UIN (Universitas Islam Negeri) Sunan Kalijaga, Yogyakarta: E-Journal Fakultas Ilmu Tarbiyah Dan Keguruan
Not a member yet
2923 research outputs found
Sort by
Development of Interactive Formative Assessment Based on Gimkit for Human Digestive System Material for Fifth Grade Elementary School Students
No full textThe rapid development of information technology in the era of the Fourth Industrial Revolution has influenced various aspects of education, including assessment practices. However, the implementation of interactive formative assessment in elementary science learning remains limited and is still dominated by conventional written tests. This study aims to develop a Gimkit-based formative assessment tool for fifth-grade science learning on the topic of the human digestive system. This study employed a Research and Development (R&D) approach using the ADDIE development model, which consists of the analysis, design, development, implementation, and evaluation stages. The developed product is a formative assessment implemented through the Gimkit application using the Snowbrawl game mode. It consists of 10 multiple-choice and image-based questions designed to measure both Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS). The visual components include illustrative images of digestive organs and an interactive game-based layout to enhance student engagement. Data were collected through observations, questionnaires, and documentation, and were analyzed using descriptive qualitative and quantitative techniques. The results of expert validation conducted by material experts, media experts, and the classroom teacher showed an average validity score of 85.72%, which was categorized as highly valid. Meanwhile, the practicality test involving students and the teacher obtained an average score of 85.92%, which was categorized as very practical. These findings indicate that the Gimkit-based formative assessment tool developed in this study is valid and practical for use in elementary science learning, particularly for the topic of the human digestive system, and has the potential to support students’ engagement and learning processes
Development and Feasibility Testing of ProProfs-Based Digital Assessment Media to Improve Science Learning Evaluation in Grade IV Elementary Madrasahs
No full textThis research aims to develop and test the feasibility of assessment media for IPAS (Natural and Social Sciences) subjects based on the Proprofs digital application for grade IV MI/SD students. The background of this research is the low motivation of students to learn in the evaluation of IPAS, the majority of whom still use conventional methods (Paper Based Test/PBT), as well as the lack of use of digital media in the IPAS assessment process. This study uses the Borg and Gall model Research and Development (R&D) method which is simplified into three main stages: preliminary study, development and testing, and implementation. The product developed is the Proprofs Quiz Maker digital application. The results of the feasibility test from the validator show that the Proprofs assessment media is included in the criteria of Very Appropriate and Appropriate. In detail, the total percentage of acquisition from material experts is 95% (Very Appropriate), media experts 92.5% (Very Appropriate), and learning evaluation experts 70% (Appropriate), with a total average score obtained from validators of 85.8%. In addition, the results of a small group trial of 41 students in grade IV of MI Al Hidayah Lajukidul also showed an overall score of 94%, which was included in the Very Feasible criteria. Following product revision and subsequent implementation in the main and operational field trials involving a total of 82 students from Grade IV at MI Al-Hidayah, an overall score of 96% was obtained, classified under the Very Appropriate criteria. This demonstrates that the development of Proprofs-based IPAS assessment media is highly feasible, effective, and can significantly increase student motivation and learning outcomes
Islamic Moderatism in Curriculum Development Of Islamic Educational Institutions in Aceh
No full textPurpose – This study aims to analyze the moderation of Islam developed in the curriculum of Islamic educational institutions in Aceh, a special province with the implementation of Islamic law and a unique Dayah education system.
Design/methods/approach – This study uses a phenomenological and sociological approach. In-depth interviews were conducted with leaders of Islamic boarding schools, madrasas, and schools, teachers, and students, accompanied by observation and documentation, which were analyzed using the Milles and Huberman model.
Findings – The results of the study indicate that Islamic educational institutions in Aceh have provided their students with an understanding of religious moderation through the internalization of moderate religious values in the learning process. These Islamic moderate values are internalized through intraschool, extracurricular, and hidden curriculum programs by instilling attitudes that enable students to understand various deviations and differences in religious beliefs, act proportionally, non-discriminatorily, and respect ethnic and religious diversity. This moderate attitude can be found in social interactions between students, teachers, and people outside the school environment.
Research implications/limitations – This study implies the importance of Islamic educational institutions in Aceh internalizing the values of Islamic moderation in the development of their curriculum to shape moderate attitudes in students.
Originality/value – Many studies have been conducted on Islamic moderation in learning. However, studies on Islamic moderation in curriculum development in Islamic educational institutions in Dayah, Dayah Muhammadiyah, and Islamic schools in Aceh have not been explored much
DEEP-AI Pedagogical Model for Strengthening Al-Qur\u27an Interpretation Literacy in Islamic Religious Education
No full textPurpose - This study aims to develop and evaluate the effectiveness of the DEEP-AI (Developing Exegetical Engagement and Proficiency with AI Assistance) Model with four learning stages, namely Decode, Explore, Examine, Project–Artificial Intelligence Assisted as a technology-based interpretation learning approach that is gradual, integrative, and adaptive.
Design/Method/Approach - This study used a developmental research approach conducted in three stages: (1) needs analysis through questionnaires and interviews with 105 students, (2) model design and validation by three experts (interpretation, Islamic pedagogy, and learning technology), and (3) limited testing on 35 students. The model was evaluated quantitatively through pre-test and post-test analysis using normality tests, paired t-tests, and N-Gain calculations, and qualitatively through student perceptions.
Findings - The results showed a significant improvement (p < 0.001) in all aspects of interpretive literacy, with N-Gain values between 0.64 and 0.73, as well as excellent student perception scores (average of 4.64 on a scale of 5).
Research Implication /Limitation - The DEEP-AI model has proven to be effective and has been very well received by students in improving their interpretation literacy.
Originality/Value - This study offers an AI-based interpretation learning model that is pedagogically designed, competency-oriented, and relevant to the needs of Islamic education in the digital ag
Teacher\u27s Strategy in Improving Vocabulary Mastery: Integrating Humanistic Approach and Guthrie\u27s Theory at MTsN 7 Kerinci: Strategi Guru dalam Meningkatkan Penguasaan Kosakata: Mengintegrasikan Pendekatan Humanistik dan Teori Guthrie di MTsN 7 Kerinci
No full textThis study aims to describe in depth the implementation of integrating humanistic approaches and Guthrie\u27s theory to enhance mastery of Arabic vocabulary (mufradāt) and change student learning behaviors at MTsN 7 Kerinci. The research used a qualitative case study approach, with data collected through participatory observation across 12 meetings, in-depth interviews with three teachers and 15 students, and analysis of evaluation documents. Data were analyzed thematically using the Miles and Huberman model, with data condensation, data display, and findings verification. The results showed that the humanistic approach successfully created a favorable learning climate through building teacher-student emotional relationships. At the same time, the application of Guthrie\u27s contextual repetition significantly improved vocabulary retention, from an average of 2-5 mufradāt per day to 10-15 mufradāt per day. The findings also revealed a transformation in student behavior, with students becoming more active and independent, and infrastructure limitations successfully overcome through teacher creativity in using simple media. The research implications indicate that integrating both approaches creates a holistic learning environment that supports the simultaneous development of cognitive and affective aspects.
Keyword: Edwin Ray Guthrie, Humanistic Approach, Vocabulary (Mufradāt) Acquisatio
Balanced Reputation Management Strategy: A Cross-Site Case Study of Branding Image for Competitive Advantage in Indonesian Islamic Higher Education Institutions
No full textPurpose – This study aims to examine branding image strategies in building competitive advantage at Private Islamic Religious Higher Education Institutions (Perguruan Tinggi Keagamaan Islam Swasta or PTKIS) in Indonesia. The research focuses on Universitas Islam Zainul Hasan Genggong (UNZAH) and Sekolah Tinggi Dirasat Islamiyah Imam Syafi’i (STDIIS) Jember, which adopt both local and global branding approaches. This study responds to the need for a balanced reputation management model to strengthen PTKIS’s positioning amidst the dynamics of national and global higher education landscapes.
Design/methods/approach – Employing a qualitative approach with a multi-case study design and cross-site analysis, data were collected through in-depth interviews, participatory observation, and analysis of strategic documents. Data analysis followed the Miles & Huberman interactive model, and validation was conducted through source triangulation.
Findings – UNZAH successfully established its institutional identity through the integration of local and Islamic cultural values, leading to an increase of up to 1,000 new student enrollments per year. STDIIS developed a global branding strategy through Arabic language proficiency and a Madinah-based curriculum, attracting over 1,200 applicants. The conceptual model of Balanced Reputation Management Strategy was formulated to integrate local characteristics and global strategies within the institutional branding framework.
Research implications – This model can be implemented by PTKIS administrators as a guideline for designing long-term branding strategies grounded in Islamic values, local culture, and international competitiveness, in order to strengthen institutional image and attract prospective students
The Role of Islamic Religious Education in Preventing Sexual Deviance among Urban Adolescents: A Qualitative Psycho-Religious Study Based on the Educational Ecosystem
No full textPurpose – This study aims to explore the role of Islamic Religious Education (IRE) in shaping the moral character of adolescents as a preventive effort against sexual deviance, particularly in urban areas of Indonesia. The study addresses the empirical gap concerning how Islamic values are internalized by adolescents within the context of digitalization and a permissive social culture.
Design/methods/approach – This research employs a qualitative approach with an intrinsic case study design. Data were collected through in-depth interviews, participatory observation, and document analysis involving 25 informants in the Greater Jakarta area, including IRE teachers, junior high school students, parents, school leaders, and religious figures. Thematic analysis was conducted with reference to Bronfenbrenner’s ecological systems theory, Bandura’s social learning theory, and Erikson’s psychosocial development theory.
Findings – IRE contributes to the development of adolescents’ moral resilience through teacher role modeling, contextual learning approaches, and the reinforcement of spiritual environments and open family communication. The main challenges arise from pedagogical limitations of teachers and the influence of digital media; however, collaborative strategies among schools, families, and communities have proven effective in supporting value internalization and self-regulation.
Research implications – The findings underscore the necessity of training IRE teachers in Islamic sexual literacy and developing a synergistic educational ecosystem involving schools, families, and communities. A psycho-religious intervention model is recommended as a preventive educational strategy that is adaptive to adolescents’ realities. Nonetheless, the study is geographically limited to the urban Greater Jakarta area; thus, the findings require further validation in rural contexts with different social and cultural dynamics
Enhancing Pedagogical Competence of Pre-Service Islamic Education Teachers through Peer Assessment and Constructive Feedback
No full textPurpose – This study aims to analyze the influence of peer assessment and constructive feedback on the pedagogical skills of Islamic Education pre-service teachers in the microteaching course.
Design/methods/approach – This research employed a quantitative design with a correlational explanatory approach. The study population consisted of two classes of sixth-semester students from the Islamic Education Study Program at the State Institute for Islamic Studies (IAIN) Curup, all of whom were enrolled in the microteaching course. The data were analyzed using multiple linear regression to assess both the simultaneous and partial effects of the two independent variables on the dependent variable.
Findings – The F-test showed a value of 24.173 with a significance of 0.000 (p < 0.05), indicating that peer assessment and constructive feedback together significantly affect students\u27 pedagogical skills. The t-test results revealed that peer assessment (t = 3.052, p = 0.004) and constructive feedback (t = 3.762, p = 0.000) each have a significant individual impact (p < 0.05), confirming their respective contributions to improving pedagogical skills.
Research implications – Pedagogical skills are essential for prospective teachers, especially in improving their understanding and teaching skills. Although microteaching offers practical teaching experience, students still face challenges in areas such as lesson planning, classroom management, teaching strategies, and assessment. To address these issues, peer assessment and constructive feedback offer promising strategies to enhance pedagogical development
Pemanfaatan Lembar Kerja Peserta Didik (LKPD) dalam Pembelajaran Pendidikan Agama Islam di SMP Fatih Bilingual School Banda Aceh
No full textThis study aims to examine the effectiveness of using Student Worksheets (Lembar Kerja Peserta Didik/LKPD) designed based on the Discovery Learning model in improving students’ learning outcomes across cognitive, affective, and psychomotor domains in Islamic Education (Pendidikan Agama Islam/PAI), particularly on the topic of Rukhsah. The study employed a Classroom Action Research (CAR) approach using the Kemmis and McTaggart spiral model, conducted through two action cycles. The research subjects consisted of 14 seventh-grade students at SMP Fatih Bilingual School Banda Aceh. Data was collected through observations of teacher and student activities, as well as learning outcome tests to measure achievement in the three competency domains. The results indicate a significant improvement in students’ learning outcomes in each cycle, encompassing cognitive, affective, and psychomotor aspects. Furthermore, students’ learning engagement and the quality of teacher performance during the instructional process showed consistent improvement. These findings demonstrate that the implementation of LKPD based on the Discovery Learning model contributes positively to enhancing the quality and effectiveness of Islamic Education learning
AN ISLAMIC LEADERSHIP MODEL BASED ON UMAR BIN KHATTAB’S SERVANT LEADERSHIP IN THE MANAGEMENT OF MODERN ISLAMIC SCHOOLS (MADRASAHS)
No full textThis study examines and contextualizes the servant leadership model exemplified by Umar ibn al-Khattab and its application in the management of modern Islamic schools (madrasahs). The research aims to identify key leadership values justice, simplicity, participation, accountability, and exemplary behavior and formulate a practical model for their integration into Islamic Education Management (Manajemen Pendidikan Islam/MPI). Using a descriptive qualitative approach grounded in a naturalistic paradigm, the study combines literature review and case studies conducted in two South Sumatran madrasahs to explore how these values manifest in real-world managerial practices. Data were gathered through library research, participant observation, in depth interviews, and document analysis, with thematic coding and triangulation ensuring the validity of findings. The results reveal that Umar’s leadership principles are operationalized in madrasahs through equitable evaluation policies, modest resource allocation, participatory planning, transparent accountability, and moral role modeling by school leaders. These practices enhance institutional integrity, improve governance efficiency, and strengthen moral-spiritual culture within educational environments. The study contributes theoretically by linking classical Islamic leadership philosophy with contemporary managerial frameworks and practically by offering a values-based model applicable to policy development and leadership training. While the limited sample restricts generalizability, this research lays the groundwork for future studies employing mixed or action research to assess the measurable impact of Umar-inspired leadership on institutional performance. Ultimately, the findings affirm that revitalizing Islamic servant leadership offers a strategic pathway toward ethical, participatory, and sustainable educational governance in the era of Education 5.0