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All Journal Action Research Journal Indonesia (ARJI) Cultura Islamica: Journal of Islamic Studies, Management, and Culture
Nadya Ranialini
Universitas Islam Negeri Raden Intan Lampung
Religion Humanities Education Social Sciences

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Learning Outcomes: How is the FERA Learning Model Experimentation in Islamic Religious Education Learning? Nadya Ranialini; Erlando Dimas Dwi Putra; Eva Amelia; Istiqomah Istiqomah; Halimatus Sadiyah; Nurul Azizah
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.413

Abstract

Teachers who frequently rely on lecturing as a teaching method often cause students to become passive in class and struggle to understand the material. As a result, student learning outcomes tend to decline. Traditional teaching models such as lectures and assignments often have minimal impact on improving students’ academic performance. This study aims to analyze the experimentation of the Focus, Explore, Reflect, Apply (FERA) learning model in enhancing students’ learning outcomes in Islamic Religious Education (PAI) at SMP Negeri 29 Bandar Lampung. The FERA learning model encourages students to be active, think critically, reflect, and apply knowledge in their daily lives. This research used a quantitative approach with a quasi-experimental design. The sample consisted of one experimental group and one control group. Data collection was carried out using a test instrument. Data analysis techniques included normality tests, homogeneity tests, and hypothesis testing.The results of the data analysis show that the FERA learning model had a significant effect on student learning outcomes. The test results yielded a significance value of 0.020. Since this value is less than the significance threshold (< 0.05), it can be concluded that there is a significant difference in the average scores between the experimental and control groups. These findings demonstrate that the use of innovative learning models such as FERA can contribute to improving students' academic performance, particularly in Islamic Religious Education.The FERA model successfully encouraged students to be more active and participative in the learning process, deepened their understanding of concepts, and fostered positive attitudes such as confidence and responsibility. This model also addresses the shortcomings of conventional teaching methods, which are often monotonous and fail to motivate students. Therefore, implementing the FERA model is highly recommended to make learning more innovative, meaningful, and aligned with Islamic educational values that emphasize reflection and the application of knowledge in daily life.This research is beneficial in helping students become more active learners, supporting teachers in selecting appropriate teaching models, and serving as a reference for other researchers in developing relevant instructional approaches.Top of Form
IRE Students' Perception of The Relevance of IRE Learning In Higher Education: A Qualitative Study In An Academic Environment Nurul Azizah; Fadli Fadli; Jaya Gusnanda; Fitri Khairunisa; Fauziah Ahmad; Nadya Ranialini
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.441

Abstract

The evolving times and increasing complexity of student life demand that Islamic Religious Education (IRE) in higher education be more relevant and contextually grounded. However, a gap still exists between the content of IRE instruction and the actual needs of students in addressing contemporary social, moral, and technological challenges within the academic environment. This study aims to explore the perceptions of students in the Islamic Religious Education program at Raden Intan State Islamic University, Lampung, regarding the relevance of IRE in higher education. Employing a qualitative descriptive approach, data were collected through semi-structured interviews with ten students from diverse academic backgrounds and class levels. Participants were selected using a snowball sampling technique, and the data were analyzed through stages of data collection, reduction, presentation, and conclusion drawing. The findings reveal varied student perceptions of IRE learning. Some students view it as still relevant due to its role in character building, moral and spiritual value formation, and equipping them for campus life challenges. However, others criticized the overly theoretical nature of the instruction, the lack of practical application, and its limited alignment with current social and technological realities. Lecturers who can contextualize material and apply interactive teaching methods are perceived as more effective. The study highlights the need to renew IRE teaching strategies to make them more contextual, responsive to contemporary developments, and centered on active student engagement. It recommends the development of participatory learning strategies, the integration of technology, and the strengthening of theory-practice connections to enhance the internalization of religious values in students' academic and social lives.
The Utilization of ChatGPT: Its Correlation with Self-Regulated Learning among Students of Islamic Education at UIN Raden Intan Lampung Risqiya Qurrota A’yun; Nurul Azizah; Robi Zulfikar; Nadya Ranialini; Akbar Fauzi
Cultura Islamica: Journal of Islamic Studies, Management, and Culture Vol. 1 No. 1 (2025): June 2025 | Islamic Studies, Management, and Culture
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/culturaislamica.v1i1.266

Abstract

This study aims to analyze the relationship between the use of ChatGPT and the self-regulated learning of students in the Islamic Education Department (PAI) at UIN Raden Intan Lampung. In line with technological advancements, ChatGPT, an artificial intelligence-based tool, has increasingly been utilized in various academic activities, including supporting independent learning processes. This research employs a quantitative approach using a correlational method, where data is collected through a questionnaire measuring both the frequency of ChatGPT use and the level of students' self-regulated learning. The sample consists of 33 randomly selected PAI students. Data analysis was conducted using Pearson correlation analysis to determine the relationship between the two variables. The results indicate a significant and positive relationship between the use of ChatGPT and students' self-regulated learning, meaning that the more frequently students use ChatGPT, the higher their level of self-regulated learning. These findings highlight the potential of ChatGPT as an effective tool for enhancing students' self-regulated learning in the digital age and provide recommendations for developing technology-based learning strategies in higher education.
The Socio-Demographic Impacts on Islamic Character Education: A Comparative Study of Madrasah Aliyah Students in Urban and Rural Areas Suci Amellia; Maria Noor; Nadya Ranialini; Pitra Gosha Patriasya; Andelina Damayanti
Cultura Islamica: Journal of Islamic Studies, Management, and Culture Vol. 1 No. 2 (2025): December 2025 | Islamic Studies, Management, and Culture
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/culturaislamica.v1i2.330

Abstract

This study examines the socio-demographic impacts on Islamic character education among Madrasah Aliyah students, comparing urban and rural environments in Lampung Province, Indonesia. The aim of this study is to explore how social, economic, and cultural backgrounds influence students' understanding and internalization of religious moderation in character education. Data were collected through direct classroom observations, in-depth interviews with students, teachers, and madrasah principals, as well as document analysis from four selected madrasahs: Madrasah Aliyah Negeri (MAN) 2 Bandar Lampung and MA Al-Utrujiyyah in urban areas, and MAN 1 Pesawaran and MA Darul Huda in rural areas. A qualitative approach with a descriptive phenomenological design was used to analyze the differences in students' understanding of religious moderation between urban and rural areas. The findings show that students in urban areas, with broader access to information and exposure to diverse cultures, exhibit a more inclusive and dynamic understanding of Islamic values such as tolerance and diversity. In contrast, students in rural areas, who are more reliant on traditional teachings and have limited access to external information, tend to have a more rigid understanding of Islamic teachings. These differences highlight the importance of adapting Islamic character education to the socio-demographic context in both urban and rural environments. This study contributes to the development of an inclusive Islamic character education model that supports religious moderation and social harmony across various environments.
Co-Authors Akbar Fauzi Andelina Damayanti Erlando Dimas Dwi Putra Eva Amelia Fadli Fadli Fauziah Ahmad Fitri Khairunisa Halimatus Sadiyah Istiqomah Istiqomah Jaya Gusnanda Maria Noor Nurul Azizah Pitra Gosha Patriasya Risqiya Qurrota A’yun Robi Zulfikar Suci Amellia