EJournal STIT PN (Sekolah Tinggi Ilmu Tarbiyah Palapa Nusantara) Lombok NTB (Nusa Tenggara Barat)
Not a member yet
2612 research outputs found
Sort by
A Reflective Study on Practical Methods for Developing Arabic Animation Learning Media Using Plotagon Story
No full textThe teaching of Arabic across diverse institutions continues to encounter challenges related to student engagement, communicative context, and teachers’ capacity to present compelling instructional media. Animated media hold significant potential to enrich learning through the integration of visual, auditory, and narrative elements; however, their production is often perceived as complex and requiring advanced technical skills. This study aims to identify practical methods for producing Arabic-language animated learning media using Plotagon Story, employing a reflective qualitative approach within the Action Research framework developed by Kemmis and McTaggart. Training and mentoring were conducted in three partner pesantren through iterative cycles of planning, acting, observing, and reflecting. Data were collected via reflective interviews, observation of instructional practices, and documentation of the produced animations, and subsequently analysed using Thematic Analysis. The findings indicate that micro-staging, person-to-person mentoring, and hands-on practice constitute key factors in mitigating digital anxiety and enhancing teachers’ media literacy. Teachers initially unfamiliar with technology succeeded in producing instructional animations, including taʿāruf dialogues, school-related vocabulary, and classroom scenarios. Classroom observations revealed increased student attention, motivation, and comprehension when the teacher-produced animations were utilised. Participants’ reflections highlighted professional transformation, particularly in terms of increased self-efficacy and pedagogical awareness regarding the role of animation in providing authentic communicative contexts. The study concludes that Plotagon Story is a practical and accessible tool for developing Arabic-language instructional media, particularly in resource-limited settings. It contributes to the advancement of a simple, effective, and replicable model for training in digital media production
Tadarruj: The Construction of a Nine-Level Framework for Qur’anic Exegesis Studies as a Comprehensive Pedagogical Model at Barokatul Walidain Islamic Boarding School
No full textThis study is motivated by the limited empirical research on structured pedagogical models for Qur’anic exegesis (tafsir) learning that systematically integrate classical ʿulūm al-Qur’an with contemporary educational principles, despite their crucial role in shaping interpretive competence and ethical formation in Islamic education. It aims to analyze the conceptualization, implementation, and pedagogical implications of a nine-level tadarruj framework in Qur’anic exegesis learning at Barokatul Walidain Islamic Boarding School. Adopting a qualitative case study design, the research focuses on a single institutional context selected through purposive sampling. Data were collected through in-depth interviews, classroom observations, and document analysis, and were examined using thematic analysis to identify patterns of pedagogical structuring, learning progression, and interpretive practice. The findings reveal that the nine-level tadarruj framework functions as a coherent developmental pathway that aligns interpretive depth, linguistic mastery, and methodological complexity with students’ cognitive readiness. Qur’anic exegesis learning is structured progressively, preventing cognitive overload and fragmented interpretation while fostering cumulative interpretive competence. The staged integration of contextual and maqāṣid-based analysis further reorients tafsir education toward ethical responsibility and lived guidance (hidāyah), rather than mere textual mastery. The study concludes that tadarruj operates as an organizing logic for curriculum design and interpretive accountability in Qur’anic education, contributing theoretically by integrating classical epistemology with contemporary educational theory and practically by offering a replicable, developmentally appropriate model for tafsir instruction. Future research is recommended to examine the applicability of this framework across diverse educational contexts using longitudinal or mixed-method approaches
Development of a Modified Talaqqi Model in al-Qur’an Recitation Art (Tausyih) with Bayāti Rhythm: A Case Study of Students at Baitul Qurro al-Qur’an Boarding School, Jakarta
No full textThis study is motivated by the limited research on the application of modified Talaqqi methods in al-Qur’an recitation, particularly in mastering the Bayāti rhythm, despite its significant impact on students’ Qur’anic reading skills. The study aims to develop and evaluate a Modified Talaqqi Model to enhance both melodic and vocal performance among students. Adopting a qualitative case study design, the research involves 20 students from Baitul Qurro al-Qur’an Boarding School, Jakarta, selected through purposive sampling. Data were collected using direct observation, performance recordings, and evaluation rubrics, and were analyzed using descriptive statistics and qualitative interpretation to assess mastery of melodic patterns and vocal quality. The findings reveal that students achieved high proficiency in song (melodic pattern) and voice quality, with overall average scores of 96.05/100, and that the model effectively improved mastery of the Bayāti rhythm, vocal clarity, and tajwid application. These results confirm the effectiveness of the modified Talaqqi method when combined with audio-visual supports such as QR codes and guitar chords. The study concludes that the Modified Talaqqi Model significantly enhances al-Qur’an recitation skills, providing theoretical contributions to Qur’anic arts education and practical guidance for instructors, and suggests that future research examine its applicability to other rhythms and larger student populations
The Effectiveness of Using Artificial Intelligence (AI) for English Teachers in Madrasah West Lombok Region
No full textThe rapid development of Artificial Intelligence (AI) has significantly transformed educational practices, particularly in English Language Teaching (ELT), yet empirical evidence on its effectiveness for English teachers in Islamic educational settings, especially madrasahs, remains limited. This study aimed to examine the effectiveness of AI utilization for English teachers in private madrasahs (MTs and MA) in West Lombok Regency, Indonesia, using a Research and Model Creation (RMC) approach. Conducted in 2024, the study employed a mixed-method design involving 28 English teachers selected through purposive sampling. Quantitative data were collected using a validated effectiveness questionnaire, while qualitative data were obtained through in-depth interviews and classroom observations. The RMC procedure comprised problem analysis, prototype model development, expert validation, limited field testing, and model refinement. The findings indicate that AI significantly improved teachers’ instructional efficiency, lesson preparation, material personalization, and student engagement (p < 0.05), while qualitative results showed that AI enhanced pedagogical creativity, digital confidence, and adaptive teaching strategies. Based on these findings, the study proposes a conceptual model of AI-based instructional support tailored to madrasah English teachers, emphasizing pedagogical alignment, the integration of Islamic values, and sustainable digital literacy. The study concludes that AI is empirically effective and pedagogically relevant for ELT in madrasah contexts when implemented systematically, with important implications for teacher professional development and technology-integrated curriculum design
Metode Kisah Berbasis Audio Visual guna Memperkuat Hasil Belajar dan Perilaku Islami Siswa
No full textThe use of audiovisual storytelling methods in Aqidah al-Akhlak instruction remains relatively limited, even though this method is considered to have the potential to enhance students’ understanding of religious concepts and Islamic behavior. This study aimed to examine the impact of using an audiovisual storytelling method on improving Aqidah al-Akhlak learning outcomes and students’ Islamic behavior. The research employed a one-group experimental design with a one-group pretest–posttest model, involving a sample of 20 eighth-grade students at MTs Sinan Gunung Jati Kadu determined through random participant selection. Data were collected through pretests and posttests of learning outcomes and an Islamic behavior questionnaire, then analyzed using normality tests, homogeneity tests, and t-tests. The findings indicate a significant increase in students’ academic achievement and Islamic behavior following the implementation of the audiovisual storytelling method (sig. 0.001 < 0.05), suggesting that this method has a positive and substantive effect on students’ religious understanding and behavior. The study concludes that the audiovisual storytelling method is an effective instructional strategy for improving Aqidah al-Akhlak learning outcomes while simultaneously fostering Islamic behavior. Theoretically, these findings contribute to enriching the literature on the use of instructional media in religious education, whereas practically they recommend the integration of audiovisual storytelling methods into the curriculum to strengthen character and spiritual education. Further studies are recommended to explore the long-term sustainability of behavioral changes and the role of moderating factors, such as students’ behavioral characteristics and teachers’ pedagogical competence
Adaptive Strategies of Islamic Education (PAI) Teachers toward Digital-Based Islamic Education Policies: A Case Study at SMAN 1 Selong
No full textThis study is motivated by the limited empirical research on how Islamic Religious Education (PAI) teachers adapt to digital-based education policies amid the growing influence of digital transformation in public secondary schools. It aims to examine PAI teachers’ adaptive strategies, the enabling and constraining conditions that shape these strategies, and their implications for learning effectiveness at SMAN 1 Selong. Using a qualitative single-case study design, the research involved 15 purposively selected participants, including PAI teachers, students, and school leaders. Data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed thematically to identify patterns of teacher adaptation, policy enactment, and learning outcomes. The findings reveal that PAI teachers exhibit adaptive capacity through the integration of pedagogical flexibility, functional use of digital technology, and sustained spiritual intentionality. Teacher adaptation is driven by intrinsic motivation, institutional support, and peer collaboration, while it is constrained by unequal student access to technology, varying levels of digital competence, and increased administrative demands. Importantly, digital-based instruction does not weaken religious values; rather, when implemented contextually, it supports cognitive engagement, affective development, and spiritual learning objectives. The study concludes that digital adaptation in PAI is a value-mediated and context-sensitive process rather than a purely technical response to policy mandates, and it contributes to theoretical discussions on teacher adaptation in religious education while offering practical implications for policymakers and school leaders in designing digital policies and professional development that remain pedagogically effective and spiritually grounded
Influence of Islamic Religious Education Teachers’ Competence on the Formation of Students’ Religious Character
No full textThis study is motivated by the limited research examining the comprehensive role of Islamic Religious Education (PAI) teacher competence, covering pedagogical, personal, social, and professional dimensions in shaping students’ religious character in Islamic school settings, despite its importance for realizing the objectives of Kurikulum Merdeka and the Pelajar Pancasila (Pancasila Student Profile). The study aims to test the effect of PAI teacher competence on the formation of students’ religious character. Using a quantitative explanatory method with a correlational survey design, the sample comprised 34 students from class XI.9 at SMA Al-Islam 1 Surakarta selected through total sampling. Data were collected using a closed-ended questionnaire with a 4-point Likert scale supported by documentation, and were analyzed descriptively and inferentially using SPSS (validity and reliability tests, classical assumption tests, and simple linear regression). The results show that PAI teacher competence has a positive and significant effect on the formation of students’ religious character (b = 0.292; t = 2.484; p = 0.018 < 0.05), with a coefficient of determination R² = 16.2%, indicating that 16.2% of the variance in religious character is explained by teacher competence, while the mean levels of teacher competence and students’ religious character fall within the moderate category (mean X = 32.21; mean Y = 35.15). These findings reinforce social learning theory (Bandura) and character education literature, which emphasize teachers as role models who play a central role in the internalization of religious values, while also indicating the presence of other contextual factors that account for the remaining variance. The study implies the need for ongoing professional development for PAI teachers and recommends further research with larger samples, longitudinal or mixed-methods designs, and the inclusion of family and school climate variables to enrich empirical understanding of the determinants of students’ religious character
The Madrasah Orangtua Program in Fostering a Rabbani Generation: A Case Study of Markaz Al Kautsar Magelang
No full textEmpirical studies on structured parental education programs in Islamic educational institutions remain limited, particularly regarding their role in systematically fostering a rabbani generation. This study aims to analyze the contribution of the Madrasah Orangtua Program to the development of a rabbani generation through parental capacity-building, Islamic parenting practices, and synchronization between home and madrasah. Using a qualitative descriptive approach supported by quantitative data, the research was conducted at Markaz Al Kautsar Magelang with program managers, teachers, and parents participating in the Madrasah Orangtua Program selected through purposive sampling. Data were collected through in-depth interviews, observations, documentation, and before–after questionnaires, then analyzed using thematic analysis and descriptive statistics. The findings indicate that the program strengthens parents’ roles and participation, improves Qur’an-based and prophetic parenting practices, enhances home–school alignment, and reinforces students’ religious conduct, character, emotional stability, and spirituality. These changes are reflected in increased levels of faith, noble character, religious understanding, and Islamic life orientation. The study implies that structured and continuous parental education constitutes a key foundation for building an integrated family–school educational ecosystem and provides an empirically grounded model for Islamic educational institutions seeking to strengthen character and spiritual development through parental engagement. It contributes to Islamic education discourse by positioning parenting education as a strategic pillar for nurturing a rabbani generation through systematic family–school collaboration
Analisis Efektivitas Model Pembelajaran PAI Berbasis Teknologi terhadap Pengembangan Holistik Anak Usia Dini di TK MNU 16 Mayor Damar Turen
No full textThe integration of technology into Islamic Religious Education (PAI) for early childhood is an urgent necessity amid changes in the educational ecosystem in the digital era; however, its implementation still faces challenges in maintaining alignment between technological innovation, Islamic values, and children’s developmental characteristics. This study aims to analyze the effectiveness of a technology-based PAI learning model adapted to the context of an Aswaja An-Nahdliyah-oriented institution at TK Muslimat NU 16 Mayor Damar Turen, particularly in supporting the holistic development of students. Employing a descriptive qualitative approach with a case study design, data were collected through observation, in-depth interviews, documentation, and field notes, and were subsequently analyzed using the Miles and Huberman model. The findings show that the use of digital media, such as interactive videos, Islamic applications, digital storytelling, animations of the stories of the prophets, Smart Hafiz, and Smart Card Aswaja, has a positive impact on children’s cognitive, affective, and psychomotor development; children are better able to understand basic Islamic concepts, display emotional responses consistent with the moral values of the stories, and imitate worship movements more accurately. Nevertheless, the implementation of this model is not yet fully optimal due to limited devices, varying levels of teachers’ digital literacy, and the high potential for visual distraction among children. This study concludes that the technology-based PAI learning model is effective as long as it is curated through a pedagogical approach that is sensitive to Islamic values and children’s developmental stages. The implications are that educational institutions need to strengthen teachers’ religious digital literacy, enhance technological infrastructure, and develop developmentally appropriate PAI media so that technology integration proceeds in a sustainable and transformative manner
Pengembangan E-Modul Pendidikan Agama Islam dan Pendidikan Karakter Berbasis Lingkungan
No full textIslamic Religious Education (Pendidikan Agama Islam, PAI) learning at SMPN 3 Lintau Buo Utara is still dominated by conventional approaches, lacks learning modules aligned with students’ needs, does not yet integrate instruction with the surrounding learning environment, and has not fully optimized the use of technology, thereby necessitating the development of more contextual and interactive teaching materials. This study aimed to develop an environment-based PAI and Budi Pekerti e-module to support environment-based learning. The research employed a research and development method using the ASSURE model with eighth-grade students at SMPN 3 Lintau Buo Utara. Needs analysis data were collected using interview guidelines and analyzed with the Miles and Huberman technique, while validity test data were obtained through validation sheets and analyzed using Aiken’s V formula. Practicality test data consisted of quantitative data collected using student response questionnaires and analyzed with the Degree of Achievement formula, as well as qualitative data obtained through interviews and analyzed using the Miles and Huberman technique. The needs analysis results indicated that an environment-based PAI and Budi Pekerti e-module was highly necessary to develop. The resulting e-module demonstrated a high level of validity, with scores of 0.85 for media validation and 0.92 for content validation, and very high practicality with a score of 93.7 from 45 respondents, further supported by interview findings showing that the e-module was very practical for use in instruction. Accordingly, the environment-based PAI and Budi Pekerti e-module developed in this study is deemed highly valid and highly practical for implementation in classroom learning activities