Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Edukasi Islami: Jurnal Pendidikan Islam Jurnal PAI Raden Fatah
Muhammad Farizal Amri
Universitas Terbuka
Religion Humanities Education Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Integrating Online Gamification into Islamic Religious Education in Indonesian Elementary Schools Muhammad Farizal Amri
PAI RAFAH Vol 7 No 4 (2025): Jurnal PAI Raden Fatah
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/pair.v7i4.31796

Abstract

The advancement of educational technology has opened new opportunities for digital innovation in Islamic Religious Education (IRE). This study aims to analyze the implementation of online gamification in IRE at SD Negeri 3 Ngadirgo, Semarang, and its influence on students’ engagement, motivation, and moral internalization. Using a qualitative descriptive approach, data were collected through classroom observations, interviews with teachers, students, and the principal, as well as an analysis of instructional documents. The findings indicate that digital platforms such as Wordwall, Quizizz, Canva, and Wheel of Names effectively enhance students’ enthusiasm, participation, and moral awareness, particularly values of honesty, responsibility, and ukhuwah islamiyah (Islamic brotherhood). Teachers demonstrated pedagogical readiness by designing game-based lessons aligned with the moral objectives of IRE. Institutional support, including digital infrastructure, teacher collaboration, and visionary leadership, further strengthened the sustainability of innovation. This study concludes that online gamification can serve as a modern form of ta’dib (moral cultivation), integrating digital creativity with spiritual formation. It contributes to the development of the digital faith pedagogy framework, emphasizing that technology, when guided by ethical and spiritual purposes, can become a catalyst for value-based learning in Islamic education.
DETERMINANTS OF ONLINE MICROTEACHING EFFECTIVENESS IN TEACHER EDUCATION Muhammad Farizal Amri
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 02 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i02.10353

Abstract

Despite the growing adoption of online microteaching in teacher education, limited empirical evidence exists regarding the combined influence of technological and pedagogical factors on learning effectiveness, particularly within open and distance learning environments. This study investigates the determinants of online microteaching effectiveness by examining the roles of learning management system (LMS) quality, tutor quality, webinar-based support, and peer assessment within an Islamic Education teacher education program at Universitas Terbuka, Indonesia. A quantitative approach employing a cross-sectional survey design was adopted. Data were collected from 97 pre-service teachers who had completed an online microteaching course and were analyzed using multiple linear regression. The findings revealed that LMS quality, tutor quality, and webinar-based support had significant positive effects on online microteaching effectiveness, with webinar-based support emerging as the strongest predictor (β = 0.365, p < .01). In contrast, peer assessment did not demonstrate a significant direct effect (β = 0.032, p > .05). The regression model explained a substantial proportion of variance in learning effectiveness (R² = 0.754), indicating strong explanatory power. The findings suggest that meaningful synchronous interaction plays a more influential role than technological infrastructure or peer-based evaluation in shaping students’ perceptions of online microteaching effectiveness. The study contributes to the literature by simultaneously examining technological, instructional, and interactional determinants within a single analytical framework, thereby providing a more comprehensive understanding of effective online microteaching practices. The findings also support the relevance of the Community of Inquiry framework and Social Constructivism Theory in explaining practice-based learning within online teacher education contexts. Practically, the results highlight the importance of integrating well-designed webinar sessions, high-quality LMS environments, and effective tutor support to enhance online microteaching experiences. These insights are particularly relevant for teacher education institutions operating within open and distance learning systems seeking to improve the quality of online practice-based learning.
Co-Authors