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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar IJAR : Indonesian Journal of Action Research
Nurul Mahfuza
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Strategi Pedagogis Adaptif dalam Menyelaraskan Gaya Mengajar dengan Budaya Media Digital Generasi Z Husnaini Nuradila; Yuliana Nurul Fatimah; Aulia Shandika Abidin; M. Fasha Al Fikri; Nurul Mahfuza
Indonesian Journal of Action Research Vol. 5 No. 1 (2026)
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijar.2026.51-04

Abstract

Purpose – This study aims to examine adaptive pedagogical strategies in aligning teaching styles with the digital media culture of Generation Z. The rapid development of digital technology has significantly transformed students’ learning behavior, communication patterns, and social interactions. Conventional teaching approaches are often considered less relevant to the characteristics of Generation Z, who are closely connected to digital media and interactive learning environments. Therefore, this study seeks to explore how adaptive pedagogical approaches can create more contextual, engaging, and meaningful learning experiences for Generation Z learners. Design/methods– This study employed a qualitative descriptive approach through library research. Data were collected from various academic sources, including books, journal articles, research reports, and relevant scientific publications discussing adaptive pedagogy, digital media culture, and Generation Z learning characteristics. The data were analyzed using content analysis techniques to identify patterns, concepts, and pedagogical strategies relevant to contemporary educational contexts Findings – The findings indicate that adaptive pedagogical strategies are essential in responding to the learning culture of Generation Z. Digital media has shaped students’ preferences toward interactive, visual, collaborative, and technology-based learning experiences. Consequently, educators are required to transform conventional teaching practices into more flexible and student-centered approaches. The study also found that the integration of digital media, interactive learning methods, and contextual communication can enhance student engagement and participation in learning processes.
Efektivitas Media Quizizz terhadap Keaktifan Mahasiswa pada Pembelajaran Akidah Akhlak Oktavia, Imelda; Fadilah Hannum H; ⁠Nurrahmi Azzahrah; Siti Hartinah; Nurul Mahfuza
Indonesian Journal of Action Research Vol. 5 No. 1 (2026)
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijar.2026.51-05

Abstract

Purpose – This study aims to address the low level of student activeness in Akidah Akhlak learning, which is characterized by limited participation, low responsiveness, and passive engagement during classroom activities. This research was conducted to examine the effectiveness of interactive quiz media based on Quizizz in enhancing student activeness and to provide an innovative digital learning alternative in Islamic education contexts. Design/methods– This study employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were 30 students of the Islamic Education Study Program enrolled in the Akidah Akhlak course. Data were collected through observation sheets measuring student activeness, documentation, and field notes. Data analysis was conducted using descriptive quantitative methods by calculating percentages of student activeness across cycles Findings – The results showed a significant improvement in student activeness after the implementation of Quizizz-based interactive quiz media. The percentage of active students increased from 30% in the pre-cycle to 60% in Cycle I and reached 85% in Cycle II. This indicates that Quizizz effectively enhances student engagement, participation, and responsiveness in learning. The iterative improvements across cycles confirm that integrating digital interactive media contributes positively to active learning environments.
PENGEMBANGAN MEDIA PEMBELAJARAN AUGMENTED REALITY (AR) UNTUK MENINGKATKAN PEMAHAMAN KONTEKSTUAL SISWA Ria Iswari; Wulan Raamadhani; Millatul Hayati Suha; Nurul Mahfuza
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47908

Abstract

This study aims to develop an Augmented Reality (AR)-based learning media and determine its effectiveness in improving students’ contextual understanding. The study was motivated by the low level of students’ contextual understanding caused by conventional learning methods that lack the integration of interactive technology in the learning process. AR-based learning media was developed to help students understand learning concepts more concretely, visually, and interactively so that they can relate the material to real-life situations. This research employed the Research and Development (R&D) method using the ADDIE development model, which consists of the stages of Analysis, Design, Development, Implementation, and Evaluation. The research subjects consisted of students divided into experimental and control classes. Data collection techniques included observation, interviews, questionnaires, and contextual understanding tests. The data were analyzed using quantitative and qualitative descriptive techniques through expert validation analysis, student responses, and N-Gain calculations. The results showed that the developed AR-based learning media achieved a very feasible category based on validations from material experts, media experts, and educational practitioners. In addition, the use of AR media proved effective in improving students’ contextual understanding. This was indicated by the higher posttest and N-Gain scores in the experimental class compared to the control class. AR media also increased students’ motivation, engagement, and participation in the learning process because it provided a more interactive and contextual learning experience. Therefore, Augmented Reality (AR)-based learning media can serve as an innovative alternative to support more engaging, meaningful, and technology-relevant learning in the digital education era
PENGGUNAAN CHATGPT SEBAGAI MEDIA PENDUKUNG PEMBELAJARAN AKIDAH AKHLAK DI MADRASAH ALIYAH Naila Afiyanti; Nur Ramadhani; Salma Adzira; Syarifatul Husni; Nurul Mahfuza
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48178

Abstract

This study aims to analyze the use of ChatGPT as a supporting learning medium in Akidah Akhlak learning at Madrasah Aliyah. The research was motivated by the rapid development of artificial intelligence technology in education and the need for innovative learning media that can improve students’ engagement and understanding in Islamic Religious Education. This study explores how ChatGPT supports the learning process, students’ responses toward its use, and its implications for Akidah Akhlak learning. This study employed a qualitative approach using a case study method. The research subjects consisted of teachers and students at Madrasah Aliyah involved in Akidah Akhlak learning activities utilizing ChatGPT. Data were collected through observations, interviews, and documentation. Data analysis was conducted using data reduction, data presentation, and conclusion drawing techniques. The findings revealed that the use of ChatGPT as a supporting learning medium positively contributed to students’ learning engagement and understanding of Akidah Akhlak materials. Students showed greater interest and participation during learning activities. ChatGPT facilitated easier access to explanations, examples, and learning references interactively and quickly. However, the study also found several challenges, such as students’ dependence on instant answers, limited critical verification of information, and the need for teacher supervision in utilizing AI-based learning tools.
PENGGUNAAN MEDIA PEMBELAJARAN BERBASIS CANVA DALAM MENDUKUNG LITERASI DIGITAL SISWA SMA PADA PEMBELAJARAN PAI Wisnu Legial Barokah; Aulya Rahmadhani Harahap; Bella Saputri; Marsya Dwianda; Nurul Mahfuza
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51016

Abstract

Advances in digital technology have brought about changes in the teaching of Islamic Religious Education (IRE). One digital tool that can be utilised is Canva, a graphic design platform that helps teachers present material in an engaging, interactive and creative manner. This study aims to analyse the use of Canva in supporting the digital literacy of senior secondary school students in Islamic Religious Education. The study employs a descriptive qualitative method using a literature review approach. Furthermore, Canva has the potential to create more innovative Islamic Religious Education lessons that align with the demands of 21st-century education. However, the implementation of Canva in learning still faces various challenges, such as limited digital literacy, internet constraints, the depth of the material, and Islamic digital ethics. Therefore, training and the reinforcement of Islamic values are required so that the use of Canva can run optimally in PAI learning.
Penggunaan Perangkat Mobile dan Dampaknya terhadap Motivasi Belajar Siswa PAI: Sebuah Kajian Literatur Muhammad Fikri Alkhairi; Muhammad Zaki; Padilla Melisa Prastika; Muhammad Ali; Nurul Mahfuza
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54758

Abstract

Integrasi perangkat mobile dalam Pendidikan Agama Islam (PAI) di lingkungan sekolah menawarkan aksesibilitas tanpa batas, namun pada saat yang sama menghadirkan kerentanan terhadap distraksi digital yang dapat mendisrupsi motivasi belajar peserta didik. Penelitian ini bertujuan untuk mengkaji implikasi penggunaan mobile learning terhadap dinamika motivasi belajar peserta didik PAI. Penelitian ini menggunakan pendekatan kajian kepustakaan (library research) dengan menelaah literatur primer dan sekunder yang diterbitkan pada rentang 2021–2026. Data dianalisis secara interaktif menggunakan kerangka Self-Determination Theory (SDT). Hasil sintesis menunjukkan bahwa antarmuka aplikasi yang mengintegrasikan nilai-nilai Islam secara signifikan memfasilitasi kebutuhan otonomi, kompetensi, dan keterhubungan spiritual peserta didik. Meskipun distraksi hiburan digital berpotensi memicu hilangnya motivasi (amotivation), peserta didik terbukti mengonstruksi mekanisme pertahanan unik melalui Self-Regulated Learning (SRL) yang direfleksikan secara teologis sebagai mujahadah an-nafs (perjuangan spiritual menahan kelalaian). Oleh karena itu, disimpulkan bahwa keberhasilan mobile learning tidak semata bergantung pada kecanggihan teknologi, melainkan menuntut transformasi guru PAI menjadi digital religious role model yang memadukan intervensi pedagogis dengan teladan adab digital.
Co-Authors Aulia Shandika Abidin Aulya Rahmadhani harahap Bella Saputri Fadilah Hannum H Husnaini Nuradila M. Fasha Al Fikri Marsya Dwianda Millatul Hayati Suha MUHAMMAD ALI Muhammad Fikri Alkhairi Muhammad Zaki Naila Afiyanti Nur Ramadhani Oktavia, Imelda Padilla Melisa Prastika Ria Iswari Salma Adzira Siti Hartinah Syarifatul Husni Wisnu Legial Barokah Wulan Raamadhani Yuliana Nurul Fatimah ⁠Nurrahmi Azzahrah