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All Journal Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal)
Siti Ria Farhaeni
Universitas Islam Negeri Mataram
Agriculture, Biological Sciences & Forestry Chemistry Education Physics

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Analisis Pelaksanaan TPACK dalam Pembelajaran di Perguruan Tinggi dan Implikasinya terhadap Student Engagement: Studi Kasus di IAIQH Bagu Siti Ria Farhaeni; Saparudin; Emawati
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1930

Abstract

This study aims to analyze the implementation of Technological Pedagogical Content Knowledge (TPACK) in learning in the Research Methodology course of the Islamic Education Study Program at the Qamarul Huda Islamic Institute (IAIQH) Bagu and analyze its implications for student engagement. This study uses a qualitative approach with a case study type. The research subjects consisted of lecturers teaching the Research Methodology course and sixth-semester C-grade Islamic Education Study Program students. Data collection techniques were carried out through observation, interviews, and documentation. Data analysis used the interactive model of Miles, Huberman, and Saldaña which includes data condensation, data presentation, as well as drawing conclusions and verification. Data validity was carried out through source triangulation and technical triangulation. The results of the study indicate that the implementation of TPACK in learning has been carried out through the integration of technological, pedagogical, and material mastery aspects in the learning process. The use of technology such as PowerPoint, LCD projectors, WhatsApp Groups, and the internet is combined with interactive learning strategies through discussions, questions and answers, and providing contextual examples. The implementation of TPACK has had positive implications for student engagement, as evidenced by increased behavioral, emotional, and cognitive engagement during the learning process. However, the learning process still faces challenges such as limited facilities, unstable internet connections, and students' difficulty understanding scientific terms and complex research materials.
Evaluasi Pembelajaran Pendidikan Agama Islam dalam Perspektif Kurikulum Merdeka Siti Ria Farhaeni; Abdul Fattah; Suhirman
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2042

Abstract

Islamic Religious Education (PAI) plays a crucial role in shaping students who are faithful, pious, and have noble character. However, PAI learning evaluation practices still tend to be cognitively oriented through written tests and memorization of material, resulting in less than optimal measurement of affective and psychomotor aspects, as well as the internalization of Islamic values in students' lives. Furthermore, teachers' understanding of the evaluation concept in the Independent Curriculum, particularly holistic and authentic evaluation, remains suboptimal. This situation indicates a gap between the ideal goals of PAI learning and evaluation practices implemented in the field. Therefore, this study aims to analyze the concept and implementation of Islamic Religious Education learning evaluation from the perspective of the Independent Curriculum.. This research employs a qualitative approach with a library research design. The research data were obtained through the examination of books, scientific journals, articles, and various literature sources relevant to PAI learning evaluation and the Merdeka Curriculum. Data analysis was conducted using content analysis through the stages of data condensation, data presentation, and descriptive-analytical conclusion drawing. The research results show that the concept of Islamic Religious Education (PAI) learning evaluation within the Independent Curriculum perspective is implemented through diagnostic, formative, and summative assessments based on the principles of student-centeredness, sustainability, flexibility, holistic, and authenticity. Its implementation serves not only as an instrument for measuring learning outcomes but also as a means of internalizing Islamic values, developing Islamic character, and strengthening students' spirituality through the comprehensive integration of cognitive, affective, and psychomotor aspects. Thus, the evaluation of Islamic Religious Education (PAI) learning within the Independent Curriculum has a more comprehensive, humanistic, and contextual orientation in supporting the achievement of Islamic education goals.
Implementation Of Active Learning Model In Improving Students' Learning Motivation And Understanding In Pai Learning: A Case Study At Sman 1 Jonggat Siti Ria Farhaeni
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 2 (2025): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Islamic Religious Education (PAI) learning in many educational units is still dominated by lecture methods, making it less able to stimulate student activity, motivation, and conceptual understanding. This condition emphasizes the need to implement a learning approach that allows students to be more intensively involved in the process of constructing knowledge. This study aims to describe in depth the implementation of the Active Learning model through Problem Based Learning (PBL) on the material of Mawaris and analyze its influence on the motivation and understanding of students in class XII F10 SMAN 1 Jonggat. This study used a qualitative approach with a case study design. The results of the study indicate that the implementation of Active Learning through PBL was effective and provided space for students to actively participate in discussions, analyze cases, and construct understanding independently. Students showed increased motivation, courage to express opinions, and the ability to solve Mawaris problems. Learning became more dialogic, contextual, and meaningful. Thus, Active Learning has proven relevant in improving the quality of PAI learning, especially on materials that require reasoning and conceptual understanding.
Co-Authors Abdul Fattah Emawati Saparudin Suhirman