DO TEACHER COMPETENCE, LEARNING ENVIRONMENT, AND ACADEMIC STRESS SIGNIFICANTLY INFLUENCE STUDENT LEARNING OUTCOMES IN ISLAMIC JUNIOR HIGH SCHOOLS ?

Hasmi Nur Bayhaqi; Didit Darmawan

doi:10.37478/jpm.v6i3.5625

Authors

Hasmi Nur Bayhaqi Universitas Sunan Giri Surabaya, Sidoarjo, Indonesia
Didit Darmawan Universitas Sunan Giri Surabaya, Sidoarjo, Indonesia

DOI:

https://doi.org/10.37478/jpm.v6i3.5625

Abstract

This study aims to examine the significant influence of teacher competence, the learning environment, and academic stress on the learning outcomes of students at MTs Bi’rul Ulum, Gemurung, Gedangan, Sidoarjo. A quantitative survey method was employed with a population of 115 students, all of whom were included as research subjects using a total sampling technique. The data were analyzed using multiple regression analysis. The findings revealed that teacher competence has a significant positive effect on students' learning outcomes, the learning environment showed no significant effect, while academic stress had a significant influence on learning outcomes at MTs Bi’rul Ulum. These results imply that the school should improve teacher competence not only through technical training but also by applying humanistic methods like storytelling to enhance emotional engagement. While the learning environment showed no significant effect, fostering a positive atmosphere and managing academic stress through Islamic values such as ikhtiar and tawakkal remain essential to support motivation and learning outcomes. The findings of this study highlight academic stress as the most dominant factor, which is reconceptualised not just as a negative burden but as a source of positive motivation (eustress). The study provides a new perspective by viewing academic stress as motivation with spiritual value and in the learning process. This study explores how teacher competence, learning environment and academic stress affect student learning outcomes in Islamic junior high schools. This is a new area of research. The study provides new insights for the development of educational strategies in Islamic schools.

Downloads

Download data is not yet available.

Author Biography

Didit Darmawan, Universitas Sunan Giri Surabaya, Sidoarjo, Indonesia

Rektor Universitas Sunan Giri Surabaya

Keywords:

Teacher competence, Learning environment, Academic stress, Student learning

References

Alsultan, A., Alharbi, A., Mahmoud, S., & Elsharkasy, A. (2023). The Mediating Role of Psychological Capital Between Academic Stress and Well-Being Among University Students. Pegem Journal of Education and Instruction, 13(2), 335–344. https://doi.org/10.47750/pegegog.13.02.37.

Aneesh, M. R., Maya, K., & Aneesh, K. A. (2024). Education Inequality in India: An Empirical Analysis Using National Sample Survey Data. Indian Journal of Human Development, 18(2), 267–279. https://doi.org/10.1177/09737030241280145.

Babbie, E. R. (2020). The Practice of Social Research. Chengage. https://www.cengage.com/c/the-practice-of-social-research-15e-babbie/9780357360767/

Barseli, M., Ahmad, R., & Ifdil, I. (2018). Hubungan Stres Akademik Siswa dengan Hasil Belajar. EDUCATIO: Jurnal Pendidikan Indonesia, 4(1), 40–47. http://dx.doi.org/10.29210/120182136.

Barth, A., & Blasius, J. (2021). Quantitative Methods. Walter de Gruyter GmbH. https://doi.org/10.1515/9783110627275-022.

Bonem, E. M., Fedesco, H. N., & Zissimopoulos, A. N. (2020). What you do is less important than how you do it: the effects of learning environment on student outcomes. Learning Environments Research, 23(1), 27–44. https://doi.org/10.1007/s10984-019-09289-8.

Efgivia, M. G., Rinanda, R. A., Hidayat, A., Maulana, I., & Budiarjo, A. (2021). Analysis of Constructivism Learning Theory. In 1st UMGESHIC International Seminar on Health, Social Science and Humanities (UMGESHIC-ISHSSH 2020) (208-212). Atlantis Press. https://doi.org/10.2991/assehr.k.211020.032.

Fauth, B., Decristan, J., Decker, A. T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. Teaching and Teacher Education, 86. https://doi.org/10.1016/j.tate.2019.102882.

Field, A. (2018). Discovering Statistics using IBM SPSS Statistics. Sage. https://collegepublishing.sagepub.com/products/discovering-statistics-using-ibm-spss-statistics-5-260423

Firda, S., & Khairat, A. (2023). The Impact of Teacher Skills’ on Students’ Interest and Learning Outcomes. International Journal of Education, Management, and Technology, 1(1), 1–10. https://doi.org/10.58578/ijemt.v1i1.1881.

Freire, C., Ferradás, D. M., Valle, A., Núñez, J. C., & Vallejo, G. (2016). Profiles of Psychological Well-being and Coping Strategies Among University Students. Frontiers in Psychology, 7, 1554. https://doi.org/10.3389/fpsyg.2016.01554.

Gobena, G. A. (2024). Effects of Academic Stress on Students’ Academic Achievements and Its Implications for Their Future Lives. Anatolian Journal of Education, 9(1), 113–130. https://doi.org/10.29333/aje.2024.918a.

Goczek, L., Witkowska, E., & Witkowski, B. (2021). How does education quality affect economic growth? Sustainability, 13(11), 6437. https://doi.org/10.3390/SU13116437.

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate Data Analysis. Seventh Edition. Pearson Education. https://www.researchgate.net/publication/354331182_A_Primer_on_Partial_Least_Squares_Structural_Equation_Modeling_PLS-SEM.

Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2016). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM). 2nd edition. Sage Publication. https://www.amazon.com/Multivariate-Data-Analysis-Joseph-Hair/dp/0138132631.

Hakim, A. L., Fajri, M. B., & Faizah, E. N. (2022). Evaluation of Implementation of MBKM: Does Academic Stress Affect on Student Learning Outcomes? International Journal of Educational Research and Social Sciences (IJERSC), 3(1), 1–16. https://doi.org/10.51601/ijersc.v3i1.246.

Hariadi, B., Sodig, M., & M, N. F. (2022). Profesionalitas Guru Pendidikan Agama Islam dalam Meningkatkan Kualitas Pembelajaran Siswa di Madrasah Tsanawiyah Bi’rul Ulum Sidoarjo. El Banat: Jurnal Pemikiran Dan Pendidikan Islam, 12(2), 138–158. https://journal.unsuri.ac.id/index.php/jkhi/article/view/345.

Helmahani, M. A., & Biromo, A. R. (2022). Hubungan Tingkat Stres dengan Hasil Belajar Mahasiswa Fakultas Kedokteran Universitas Tarumanagara Angkatan 2017. Ebers Papyrus, 28(2), 31–40. https://doi.org/10.24912/ep.v28i2.20653.

Ihsani, A. N. N. (2019). The Influence of Teachers’ Competence Toward the Learning Outcome of Students from the Beauty Department in a Vocational High School in Semarang. In 1st Vocational Education International Conference (VEIC 2019) (52-57). Atlantis Press. https://doi.org/10.2991/assehr.k.191217.010.

Ima, W., Pattiasina, J., & Sopacua, J. (2023). Model to increase motivation and learning outcomes in learning history. Journal of Education and Learning, 17(2), 206–214. https://doi.org/10.11591/edulearn.v17i2.20703.

Inuen, E. U. (2020). LEARNING ENVIRONMENT AND LEARNING OUTCOMES OF STUDENTS IN NIGERIAN SECONDARY SCHOOLS?: IMPLICATIONS FOR SUSTAINABLE PERSONAL DEVELOPMENT. Journal of the Nigerian Council of Educational Psychologists, 11(1), 326–334. https://journals.ezenwaohaetorc.org/index.php/NCEP/article/view/1114.

Juita, R., Syahza, A., & Suarman, S. (2025). The Moderating Role of Learning Environment in Self-Efficacy, Learning Motivation, and Academic Achievement Relationship. Tarbawi: Jurnal Keilmuan Manajemen Pendidikan, 11(01), 63–76. https://doi.org/10.32678/tarbawi.v11i01.11157.

Kilford, E. J., Garret, E., & Blakemore, S. J. (2016). The development of social cognition in adolescence: An integrated perspective. Neuroscience & Biobehavioral Reviews. Neuroscience & Biobehavioral Reviews, 70, 106–120. https://doi.org/10.1016/j.neubiorev.2016.08.016.

Kim, B. H., & Kim, J. (2016). Development and Validation of Evaluation Indicators for Teaching Competency in STEAM Education in Korea. Eurasia Journal of Mathematics, Science, & Technology Education, 12(7), 1909–1924. https://doi.org/10.12973/eurasia.2016.1537a.

Lindacher, T. (2025). The decree of inclusive education and its potential for irritation for the educational system—A system?theoretical conceptualization of the relationship between education and politics. Systems Research and Behavioral Science, 42(2), 348–359.

Liu, H., Shi, Y., Auden, E., & Rozelle, S. (2018). Anxiety in Rural Chinese Children and Adolescents: Comparisons Across Provinces and Among Subgroups. International Journal of Environmental Research and Public Health, 15(10), 2087–2101. https://doi.org/10.3390/ijerph15102087.

Lombardi, D., Shipley, T. F., Astronomy Team, Team, B., & Physics Team. (2021). The Curious Construct of Active Learning. Psychological Science in the Public Interest, 22(1), 8–43. https://doi.org/10.1177/1529100620973974.

Lu, G., Hu, W., Peng, Z., & Kang, H. (2014). The Influence of Undergraduate Students’ Academic Involvement and Learning Environment on Learning Outcomes. International Journal of Chinese Education, 2(2), 265–288. https://doi.org/10.1163/22125868-12340024.

Lumbantoroun, W. F. H., & Anggresta, V. (2023). Pengaruh Kompetensi Guru dan Fasilitas Belajar terhadap Prestasi Belajar Siswa SMPS Imanuel Bojong Nangka. Research and Development Journal of Education, 9(1), 121–129. http://dx.doi.org/10.30998/rdje.v9i1.13988.

Mayombe, C. (2020). Adult Learners’ Perception on the use of Constructivist Principles in Teaching and Learning in Non-Formal Education Centres in South Africa. International Journal of Lifelong Education, 39(4), 402–418. https://doi.org/10.1080/02601370.2020.1796834.

Montgomery, D. C., Peck, E. A., & Vining, G. G. (2021). Introduction to Linear Regression Analysis, 6th Edition. John Wiley & Sons. https://www.wiley.com/en-us/Introduction+to+Linear+Regression+Analysis%2C+6th+Edition-p-9781119578727.

Morazes, J. L. (2016). Educational Background, Hhigh School Stress, and Academic Success. Children and Youth Services Review, 69, 201–209. https://doi.org/10.1016/j.childyouth.2016.08.008.

Moreira, M. A., Arcas, B., Sánchez, T., García, R., Melero, M. J., Cunha, N., & Almeida, M. E. (2023). Teachers’ Pedagogical Competences in Higher Education: A Systematic Literature Review. Journal of University Teaching and Learning Practice, 20(1), 90–123. https://doi.org/10.53761/1.20.01.07

Mustofa, A. (n.d.). Pengaruh Media Pembelajaran dan Lingkungan Belajar terhadap Hasil Belajar Siswa Kelas VIII pada Mata Pelajaran IPS selama Pandemi Covid-19 di MTs Al-Hamid Malang. Doctoral Dissertation, Universitas Islam Negeri Maulana Malik Ibrahim. http://etheses.uin-malang.ac.id/id/eprint/28056.

Owan, V. J., Ekpenyong, J. A., Chuktu, O., Asuquo, M. E., Ogar, J. O., Owan, M. V, & Okon, S. (2022). Innate Ability, Health, Motivation, and Social Capital as Predictors of Students’ Cognitive, Affective and Psychomotor Learning Outcomes in Secondary Schools. Frontiers in Psychology, 13, 1024017. https://doi.org/10.3389/fpsyg.2022.1024017.

Pande, S., & Cicilia, I. (2023). Efek Kecakapan Profesional Guru dan Lingkungan Belajar Terhadap Hasil Belajar Siswa. 17(1), 9–18. https://doi.org/10.21067/jppi.v17i1.8903.

Park, H., & Zheng, J. (2025). Teacher Noticing to Scaffold Knowledge-Building Inquiry in Two Grade 5 Classrooms. Instructional Science, 1–35. https://doi.org/10.1007/s11251-024-09703-6.

Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The Impact of Stress on Students in Secondary School and Higher Education. International Journal of Adolescence and Youth, 25(1), 104–112. https://doi.org/10.1080/02673843.2019.1596823.

Pratama, H. J., & Ghofur, M. A. (2021). Pengaruh Motivasi Belajar dan Lingkungan Belajar Terhadap Hasil Belajar Mata Pelajaran Ekonomi Siswa Saat Pembelajaran Daring. Edukatif?: Jurnal Ilmu Pendidikan, 3(4), 1568–1577. https://doi.org/10.31004/edukatif.v3i4.621.

Pratama, W., Ahman, E., Machmud, A., & Dahlan. (2023). Academic Hardiness, Learning Motivation, Student Learning Outcomes In Indonesia: The Mediation Effect. KnE Social Sciences, 871–896. https://doi.org/10.18502/kss.v3i12.4136.

Prihantoro, C. R., Ikhwanto, R. F., & Dudung, A. (2019). The Effect of Teacher Competency and Teaching Commitment to Student Learning Results Machining Engineering Skills Program. KnE Social Sciences, 645–652. https://doi.org/10.18502/kss.v3i12.4136.

Rao, N. J. (2020). Outcome-based Education: An Outline. Higher Education for the Future, 7(1), 5–21. https://doi.org/10.1177/2347631119886418.

Schoepp, K. (2019). The State of Course Learning Outcomes at Leading Universities. Studies in Higher Education, 44(4), 615–627. https://doi.org/10.1080/03075079.2017.1392500.

Singh, A., Singh, K., Kumar, A., Shrivastava, A., & Kumar, S. (2024). Optimizing Well-Being: Unveiling Eustress and Distress through Machine Learning. 2024 International Conference on Inventive Computation Technologies (ICICT), 150–154. https://doi.org/10.1109/ICICT60155.2024.10544592

Slameto. (2010). Belajar dan Faktor-faktor yang Mempengaruhinya. Rineka Cipta. https://dpk.kepriprov.go.id/opac/detail/5m0fn

Soro, S. H., Wibowo, F., Wikarso, M. I., Widiawati, L., & Adzani, N. H. (2024). The Influence of Teacher Competency on Student Learning Outcomes. Didaktika: Jurnal Kependidikan, 13(1), 467–474. https://doi.org/10.58230/27454312.431.

Suminar, B. C. (2018). Pengaruh Gaya Belajar, Interaksi Teman Sebaya, dan Lingkungan Belajar terhadap Hasil Belajar Matematika. JP2M (Jurnal Pendidikan Dan Pembelajaran Matematika), 4(1), 99–106. https://doi.org/10.29100/jp2m.v4i1.1784.

Sun, J., Dunne, M. P., Hou, X., & Xu, A. (2013). Educational Stress among Chinese Adolescents: Individual, Family, School and Peer Influences. Educational Review, 65(3), 284–302. https://doi.org/10.1080/00131911.2012.659657.

Syaidah, U., Suyadi, B., & Ani, H. M. (2018). Pengaruh Kompetensi Guru terhadap Hasil Belajar Ekonomi di SMA Negeri Rambipuji Tahun Ajaran 2017/2018. Jurnal Pendidikan Ekonomi: Jurnal Ilmiah Ilmu Pendidikan, Ilmu Ekonomi Dan Ilmu Sosial, 12(2), 185–191. https://doi.org/10.19184/jpe.v12i2.8316.

Tetteh, G. A., & Sarpong, F. A. A. (2015). Influence of Type of Assessment and Stress on the Learning Outcome. Journal of International Education in Business, 8(2), 125–144. https://doi.org/10.1108/JIEB-05-2015-0015.

Titu, M. A., Masi, R., & Keban, S. K. K. (2023). Pengaruh Kompetensi Guru terhadap Hasil Belajar Siswa Kelas XI di SMA Negeri I Adonara Barat Tahun Ajaran 2022/2023. Jurnal Pendidikan Dan Kewirausahaan, 11(1), 213–222. https://doi.org/10.47668/pkwu.v11i1.655.

Uerz, D., Volman, M., & Kral, M. (2018). Teacher Educators’ Competences in Fostering Student Teachers’ Proficiency in Teaching and Learning with Technology: An Overview of Relevant Research Literature. Teaching and Teacher Education, 70, 12–23. https://doi.org/10.1016/j.tate.2017.11.005.

Xu, F. (2019). Towards a rational constructivist theory of cognitive development. Psychological Review, 126(6), 841–864. https://doi.org/10.1037/rev0000153.

Xu, M. L., & Leung, S. O. (2018). Effects of varying numbers of Likert scale points on factor structure of the Rosenberg Self?Esteem Scale. Asian Journal of Social Psychology, 21(3), 119–128. https://doi.org/10.1111/ajsp.12214.