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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Profetika: Jurnal Studi Islam
Khozin
Universitas Muhammadiyah Malang, Malang
Religion Humanities Education Social Sciences Other

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Improving self-confidence and speaking skills in elementary students through action-based learning Ardhian Zahroni; Mohammad Syaifuddin; Khozin
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 1 (2026): February
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i1.94-105

Abstract

Low self-confidence and limited oral proficiency remain significant hurdles for young language learners, often exacerbated by high affective filters and conventional, non-interactive teaching methods. This study aims to evaluate the effectiveness of Action-Based Learning (ABL), integrated with gamified digital tools, in enhancing English-speaking skills and self-confidence among elementary school students. Drawing on constructivist learning theory and the Affective Filter Hypothesis, the pedagogical framework was operationalized through iterative "act-and-reflect" cycles, supported by digital platforms such as Wordwall, to foster a low-anxiety, high-engagement classroom environment. The research employed a quasi-experimental pretest-posttest control group design involving 50 fifth-grade students (n=25 per group). Data were gathered through standardized speaking tests, Likert-scale questionnaires, and classroom observations, and analyzed using paired and independent t-tests. Findings revealed that the experimental group achieved substantial gains in self-confidence (Mdif = 1.30, p < .001) and English-speaking skills (Mdif = 1.25, p < .001). Post-test comparisons confirmed that the ABL group significantly outperformed the control group in both confidence (t = 4.51, p < .001) and oral performance (t = 3.35, p = .0012). These results provide empirical evidence that experiential "learning-by-doing" tasks and gamification effectively mitigate Foreign Language Speaking Anxiety (FLSA) while bolstering communicative competence and self-efficacy. Consequently, ABL is recommended as a strategic pedagogical tool to evolve traditional instructional methods and foster early language success in elementary contexts.
Islamic Story-Based Learning in Islamic Religious Education: Advancing Students’ Literary Appreciation and Sustainable Development Goals Septyana Tentiasih; Khozin
Profetika: Jurnal Studi Islam Vol. 28 No. 01 (2027): Profetika Jurnal Studi Islam 2027
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/profetika.v28i01.16233

Abstract

Objective: This study aims to examine the role of narrative pedagogy in repositioning Islamic stories as reflective and aesthetic literary texts within Islamic Religious Education (IRE) and analyze their alignment with the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 16 (Peace, Justice, and Strong Institutions). Theoretical framework: The study relies on narrative pedagogy, literary appreciation theories, and Education for Sustainable Development (ESD) frameworks to conceptualize religious narratives as tools for aesthetic, ethical, and socio-emotional engagement. Literature review: Previous scholarship highlights that traditional religious instruction often relies on cognitive rote learning, whereas narrative approaches transform abstract theological doctrines into contextualized, lived human experiences. Method: A qualitative literature-based analysis was employed to examine how narrative structures, aesthetic language, and symbolic meanings foster reflective religious understanding. Results: The results indicate that narrative elements—including plot, character development, conflict, and symbolism—enhance students' cognitive, emotional, and imaginative engagement, thereby encouraging critical interpretation, ethical reflection, and dialogical learning. Furthermore, aesthetic dimensions empower students to internalize core values of justice, peace, empathy, and social responsibility, directly supporting the 2030 Agenda for Sustainable Development. Implications: This research provides strategic pedagogical guidelines for IRE educators and curriculum designers to integrate literary-based narratives, cultivating inclusive, values-driven, and globally conscious student competencies. Novelty: The study offers an innovative conceptual synthesis by bridging Islamic narrative pedagogy, literary appreciation, and global sustainability goals, presenting a novel framework for modern religious education.
Co-Authors Ardhian Zahroni Mohammad Syaifuddin Septyana Tentiasih