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All Journal Journal of Educational Management Research
Vina Rohmatul Ummah
Universitas Islam Ibrahimy Banyuwangi
Humanities Education Social Sciences

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Integrating Gemini AI into Islamic Moral Education: Implications for Students' Learning Outcomes Navisa Ainina Mumtaz; Riza Faishol; Afrida Nur Laili; Vina Rohmatul Ummah
Journal of Educational Management Research Vol. 5 No. 3 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i3.2456

Abstract

This study aimed to examine the effectiveness of Gemini AI-assisted learning in improving students’ understanding of Akidah Akhlak, particularly regarding social media ethics. A quantitative approach was employed using a pre-experimental one-group pretest–posttest design. The participants consisted of 28 eighth-grade students selected through total sampling. Data were collected using an essay test instrument that met validity and reliability requirements, with a Cronbach’s Alpha coefficient of 0.745. Data analysis included the Shapiro–Wilk normality test, homogeneity test, paired-sample t-test, and effect size calculation. The findings indicated that the data met the assumptions of normality and homogeneity. The paired-sample t-test revealed a significant difference between pretest and posttest scores (p < 0.05), demonstrating a substantial improvement in students’ understanding after the implementation of Gemini AI-assisted learning. Furthermore, the effect size analysis produced a Cohen’s d value of 7.336, indicating a very large effect. These findings suggest that Gemini AI-assisted learning is highly effective in enhancing students’ understanding of social media ethics in Akidah Akhlak and highlight the potential of AI-based technologies as innovative pedagogical tools that can support more interactive, adaptive, and meaningful learning experiences in the digital era.
Exploring the Values of Patience and Optimism in Islamic Character Education: A Content Analysis of La Tahzan by Aidh Al-Qarni Aang Kunaifi; Imam Wahyono; Vina Rohmatul Ummah; Ahmad Aziz Fanani
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2680

Abstract

This study aims to explore the values of patience and optimism as fundamental dimensions of Islamic character education embedded in La Tahzan by Aidh Al-Qarni. A qualitative library research approach was employed, using La Tahzan as the primary data source and relevant books and scholarly articles as secondary sources. Data were collected through documentation and analyzed using qualitative content analysis, involving data identification, coding, categorization, interpretation, and conclusion drawing. The findings reveal that the book consistently promotes two core character values. Patience is reflected in perseverance in worship, self-restraint from sinful behavior, and steadfastness in facing adversity with sincerity and trust in Allah. Meanwhile, optimism is expressed through positive expectations for the future, confidence in Allah’s mercy and guidance, and persistence in striving despite challenges and failures. These values are presented as complementary principles that strengthen resilience, self-discipline, and spiritual commitment. The study implies that La Tahzan represents a valuable source of Islamic character education and may serve as a reference for integrating patience and optimism into character development programs and educational practices aimed at fostering resilient and morally grounded learners.
Development of Multiplication Board Media Using the ADDIE Model to Improve Elementary Students’ Mathematics Learning Outcomes Zia Arfina Taufani; Sudarsri Lestari; Vina Rohmatul Ummah
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2734

Abstract

This study aims to develop and examine the feasibility and effectiveness of multiplication board media in improving mathematics learning outcomes among third-grade students. The research employed a Research and Development (R&D) method using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. Data were collected through observation, interviews, expert validation questionnaires, student response questionnaires, and pretest-posttest assessments. The subjects involved material and media experts as validators and third-grade students as research participants. Data analysis was conducted descriptively, while the effectiveness of the developed media was evaluated using the Wilcoxon Signed Rank Test and N-Gain analysis. The results showed that the multiplication board media achieved a feasibility score of 95% from material experts and 85% from media experts, indicating a highly feasible and feasible category, respectively. Student responses demonstrated a very positive perception, with scores ranging from 80% to 90%. The Wilcoxon test showed a significance value of <0.001, and the average N-Gain score of 0.6872 (68.72%) indicated a moderate level of effectiveness. This study implies that multiplication board media can serve as an innovative and practical learning tool to support conceptual understanding and improve students’ mathematics learning outcomes.
Schoolscapes of Inclusion: Interpreting the Meaning of Cultural Diversity in Education Muhammad Davin Yuzaki; Sudarsri Lestari; Vina Rohmatul Ummah
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2752

Abstract

This study aims to explore the phenomenon of cultural diversity in an Islamic elementary school and to examine students’ social interactions as well as the school’s strategic role in fostering an inclusive multicultural environment. A qualitative case study design was employed involving 36 fifth-grade students from two classes. Data were collected through classroom observations, semi-structured interviews with school stakeholders, and document analysis, and were analyzed using data condensation, data display, and conclusion drawing with source triangulation to ensure credibility. The findings indicate that students and teachers demonstrated highly positive responses toward cultural diversity through openness, mutual respect, curiosity, and collaborative learning practices that strengthened intercultural understanding. These positive outcomes were reinforced by inclusive school policies, proactive leadership in promoting tolerance, and continuous teacher guidance that emphasized equality, respect, and national unity. The integration of these strategies created a harmonious learning environment where students from different cultural backgrounds interacted constructively without discrimination. The study implies that comprehensive multicultural leadership, supported by inclusive policies and culturally responsive teaching practices, can serve as an effective framework for promoting social cohesion, equitable learning opportunities, and sustainable multicultural education in diverse elementary school settings.
Co-Authors Aang Kunaifi Afrida Nur Laili Ahmad Aziz Fanani Imam Wahyono Muhammad Davin Yuzaki Navisa Ainina Mumtaz Riza Faishol Sudarsri Lestari Zia Arfina Taufani