Journal of Pedagogical and Teacher Professional Development
JOURNAL OF PEDAGOGICAL AND TEACHER PROFESSIONAL DEVELOPMENT Journal title JOURNAL OF PEDAGOGICAL AND TEACHER PROFESSIONAL DEVELOPMENT Initials JPTPD Abbreviation J. Pedagog. Teach. Prof. Dev. Online ISSN 3089-3798 DOI https://doi.org/10.35719/jptpd.v1i2 Frequency 2 issues per year (July and January) Person in Charge Dr. H. Abdul Muis, S.Ag., M.Si. (UIN Kiai Haji Achmad Siddiq Jember, Indonesia) Managing Editor Dr. Nino Indrianto, M.Pd. (UIN Kiai Haji Achmad Siddiq Jember, Indonesia) Editor-in-chief Dr. Nanda Eska Anugrah Nasution, M.Pd. (UIN Kiai Haji Achmad Siddiq Jember, Indonesia) Affiliation PPG, FTIK, UIN Kiai Haji Achmad Siddiq Jember, Indonesia Publisher Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember Homepage https://jptpd.uinkhas.ac.id/ OAI Journal https://jptpd.uinkhas.ac.id/index.php/jptpd/oai __________________________________________________ The Journal of Pedagogical and Teacher Professional Development is an international journal dedicated to advancing research and practice in the fields of pedagogy and teacher education. It serves as a critical platform for educators, researchers, and policymakers to disseminate innovative empirical studies, theoretical insights, and practical strategies aimed at enhancing teaching effectiveness and professional growth. The journal fosters a multidisciplinary approach, encompassing diverse educational contexts and methodologies, to address contemporary challenges and promote excellence in teacher preparation and ongoing professional development.
Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
Peningkatan Keaktifan Bertanya Siswa melalui Strategi Apresiasi dan Penguatan Positif dalam Pembelajaran Aqidah Akhlak
Penelitian ini bertujuan meningkatkan keaktifan bertanya siswa melalui penerapan strategi apresiasi dan penguatan positif dalam pembelajaran aqidah akhlak di kelas VIII MTs Ma’arif V Suwari, Kecamatan Sangkapura, Kabupaten Gresik. Penelitian menggunakan metode penelitian tindakan kelas dengan observasi pra siklus dan siklus yang meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Hasil observasi awal menunjukkan bahwa keaktifan bertanya siswa masih sangat rendah. Setelah penerapan strategi apresiasi berupa pujian verbal, penghargaan simbolik, dan hadiah sederhana, terjadi peningkatan signifikan. Persentase siswa yang aktif bertanya naik dari 7% pada pra-tindakan menjadi 17,5% setelah tindakan. Siswa yang bertanya untuk memperjelas materi meningkat dari 14% menjadi 28%, sedangkan siswa yang menanggapi pertanyaan guru bertambah dari 3,5% menjadi 21%. Temuan ini menunjukkan bahwa strategi apresiasi dan penguatan positif tidak hanya meningkatkan frekuensi pertanyaan siswa, tetapi juga menumbuhkan rasa percaya diri dan motivasi untuk lebih aktif dalam pembelajaran. Pendekatan ini sejalan dengan prinsip behavioristik dan pembelajaran berpusat pada siswa yang menekankan pentingnya penguatan positif dalam membentuk perilaku belajar aktif. This study aims to enhance students’ questioning activity through the implementation of appreciation and positive reinforcement strategies in Aqidah akhlak learning for eighth-grade students at MTs Ma’arif V Suwari, Sangkapura, Gresik. The research employed Classroom Action Research (CAR) with one cycle consisting of planning, implementation, observation, and reflection stages. Initial observations revealed that students’ questioning activity was very low. After applying appreciation strategies such as verbal praise, symbolic awards, and simple rewards, a significant improvement was observed. The percentage of students actively asking questions increased from 7% in the pre-action stage to 17.5% after the intervention. Students who asked questions to clarify the material rose from 14% to 28%, while those responding to teachers’ questions increased from 3.5% to 21%. These findings indicate that appreciation and positive reinforcement strategies not only improved the frequency of student questions but also fostered self-confidence and motivation to be more active in learning. This approach aligns with behaviorist principles and student-centered learning, which emphasize the importance of positive reinforcement in shaping active learning behavior.
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Mathematical Connection Ability of Junior High School Students in Solving Story Problems on Probability
This study aims to describe the mathematical connection abilities of ninth-grade junior high school students in solving story problems on probability. The aspects examined include connections among mathematical concepts, links to other disciplines, and relevance to daily life. A descriptive qualitative approach was applied to 22 students at a junior high school located in Tapung Hilir District. Data were collected through essay-based tests and semi-structured interviews, with three students selected to represent high, medium, and low levels of mathematical connection ability. Results showed that 9 students were categorized as high, 9 students as medium, and 4 students as low. Students in the high category demonstrated a strong conceptual understanding, although they lacked systematic problem-solving strategies. Medium-level students showed comprehension yet required guidance. Low-level students struggled to interpret story problems and relate them to probability concepts. These findings emphasize the need for contextual learning and structured practice to enhance students’ mathematical connection abilities.
Multiple Intelligences in Prospective Biology Teachers and Their Role in Self-Awareness and Learning Strategies
This study explores the multiple intelligences of prospective teachers and their role in self-awareness and learning strategies, with a focus on second-year students in the Biology Education program at UIN Kiai Haji Achmad Siddiq Jember. Using a qualitative descriptive research design, the study gathered data from 44 voluntarily participating students through multiple intelligence assessments, self-reflection questionnaires, semi-structured interviews, and Focus Group Discussions. The findings reveal that the most dominant intelligence type among respondents was intrapersonal intelligence (25%, n=11), followed by naturalistic intelligence (20.5%, n=9), and then musical intelligence (18.2%, n=8). This was followed by four intelligence types with the same percentage (6.8%, n=3), namely bodily-kinesthetic intelligence, spatial-visual intelligence, interpersonal intelligence, and logical-mathematical intelligence. Lastly, two intelligence types had the same number of respondents (4.5%, n=2), namely existential intelligence and linguistic intelligence. Students with high intrapersonal intelligence exhibited strong self-reflection and independent learning tendencies, while those with naturalistic intelligence preferred experiential, nature-based learning. This study highlights the importance of self-awareness in optimizing learning strategies and suggests that teacher education programs incorporate multiple intelligence-based approaches to support diverse learning styles.
Literacy Champions: Lived Experiences of PhD Reading Scholars in the LiSQuP Program
This study was conducted to examine the lived experiences of the reading scholars in the LiSQuP program, engaging the stories of the scholars in their coursework. It utilized a phenomenological approach, capturing the authentic narratives of the participants, students of the reading program in the LiSQuP mechanism, and abstracting codes and themes from their responses. The findings of the study included four themes: LiSQuP’s Demanding Standards, Academic and Personal Milestones in the LiSQuP Scholar Experience, Advancing Core Literacy Skills through LiSQuP Scholarship, and Innovative Literacy Strategies and Leadership in Reading Education. This study contributes to the discussions in different fields and trends, opening channels of discussion and explorations in the areas of professional development, scholarship of teaching, reading specialization, literacy approaches, and studies on LiSQuP scholarship. This material provides different trajectories of research opportunities in these fields, culling in related disciplines in the construction of more knowledge.
Retrospective and New Theoretical Proposals on Peace Education
The goal of this documentary-bibliographic research, the results of which we present in this article, was to outline the general panorama of the evolution of the epistemological and institutional foundations of the culture of peace and its promotion through education. The authors found that, since the 1940s, the construction of a culture of peace has been a priority on the agenda of international and national governing bodies concerned with human development. Education emerges as the key factor in building harmonious human relationships based on the principles of peace, tolerance, and respect for the Other. Yet the educational models that have operated until now are insufficient to meet the demands of 21st-century individuals, who must navigate increasingly complex realities. Achieving a culture of peace through education is possible only by establishing a new type of pedagogy, complexity education, that enables students to understand the perplexities and fluctuations of the present moment. This model should foster intellectual curiosity and analytical intelligence; the capacity to generate non-standardized solutions and alternative approaches to problems; the ability to listen to and assimilate the discourse of others, re-examine one’s own perspectives, overcome prejudice, and cultivate empathy.
Factors Influencing Teacher Efficacy in a Public Laboratory School: Examining the Roles of Experience, Professional Engagement, School Culture, and Burnout
Teacher efficacy is a critical determinant of instructional effectiveness and student outcomes, particularly in laboratory schools that serve as training hubs for educators. This study examines the factors influencing teacher efficacy in a public laboratory school, focusing on experience, professional engagement, school culture, and burnout. Using a survey research design, data were collected from 36 faculty members through structured questionnaires measuring teacher efficacy, school culture, and burnout levels. Pearson correlation and regression analysis were employed to assess the relationships among key variables. Findings indicate that perceived school culture has a significant, positive, moderate correlation with teacher efficacy, explaining 44% of its variance. Conversely, teacher burnout exhibits a significant, negative, moderate correlation with teacher efficacy, accounting for 18% of its variance. In contrast, teacher efficacy showed no significant correlation with length of service, educational attainment, research engagement, or extension involvement. These results suggest that institutional factors such as school culture and workload management play a more crucial role in shaping teacher efficacy than individual professional attributes. The study highlights the need for policies that foster a supportive school environment, reduce burnout risk, and integrate professional development initiatives to enhance teacher confidence and effectiveness.
A Study on the Current Status of Psychological Counseling Services for High School Students in an Giang Province, Vietnam
Based on surveys, field observations, and an analysis of the current situation, the author identified fundamental factors affecting psychological counseling activities for high school students in An Giang Province, Vietnam. This serves as a basis for school principals in An Giang Province to develop and implement solutions to improve the quality of psychological counseling services for students. This effort contributes to building a friendly school environment, fostering active students, developing comprehensive learning and life skills, and nurturing well-rounded personalities. It creates a healthy pedagogical environment where students can showcase their positive qualities in their academic pursuits.
English as an International Language: Issues and Implications
This paper explores the complexities and implications of English as an International Language (EIL), emphasizing its evolving role beyond native-speaker contexts and its significance within language education. Drawing on frameworks such as Kachru’s three-circle model and concepts of World Englishes, it examines how English functions differently across inner, outer, and expanding circle countries. The article investigates issues surrounding dialects, varieties, standards, and the impact of globalization on English usage and teaching. It highlights the need for intercultural competence and critically examines traditional pedagogical norms that prioritize native-speaker models. Ultimately, it argues for a paradigm shift in English language pedagogy toward recognizing localized, pluralistic forms of English and promoting communicative competence over native-like accuracy. These insights have profound implications for curriculum design, teacher education, and instructional materials in global English language teaching.
Peningkatan Pemahaman Hukum Bacaan Alif Lam Syamsiyah dan Alif Lam Qamariyah melalui Metode Praktik Langsung Dipadukan dengan Media Audiovisual dalam Mengoptimalkan Kemampuan Membaca Al-Qur’an Siswa
Pemahaman yang baik terhadap hukum bacaan Alif Lam Syamsiyah dan Alif Lam Qamariyah merupakan aspek penting dalam meningkatkan keterampilan membaca Al-Qur’an. Namun, masih banyak siswa yang mengalami kesulitan dalam mengenali dan menerapkan hukum bacaan tersebut. Penelitian ini bertujuan untuk meningkatkan pemahaman siswa mengenai hukum bacaan Alif Lam Syamsiyah dan Alif Lam Qamariyah melalui penerapan metode pembelajaran berbasis praktik yang dipadukan dengan media audiovisual. Penelitian menggunakan desain penelitian tindakan kelas yang dilaksanakan dalam dua siklus, melibatkan tujuh siswa kelas VII SMP Negeri 3 Kaway XVI, Kabupaten Aceh Barat. Data diperoleh melalui tes tertulis, tes praktik membaca Al-Qur’an, dan observasi keterlibatan siswa. Hasil penelitian menunjukkan peningkatan pemahaman yang signifikan. Pada pra-siklus, hanya 5 siswa yang memperoleh nilai ≥80; pada siklus I, seluruh siswa mencapai nilai ≥80 dengan rata-rata 90,48; sedangkan pada siklus II, seluruh siswa memperoleh nilai di atas 90 dengan rata-rata 98,09. Analisis korelasi serial menghasilkan koefisien 0,534, lebih tinggi daripada r tabel (0,354 pada taraf 1%), yang menunjukkan adanya hubungan signifikan antara pemahaman hukum bacaan dan keterampilan membaca. Kontribusi pemahaman hukum bacaan terhadap kemampuan membaca siswa mencapai 28,51%. Dengan demikian, metode pembelajaran berbasis praktik yang dipadukan dengan media audiovisual terbukti efektif dalam meningkatkan pemahaman tajwid dan kemampuan membaca Al-Qur’an siswa. A solid understanding of the recitation rules of Alif Lam Syamsiyah and Alif Lam Qamariyah by students is crucial for improving their Qur’anic reading skills. However, many students still face difficulties in identifying and applying these rules. This study aimed to enhance students’ understanding of the recitation rules of Alif Lam Syamsiyah and Alif Lam Qamariyah through the implementation of practice-based learning methods combined with audiovisual media. The research employed a Classroom Action Research (CAR) design conducted in two cycles, involving seven seventh-grade students at SMP Negeri 3 Kaway XVI, West Aceh Regency. Data were collected through written tests, Qur’anic reading practice tests, and student engagement observations. The results revealed a significant improvement in understanding. In the pre-cycle, only five students scored ≥80; in the first cycle, all students achieved scores ≥80 with an average of 90.48; while in the second cycle, all students scored above 90 with an average of 98.09. Serial correlation analysis yielded a coefficient of 0.534, exceeding the r-table value (0.354 at the 1% level), indicating a significant relationship between rule comprehension and reading skills. The contribution of recitation rule comprehension to students’ reading ability reached 28.51%. Thus, practice-based learning methods integrated with audiovisual media proved effective in enhancing students’ tajweed understanding and Qur’anic reading skills.
Online Education and The Role of Teacher Empathy in Student Motivation
Empathy has been recognized as one of the crucial elements in social and behavioral sciences. As a multidimensional phenomenon, empathy helps individuals share emotions and understand others’ emotional reactions. Online learning platforms, as one of the popular learning environments, should also be led with a proper pedagogy, regulating teachers to practice certain pedagogical practices to address students’ emotions and express emphatical responses. Nevertheless, it has often been reported that online learning due to social distancing and lack of certain psychological factors induces unfavorable results. Using a mixed-method research design, present study sought to take a serious look at the focal role of teacher empathy in pedagogical contexts and its effect on student motivation in online learning environments. To this aim, the Toronto empathy questionnaire was administered to ten university assistant professors at two universities. Simultaneously, a number of students of teacher participants (n=60) filled out the academic motivation scale. Student participants were also interviewed to reflect on the empathetical aspects of their teachers' performance in online classes. Findings from the quantitative (correlation and regression) analyses of the data as well as the qualitative analyses of the interviews, demonstrated that the explicit demonstration of empathy in classrooms elevates students' motivation for learning. The study highlights the importance of prioritizing the demonstration of empathy in educational ecology.
Using Video Technology with Flipped Teaching to Explore University Students’ Perception of Their SRL and Instructors’ TPACK
This study determines how the use of videos and a blended flipped class model at a university affects university students’ self-regulated learning (SRL) and the instructor’s technological pedagogical and content knowledge (TPACK). The proposed flipped model uses videos in-class, instead of before class, as is the case for the traditional model. This study uses mixed-method research with a case study for one university course. The results indicate that there is a significant difference in SRL and TPACK and that the videos for flipped courses are diverse, rich, and attract students’ attention and interest. Watching technology videos is more efficient in class than watching them out of class. Students work together as a learning community to complete tasks, and the instructor uses technology videos to explain the topics, joins student discussion, and uses multiple strategies and abundant videos to demonstrate the relevance of different thematic units in this course. Using videos in flipped classrooms is beneficial to the university instructor’s TPACK.
Educational Synergies Informing Museum/Informal and School/Formal Experiences
This article advocates for the educational importance of the synergy between museum/informal and school/formal pedagogical praxis and perspectives. Realigning learning from a curricular/aesthetic focus on art historical constructs to generate cognition through pedagogies of discovery, risk-taking, imaginative, and critical thinking has energized teaching in both museums and schools. The significance of this research article stems from its timely focus on the valuable but often unacknowledged synergetic educational practices in both museums and schools. The discussion includes: a) Museum pedagogical practices, b) Interactive exemplar museum/school educational praxis, c) Transdisciplinary curricula, d) Navigating online resources, e) Expanding creative technologies, and f) Inquiry and discovery as life-long educational goals. From cabinets of curiosities, to palaces of wonder, museums are no longer solely repositories for objects but spaces of aesthetic-lived experiences for students to create dialogue and make connections with their everyday world.
Smartphones, Social Media, and the Role of the Teacher: Impacts on Learning, Mental Health, and the Fight Against Scientific Misinformation
This article examines the impacts of excessive smartphone and social media use in the school environment, highlighting their cognitive, emotional, and social effects, as well as their role in the dissemination of scientific misinformation. It discusses the need to balance the pedagogical use of these technologies with strategies to minimize distractions and combat the spread of fake news, particularly regarding vaccines and climate change. Additionally, it underscores the essential role of teachers in mediating this scenario, emphasizing the importance of continuous teacher training to develop students' media literacy and critical thinking. The study proposes guidelines and practices for a more conscious use of digital devices in education, contributing to a more critical and productive learning environment
Creativity in Innovative Teaching, the Role of Teachers in Integrating Creativity and Critical Thinking Through Technology
Innovative teaching and creativity play a fundamental role in fostering critical thinking and creative skills among students. In alignment with the Sustainable Development Goals, education must implement strategies that encourage exploration, collaboration, and active student engagement. The integration of technology in the teaching process presents a valuable opportunity to enhance instructional effectiveness; however, a significant challenge remains the lack of technological competencies among teachers, particularly in rural areas. This study is grounded in constructivist theory and employs a mixed-methods approach, combining qualitative and quantitative research. To collect relevant data, interviews and focus groups were conducted with teachers and students, while surveys were administered to 784 students and 70 teachers from urban and rural schools in Tirana. To ensure the reliability and validity of the research instruments, the questionnaires were piloted with 50 pre-service teaching students. The results indicate that creative teaching methods and technology integration positively impact student engagement and the development of critical thinking skills. However, a considerable number of teachers face challenges in incorporating technology into their teaching practices. Therefore, it is recommended that continuous professional development programs be implemented for teachers and that digital platforms be effectively integrated into the education system to enhance teaching and learning quality.
Pedagogical Insights into the Perceptions and Attitudes of Pharmacy Students Toward Patient Safety: A Cross-Sectional Study from Pakistan
The study evaluated pharmacy students’ perceptions and attitudes toward patient safety at two universities in Islamabad, Pakistan. Final-year Pharm D students completed a 21-item self-administered questionnaire. Data were analyzed using SPSS (version 23.0). The survey had a 97% response rate (160/165 students). Most students (95.7%) believed pharmacists should contribute to patient care, and 69.4% agreed they should report medication errors. Additionally, 87.5% supported incorporating patient safety education in university curricula. However, 63% perceived that competent healthcare professionals don’t make harmful errors, and 50% believed only medical practitioners can identify the cause of errors. Furthermore, 42.5% thought most errors occur due to factors beyond healthcare professionals’ control. The findings indicate that while pharmacy students in Pakistan have positive attitudes toward patient safety, some misconceptions highlight a knowledge gap. Thus, integrating standardized patient safety courses into the pharmacy curriculum is recommended.
Perceptions and Roles of University English Teachers on Supervising Undergraduate Students’ Term Paper Research
Researching is one of the most challenging tasks for the students and so, they have some worries and anxieties in doing research. The final year students of B.A. English Program have to submit their term paper research to get a degree in universities of Myanmar. The role of English supervisors in universities, thus, is increasingly important in these days. The structure of supervision may be different depending on the mission, vision, and guidelines of the universities. There are many factors that determine the success of research students in doing their undergraduate programs. Of these are the supervisors and effective supervision. Thus, the aim of this research is to pinpoint the perceptions and expectations of university English teachers on supervising undergraduate English specialization student research. The questionnaire data were used to gain English teachers’ perceptions, roles and their expectations on the students’ performance. A total of 128 English language teachers from selected research-focused universities in Myanmar participated in the study. Based on the data gathered through the questionnaires, English supervisors strongly agreed on the statement “A warm, supportive relationship between supervisor and candidate is important for successful outcome” with the highest mean scores (4.23). The statistics collected from the questionnaire revealed that majority of English supervisors (Mean= 4.04) expected to have close personal relationships as they are essential for successful supervision. Further research can be extended to identify students’ perceptions and expectations on supervisors and their supervision on the research.
Implementation of the Cooperative Learning Model Type STAD (Student Team Achievement Division) to Improve Learning Outcomes in Islamic Religious Education and Character Education
Islamic Religious Education plays a crucial role in shaping Indonesian students into knowledgeable and morally upright individuals. However, many students struggle with its concepts, leading to poor academic performance. To address this, the study explores the implementation of the Student Team Achievement Division (STAD) cooperative learning model. STAD promotes collaboration in small, diverse teams, encouraging active participation and problem-solving. This research was conducted as a Classroom Action Research (CAR) study at SMP Negeri 2 Mayang Jember with seventh-grade students as participants. The study was carried out in two cycles, each comprising planning, implementation, observation, and reflection. The findings indicated a significant improvement in student learning outcomes after the application of STAD. The average student scores increased from 60 in the pre-test to 70 in the first cycle and further to 80 in the second cycle. The percentage of students achieving the minimum competency criteria rose from 11% in the pre-test to 75% by the end of the second cycle. These results suggest that the STAD model is an effective pedagogical approach for enhancing student learning outcomes in Islamic Religious Education. By creating an engaging and collaborative learning environment, STAD facilitates deeper understanding, promotes active participation, and fosters positive student interactions. Further research is recommended to explore its long-term impact and applicability to different subjects and educational levels.
Peningkatan Hasil Belajar Siswa pada Materi Ummatan Wasathan Memanfaatkan Platform Daring Quizizz
Pendidikan Agama Islam dan Budi Pekerti memiliki peran penting dalam membentuk karakter siswa yang berakhlak mulia, khususnya pada materi ummatan wasathan. Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa kelas VIII SMP Negeri 1 Sumberasih memanfaatkan penggunaan media pembelajaran berbasis teknologi melalui platform daring Quizizz. Penelitian menggunakan metode Penelitian Tindakan Kelas dengan pendekatan campuran (mixed methods), yang dilaksanakan dalam dua siklus melalui tahapan perencanaan, pelaksanaan, observasi, dan refleksi. Data dikumpulkan melalui tes, observasi, dan wawancara, kemudian dianalisis menggunakan statistik deskriptif, gain score, dan triangulasi. Hasil penelitian menunjukkan adanya peningkatan signifikan pada hasil belajar siswa. Ketuntasan belajar meningkat dari 35% dengan rata-rata skor 63,5 pada pra-siklus, menjadi 75% dengan rata-rata skor 80,5 pada siklus I, dan mencapai 100% dengan rata-rata skor 85,5 pada siklus II. Temuan ini menunjukkan bahwa penggunaan Quizizz mampu menciptakan suasana belajar yang lebih interaktif, menarik, serta meningkatkan motivasi dan pemahaman konsep siswa. Dengan demikian, penelitian ini menegaskan potensi Quizizz sebagai media pembelajaran yang efektif dalam Pendidikan Agama Islam dan budi pekerti. Islamic education and character development plays a vital role in shaping students’ noble character, particularly in the topic of ummatan wasathan. This study aims to evaluate the effectiveness of using Quizizz, a technology-based online learning platform, to improve the learning outcomes of eighth-grade students at SMP Negeri 1 Sumberasih, Probolinggo. The research employed a Classroom Action Research design with a mixed-methods approach, conducted in two cycles that included planning, implementation, observation, and reflection stages. Data were collected through tests, observations, and interviews, and analyzed using descriptive statistics, gain score, and triangulation. The findings revealed a significant improvement in student learning outcomes. Learning mastery increased from 35% with an average score of 63.5 in the pre-cycle to 75% with an average score of 80.5 in the first cycle, and eventually reached 100% with an average score of 85.5 in the second cycle. These results demonstrate that the use of Quizizz fosters an interactive and engaging learning environment while enhancing student motivation and conceptual understanding. Thus, this study confirms the potential of Quizizz as an effective learning medium in Islamic Religious Education and Character Development.
Peningkatan Pemahaman Materi Zakat Fitrah dengan Memanfaatkan Media Audiovisual Digital
Penelitian ini bertujuan untuk meningkatkan pemahaman konsep zakat fitrah siswa kelas V SD Negeri 1 Lemahbangdewo Banyuwangi melalui penerapan media audiovisual digital dalam pembelajaran Pendidikan Agama Islam dan Budi Pekerti. Metode yang digunakan adalah penelitian tindakan kelas yang dilaksanakan dalam dua siklus, setiap siklus terdiri dari tahap perencanaan, pelaksanaan, observasi, dan refleksi. Hasil menunjukkan bahwa pemahaman siswa meningkat secara signifikan dengan nilai rata-rata sebelum tindakan sebesar 66,4 (tingkat ketuntasan 36%), meningkat menjadi 75 (ketuntasan 60%) pada siklus I, dan mencapai 85,6 (ketuntasan 92%) pada siklus II. Selain peningkatan nilai, siswa juga menunjukkan antusiasme tinggi, partisipasi aktif, dan kemampuan menjelaskan konsep zakat fitrah secara lebih baik. Kesimpulan penelitian ini didapatkan bahwa media audiovisual digital terbukti efektif sebagai metode pembelajaran inovatif dalam meningkatkan pemahaman siswa terhadap materi zakat fitrah. This study aims to enhance fifth-grade students' understanding of zakat fitrah concepts at SD Negeri 1 Lemahbangdewo Banyuwangi through the integration of audiovisual digital media in Islamic Education (PAI) and Character Education. The methodology employed is Classroom Action Research (CAR) conducted across two cycles, each comprising planning, action, observation, and reflection phases. The results indicate substantial improvement: the pre-cycle mean score was 66.4 with a mastery level of 36%, increasing to 75 (mastery 60%) in Cycle I, and reaching 85.6 (mastery 92%) in Cycle II. In addition to academic gains, students exhibited high enthusiasm, active participation, and better explanation of zakat fitrah concepts. The conclusion affirms that audiovisual digital media is an effective, innovative teaching method for enhancing students’ understanding of zakat fitrah.
Exploring the Effects of Using Smartphones for Teaching Secondary School Learners English Composition Writing
There are well known requisites for further studies after Ordinary Level in Zimbabwe that are negatively impacted by traditional pedagogical practices, giving rise to the need for new methods for mitigation. For Zimbabwean learners, a full O level certificate must include English language, yet it is the most failed subject. Through the lens of the theory of Network Society, this study explored the effects of integrating smartphones for technology integration on high school learners’ performance and affective learning in English composition writing. A quasi-experimental case study design with a three-step process was followed. In Step 1, a pre-test was administered to 104 purposively selected learners as well as a questionnaire on attitude. In Step 2, 52 learners became the control class and 52 the experimental class, who were subjected to smartphone-integration learning in English composition writing. Step 3 involved administering a post-test to both groups. Data was analysed using thematic analysis, ANOVA, ANCOVA and t-tests with results revealing that the experimental class developed positively affectively and in performance. The smartphone method improved performance regardless of gender. With an above 84% smartphone penetration and an information and communication technology (ICT) tools shortages in public schools. In line with these findings, teachers of English composition writing may adapt the smartphone for integration to improve learner performance.
Implementing the Problem-Based Learning Model to Enhance Critical Thinking Skills on the Theme of Environmental Diversity in Junior High School Students
This study aim to enhance critical thinking skills among Grade VII C students at State Junior High School Lumajang 2 during the 2023/2024 academic year through the implementation of the Problem-Based Learning (PBL) model. The subject was about environmental diversity, encompassing subtopics such as environmental comprehension, advocacy for preservation practices, sustainable development, and resource scarcity. The study was carried out in three cycles involving 32 students, with every cycle comprising two sessions. Data was gathered via questionnaires and processed with SPSS, assuring both validity and reliability. Descriptive statistics, frequency distribution, and validity and reliability tests were employed to analyze the data. The findings indicated advancements in students' critical thinking skills: Cycle I recorded scores of 68.75% in the first session and 81.25% in the second session. Cycle II recorded scores of 87,5% in the first session and 62.5% in the second session. Cycle III demonstrated improvements, with scores of 90.62% in the first session and 87.5% in the second session. The research determined that PBL effectively improved students' critical thinking skills.
Penerapan Metode Cooperative Make a Match dalam Meningkatkan Hasil Belajar Materi Asmaul Husna
Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa kelas V pada materi Asmaul Husna melalui penerapan metode cooperative make a match di SD Negeri 6 Nagrikaler Purwakarta. Penelitian menggunakan pendekatan penelitian tindakan kelas yang dilaksanakan dalam dua siklus dengan tahapan perencanaan, pelaksanaan, observasi, dan refleksi. Data dikumpulkan melalui tes tertulis, observasi aktivitas siswa, serta dokumentasi proses pembelajaran. Hasil penelitian menunjukkan adanya peningkatan yang signifikan. Rata-rata nilai siswa meningkat dari 49,6 pada pra-siklus menjadi 62 pada siklus I, dan kemudian menjadi 77,6 pada siklus II. Persentase ketuntasan belajar meningkat dari 16% (4 siswa) pada pra-siklus, menjadi 44% (11 siswa) pada siklus I, dan mencapai 76% (19 siswa) pada siklus II. Dengan demikian, dapat disimpulkan bahwa metode cooperative make a match efektif dalam meningkatkan pemahaman dan hasil belajar siswa pada materi Asmaul Husna, serta layak untuk diterapkan lebih luas dalam pembelajaran Pendidikan Agama Islam pada materi lain. This study aims to improve the learning outcomes of fifth-grade students on the topic of Asmaul Husna through the implementation of the cooperative make a match method at SD Negeri 6 Nagrikaler Purwakarta. The research employed a Classroom Action Research (CAR) approach conducted in two cycles, consisting of planning, implementation, observation, and reflection. Data were collected using written tests (pre-test and post-test), observation of student engagement, and documentation of the learning process. The findings revealed a significant improvement in student performance. The average score increased from 49.6 in the pre-cycle to 62 in the first cycle, and further to 77.6 in the second cycle. The percentage of students achieving the minimum mastery criteria also rose from 16% (4 students) in the pre-cycle to 44% (11 students) in the first cycle, and reached 76% (19 students) in the second cycle. These results indicate that the cooperative make a match method is effective in enhancing students’ understanding and learning outcomes on the topic of Asmaul Husna, and is feasible for broader application in Islamic Religious Education.
Penerapan Metode Make a Match untuk Meningkatkan Hasil Belajar Peserta Didik pada Materi Sifat Wajib dan Mustahil bagi Rasul Allah
Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar siswa pada mata pelajaran Pendidikan Agama Islam dan Budi Pekerti di materi Sifat Wajib dan Mustahil bagi Rasul Allah di kelas III SDN 9 Curah Tatal Arjasa Situbondo. Hasil observasi menunjukkan bahwa banyak siswa belum mencapai kriteria ketercapaian tujuan pembelajaran. Selain itu, siswa cenderung pasif, kurang antusias, dan guru jarang menggunakan metode yang melibatkan keaktifan siswa. Penelitian ini bertujuan untuk meningkatkan hasil belajar melalui penerapan metode make a match. Penelitian ini menggunakan penelitian tindakan kelas dengan empat tahap: perencanaan, tindakan, observasi, dan refleksi. Data dikumpulkan melalui observasi dan tes, sedangkan keabsahan data menggunakan triangulasi sumber dan teknik. Hasil penelitian menunjukkan peningkatan hasil belajar, yaitu pra-siklus 51,5%, siklus I 66,7%, dan siklus II 87,8%. Dengan demikian, penerapan metode make a match dapat meningkatkan hasil belajar peserta didik pada mata pelajaran PAIBP materi Sifat Wajib dan Mustahil bagi Rasul Allah di kelas III SDN 9 Curah Tatal Arjasa Situbondo. This study was motivated by the low learning outcomes of students in Islamic Religious Education and Character Education (PAIBP) on the topic of Obligatory and Impossible Attributes of the Prophets at SDN 9 Curah Tatal Arjasa Situbondo. Observations revealed that many students had not achieved the Learning Objective Achievement Criteria, and learning activities tended to be passive and teacher-centered. This research aimed to improve students’ learning outcomes through the Make a match method. The study employed Classroom Action Research (CAR) consisting of four stages: planning, action, observation, and reflection. Data were collected through observation and tests, and data validity was ensured using source and technique triangulation. The results showed an improvement in students’ learning outcomes: 51.5% in the pre-cycle, 66.7% in Cycle I, and 87.8% in Cycle II. Thus, the Make a match method can significantly improve learning outcomes in PAIBP on the topic of Obligatory and Impossible Attributes of the Prophets for third-grade students at SDN 9 Curah Tatal Arjasa Situbondo.
Peningkatan Pemahaman dan Hasil Belajar Siswa pada Materi Menyambut Usia Baligh melalui Implementasi Metode Talking Stick
Tantangan yang sering muncul dalam pembelajaran Pendidikan Agama Islam salah satunya berupa rendahnya motivasi dan keterlibatan siswa, khususnya pada materi penting seperti usia baligh yang menjadi fase transisi krusial bagi peserta didik kelas IV. Penelitian ini bertujuan untuk meningkatkan hasil belajar PAI pada materi menyambut usia baligh melalui penerapan metode Talking Stick di kelas IV SD Negeri Sapih I, Lumbang, Kabupaten Probolinggo. Penelitian ini menggunakan metode Penelitian Tindakan Kelas yang dilaksanakan dalam dua siklus, masing-masing terdiri dari tahap perencanaan, pelaksanaan, observasi, dan refleksi. Data dikumpulkan melalui observasi keaktifan siswa, tes formatif tertulis, dan dokumentasi. Hasil penelitian menunjukkan adanya peningkatan yang signifikan dalam hasil belajar siswa, dengan ketuntasan belajar meningkat dari 37,5% pada siklus I menjadi 75% pada siklus II. Temuan ini menunjukkan bahwa metode Talking Stick efektif dalam meningkatkan motivasi, partisipasi, dan pemahaman siswa terhadap materi menyambut usia baligh dalam pembelajaran PAI. In Islamic Education challenges often arise in the form of low student motivation and engagement, particularly when addressing essential topics such as the age of puberty (baligh), a crucial transitional phase for fourth-grade students. This study aims to improve learning outcomes in PAI on the topic of welcoming the age of puberty through the application of the Talking Stick method in Grade IV at SD Negeri Sapih I, Lumbang, Probolinggo Regency. The research employed a Classroom Action Research design conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. Data were collected through observations of student activeness, formative written tests, and documentation. The findings revealed a significant improvement in student learning outcomes, with mastery levels increasing from 37.5% in the first cycle to 75% in the second cycle. These results indicate that the Talking Stick method is effective in enhancing students’ motivation, participation, and understanding of the topic of welcoming the age of puberty in Islamic Education.
Peningkatan Pemahaman Materi Etika Digital Islam Siswa melalui Pemanfaatan Model Pembelajaran Problem based Learning
Penelitian ini bertujuan untuk meningkatkan pemahaman peserta didik terhadap materi etika digital dalam perspektif Islam melalui penerapan model pembelajaran Problem-Based Learning. Metode penelitian yang digunakan adalah penelitian tindakan kelas dengan model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus. Setiap siklus terdiri atas tahap perencanaan, pelaksanaan, observasi, dan refleksi, dengan subjek penelitian sebanyak 36 siswa kelas XI SMK Negeri 5 Jember. Data dikumpulkan melalui observasi pembelajaran dan refleksi guru serta siswa. Hasil penelitian menunjukkan bahwa penerapan model PBL mampu meningkatkan keterlibatan dan pemahaman siswa. Pada siklus I, keterlibatan siswa berada pada kategori aktif dengan rata-rata skor 2,96 dari 4, sedangkan pemahaman materi etika digital Islam berada pada kategori baik dengan skor rata-rata 2,94 dari 4. Setelah dilakukan evaluasi dan perbaikan pada siklus II, keterlibatan siswa meningkat ke kategori sangat baik dengan rata-rata skor 3,52 dari 4, sementara pemahaman materi etika digital Islam juga meningkat menjadi kategori sangat baik dengan skor rata-rata 3,6 dari 4. Meskipun pada siklus I masih terdapat tantangan dalam manajemen waktu dan penyusunan argumen, refleksi dan perbaikan yang dilakukan pada siklus II berhasil meningkatkan partisipasi aktif siswa dan memperdalam pemahaman mereka terhadap prinsip etika digital Islam. Dengan demikian, penelitian ini menyimpulkan bahwa model Problem-Based Learning terbukti efektif dalam meningkatkan pemahaman siswa sekaligus keterlibatan mereka dalam proses pembelajaran. This study aims to enhance students’ understanding of digital ethics from an Islamic perspective through the implementation of the Problem-Based Learning (PBL) model. The research employed a classroom action research design based on the Kemmis and McTaggart model, conducted in two cycles. Each cycle consisted of planning, implementation, observation, and reflection stages, involving 36 eleventh-grade students at SMK Negeri 5 Jember. Data were collected through classroom observations as well as teacher and student reflections. The findings indicate that the application of PBL successfully improved both student engagement and comprehension. In the first cycle, student engagement was categorized as active, with an average score of 2.96 out of 4, while their understanding of Islamic digital ethics was rated as good, with an average score of 2.94 out of 4. Following evaluation and refinement in the second cycle, student engagement increased to the very good category, with an average score of 3.52 out of 4, and their understanding of Islamic digital ethics also improved to the very good category, with an average score of 3.6 out of 4. Although challenges in time management and argument development were observed in the first cycle, reflection and adjustments in the second cycle led to significant improvements in active participation and a deeper understanding of Islamic digital ethics principles. This study concludes that the Problem-Based Learning model is effective in enhancing both students’ comprehension of Islamic digital ethics and their engagement in the learning process.
Penerapan Model Pembelajaran Role Playing untuk Meningkatkan Hasil Belajar Siswa pada Materi Munakahat
Pembelajaran pendidikan Agama Islam pada materi munakahat sering kali menghadapi kendala rendahnya keterlibatan belajar siswa, sehingga pemahaman konsep menjadi rendah, hal ini juga ditemukan pada siswa kelas XII SMA Negeri 1 Panji Situbondo berdasarkan penelitian awal. Salah satu strategi inovatif untuk meningkatkan partisipasi siswa adalah penggunaan model pembelajaran role playing yang memberikan pengalaman belajar melalui simulasi peran. Penelitian ini menggunakan pendekatan penelitian tindakan kelas yang dilaksanakan dalam dua siklus terhadap 33 siswa kelas XII SMA Negeri 1 Panji Situbondo. Setiap siklus meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Data dikumpulkan melalui tes hasil belajar (pre-test dan post-test), observasi aktivitas siswa, dan wawancara. Analisis data dilakukan dengan teknik deskriptif kuantitatif dan kualitatif, serta diuji validitas data melalui triangulasi. Hasil penelitian menunjukkan peningkatan signifikan pada hasil belajar siswa, dengan siswa yang menyelesaikan materi (kriteria ketuntasan sebesar 70) adalah 10 orang (30,3%) pada pra siklus, menjadi 12 siswa (36%) pada siklus I, dan akhirnya mencapai 27 siswa (81,8%) pada siklus II. Aktivitas dan partisipasi siswa juga meningkat berdasarkan data kualitatif, ditandai dengan keterlibatan aktif dalam diskusi, keberanian bertanya, dan kolaborasi dalam kelompok. Dengan demikian dapat disimpulkan model pembelajaran role playing efektif meningkatkan hasil belajar siswa pada materi munakahat. Penelitian ini merekomendasikan penggunaan model pembelajaran ini secara lebih luas untuk menciptakan pembelajaran yang interaktif dan bermakna. The teaching of Islamic Religious Education, particularly on the topic of munakahat (marriage in Islamic jurisprudence), often encounters challenges due to students’ low level of engagement, resulting in limited conceptual understanding. A preliminary study conducted with twelfth-grade students at SMA Negeri 1 Panji Situbondo revealed similar issues. To address this, an innovative strategy proposed was the application of a role-playing learning model, which provides experiential learning through simulated roles. This study employed a classroom action research approach implemented in two cycles involving 33 students of Grade XII. Each cycle consisted of planning, implementation, observation, and reflection. Data were collected through learning achievement tests (pre-test and post-test), student activity observations, and interviews. Data analysis utilized both quantitative and qualitative descriptive techniques, with data validity ensured through triangulation. The findings indicated a significant improvement in students’ learning outcomes: the number of students who met the minimum mastery criterion (score ≥ 70) increased from 10 students (30.3%) in the pre-cycle to 12 students (33.3%) in the first cycle, and eventually to 26 students (78.7%) in the second cycle. Qualitative data also demonstrated a substantial increase in student activity and participation, as evidenced by active engagement in discussions, willingness to ask questions, and collaboration within groups. It can thus be concluded that the role-playing learning model is effective in enhancing students’ learning outcomes in munakahat. The study recommends wider implementation of this model to foster more interactive and meaningful learning experiences.
Implementasi Model Problem Based Learning untuk Meningkatkan Hasil Belajar Siswa pada Materi Larangan Mengkonsumsi Minuman Keras
Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa pada materi larangan mengkonsumsi minuman keras melalui penerapan model Problem Based Learning (PBL). Latar belakang penelitian ini didasarkan pada rendahnya pemahaman siswa kelas XI SMK Madka Iqlima Purwakarta mengenai bahaya minuman keras dari aspek kesehatan, sosial, dan agama. Model PBL dipilih karena menekankan keterlibatan aktif siswa dalam pemecahan masalah nyata yang relevan dengan kehidupan mereka, sehingga diharapkan dapat meningkatkan pemahaman dan partisipasi siswa dalam pembelajaran. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) dengan dua siklus yang melibatkan tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian terdiri dari 25 siswa kelas XI. Data dikumpulkan melalui tes hasil belajar, lembar observasi, dan angket, yang dianalisis secara deskriptif untuk melihat peningkatan hasil belajar sebelum dan sesudah penerapan PBL. Hasil penelitian menunjukkan peningkatan nilai post-test dari 63,6 menjadi 78,4 pada siklus pertama, dan meningkat menjadi 83,6 pada siklus kedua, dengan ketuntasan belajar mencapai 80%. PBL juga meningkatkan partisipasi aktif, keterampilan berpikir kritis, dan kolaborasi siswa. This study aims to improve student learning outcomes on the prohibition of alcohol consumption through the application of the Problem Based Learning (PBL) model. The background of this study is based on the low understanding of grade XI students of SMK Madka Iqlima Purwakarta regarding the dangers of liquor from health, social, and religious aspects. The PBL model was chosen because it emphasizes students' active involvement in solving real problems that are relevant to their lives, so it is expected to increase students' understanding and participation in learning. This research uses the Classroom Action Research (PTK) method with two cycles involving planning, implementation, observation, and reflection stages. The research subjects consisted of 25 grade 11 students. Data were collected through learning outcome tests, observation sheets, and questionnaires, which were analyzed descriptively to see the improvement of learning outcomes before and after the implementation of PBL. The results showed an increase in post-test scores from 63.6 to 78.4 in the first cycle, and increased to 83.6 in the second cycle, with learning completeness reaching 80%. PBL also promotes active participation, critical thinking skills, and student collaboration.
Peningkatan Hasil Belajar Siswa pada Materi Zakat melalui Metode Snowball Throwing
Proses pembelajaran yang efektif adalah pembelajaran yang melibatkan siswa secara aktif. Namun, hasil belajar siswa kelas VI UPTD SD Negeri 1 Gandamekar masih tergolong rendah. Hal ini disebabkan oleh kurangnya motivasi belajar, rendahnya keaktifan siswa dalam pembelajaran, serta metode pengajaran yang masih berpusat pada guru (teacher-centered). Oleh karena itu, diperlukan alternatif model pembelajaran yang lebih interaktif, salah satunya adalah metode Snowball Throwing. Metode ini merupakan salah satu model pembelajaran kooperatif dan inovatif yang menempatkan siswa sebagai pusat pembelajaran. Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar siswa setelah diterapkannya metode Snowball Throwing dalam pembelajaran Pendidikan Agama Islam pada materi zakat. Penelitian ini merupakan penelitian tindakan kelas (Classroom Action Research) dengan pendekatan deskriptif kuantitatif. Subjek penelitian adalah 20 siswa kelas VI UPTD SD Negeri 1 Gandamekar yang terdiri dari 11 siswa laki-laki dan 9 siswa perempuan. Penelitian ini dilakukan dalam dua siklus, di mana setiap siklus terdiri dari empat tahapan, yaitu perencanaan, pelaksanaan, pengamatan (observasi), dan refleksi. Teknik pengumpulan data menggunakan tes dan observasi, sedangkan keabsahan data diuji melalui triangulasi. Hasil penelitian menunjukkan adanya peningkatan hasil belajar siswa setelah diterapkannya metode Snowball Throwing. Pada Siklus I, dari 20 siswa, sebanyak 11 siswa (55%) mencapai ketuntasan belajar, sementara 9 siswa (45%) belum tuntas. Pada Siklus II, jumlah siswa yang tuntas meningkat menjadi 17 siswa (84%), sedangkan 3 siswa (16%) masih belum tuntas. Dengan demikian, terdapat peningkatan hasil belajar sebesar 30% dari Siklus I ke Siklus II. An effective learning process actively engages students in the classroom. However, the learning outcomes of sixth-grade students at UPTD SD Negeri 1 Gandamekar remain relatively low. This issue is caused by a lack of learning motivation, low student engagement in lessons, and a teacher-centered approach to teaching. Therefore, an alternative interactive learning model is needed, such as the Snowball Throwing method. This method is a cooperative and innovative learning model that places students at the center of the learning process. This study aims to determine the improvement in student learning outcomes after implementing the Snowball Throwing method in Islamic Religious Education on zakat material. This research employs Classroom Action Research (CAR) with a descriptive quantitative approach. The study subjects consist of 20 sixth-grade students at UPTD SD Negeri 1 Gandamekar, including 11 male and 9 female students. The research was conducted in two cycles, each comprising four stages: planning, implementation, observation, and reflection. Data collection techniques included tests and observations, while data validity was verified through triangulation. The research findings indicate an improvement in student learning outcomes after applying the Snowball Throwing method. In Cycle I, 11 out of 20 students (55%) achieved learning mastery, while 9 students (45%) did not. In Cycle II, the number of students who achieved mastery increased to 17 (84%), while only 3 students (16%) remained below the mastery threshold. Thus, there was a 30% increase in learning outcomes from Cycle I to Cycle II.
Penerapan Modul Pembelajaran Interaktif Materi Tauhid tentang Kisah Nabi dan Rasul untuk Meningkatkan Pemahaman Peserta Didik
Tujuan dari penelitian ini adalah mengembangkan dan mengimplementasikan modul pembelajaran interaktif Pendidikan Agama Islam (PAI) mengenai materi Tauhid, khususnya tentang kisah Nabi dan Rasul, guna meningkatkan pemahaman peserta didik kelas VIII di SMP Islam Al Azhar Purwakarta pada tahun pelajaran 2024/2025. Metode yang digunakan adalah penelitian tindakan kelas (PTK) yang terdiri dari empat tahapan: perencanaan, pelaksanaan, pengamatan, dan refleksi. Modul yang dikembangkan memanfaatkan media interaktif seperti video, permainan edukatif, dan tugas kolaboratif untuk mendorong keterlibatan aktif peserta didik. Hasil penelitian menunjukkan adanya peningkatan signifikan dalam aspek keaktifan, kerjasama, tanggung jawab, dan toleransi peserta didik setelah penerapan modul pada siklus kedua. Tes hasil belajar menunjukkan peningkatan dari 29,4% peserta didik yang mencapai Kriteria Ketuntasan Minimal (KKM) pada siklus pertama menjadi 88,24% pada siklus kedua. Selain itu, hasil angket menunjukkan bahwa peserta didik merasa lebih tertarik, terbantu dalam memahami materi, dan menganggap proses pembelajaran lebih menyenangkan dengan penggunaan modul interaktif ini. Penelitian ini memberikan kontribusi positif terhadap praktik pengajaran PAI di SMP Islam Al Azhar Purwakarta dan dapat menjadi referensi bagi pengembangan modul pembelajaran interaktif di sekolah-sekolah lain. This study aims to develop and implement an interactive Islamic Education learning module focused on Tauhid material, specifically the stories of Prophets and Messengers, to enhance students’ understanding in grade VIII at SMP Islam Al Azhar Purwakarta during the 2024–2025 academic year. The method used in this research is classroom action research (CAR), which consists of four stages: planning, implementation, observation, and reflection. The developed module incorporates interactive media such as videos, educational games, and collaborative tasks to encourage active student engagement. The results show a significant increase in students' activeness, cooperation, responsibility, and tolerance after applying the module in the second cycle. Learning test results improved from 29.4% of students meeting the Minimum Mastery Criteria in the first cycle to 88.24% in the second cycle. Additionally, questionnaire results indicate that students became more interested, found the material easier to understand, and perceived the learning process as more enjoyable with the interactive module. This study provides a positive contribution to Islamic education teaching practices at SMP Islam Al Azhar Purwakarta and can serve as a reference for developing interactive learning modules in other schools.
Peningkatan Pemahaman Siswa pada Materi Adab Menggunakan Media Sosial Melalui Model Pembelajaran Bebasis Proyek
Penelitian ini bertujuan untuk meningkatkan pemahaman siswa terhadap adab menggunakan media sosial melalui penerapan model pembelajaran berbasis proyek. Metode penelitian yang digunakan adalah penelitian tindakan kelas yang terdiri dari dua siklus, dengan setiap siklus meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah 10 siswa di SMK Negeri Tegalwaru Purwakarta. Pada pra siklus, hanya 30% siswa yang memiliki pemahaman yang memadai terkait materi. Setelah diterapkan model pembelajaran berbasis proyek, hasil observasi menunjukkan peningkatan keaktifan siswa dari kategori cukup dan kurang pada siklus I menjadi kategori baik dan sangat baik pada siklus II. Hasil tes juga menunjukkan peningkatan signifikan, di mana pada siklus I hanya 60% siswa yang mencapai nilai kriteria ketuntasan minimal ≥75, sedangkan pada siklus II seluruh siswa (100%) berhasil mencapai nilai tersebut. Penerapan pembelajaran berbasis proyek terbukti mampu meningkatkan partisipasi siswa, kepercayaan diri, dan pemahaman mereka terhadap adab bermedia sosial. Oleh karena itu, model pembelajaran ini direkomendasikan untuk digunakan dalam pembelajaran Pendidikan Agama Islam guna meningkatkan literasi digital siswa secara lebih kontekstual. This study aims to improve students' understanding of social media etiquette through the implementation of the project-based learning (PjBL) model. The research method used was classroom action research, consisting of two cycles, each including planning, implementation, observation, and reflection stages. The subjects were 10 students at SMK Negeri Tegalwaru Purwakarta. In the pre-cycle stage, only 30% of students had an adequate understanding of the material. After implementing the PjBL model, observations showed an improvement in student engagement, shifting from the "fair" and "poor" categories in Cycle I to the "good" and "very good" categories in Cycle II. The test results also showed a significant increase, with only 60% of students meeting the minimum competency standard (KKM ≥ 75) in Cycle I, while in Cycle II, all students (100%) achieved this score. The implementation of PjBL effectively enhanced student participation, confidence, and understanding of social media etiquette. Therefore, this learning model is recommended for Islamic education to improve students' digital literacy in a more contextual manner.