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Students who silmutaneously work and study often face dual responsibilities that require careful planning of their time between job duties and academic obligations. This scenario can influence academic perfomance, highlighting the importance of effective time management for optimal study outcomes. The present study investigates the influence of study time management on the academic perfomance of working student. A quantitative research method with a correlational design was employed, the study sampled 108 working the sample consisted of students selected via puposive sampling. Data were collected via an online questionnaire consisting of 12 items and acdemic achievment was measured using the responden semester grade point average (GPA). To ensure the instrument was reliable Cronbach’s alpha was calculated, resulting in a value of 0.607, indicating acceptable consistency. Analysis using sample linear regression in spss revealed that study time management significantly and positively affects academic perfomance (p=0.012<0.05). Study time management explains approximately 5.9% of the variance in academic achievement, as indicated by an (R²) of 0.059. whereas the remaining 94.1% is determined by other influences.

The ability to read the Qur’an is a fundamental competence that must be possessed by every Muslim student. However, in educational practice at schools, various problems are still found, particularly the low level of Qur’an reading ability among some students, accompanied by learning boredom. One of the contributing factors to this condition is the use of a single, monotonous, and less varied teaching method. This article aims to examine the problems related to students’ ability to read the Qur’an and the learning boredom that arises due to the implementation of a single method in instruction, as well as to offer practical solutions that can be implemented by educators. The writing method of this article uses a literature review approach and reflection on teaching practice. The results of the study show that a single teaching method tends to reduce students’ learning motivation, hinder active engagement, and slow down the improvement of Qur’an reading skills. Therefore, it is necessary to implement more varied, interactive, and contextual teaching methods, such as game-based learning, group work, and the use of innovative instructional media. Thus, it is expected that students’ ability to read the Qur’an can improve and learning boredom can be effectively minimized.

The ability to read the Qur’an is a fundamental competence that must be possessed by every Muslim student. However, in educational practice at schools, various problems are still found, particularly the low level of Qur’an reading ability among some students, accompanied by learning boredom. One of the contributing factors to this condition is the use of a single, monotonous, and less varied teaching method. This article aims to examine the problems related to students’ ability to read the Qur’an and the learning boredom that arises due to the implementation of a single method in instruction, as well as to offer practical solutions that can be implemented by educators. The writing method of this article uses a literature review approach and reflection on teaching practice. The results of the study show that a single teaching method tends to reduce students’ learning motivation, hinder active engagement, and slow down the improvement of Qur’an reading skills. Therefore, it is necessary to implement more varied, interactive, and contextual teaching methods, such as game-based learning, group work, and the use of innovative instructional media. Thus, it is expected that students’ ability to read the Qur’an can improve and learning boredom can be effectively minimized.

Education plays a crucial and essential role in improving the quality of human resource globally, thus a research was conducted with the aim of producing a product, namely a learning module. This module is one of the learning resources that can be used by students independently. Therefore, the module was developed to function as a learniing guide for students. The lerning model used in this research is Creative Problem Solving. In this learning model, the teacher presents problems so that students can find answers innovatively and sharpen  their critical thinking skills. The suitability of this learning module will be evaluated based on three aspect, namely validity, practicality, and effectiveness. Based on the research sample data, this consists of students from class XI Electrical Power Installation Techniques (TITL) 1 at SMKN 1 Driyorejo. This method uses the Research & Development (R&D) approach. The analysis of differences in learning outcomes was carried out using the One Group Pretest-Posttest Method, the treatment in the form of a learning module based on the Creative Problem Solving model was given to student. The research result show that (1) the modules suitability is stated as very valid wth a score of 89,60, (2) aspect, it is stataed as very practical with a total average reaching 90,60, (3) effectiveness is proven from the improvement in learning outcomes in terms of knowledge and domains with an average pretest score of 51,3, while the average posttest score is 85 with a significance of 0.000.

Stress is something that inevitably occurs in every individual, including in the minds of every Islamic boarding school student. The busy schedule and academic demands make students prone to feeling depressed and vulnerable to stress. This requires good stress coping strategies to overcome every problem that arises. One factor that can increase the ability to deal with stress is religiosity. This study aims to determine whether there is a relationship between religiosity and stress coping strategies among students. The participants of this study were 130 students selected using purposive sampling. The research instruments used were a religiosity scale and a stress coping strategy scale. The results showed that stress coping strategies have a positive and significant relationship with religiosity. An R Square value of 0.329 indicates that religiosity contributes 32.9 percent to the students' coping strategy abilities.