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The Use of Image Media to Improve Student Learning Outcomes in Pancasila Education Lessons Indah Saputri; Muh Ngali Zainal Makmun; Lutfi Fadilah; Majdy Kasheem
Attractive : Innovative Education Journal Vol. 7 No. 2 (2025): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v7i2.1786

This study aims to analyze the use of image media in improving student learning outcomes in Pancasila Education subjects in class IIA MI NU Metro. The main problem raised is the low student learning outcomes due to less varied learning methods and minimal use of media that are in accordance with student characteristics. This study uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The subjects of the study were class IIA students consisting of 26 students. The results of the study showed that the use of image media made a real contribution to improving conceptual understanding, student activeness in learning, and higher learning motivation. Images that are relevant to the teaching material help students connect new knowledge with their concrete experiences. The main contribution of this study is to provide an empirical picture of the effectiveness of visual media in learning Pancasila Education at the elementary level, especially for students with concrete cognitive abilities. This study also shows the importance of the role of teachers in selecting and designing appropriate media so that the learning process becomes more meaningful and enjoyable.

Teacher Practices in the Development and Implementation of Deep Learning-Based Teaching Materials Oriented Towards Islamic Values to Support Meaningful Learning Lutfi Fadilah; Muhammad Amin Qodri Syahnaidi; Ratih Ratih; Muhammad Irfan Fadholi; Ulum Fatimatul Markhumah
Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i1.1151

The transformation of learning through the Deep Learning approach requires teachers not only to understand the concept theoretically but also to be able to apply it in meaningful learning tools and practices. This research aims to describe teacher practices in developing and implementing Deep Learning-based learning tools grounded in Islamic values to support meaningful learning. The study employed a qualitative method with a descriptive design. It was conducted at SMP Ma'arif 5 Metro, involving 20 teachers. Data were collected through observation, interviews, and documentation of learning tools and workshop activities, then analyzed thematically through coding, categorization, theme identification, and interpretation. The results show that teachers possess an initial understanding of the Deep Learning concept, but its implementation is not yet fully optimal. Teachers have developed teaching modules that include the use of media and learning methods; however, their application still faces obstacles, particularly concerning student characteristics and time management. These conditions mean that the designed media and methods cannot always be implemented optimally. The findings indicate that reinforcement through workshops helps teachers operationalize Deep Learning principles into more practical lesson plans. This change is evident in the teachers' ability to use six learning formulas as a framework to connect material, activities, real-world problems, solutions, products, and reflection. This underscores the importance of strengthening teacher capacity by connecting conceptual understanding with the practical development of tools and implementation of learning to achieve meaningful, contextual learning based on Islamic values.

Fear of Missing Out (FOMO) and the Formation of Academic Identity among Preservice Islamic Education Teachers: A Study of PAI 6E Students Andri Supino; Rina Mida Hayati; Lutfi Fadilah; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1436

This study aims to analyze the phenomenon of Fear of Missing Out (FOMO) in the formation of academic identity among Islamic Education students in the digital era. FOMO, which is associated with intensive social media use, has emerged as a new challenge in education, particularly in maintaining students’ commitment to academic values. This study employed a qualitative approach using a phenomenological method to explore students’ subjective experiences of FOMO. The participants were students from the PAI 6E class who were selected through purposive sampling. The findings indicate that FOMO is influenced by psychological factors, including social anxiety and the need for social recognition, as well as the high intensity of social media use. FOMO affects students’ learning concentration, time management, and engagement in academic activities. Furthermore, it influences the formation of students’ academic identities, which does not occur linearly but rather through an ongoing process of negotiation between academic demands and digital-social pressures. Nevertheless, students continue to demonstrate an awareness of academic values as an important component of their identities. The study concludes that FOMO is a significant factor shaping students’ academic dynamics and the development of their academic identities. Therefore, strengthening digital literacy and fostering academic character are essential to help students navigate the challenges associated with digital environments.

Fear of Missing Out (FOMO) and the Formation of Academic Identity among Preservice Islamic Education Teachers: A Study of PAI 6E Students Andri Supino; Rina Mida Hayati; Lutfi Fadilah; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1436

This study aims to analyze the phenomenon of Fear of Missing Out (FOMO) in the formation of academic identity among Islamic Education students in the digital era. FOMO, which is associated with intensive social media use, has emerged as a new challenge in education, particularly in maintaining students’ commitment to academic values. This study employed a qualitative approach using a phenomenological method to explore students’ subjective experiences of FOMO. The participants were students from the PAI 6E class who were selected through purposive sampling. The findings indicate that FOMO is influenced by psychological factors, including social anxiety and the need for social recognition, as well as the high intensity of social media use. FOMO affects students’ learning concentration, time management, and engagement in academic activities. Furthermore, it influences the formation of students’ academic identities, which does not occur linearly but rather through an ongoing process of negotiation between academic demands and digital-social pressures. Nevertheless, students continue to demonstrate an awareness of academic values as an important component of their identities. The study concludes that FOMO is a significant factor shaping students’ academic dynamics and the development of their academic identities. Therefore, strengthening digital literacy and fostering academic character are essential to help students navigate the challenges associated with digital environments.

Fear of Missing Out (FOMO) and the Formation of Academic Identity among Preservice Islamic Education Teachers: A Study of PAI 6E Students Andri Supino; Rina Mida Hayati; Lutfi Fadilah; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1436

This study aims to analyze the phenomenon of Fear of Missing Out (FOMO) in the formation of academic identity among Islamic Education students in the digital era. FOMO, which is associated with intensive social media use, has emerged as a new challenge in education, particularly in maintaining students’ commitment to academic values. This study employed a qualitative approach using a phenomenological method to explore students’ subjective experiences of FOMO. The participants were students from the PAI 6E class who were selected through purposive sampling. The findings indicate that FOMO is influenced by psychological factors, including social anxiety and the need for social recognition, as well as the high intensity of social media use. FOMO affects students’ learning concentration, time management, and engagement in academic activities. Furthermore, it influences the formation of students’ academic identities, which does not occur linearly but rather through an ongoing process of negotiation between academic demands and digital-social pressures. Nevertheless, students continue to demonstrate an awareness of academic values as an important component of their identities. The study concludes that FOMO is a significant factor shaping students’ academic dynamics and the development of their academic identities. Therefore, strengthening digital literacy and fostering academic character are essential to help students navigate the challenges associated with digital environments.

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