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All Journal Academicus International Journal of Teaching and Learning (INJOTEL) ADIBA (JOURNAL OF EDUCATION)
Rendy S. Sambara
IAIN Sultan Amai Gorontalo
Education Languange, Linguistic, Communication & Media Mathematics Other

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 1 
PERAN GURU SEBAGAI AGEN PERUBAHAN DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA PADA PENDIDIKAN ABAD 21 Moh Fadli; Sri Yuanita Talingansing; Fajri Ahmad; Asma D. Salam; Shelsea Olivia D. Djafar; Rendy S. Sambara
ADIBA : JOURNAL OF EDUCATION Vol. 5 No. 4 (2026): ADIBA (JOURNAL OF EDUCATION)
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20694106

Abstract

This study aims to examine the role of teachers as agents of change in improving students’ learning motivation in 21st-century education. This study is important because technological developments and changes in learning patterns require teachers to be more adaptive, innovative, and oriented toward students’ needs. The research employed a qualitative approach using library research. Data sources were obtained from scientific journals, books, and academic articles relevant to the research topic. Data collection was conducted through documentation studies, while data analysis used content analysis techniques. The findings indicate that teachers play important roles as motivators, facilitators, innovators, and guides in the learning process. The implementation of active learning methods, student-centered learning approaches, and the use of educational technology were found to increase students’ participation and learning motivation. The study also found that limited facilities, lack of technological mastery, and differences in students’ characteristics remain challenges in implementing 21st-century learning. This study provides practical implications for teachers and educational institutions in developing more effective, interactive, and relevant learning processes in modern education.
The Influence of Using TikTok as a Learning Resource on Students’ Learning Outcomes in Fiqh Subject among Seventh Grade Students at MTsN 1 Buol Nurul Aviva; Najamuddin Petta Solong; Apriliyanus Rakhmadi Pratama; Rendy S. Sambara
Academicus: Journal of Teaching and Learning Vol. 5 No. 2 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v5i2.140

Abstract

This study examined differences in students' Fiqh learning outcomes before and after using TikTok as a learning resource and tested whether the intervention significantly affected seventh-grade students at MTsN 1 Buol. A quantitative quasi-experimental method with a nonequivalent control group design was applied. The sample consisted of class VII.C as the experimental group (n = 32) and class VII.D as the control group (n = 32), selected purposively because both classes used the same curriculum, studied the same topic, were taught by the same teacher, and were not acceleration classes. The intervention was conducted in four regular Fiqh meetings; TikTok was used as a supervised short-form microlearning resource through teacher-curated videos, guided worksheets, and group discussion. The instrument was a 24-item multiple-choice test that met validity and reliability criteria (KR-20 = 0.872). Descriptive results showed that the experimental class increased from 44.88 to 68.78, while the control class increased from 45.50 to 62.97. The independent-samples t-test indicated a significant difference in posttest scores (Sig. = 0.034 < 0.05; Cohen's d = 0.54). These findings indicate that TikTok, when curated and controlled pedagogically, can transform procedural Fiqh material into concrete audiovisual learning experiences. The study recommends TikTok as a complementary learning resource, provided that teachers apply content selection, digital discipline rules, and reflective discussion to minimize distraction.
OPTIMIZING THE LECTURE METHOD TO ENHANCE STUDENTS' INTERACTION AND LEARNING INTEREST IN THE DIGITAL ERA Rendy S. Sambara; Fahmi; Gesika Avelina
International Journal of Teaching and Learning Vol. 4 No. 3 (2026): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21410263

Abstract

This study aims to examine how the lecture method can be optimized to enhance student interaction and learning interest in the digital era. This study is motivated by the current phenomenon in which the lecture method is often perceived as less effective due to its predominantly one-way communication, leading to student boredom and, consequently, a decline in learning interest. This research employed a qualitative approach using a library research design by reviewing scholarly articles and other relevant and credible sources. The findings indicate that the lecture method remains relevant in contemporary education when combined with digital technology and interactive instructional strategies to improve learning effectiveness. Several strategies that contribute to the effectiveness of the lecture method include promoting interactive learning, utilizing digital media, and integrating the lecture method with other instructional approaches, such as interactive discussions and project-based learning. Furthermore, teachers' readiness and pedagogical competence in implementing these strategies play a crucial role in determining their success. Therefore, optimizing the lecture method through technology-based and interactive approaches can significantly enhance student participation and learning interest in the digital era.
TRANSFORMATION OF ISLAMIC RELIGIOUS EDUCATION LEARNING IN THE DIGITAL ERA: OPPORTUNITIES AND CHALLENGES IN ENHANCING TEACHER AND STUDENT READINES Gesika Avelina; Muhammad Chairullah Tamiran; Sartia S.A Sanua; Rendy S. Sambara
International Journal of Teaching and Learning Vol. 4 No. 3 (2026): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21410306

Abstract

Digital transformation has significantly reshaped various aspects of education, including the teaching and learning of Islamic Religious Education (IRE). Rapid technological advancements require the adaptation of instructional strategies, teaching methods, and learning media to ensure that IRE remains relevant to the needs of students in the digital era. This study aims to analyze the transformation of IRE learning in the digital age by examining the opportunities and challenges associated with enhancing the readiness of teachers and students. The research employs a qualitative descriptive approach using a library research method through the analysis of relevant scholarly literature. The findings indicate that the digitalization of IRE offers opportunities to expand access to Islamic learning resources, enhance teachers' creativity, and increase student engagement through various digital learning platforms and media. Nevertheless, the transformation process also faces several challenges, including limited digital competence among teachers, disparities in technological infrastructure, low levels of digital literacy, and ethical issues related to technology use. Therefore, the successful implementation of digital IRE learning requires the readiness of human resources and the effective integration of technology while maintaining alignment with Islamic values and educational principles.
Co-Authors Apriliyanus Rakhmadi Pratama Asma D. Salam Fahmi Fajri Ahmad Gesika Avelina Moh Fadli Muhammad Chairullah Tamiran Najamuddin Petta Solong Nurul Aviva Sartia S.A Sanua Shelsea Olivia D. Djafar Sri Yuanita Talingansing