Impact of Islamic Education on Students' Spiritual Well-being and Academic Performance
Bibliographic record
Abstract
The purpose of this research is to examine the impact of Islamic education on students' spiritual well-being and academic performance. This study seeks to understand how the values, teachings, and practices embedded in Islamic education contribute not only to students’ spiritual growth but also to their overall academic achievement. Using a mixed-method approach, the research combines quantitative data collected through surveys and academic records with qualitative insights from interviews and observations. The findings reveal that Islamic education significantly enhances students' spiritual well-being by fostering values such as sincerity, discipline, and responsibility. Moreover, these spiritual dimensions positively correlate with improved academic performance, particularly in areas such as motivation, self-regulation, and perseverance in learning. The results also indicate that students who actively engage in Islamic learning activities tend to demonstrate stronger moral character and academic resilience. This study highlights the essential role of Islamic education in shaping holistic student development, integrating spiritual maturity with intellectual excellence. Keywords: Islamic education, spiritual well-being, academic performance, students, holistic development
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".