COMPARATIVE ANALYSIS OF ACADEMIC ACHIEVEMENT BETWEEN

WORKING STUDENTS AND STUDENTS WHO ARE NOT WORKING WHILE

STUDENT:
"Case Study in the Context of Challenges and the Impact of Work on Learning
Performance."

Created to fulfill course assignments Discourse Analysis

Lecturer: Nur Syamsiah, M.Pd

Arranged by :

M. Bagas Wijaya 211040180

ENGLISH LANGUAGE EDUCATION

FACULTY OF TARBIYAH AND TEACHING
RADEN INTAN LAMPUNG STATE ISLAMIC UNIVERSITY
144 5 AH / 202 4 AD
 TABLE OF CONTENTS

TITLE PAGE .......................................................................................................... i

TABLE...................................................................................................................... OF
CONTENTS ............................................................................................................. ii
CHAPTER I INTRODUCTION
A. Background of the problem............................................................................ 1
B. Problem Formulation .................................................................................... 4
C. Research Objective ........................................................................................ 5
D. Benefits of Research ..................................................................................... 5
E. Relevant previous studies .............................................................................. 5
F. Research method ........................................................................................... 7
G. Systematic Discussion ................................................................................... 13
CHAPTER II THEORETICAL BASIS
A. Academic Competition .................................................................................. 15
1. Definition of achievement .................................................................... 15
2. Academic Implementation in Higher Education .................................. 15
3. Understanding Academic Achievement .............................................. 16
B. Learning activities/Performance ................................................................... 17
1. Definition of Activity ........................................................................... 17
2. Understanding learning ........................................................................ 17
3. Understanding Learning Activities ...................................................... 18
4. Learning Activity Indicators ................................................................ 18
C. Working According to Islam ......................................................................... 20
1. Understanding Work in Islam .............................................................. 20
2. Purpose of Working in Islam ............................................................... 21
D. Students who work while studying ............................................................... 22
CHAPTER III DESCRIPTION OF RESEARCH OBJECTS
A. General description of research objects ........................................................ 25
B. Vision, Mission and Goals ............................................................................ 31
Bibliography ............................................................................................................. 32

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 CHAPTER 1
INTRODUCTION
A. Background
Education on in essence is process maturation quality life, it is hoped
that through this process humans can understand what is the meaning and
nature of life, as well as what it is for and how to live it task life And life in a
way Correct.1 By Because That education is step Which most main in increase
quality human Resources. With the condition of Indonesia which is included in
it Developing countries certainly increase human resources through education
is matter Which very important, so No It is surprising to say that the progress
of a nation can be seen from How educational conditions.
On generally condition education in country develop experiencing
various kinds of problems including facilities and infrastructure inadequate,
high cost of education, lack of competence educator And Lots matter other.
Level education Which There is in Indonesia is Elementary School (SD),
Junior High School (SMP), School Intermediate On (SENIOR HIGH
SCHOOL) And education tall in lectures. Education very role For increase
Source Human Resources (HR). One component of human resource
development is College. Higher education with Tri Dharma is the forerunner
will develop Indonesian people who are not only physically intelligent
intellectual but also spiritually and intellectually intelligent. But it costs which
is relatively high and is not free by the government causing Many are unable to
continue their education to college level tall. But there are also those who can
continue to college because help cost person old, but for somebody Which
very motivated to go to college, he will try to find a solution so he can go to
college without burdensome person old namely with studying while Work.
Every individual own condition internal, Which called with motivation
so that with this motivation he has a basic drive that moves someone to act.
This impulse is on someone's self moves to do something in accordance with
encouragement in himself. By Because That, deed somebody Which based on
motivation certain contain theme in accordance with motivation Which

1 1
Mulyasana, Dedy. Education Quality And Empower Compete . (Jakarta : Rosdakarya,
2011), h. 2

1
underlying it.
In detail, students' needs in order to carry out education smoothly are
very diverse and must be met so that their needs for education are not
disturbed, including paying tuition fees, buying complete stationery, buying
textbooks/writing books, photocopying costs, training costs, research/research
costs, costs for field study practice, internet access, and various other financing
to meet educational demands, especially in tertiary institutions. Moreover,
additional costs for student living, such as: food, boarding , petrol, motorbike
service and so on.
The increasing need for life also means that students have to look for
ways to be able to meet their needs for education and also for living expenses.
Some students look for a way out by working . The phenomenon of students'
dual roles, namely studying while working, has been widely discovered.
Generally, students will choose to work on a short - term contract system and
part-time jobs .
However, students will prefer part-time work because they are more
flexible in managing work time with studying. Apart from that, working part-
time requires less time than that, usually it only takes around 3-5 hours per day.
There are various reasons behind students studying while working. The main
reason is related to finances, namely earning income to pay for education and
daily needs while easing the family's burden. Other reasons are to fill free time
because the study schedule is not busy, wanting to live independently so as not
to be dependent on other people or parents, looking for experiences outside of
lectures, pursuing hobbies and various other reasons.
From the explanation above, it can be seen that the reason behind
students studying while working is because of the need for finances to help
with the family economy or related to economic factors, in the form of wages,
salaries and income obtained from work, then relational social needs, namely
This can be in the form of the need to socialize with lots of people so that you
will get to know the environment and make more friends so that you can
develop students' mindsets by exchanging ideas with lots of people, then the
need for self-actualization is the need for self-development as a form of self-

2
actualization in finding the true meaning of life.
On the other hand , the role conflict between studying and working can
be a source of stress, absenteeism and productivity. Students who study while
working are required to be able to carry out their duties and responsibilities
well, starting from time management between the time spent studying and
work, discipline, both in studying and at work, and paying attention to their
physical health condition because they have to divide their roles. between
being a student and an employee. Going to college while working is not an
easy thing. The choice to study while working certainly has its own benefits
and risks for the continuity of students' education and on the other hand,
working also has negative effects for students.
The impact of study time here on students doing part-time work is that
time that should be used for studying is taken up for other things so that it can
interfere with the student's own learning activities. This can be seen from the
possibility that many students are negligent in doing their coursework, students
are not concentrating at the moment. teaching and learning activities, and so
on. And it is feared that students will become so busy working that they put
studying aside, their studies will be neglected, or even drop out due to the
possibility of a lack of motivation to complete their studies and their learning
outcomes will decrease or they feel that the work they are doing is enough to
support them in life.

The National Center of Education Statistics (NCES) in Metriyana

(2014: 10) also found that students who work more than 16 hours or more have
a lower influence on achievement than those who do not work. According to
Gleason, 1993 in Metriyana (2014: 10) that students who study while working
tend to get high salaries, have a greater chance of getting a job after graduating,
but this can result in students lacking time and as a result they receive lower
grades. .
The phenomenon of students studying while working is also found at
UIN Raden Intan Lampung. It is possible that there are students who study
while working or part-time. Therefore, this research seeks to examine the

3
 impact caused by students' work activities, specifically on their learning
performance and academic achievement.
Based on the phenomena and problems above, the researcher was
interested in raising these problems in a study entitled "Comparative Analysis
of Academic Achievement between Students Who Work and Students Who Do
Not Work While Studying: Case Study in the Context of Challenges and the
Impact of Work on Learning Performance."

B. Formulation of the problem

Based on the background of the problem that has been stated previously,
the formulation of the problem raised in the research is as follows:
1. What factors influence students' decision to study while working?
2. What impact does student work have on their learning performance ?

C. Writing purpose
Based on the problem formulation, of course there are objectives to be
achieved in this research, including:
1. To find out the factors that influence students' decision to study while
working.
2. To find out what impact students' work has on their learning performance.

D. Benefits of research
The benefits that the author hopes in this research can be useful for:
1. Theoretical Benefits: This research is expected to be part of the process
of developing existing theories, concepts, principles and foundations,
especially in aid of thinking about developing science to be used as
reference material for further research. Comparative Analysis of
Academic Achievement between Students Who Work and Students Who

4
 Do Not Work While Studying: Case Studies in the Context of Challenges
and the Impact of Work on Learning Performance."
2. Practical Benefits, it is hoped that this research can be used as input to
add to the body of knowledge to provide thought assistance to the
community, especially in the Comparative Analysis of Academic
Achievement between Students Who Work and Students Who Do Not
Work While Studying: Case Studies in the Context of Challenges and the
Impact of Work on Performance Study."

E. Relevant Previous Studies

Based on searches and research that the researcher found both on the
internet and in the literature, the researcher found previous research that was
almost similar to the theme of this research, although the point of view and
way of thinking were different. The author found previous research as follows:
Research from Tegar Sandhi Ario (2019) entitled "Problematics in Part-
Time Working Students". 2The focus of the problem studied in this thesis is to
determine the academic achievement of students who study while working as
well as what driving factors, obstacles and solutions are experienced by
students studying while working at the Muhammadiyah University of
Surakarta. The samples taken in this research used purposive sampling, namely
male and female students who studied while working only focused on studying
and students who studied while working also participated in campus
organizations. The results of this research show that the academic
achievements obtained by students who only focus on studying are the highest,
students who study while working have lower academic achievements
compared to students who only focus on studying and the lowest are students
who are part of organizations. The relationship between previous research and
research conducted by researchers regarding the academic achievements
obtained by students who study while working, but previous research and
research conducted by researchers both discuss the factors behind students

2
Tegar Sandhi Ario, "Problematics in Part Time Working Students", thesis (Surakarta:
Muhammadiyah University of Surakarta, 2019), 1.

5
 deciding to study while working and the problems faced by students who study
while working. Work.
Research from Silfiana (2017) entitled "The Impact of Studying While
Working on Learning Achievement (Case Study of 2017 PPKn Students at
Tadulako University). 3The focus of this research is motivation and the
development of academic achievements obtained by students who study while
working among the Class of 2017 students at Tadulako University. The sample
taken in this study was 9 people consisting of 6 men and 3 women. The results
of this research are the motivations that make students decide to study while
working, namely to make their parents proud, wanting to achieve the highest
goals, to become more independent and responsible individuals, students who
study while working experience a decrease of 3% to 5% in their grades. The
relationship between this research and the research that the researchers
conducted is that in this research it discusses the impact of working part time
on students which results in a decrease in the grades of the students concerned,
while in the research the researchers discuss the problems faced by students
who study while working.
Research from Novia Klistiana (2018) entitled "Problematics of Students
Studying While Working in Sharia Economics Study Program Students at
IAIN Palangkaraya". 4The focus of this research is to find out and analyze the
problems faced by students who study while working. The results of this
research are the driving factors for students studying while working due to
unexpected needs with the intention of reducing the burden on parents. The
problems faced by students who study while working are difficulties in
dividing study time while working and time to complete assignments. The
relationship between this research and the research conducted by researchers is
that they both discuss the factors driving students to study while working and
the problems faced by students who study while working.

3
Silfiana, "The Impact of Studying While Working on Learning Achievement (Study of
2017 PPKn Students at Tadulako University)", thesis, (Palu: Tadulako University, 2021),
4
4 Novia Klistiana, "Problematics of Students Studying While Working for Sharia
Economics Study Program Students at IAIN Palangkaraya", thesis, (Palangkaraya: IAIN Plangka
Raya, 2018),

6
F. Research methods
Research methods are scientific ways of obtaining and collecting data with
certain goals and benefits. In general, the main topics discussed in research
methods are scientific methods, data, objectives and uses. The scientific
method means that a research activity is based on scientific characteristics,
namely rational, empirical and systematic.5

1. Types and Research Approaches

This type of research uses qualitative research. Qualitative methods
are naturalistic methods or field research methods. Qualitative research
with a phenomenological approach. The phenomenological approach is
where researchers attempt to understand the meaning of various events
and human interactions in certain situations. 6This approach begins with
silent observation with the aim of understanding and reviewing what is
being learned. Next, the researcher tries to understand how the subject
gives meaning to the various events that have been experienced.
Researchers believe that every human being will interpret their
experiences through interactions with each other. During class hours,
students who study while working are more active in class and interact a
lot with lecturers.
Phenomenological sociology was especially influenced by
philosophers, including Edmund Husseri and Alfred Schultz. They are
also in the Weberian school which emphasizes "Vesthen" which means
understanding interactions between people. What is emphasized in this
phenomenological approach is the subjective aspect of human behavior.
Phenomenology believes that humans have many interpretations of
experiences based on their interactions with other people and the
meaning of these experiences which form a "socially constructed" reality.
The phenomenological approach in this research aims for the author to
5
Sugiyono, Quantitative Qualitative Research Methods and R&D, (Bandung: Alfabeta,
2014),2.
6
Salim and Syahrum, Qualitative Research Methodology, (Bandung: Citapustaka Media,
2012), p. 88.

7
 understand and examine the phenomena being studied and analyze data
regarding the problems faced by students.
Research subjects are people who are observed as research targets
when the research is carried out. In this research, the research subjects
will be UIN Raden Intan Lampung students who study while working.
The data collection used is primary data. Primary data is initial data
obtained by researchers from the main source, namely the individual
concerned through interviews or questionnaires.7
According to Nasution, the definition of a research object is a trait
or characteristic of a person, object or activity that has certain variations
or characteristics determined by the author and then studied and
conclusions drawn. 30 In this research, the research object will be the
challenges and impacts faced by students on learning performance of
students who study while working.8

2. Research sites
The research location is at UIN Raden Intan Lamping, more
precisely, the author chose this place because there are many students in
the Faculty of Social Welfare and Communication study programs who
study while working.

3. Research Subjects and Objects

Population is a collection of individuals or objects whose number
is limited or unlimited. A limited set of individuals or objects are
individuals or objects that can be known or measured by their number or
limit. Meanwhile, the sample is a portion of the population that
represents the population.9
The sampling technique in this research is Nonprobability
Sampling. Non-probability sampling is sampling that is carried out non-
7
Husein Umar, Research Methods for Business Theses and Theses, Jakarta: Rajawali
press, 2013, p. 42.
8
Nasution, Research Methodology (Scientific Research), Bandung: Bumi Aksara, 2004, p.
101.
9
Moh. Pabundu Tika, Bumi Angkara, Geographical research methods, (Jakarta: Sinar
Graphics, 2005), p. 24-25

8
 randomly if the probability of a member being selected as a sample is
unknown. In non-probability sampling, certain characteristics make the
chances of sample members different. Non-probability sampling used
was purposive sampling and snowball sampling. Purposive sampling is a
technique for determining samples with certain considerations Sugiyono,
Purposive sampling is taking samples specifically by selecting using
certain criteria so that researchers find who will be the sample in their
research.10
4. Data collection technique
Data collection techniques are the most important thing in research,
because the aim of research is to obtain and collect data. Research will
not obtain predetermined standard data if the researcher does not know
the data collection techniques. Data collection techniques are a way of
collecting the required data or data that has been determined to answer
11
the research problem formulation. Data collection can be done in
various ways. Some collect data through experiments in the laboratory, at
home with respondents, discussions, seminars and so on. Data collection
techniques in this research are observation, interviews and documentation
studies as follows:
a. Observation
Observation is an observation carried out systematically on
the symptoms that appear on the research object. Observations
can be made at an object or place where an event takes place.
12
According to Edwards and Talbott, all good practitioner
research studies start with observation. Observations can be
linked to efforts to formulate problems, compare the problems
formulated with the reality in the field, understand the details of
the problem to find detailed questions that will be stated in the

10
Data Analysis Consultant, "Types of Sampling Techniques in Research",
https://gamastatistika.com/2019/09/20/jen-jen-teknik-sampling-dalam-penelitian/ , accessed on 28
April 2024
11
Juliansyah Noor, Research Methods: Theses, Theses, Dissertations, and Scientific
Work, (Jakarta: Kencana, 2012), p. 138
12
Nurul Zuriah, Social and Educational Research Methods, (Jakarta: Media Graphics,
2006), p. 191.

9
 questionnaire, and to find strategies for obtaining the right data
according to what has been determined.13
The observations that will be carried out are non-participant
observations that do not only require the role of behavior and
research involvement in the activities or phenomena of the subject
being studied. In this research, the researcher's focus is observing,
recording, noting, and studying the behavior or phenomenon
under study, namely the problems faced by UIN Raden Intan
Lampung students. Non-participant observation can be closed or
open. If open non-participant observation research is not known
to the research subject, whereas research participant observation
is known to the research subject.14
The observations carried out in this research were by
observing and interacting directly with students who were
studying while working at Uin Raden Intan Lampung.
Researchers observed that when courses were in progress,
students who studied while working often came late on the
grounds that they woke up late because they were tired from
working at night.

b. Interview (Interview)
An interview is a method of collecting data that is carried
out orally and is structured, semi-structured or unstructured. The
conversation is carried out by two or more parties, namely the
interviewer who asks a question and the resource person provides
answers to the questions asked by the interviewer.15
The type of interview that will be conducted is a structured
interview or focused interview, where the interviewer determines
the questions during the interview.

13
Maryaeni, Cultural Research Methods, (Jakarta: Bumi Aksara, 2005), p. 68.
14
Imam Suprayogo and Tobroni, Social Religious Research Methods, (Bandung: Teen
Rosdakarya, 2003), p. 170.
15
Moelong, Qualitative Research Methodology, (revised edition. Cet, 21. Bandung: PT.
Teen Rosdakarya, 2005), p. 185.

10
 c. Documentation
Documentation can be interpreted as an effort or method of
collecting data in the form of books, notes (documents),
especially archives and legal theories related to research. Taking
documentation aims to make it easier for researchers, such as
taking pictures or photos, to obtain data regarding the challenges
and impacts faced by students studying while working.

5. Data analysis technique

Data analysis techniques are an important step in the research
process. After collecting the data, it will be analyzed in a descriptive
manner, which means the researcher will try to describe the collected
data again regarding the challenges and impacts of learning performance
on students who study while working. The stages of the data analysis
process in this research are:
a. Data reduction
Data reduction is summarizing, summarizing, sorting out important
data that is the subject of research. In this way, the reduced data will
make it easier for researchers to collect further data. The researcher's
goal in reducing data is to obtain findings based on what has been
researched.
b. Data Presentation Stage
Data presentation is the collection or arrangement of information in
a systematic and accurate way to obtain conclusions so that the
findings obtained can be in the form of words and sentences related to
the research focus.16
c. Drawing Conclusions
Drawing conclusions in qualitative research can be in the form of a
description or description of the results of an object in research that
was previously unclear and becomes clear. So every meaning studied
16
Miles, MB and Huberman, A, M, Qualitative Data Analysis, (Bandung, PT. Teen Rosda
Karya, 1992), p. 3.

11
 must be tested for its truth, robustness and validity. At this stage the
researcher tries to draw conclusions based on the meaning studied.
When the data analysis above is interconnected, the researcher is able
to obtain the final results of the research that has been carried out in
the form of finding data that is presented systematically based on
certain themes.

G. Systematic discussion
The systematics of writing in this research includes a discussion
consisting of five chapters with the following explanation:
CHAPTER I Introduction , in this section the researcher will
explain the research procedures that will be carried out later, namely
explaining the definition of the title, background of the problem, research
focus and sub-focus, problem formulation, research objectives, research
benefits, relevant previous research studies, research methods and systematic
writing.

CHAPTER II Theoretical Foundations , this section contains

explanations of variables that will be carried out in related research with the
title, researchers will explain concepts and definitions as well as systematic
references which form a strong basis because they contain theories, opinions
and results of previous research which form the theoretical framework.
CHAPTER III Description of Research Objects , this chapter
provides a thorough and detailed description of all forms of data in research
to find out the research object which is the scientific target to find out who,
what, when and where this research was carried out. The description of the
research object consists of a general description of the object and presentation
of research facts and data, as in this research, researchers.

CHAPTER IV Research Analysis , this chapter will explain the

results of research analysis in solving problems or answering questions about
problems that occur, which consists of Analysis of Research Data and
Research Findings, which discusses how

12
 CHAPTER V Closing , this last chapter contains conclusions,
suggestions or recommendations. The conclusion briefly explains all the
findings in the research related to the problem studied. Conclusions obtained
from the results of the analysis, which the researcher wants to convey, in a
work, this section is very important because it discusses in a concise, concise
and clear manner what has been researched. The suggestions presented are
based on research results, which contain a description of what steps need to
be taken by parties related to the research results in question .

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 CHAPTER II
THEORETICAL BASIS

A. Academic achievement
1. Understanding Achievement
According to the Big Indonesian Dictionary, "Achievement is a result
that has been achieved (from what has been done, done, etc.)". According
to Sardiman, "Achievement is a real ability which is the result of
interactions between various factors that influence both inside and
outside the individual's learning". According to Syah, "Achievement is
the result of learning covering all psychological domains that change as a
result of students' experiences and learning processes."
According to Witherington, achievement is a result achieved by an
individual through effort that is experienced directly and is a skill activity
in a particular situation. So, from this expert opinion, measuring learning
outcomes generally uses tests as a measuring tool that reflects the level of
mastery of measuring learning outcomes to determine student learning
achievement in all subjects. In general, it can be done with tests as a
measuring tool. From the test assessment, data is obtained regarding a
series of values. These values are called student learning achievements
which can be expressed as: Cumulative Achievement Index (GPA).

2. Academic Implementation in Higher Education

In implementation, there are differences between the academic
administration of education in higher education and primary and
secondary education, where these differences can be seen from the
subjects and activity schedules. If you look at primary and secondary
schools, you can experience similarities in subjects in the same class,
whereas in higher education the subjects for each class are different. This
is because universities already use the Semester Credit System (SKS).
The Semester Credit System is an education delivery system in which
student study loads, teaching staff workloads and educational institution
management loads are expressed in semester credit units. SKS itself is

14
 very helpful in completing studies with maximum results without any
pressure. The assessment system for study results in higher education no
longer uses a grading system from 0 to 100. Assessment of learning
outcomes for each course is expressed with the letters A, B, C, D and E,
each with a weight of 4, 3, 2, 1 and 0.
Table 2.1 Academic Score results

Table 2.2 Undergraduate Program Graduation Predictions

3. Understanding Academic Achievement

15
 Academic achievement is a process experienced by students to produce
changes in the areas of knowledge, understanding, application, analytical
power, synthesis and evaluation. Academic achievement is an assessment
of educational results in the form of changes in the fields of knowledge,
understanding, application, analytical power, synthesis and evaluation,
where the assessment results are given based on the results of tests,
evaluations or exams from each subject, these results are interpreted
objectively and applied in the form of numbers and sentences according
to what each student achieved in a certain period.
According to Kuh, Kinzie, and Buckley, students' learning success
can be assessed using measurements of their academic achievement.
There are two types of outcomes for student learning success, namely
academic achievement as shown by GPA and economic benefits and
quality of life after graduating from college. The Cumulative
Achievement Index or what is usually called the GPA is the overall score
of the courses taken by the student (the result of multiplying the grade
levels) divided by the total credits completed. GPA is quantitative with a
maximum scale of 4. GPA is the main factor in determining a person's
academic achievement. Thus, academic achievement is often measured
by the Grade Point Average (GPA)

B. Learning Activities/Performance
1. Definition of Activity
According to Sardiman, activity is activity that is physical or
mental or psychological, namely doing and thinking as a series that
cannot be separated. Physical activities include reading, listening,
writing, demonstrating and measuring, while mental activities include
thinking or remembering the contents of lessons from previous meetings.
Meanwhile, according to the Central Indonesian Language Dictionary
Compilation Team, activity means "activeness, activity". It can be
concluded that activity is something or someone who carries out certain
activities.

16
2. Understanding Learning
According to Djamarah, learning is a series of physical and mental
activities to obtain a change in behavior as a result of individual
experience in interaction with the environment involving cognitive,
affection and psychomotor skills. Meanwhile, according to Hamalik,
"Learning is a process of activity, not a result or goal." "Learning is a
form of growth or change in a person which is expressed in ways of
behavior thanks to experience and practice"
From the description above, it can be concluded that learning is an
effort made by a person to obtain a change in behavior as a result of one's
own experience.

3. Understanding Learning Activities

According to Sardiman, learning activities are all knowledge that
must be obtained by own observation, own investigation, with facilities
created by oneself both spiritually and technically. So it can be concluded
that learning activities are all activities carried out by someone as an
effort to achieve changes in behavior.

4. Learning Activity Indicator.

According to Sudjana, student activity can be seen in terms of:
a) Participate in carrying out learning assignments.
b) Engage in problem solving.
c) Ask other students or teachers if they don't understand the problem
they are facing.
d) Try to find various information needed for problem solving.
e) Carry out group discussions according to the teacher's instructions.
f) Assess his abilities and the results he obtains.
g) Train yourself in solving similar questions or problems.
h) The opportunity to use or apply what is obtained in completing the
tasks or problems they face.

17
 According to Djamarah, classifying several learning activities, the
first of which is listening. Listening is a learning activity that is
recognized as true in the world of education and teaching in formal
school education, or non-formal education, then the second is looking.
Looking is still related to the sense of sight, this is to direct the gaze to
focus on an object. This activity is closely related to the sense of sight,
namely the eyes, because in looking the eyes play an important role.
Second, writing and taking notes are activities that are inseparable
from learning activities. Taking notes is included as a learning activity,
namely if in taking notes people are aware of their needs and goals, and
use a certain set of things so that the notes will later be useful for
achieving learning goals. Notes themselves are very useful for storing a
number of information. Third, reading is a path to knowledge or gaining
knowledge. To gain knowledge there is no other way except reading
more. Fourth, making an overview or summary can really help you
remember or look for material in the book again for the future.
Then the fifth is to observe tables, diagrams and charts. This is
very useful for someone in studying relevant material and can be
illustrative material that helps someone's understanding of something.
seventh, compiling papers and working papers, is very important to foster
and develop a scientific attitude in students, so that the scientific world is
no longer polluted.
Eighth, remembering is the soul's ability to input (learning), store
(retention ) and recall (remembering) things in the past. Then the ninth is
Thinking. By thinking, people make new discoveries, at least people
come to know the relationship between things. Then the last thing is
practice and practice, learning by doing is a learning concept that
requires the integration of efforts to gain impressions by doing. Learning
by doing in this case includes practice.

C. Working According to Islam

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 The law of work in Islam is mandatory for every Muslim to meet the needs
of themselves, their families and other people in need. Islam highly upholds
the value of work, but Islam also provides rewards for work done in halal or
haram ways. 17Every Muslim will lose their dignity when they choose not to
work.
1. Understanding Work in Islam
In the Qur'an several terms are used that mean work: ' ama l (work),
kasb (income), sakhkhara (to employ or use), ajr (wages or rewards),
ibtigha fadl Allah (seeking Allah's virtue). In Yusuf Qardhawi's view,
work is all maximum effort made to obtain wealth. Work can be done
physically or mentally, whether done individually or in groups, whether
done for oneself or for others.18
Working in Islam is not solely about achieving wealth by seeking
sustenance to support yourself and your family by spending time every
day from morning to night. Working in Islam is a form of practice
because it has blessings for oneself and others. In other words, people
who work are those who contribute all their energy and thoughts for the
welfare of themselves and others without burdening others. As in the
hadith of Rasulullah SAW: "There is nothing better for someone who
eats food, other than food from the results of his own efforts. And
indeed the Prophet David (AS), always ate and the results of his efforts"
(Abi Abdillaht.th, juz. 11:6)

2. The Purpose of Working in Islam

In essence, the purpose of work is to fulfill and satisfy human
needs through income in the form of money that can buy and obtain
various things ranging from physical and non-physical needs. Hamzah
Ya'qub said that the aim of working according to Islamic teachings is
not just to fulfill the instincts of the stomach, namely living for the sake

17
Novia Klistiana, "Problematics of Students Studying While Working for Sharia
Economics Study Program Students at IAIN Palangkaraya", thesis, (Palangkaraya: IAIN Plangka
Raya, 2018),
18
Armansyah Walian, "Islamic Conceptions of Work (Reconstruction of a Muslim's
Understanding of Work)", Vol. 8, no. 1, (June, 2013), p. 64

19
of the stomach. Islam gives direction to a very noble and noble
philosophical goal. Namely: First, work to seek the pleasure of Allah
SWT. Second, to meet life's needs. Third, for the sake of worship and
fourth is in order to reject evil. In general, the author describes it as
follows:
a) Working to Seek Allah's Pleasure
In Islam, work is not only limited to earning income and meeting
life's needs. But Islam is guided to work with a noble goal, namely
seeking Allah's approval because when Allah is pleased with His
servants, the path will be made easier not only in this world but
also in the afterlife.
b) Working to meet life's needs
In this world, human needs are very diverse. Hamzah Ya'kub
divides it into three levels, namely; basic needs (primary),
secondary needs and luxury needs.
c) Working for the sake of worship
In the Al-Qur'an it is explained that humans need to work to
improve the quality of their welfare which is influenced by the
level of quality. The results of a person's work can support the
smooth worship of Allah SWT. For example, to be able to carry out
zakat, be it zakat on agriculture, livestock and so on, zakat can only
be carried out if there are agricultural and livestock activities first
and this is preceded by work activities.
d) Working to Reject Evil
One of the goals of work is to reject evil. When someone does not
work, of course he will become a burden for other people, besides
that, it will bring evil which leads to sin. If someone is
unemployed, he only eats and sleeps at home, but if he wants to
buy something, he will try evil things such as stealing or other evil
things which will bring disaster to him both in this world and in the
afterlife.

20
D. Students Who Work While Studying/Studying
In general, the task and role of students is to study and achieve a bachelor's
degree. When students decide to study while working, of course they carry
out two activities at once, where students must hold and maintain this
commitment. Seeing the phenomenon that occurs is very rare when a person
performs two tasks or jobs at once and will only be able to maximize both in
one job and the other job will be neglected.
1. Understanding Students
Etymologically, student is divided into two words, namely maha
which means big/tall and student means a student/person whose rank is
higher than other students. According to the Big Indonesian Dictionary
(KBBI), students are those who are studying at university. According to
Suwono in Knofemacher, students are prospective graduates who are
involved with the tertiary institution they are studying and are expected
19
to become intellectual candidates. Student is a nickname for people
who are pursuing undergraduate degrees, whether in undergraduate
programs, master's programs or doctoral programs.
Students who take college education are called college students.
College is a learning process carried out at higher education institutions.
Education is very important and the most important thing, therefore
people work hard and try to get an education by studying at the
university of their dreams. The main purpose of studying is to obtain a
degree, but by studying a person can gain broader knowledge and
insight, have a mature mindset, be more open minded in responding to
things and of course will be more mature to enter the world of work
with the knowledge that has been instilled from the start. studying.
Someone who has broader knowledge will find it easier to enter the
world of work. So, you can practice and exemplify the knowledge
gained during college to others. Based on the description above, it can

19
"Understanding Students According to Experts",
http://salamsatudata.web.id/beritapendidikan/pengertian-mahasiswa-menrut-para-ahli (accessed on
8 September 2022 at 12.45).

21
 be concluded that a college student is someone who undertakes high-
level lecture activities who will later obtain a degree and certification.
The task of students in general is to study at the tertiary level.
Apart from that, in the eyes of the community, students are agents of
change, namely as the successors of the nation who will advance the
Indonesian generation. Based on a wealth of knowledge and experience,
there is no doubt why students are role models for society. Competent
students will of course practice and apply their knowledge to the wider
community and also become good examples for future generations.
20
Not only studying theory, but students should also mingle with the
wider community and open themselves up to create harmony between
students and society.

20
Habib Cahyono, "The Role of Students in Society", Setiabudhi Community Service
Journal, Vol. 1, No. 1, (November, 2019), 33

22
 CHAPTER III

DESCRIPTION OF THE RESEARCH OBJECT

A. General Description of Research Objects

1. History of the founding of UIN Raden Inta Lampung
Startup and Establishment Phase (1961-1973)
Initially, UIN Raden Intan Lampung, when it was called IAIN
Raden Intan Lampung, was an Islamic higher education institution under
the Lampung Islamic Welfare Foundation (YKIL). This foundation,
chaired by Raden Muhammad Sayyid, was founded in 1961 as a social
foundation. This foundation aims to build Muslim houses of worship and
Islamic education in the Lampung area.
In 1963, YKIL held a Lampung-wide Muslim Ulama
Conference in Central Lampung Metro City with the agenda of gathering
potential ulama scholars and integrating community figures with
government officials. The results of the deliberations included
recommendations for the establishment of an Islamic higher education
institution with 2 faculties, namely the Faculty of Tarbiyah and the
Faculty of Sharia. The academic and administrative activities of this
institution were initially centered at the UNSRI Law Faculty Secretariat,
Palembang Branch in Lampung (now UNILA), then moved to the
Lungsir Mosque (now al-Anwar Mosque).
A year later (1964), along with the establishment of Lampung as
a separate province from South Sumatra, the Tarbiyah Faculty was
nationalized as a branch of the Tarbiyah Faculty of UIN Raden Fatah
Palembang under the leadership of Syaikh Syamsuddin Abdul Mu'thi.
Next, the idea arose to build PTAIN in Lampung Province, by
establishing the Ushuludin Faculty in 1965 with Dean KH. Zakariya
Nawawi.
In 1966, the academic activities of the three existing faculties
were moved to the Kaliawi Campus. In the same year, in the context of

23
 enlightenment, the Lampung Islamic Higher Education Foundation
(Yaperti) was formed with chairman KH Zakaria Nawawi.21
Yaperti worked hard to improve the administrative process and
prepared a foundation development proposal which was approved by the
Minister of Religion with the issuance of Decree of the Minister of
Religion of the Republic of Indonesia No. 162 of 1967 concerning
ratification of the personnel composition of the government committee
with an organizational structure chaired by Governor Drs. Zainal Abidin
Pagar Alam. The secretary of the committee was Mochtar Hasan, SH,
who at that time served as regional secretary for Lampung Province,
while the treasurer was held by KH Zakaria Nawawi as Yaperti's
representative. The members consisted of deans of existing faculties,
community figures and ulama consisting of NU, Muhammadiyah and
PSII figures.
The hard work and efforts of YKIL, Yaperti, and this joint
committee finally resulted in the Decree of the Minister of Religion
Number 187 of 1968 dated 26 October 1968 concerning the
Establishment of "IAIN Al-Jami'ah Al-Islamiyah Al-Hukumiyah Raden
Intan". Giving the name "Raden Intan" is based on the consideration that
behind the name of the University/Institute is usually labeled the name of
the city or the name of a hero; and Raden Intan was a national fighter
who opposed Dutch colonialism, as well as a broadcaster of Islam in
Lampung.
In the first period, the leadership of the institute (Rector) was
held by Mochtar Hasan SH, assisted by M. Djuaini Zubair, SH, as
Secretary of Al-Jami'ah (Head of Bureau). Three years later, the position
of rector was held by Drs. Ibrahim Bandung (1971-1973)22

Development Phase (1973-1993)

After the end of the 2nd Rekor's leadership period, the Institute
began to enter the development phase under the leadership of the 3rd
21
Documentation of the Raden Intan Lampung State Islamic Institute
22
Ibid

24
Rector, Lt. Col. Drs. H. Soewarno Achmady (1973-1978). This phase
was marked by the granting of 5 hectares of land in Labuhan Ratu by the
Regional Government of Dati I Lampung, after which a new campus was
built for administrative and academic activities. After the building and
infrastructure construction process was completed, the Institute's
activities were moved from the Kaliawi Campus to the Labuhan Ratu
Campus. This happened during the leadership of the 4th Chancellor, Drs.
Muhammad Zein (1978-1984). During his time, the Institute also
received a land grant of 50 hectares in Sukarame from the Regional
Government with the support of the Minister of Religion Alamsyah Ratu
Perwiranegara (son of Lampung).
In this new area, 4 units of two-story lecture buildings were built
which were prepared for the activities of the Tarbiyah Faculty and
Ushuluddin Faculty. This construction began in 1984 under the
leadership of Drs. H. Busyairi Madjidi as 5th chancellor (1984 – 1989).
After the buildings and supporting facilities were deemed adequate, on
August 20 1987 lecture activities for the Tarbiyah Faculty and
Ushuluddin Faculty were officially moved to the Sukarame Campus
complex, while for the Sharia Faculty, including the Rectorate, activities
were still taking place at the Labuhan Ratu Campus.
During the 6th rector's tenure, Drs. H. Pranoto Tahrir Fatoni (1989-
1993), physical development continued to be encouraged, including by
building the Sharia Faculty building and Library. Apart from that, he also
made efforts to organize general administration, especially financial
administration, as well as academic and student affairs.

Development Phase (1993-2015)

The wave of development of the Institute began to be carried out
intensively during the leadership of the seventh rector, Drs. HM Ghozi
Badrie (1993-1997), marked by the inauguration of the Faculty of
Da'wah which was initiated in 1990 based on the Decree of the Minister

25
of Religion No. 397 in 1993, bringing the number of faculties within the
Institute to four as it is today.
Prof. Dr. HM Damrah Khair, MA. (1998-2002), who served as the
8th rector, continued these academic development efforts, starting,
among other things, with the transfer of all Rectorate activities which
were originally centered on the Labuhan Campus to the Sukarame
Campus, as well as marking the official transfer of the Institute's
academic activities to the Sukarame Campus. He also worked to open a
Masters Program and a Faculty of Adab. However, unfortunately,
because there was very little interest in the field of study for the Faculty
of Adab, the activities of this Faculty were stopped. The Masters program
continued to survive, starting with discussions in the senate session of
IAIN (now UIN) Raden Intan on 17 November 1999, which agreed to
open a Postgraduate Program (S2) and then the Chancellor's Decree
number 222 of 1999 dated 4 December 1999 was issued regarding
preparations for the establishment of the Program. Postgraduate (S2)
IAIN Raden Intan Bandar Lampung. The Chancellor's Decree was
confirmed by the Governor of Lampung, the Chair of the DPRD, the
Chancellor of UNILA and the Islamic Organization of Lampung
Province as support for the establishment of the IAIN Raden Intan
Postgraduate Program. In 2001, the IAIN (now UIN) Raden Intan
Postgraduate Program began operating with an initial number of students
of 52 people. A year later, PPs succeeded in obtaining an operational
permit based on a decree. Minister of Religion Number 186 of 2002,
precisely during the leadership of the 9th Chancellor, Prof. Dr. HS Noor
Chozin Sufri (2002- 2006). During this period, a student Islamic
boarding school (ma'had 'aly) was initiated and several new buildings
were built, namely the Postgraduate office, third floor library building,
Tarbiyah Faculty lecturer room and Sharia Faculty lecturer room. During
this period, facilities and infrastructure were also strengthened, as well as
the development of new study programs.

26
 Development was continued by the 10th Chancellor, Prof. DR.
KH. Musa Sueb, MA. (2006-2010) with a policy of improving the
academic quality of students and lecturers, including the guidance and
development of foreign language academics, and the guidance of the
Ma'had al-Jami'ah Student Islamic Boarding School in the campus
environment. The development of new study programs in undergraduate
and master's programs is also carried out, including: Mathematics
Education Study Program, English Education Study Program, Biology
Education Study Program, Raudhatul Athfal Teacher Education Study
Program (PGRA), at the Tarbiyah Faculty, Islamic Economics Study
Program at the Sharia Faculty , Islamic Thought and Politics Study
Program at the Ushuluddin Faculty, and Sharia Civil Affairs Study
Program at the Postgraduate Program (PPs). Musa also encouraged the
empowerment of technical implementation units and academic support
institutions, including Community Service Institutions (LPM), Research
Institutes (LEMLIT), Language Development Centers (PUSBINSA) and
Education Quality Assurance Centers (P2MP), in addition to developing
collaboration networks with various institution. At the end of his term of
office, the Institute was designated as one of the government agencies
that fully implemented Public Service Agency Financial Management
(PK BLU) based on the Decree of the Minister of Finance Number:
277/KMK.05/2010 dated 5 July 2010.
The pace of campus development towards progress continues to be
encouraged by the 11th rector held by Prof. Dr. H. Moh. Mukri, M.Ag
(2010-present) with the motto: Increasingly Superior and Competitive.
Various efforts to develop institutions and improve the quality of human
resources continue to be encouraged, both physically and academically.
A number of administrative buildings and academic facilities were
renovated and built to provide excellent service for students. Learning
support facilities continue to be improved and built, including: hotspots,
laboratories and sports fields. Under his leadership, a number of
achievements began to be made at the national level. In 2011, IAIN (now

27
UIN) Raden Intan Lampung was ranked first in the Sumatra region and
third nationally for SPMB-PTAIN 2011. The same year, he was ranked
in the top ten of PTAIN in terms of budget absorption.
As of November 2011, IAIN (now UIN) Raden Intan has a
nationally accredited scientific journal, namely ANALISIS: Journal of
Islamic Studies, Jurnal Al-'Adalah, and Jurnal Kalam. And at the
beginning of 2012, the Postgraduate Program opened a Doctoral Program
with a concentration in Islamic Law and Islamic Education Management.
And there is still much progress that has been achieved and continues to
be pursued towards the vision of being a superior and competitive
Islamic higher education institution.

Status Transfer Phase (2015-2017)

Since 2014, to be precise in May 2014, the proposal for the
transformation of IAIN Raden Intan Lampung into UIN Raden Intan
Lampung has been completed. In 2015 the Minister of Religion
conducted a feasibility study with the presence of the Director General of
Islamic Education at the UIN Raden Intan Lampung campus. Through
serious struggle under the leadership of Prof. Dr. H. Moh Mukri, M.Ag
as Chancellor, finally in 2016 received approval/permission in principle
from the President of the Republic of Indonesia for IAIN Raden Intan
Lampung to become the State Islamic University of Raden Intan
Lampung with the motto Intellectuality, Spirituality and Integrity.
2017 marked the beginning of a change in the direction of higher
education development at UIN Raden Intan Lampung with the issuance
of Presidential Regulation Number 38 of 2017 dated April 7 2017, which
also influenced the direction of development of UIN Raden Intan
Lampung. In April 2017, the Presidential Regulation regarding the Raden
Intan Lampung State Islamic University was promulgated, so that since
2017 it was inaugurated as the Raden Intan Lampung State Islamic
University, abbreviated as UIN RI Lampung with the development of

28
 several faculties and study programs in the field of science and
technology.

2. Vision , Mission and Goals

a. Vision: the realization of the Raden Intan Lampung State Islamic
University as an international reference in the development of
integrative, multidisciplinary Islamic science with an environmental
perspective by 2035.
b. Mission: Organizing integrative-multidisciplinary Islamic science
education with an environmental perspective that has excellence and
international competitiveness.
c. Objective: To produce graduates who have academic excellence (ulil
ilmi), intellectuality (ulil albab), spirituality (ulil abshar), and
integrity of faith, piety, and morals (ulin nuha), as well as
competitive abilities in order to answer global challenges

29
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31