Psychological Mechanisms in the Implementation of Self-Directed Learning Regarding Generation Z Students’ Self-Efficacy in Islamic Education
DOI:
https://doi.org/10.32806/jf.v15i01.1745Keywords:
self-regulated learning; academic self-efficacy; Generation Z; semi-military boarding school.Abstract
This study examines how Self-Regulated Learning (SRL) shapes academic self-efficacy in Generation Z students in Islamic Religious Education and Character Education (PAI & BP) classes. The design is qualitative-dominant mixed-methods: quantitative data supply a contextual baseline; qualitative data carry the main analytical weight. The research site is SMA Praja Nusantara in West Sumatra, a semi-military boarding school where students have no routine access to electronic devices. This condition makes SRL both harder and, arguably, more consequential. Forty-three students participated in the quantitative component; four were selected for in-depth interviews based on post-test score profiles. Pre–post score comparisons showed statistically significant change in both the SRL group and the comparison group (paired t-test, p < 0.001). That result, however, understates what actually happened: aggregate scores flattened differences that mattered. Thematic analysis drawing on observations, semi-structured interviews, and learning documentation analyzed through Braun and Clarke's framework identified six themes: a shift in the locus of learning control, externalization of cognition through mind mapping, widespread difficulty with self-monitoring, domain-specific self-efficacy gains, SRL as a resilience mechanism, and gradual adaptation. Tentative patterns also pointed to SRL's role in the internalization of religious values, though the evidence for this is limited and warrants further investigation. The SRL–self-efficacy link is neither direct nor consistent across students. It works through psychological mechanisms that vary by individual, domain, and context. These findings extend Rahman et al. by tracing an alternative pathway and by testing Bandura and Zimmerman's reciprocity postulates under real boarding school conditions rather than assumed ones. Practical implications for PAI pedagogy in similar settings are discussed.
References
Bandura, Albert. Self-Efficacy: The Exercise of Control. New York: W. H. Freeman, 1997.
Braun, Virginia, and Victoria Clarke. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3, no. 2 (2006): 77–101.
Dweck, Carol S. “Motivational Processes Affecting Learning.” American Psychologist 41, no. 10 (1986): 1040–48. https://doi.org/10.1037/0003-066X.41.10.1040.
Fetters, Michael D, Leslie A Curry, and John W Creswell. “Achieving Integration in Mixed Methods Designs: Principles and Practices.” Health Services Research 48, no. 6 Pt 2 (2013): 2134–56. https://doi.org/10.1111/1475-6773.12117.
Fitriati, Aulia, Subuh Anggoro, Corrienna Abdul Talib, and Tin Lam Toh. “The Intention of Generation Z to Use Mobile Learning: The Role of Self-Efficacy and Enjoyment.” Turkish Online Journal of Distance Education 26, no. 1 (2025): 85–100. https://doi.org/10.17718/tojde.1445234.
Johnson, R Burke, and Anthony J Onwuegbuzie. “Mixed Methods Research: A Research Paradigm Whose Time Has Come.” Educational Researcher 33, no. 7 (2004): 14–26. https://doi.org/10.3102/0013189X033007014.
Lincoln, Yvonna S, and Egon G Guba. Naturalistic Inquiry. Sage, 1985.
Manindjo, Zelmy A, Vidya Anindhita, and Fitri Ariyanti Abidin. “Parental Psychological Control, Autonomy Frustration, and Psychological Well-Being among Boarding School Adolescents.” Journal of Education and Learning 17, no. 2 (2023): 262–70. https://doi.org/10.11591/edulearn.v17i2.20734.
Maryani, Ika, Ulfa Estriningrum, and Zalik Nuryana. “Self-Regulated Learning and Creative Thinking Skills of Elementary School Students in the Distance Education during the COVID-19 Pandemic.” Creativity Studies 16, no. 2 (2023): 496–508. https://doi.org/10.3846/cs.2023.15278.
Mirawati, Heru Kurnianto Tjahjono, Tasman Hamami, and Fitriah M Suud. “Self-Management Strategy of Students in Facing FOMO Challenges and Increasing Social Media Involvement in Islamic Boarding School.” Nazhruna: Jurnal Pendidikan Islam 8, no. 1 (2025): 1–16. https://doi.org/10.31538/nzh.v8i1.129.
Morse, Janice M. “Approaches to Qualitative-Quantitative Methodological Triangulation.” Nursing Research 40, no. 2 (1991): 120–23. https://doi.org/10.1097/00006199-199103000-00014.
Nurfaidah, Andi, Haryanto Haryanto, Herwin Herwin, Syarifuddin Syarifuddin, Aris Susanto, Kadar Risman, Muhammad Hasbillah, Hartini Hartini, and Wulan Purnama Sari. “Critical Thinking and Self-Regulated Learning in Indonesia Primary Schools: Grade, Gender, Mediation.” Journal of Educational Research, 2026. https://doi.org/10.1080/00220671.2026.2640076.
Pintrich, Paul R. “The Role of Goal Orientation in Self-Regulated Learning.” edited by Monique Boekaerts, Paul R Pintrich, and Moshe B T - Handbook of self-regulation Zeidner, 451–502. San Diego, CA: Academic Press, 2000. https://doi.org/10.1016/B978-012109890-2/50043-3.
Rahman, Ulfiani, Idham, Ismah Salman, and Muhammad Q Hamzah. “The Role of Self-Regulation as an Intervening Variable in the Influence of Self-Efficacy on the Learning Outcomes of Islamic Religious Education.” Edelweiss Applied Science and Technology 8, no. 4 (2024): 1598–1616. https://doi.org/10.55214/25768484.v8i4.1531.
Salim, Muhammad A Prasetia, Fitra M Bagas, Fauzi Rohman, and Abdurrahman. “The Impact of Blended Learning as an Educational Innovation on Student Character Building in Islamic Religious Education.” Qubahan Academic Journal 4, no. 3 (2024): 139–51. https://doi.org/10.48161/qaj.v4n3a739.
Santoso, Harry B., Rahayu Dwi Riyanti, Trini Prastati, F. A. Triatmoko H. S., Arie Susanty, and Min Yang. “Learners’ Online Self-Regulated Learning Skills in Indonesia Open University: Implications for Policies and Practice.” Education Sciences 12, no. 7 (2022): 469. https://doi.org/10.3390/educsci12070469.
Sihombing, Sabrina O, and Juliana Juliana. “Digital Detox Intention among Indonesian Generation Z: The Role of Eudaimonic Values, Subjective Norms, Perceived Information Overload, and Self-Efficacy.” Societies 16, no. 2 (2026): 54. https://doi.org/10.3390/soc16020054.
Sujadi, Eko, and Urip Sulistiyo. “Smartphone Addiction, Religiosity, and Academic Procrastination among College Students: The Mediating Role of Self-Esteem and Self-Regulated Learning.” Psychological Science and Education 30, no. 1 (2025): 67–80. https://doi.org/10.17759/pse.2025300105.
Suking, Arwildayanto, Ikhfan A Razak, and Sitti Amay. “Fostering Student Discipline in Boarding Schools toward Industry 4.0.” International Journal of Innovation, Creativity and Change 12, no. 8 (2020): 420–32.
Tanti, Khoirul Anwar, Jamaluddin, Andi S Saleh, Deni K Yusup, and Mohammadreza Jahanifar. “Faith Meets Technology: Navigating Student Satisfaction in Indonesia’s Islamic Higher Education Online Learning.” Jurnal Ilmiah Ilmu Terapan Universitas Jambi 9, no. 2 (2025): 695–708. https://doi.org/10.22437/jiituj.v9i2.41513.
Zimmerman, Barry J. “Becoming a Self-Regulated Learner: An Overview.” Theory into Practice 41, no. 2 (2002): 64–70.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Putri Lizah Aryani Yani, Indah Muliati
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
.png)
