Bidang keagamaan menghadapi tantangan serius dalam memberikan penguatan moderasi beragama khususnya bagi santri serta mengimbangi pesatnya perubahan teknologi yang sedang dialami masyarakat saat ini. Dengan demikian, perlunya mengadaptasi teknologi tersebut untuk menguatkan pemahaman moderasi beragama. Video adalah salah satu media pembelajaran virtual yang memungkinkan santri untuk lebih memahami dan menyimpan informasi dengan lebih baik. Tujuan dari kegiatan ini adalah untuk memberikan pemahaman moderasi beragama santri Madrasah Diniyah Hidayatul Mutholibin Tanggung di Kota Blitar melalui penggunaan video sebagai media belajar mengajar. Kegiatan ini melibatkan partisipasi sepenuhnya bersifat sukarela, berdasarkan persetujuan lisan yaitu dari sepuluh santri yang menanggapi permintaan untuk berpartisipasi. Data dianalisis menggunakan analisis konten. Santri menganggap video secara umum bermanfaat bagi kegiatan belajar mereka. Hasil pengabdian ini menunjukkan bahwa santri memberikan tanggapan positif terhadap video sebagai media belajar mengajar. Persepsi dan sikap terhadap pembelajaran berbasis video memberikan wawasan yang menarik berkaitan dengan konsep dan penerapan moderasi beragama.

This research aims to develop a valid ALMAJRITI (Aplikasi Matematika Jago Program Linier Interaktif) learning media and to determine student responses. Student responses were obtained from questionnaires and tests (pre-test and post-test). The study conducted is in the form of R&D with ADDIE steps. Media, learning, material, IT (Information Technology), language, and practitioners experts validate the media. The validation results obtained from each validator sequentially are 100% (very valid), 85% (very valid), 84.62% (very valid), 70% (valid), 87.5% (very valid), 96 ,87% (very valid). The media is very valid if it gets 75% or more. Overall, the media obtained a very valid assessment result of 87.33%, so the media was feasible to use. Meanwhile, the test instrument was validated by a material expert. The media was tested in class XI IPA 3 MAN 1 Blitar. The use of media shows a positive student response. More than 65% of students gave a positive response based on the questionnaire results. In addition, the average pre-test was 17.07, the post-test was 77.5, and the percentage increase in student learning outcomes was 405%. Thus, there is an increase in student learning outcomes before and after using ALMAJRITI. This increase shows a positive response from students to the ALMAJRITI. Therefore, it can be concluded that the ALMAJRITI media is valid and feasible to be used as a learning resource for class XI students

ABSTRACT This study aimed to determine the effect of math anxiety, procrastination, and metacognition on the mathematics learning outcomes of MAN 1 Blitar students. The research uses a quantitative approach with the ex-post facto. The sample in this study was 40 students of MAN 1 Blitar with a simple random sampling technique. The instruments used were a math anxiety questionnaire, a procrastination questionnaire, a metacognition questionnaire, and an observation sheet for the mathematics learning outcomes of class XI MAN 1 Blitar students. The data analysis technique used descriptive quantitative and inferential statistics. The research design was carried out using multiple linear regression analysis. Student behavior is shown by student behavior such as tension moving, inability to concentrate, being in a hurry to act, and nervousness. The results showed that the effect of math anxiety on learning outcomes was 25.5%. In comparison, procrastination and metacognition do not affect the mathematics learning outcomes of MAN 1 Blitar students.   Keywords: math anxiety; procrastination; metacognition; mathematics learning outcomes   ABSTRAK Tujuan dari penelitian ini yaitu untuk mengetahui pengaruh math anxiety, prokrastinasi, dan metakognisi terhadap hasil belajar matematika siswa MAN 1 Blitar. Penelitian menggunakan pendekatan kuantitatif dengan jenis ex-post facto. Sampel dalam penelitian ini yaitu 40 siswa MAN 1 Blitar dengan teknik pengambilan sampel acak sederhana. Instrumen yang digunakan yaitu angket math anxiety, angket prokrastinasi, angket metakognisi, dan lembar observasi hasil belajar matematika siswa kelas XI MAN 1 Blitar. Teknik analisis data menggunakan kuantitatif deskriptif dan statistik inferensial. Desain penelitian yang dilakukan dengan menggunakan analisis regresi linier berganda. Ditunjukkan dari perilaku siswa seperti ketegangan bergerak, tidak mampu berkonsentrasi, terburu-buru dalam bersikap, dan gugup. Hasil penelitian diperoleh pengaruh math anxiety terhadap hasil belajar yaitu sebesar 25,5%. Sedangkan prokrastinasi dan metakognisi tidak berpengaruh terhadap hasil belajar matematika siswa MAN 1 Blitar.   Kata Kunci: math anxiety; prokrastinasi; metakognisi; hasil belajar matematika

This study aimed to reduce the level of students' academic procrastination on mathematical tasks in linear programming materials through the Self-Regulated Learning strategy. The type of research used is Classroom Action Research (CAR) which consists of two cycles. One cycle consists of four stages, namely planning, implementation, observation, and reflection. The study was conducted on students of class XI IPA 4 MAN 1 Blitar. Data collection techniques using questionnaires. Data analysis used descriptive analysis. The results of the analysis showed that the average level of academic procrastination of students at the pre-cycle stage was 80.896%, the average level of student academic procrastination at the stage of the first cycle was 75.66%, and the average level of student academic procrastination at the stage of the second cycle was 62.23%. The three data indicate a decrease in students' academic procrastination on mathematics assignments on linear programming material from pre-cycle to cycle I by 5.236% and from cycle I to cycle II by 13.43%. Thus, using the Self-Regulated Learning strategy in learning impacts the academic procrastination of class XI IPA 4 MAN 1 Blitar students. The positive effects of implementing Self-Regulated Learning in the classroom are shown by students being more active in doing math tasks, thereby reducing academic procrastination, especially in linear programming.