spiritual dengan resiliensi akademik (p=0,001). Hasil penelitian ini dapat diaplikasikan dalam bidang pengembangan pendidikan dan penelitian keperawatan.

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Academic resilience is the ability to survive in difficult conditions, adapt positively, and deal with obstacles as well as challenges in academic contexts. The difference in characteristics, including age, gender, study year, academic achievement, and spiritual well-being, can predict resilience. This study aims to identify the relationship between characteristics and spiritual well-being with the academic resilience of Islamic boarding school students. This study used descriptive-correlation with a cross-sectional approach. A total of 111 first- and second-year undergraduate students of Islamic boarding school in Depok were taken as samples using a stratified random sampling technique. The result showed that there was no significant relationship between characteristics of age (p=0.908), gender (p=0.361), and study year (p=0.519) with academic resilience. Pearson correlation test found that there was a significant positive relationship between the characteristic of academic achievement and academic resilience (p=0.048) also spiritual well-being and academic resilience (p=0.001). The results of this study can be used for nursing education and research development."