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All Journal JIPENDIKA: Jurnal Inovasi Pembelajaran dan Pendidikan
Azazi, Abdul Kohar
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Dampak Paradigma Baru Terhadap Pengembangan Media dan Metode Pembelajaran PAI di MA Nurul Islam Kota Sukabumi Azazi, Abdul Kohar; Nugraha, Mulyawan Safwandy
JIPENDIKA : Jurnal Inovasi Pembelajaran dan Pendidikan Vol. 2 No. 1 (2026): JIPENDIKA: Jurnal Inovasi Pembelajaran dan Pendidikan
Publisher : CV. Berkah Cakrawala Inspirasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66959/75m8gz48

Abstract

This study examines the impact of the new paradigm on the development of instructional media and teaching methods in Islamic Religious Education at MA Nurul Islam, Sukabumi City. Using a qualitative case study design, data were collected through document analysis, classroom observations, and semi-structured interviews with students, the Islamic Religious Education teacher, and the principal. The analysis indicates that the school has established supportive conditions through academic supervision and an internal MGMP forum that encourages innovation and reflective practice. The most visible impact appears in the increased use of digital media, including PowerPoint, projectors, and interactive platforms for formative assessment. Changes in teaching methods are emerging through contextual prompts, group discussions, and project-based learning activities, yet implementation remains inconsistent across classes. Student participation and critical engagement vary, and collaboration is not uniformly developed. Assessment practices show a gradual shift toward formative and digital approaches; however, traditional one-way evaluation and memorization-based tasks persist in some lessons. The key challenges include unequal teacher readiness, limited facilities, and the need for stronger digital source literacy, including guidance on responsible AI use. These findings suggest that media innovation progresses faster than pedagogical and assessment transformation, requiring targeted capacity building and clearer classroom-level standards.
Pengalaman Mahasiswa dalam Kelas Inklusif: Studi Fenomenologi tentang Rasa Aman, Akses Belajar, dan Keadilan Azazi, Abdul Kohar; Nugraha, Mulyawan Safwandy; Anwarudin, UK
JIPENDIKA : Jurnal Inovasi Pembelajaran dan Pendidikan Vol. 1 No. 1 (2025): JIPENDIKA: Jurnal Inovasi Pembelajaran dan Pendidikan
Publisher : CV. Berkah Cakrawala Inspirasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66959/cj44pj61

Abstract

This phenomenological study examines how university students from diverse social, cultural, and academic backgrounds experience an inclusive classroom in the course “Pengembangan Keberagaman Peserta Didik” at Institut KH Ahmad Sanusi Sukabumi. Data were collected through in-depth interviews with three students with contrasting socio-economic conditions and communication norms, interviews with two lecturers, and one cycle of classroom observation. We conducted thematic analysis through repeated reading, open coding, clustering, and triangulation across sources. The findings show that psychological safety grows when lecturers respond to mistakes without judgment, yet it becomes fragile when discussions are dominated by a few students and when identity-related jokes target accent or social class. Learning access is constrained by fast pacing, dense academic language, and unequal access to devices, which pushes some students to rely on phones, peers, and self-study to keep up. Perceived fairness strengthens when lecturers provide transparent rubrics, written feedback, opportunities for revision or remedial work, and reasonable accommodations such as flexible deadlines. Cultural norms of politeness and respect for hierarchy also shape participation, often leading students to disagree indirectly. These results support more structured discussion protocols, anti-mockery norms, low-tech alternatives, and explicit assessment guidance.
Co-Authors Anwarudin, UK Mulyawan Safwandy Nugraha