Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Edification Journal : Pendidikan Agama Islam Educate : Journal of Education and Learning
Abdur Rohman
UIN Sunan Kudus
Religion Education Languange, Linguistic, Communication & Media Other

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

Found 2 Documents
Search

 1 
Meningkatkan Kerja Sama Siswa Melalui Model Pembelajaran Kooperatif Two Stay Two Stray Pada Mata Pelajaran Fikih Abdur Rohman; Badi'ul Marom; Hamdan Adib
Edification Journal : Pendidikan Agama Islam Vol. 9 No. 1 (2026): Article In Press
Publisher : Sekolah Tinggi Agama Islam (STAI) Bumi Silampari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37092/ej.v9i1.1601

Abstract

Teamwork is a central competency in 21st-century learning and constitutes one of the primary objectives of Physics education, integrating aspects of cognitive, social, and moral development. This study aimed to examine the effectiveness of the cooperative learning model Two Stay Two Stray (TSTS) in enhancing students’ teamwork skills in Physics learning. The study employed a quantitative approach with a quasi-experimental design using a non-equivalent control group design involving two Grade XI classes, namely the experimental group (XI A) and the control group (XI B). Students’ teamwork skills were measured using a validated instrument. Data were analyzed using an independent sample t-test and normalized gain (N-Gain). The findings revealed a statistically significant difference in posttest scores between the two groups (t = 15.26; p < 0.001). Furthermore, the experimental group demonstrated a moderate improvement category (N-Gain = 0.584), whereas the control group showed only a low level of improvement (N-Gain = 0.063).
Pengaruh Integrasi Gamified Learning Berbantuan Wayground Terhadap Peningkatan Motivasi Belajar Sejarah Kebudayaan Islam Di Madrasah Tsanawiyah Naila Amanyya Muhibin Muhibin; Abdur Rohman; Ahmad Aniq Muhibin
Educate : Journal of Education and Learning Vol. 4 No. 2 (2026): Educate : Journal of Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/educate.v4i2.2223

Abstract

This study examined the effect of integrating Gamified Learning and Wayground on students' learning motivation in the Islamic Cultural History subject at MTs Qodiriyah Harjowinangun, Dempet, Demak. Wayground was selected as a gamification platform because it integrates interactive quizzes, real-time feedback, competitive features, and game-based assessment mechanisms that support active student engagement during learning activities. A quantitative approach with a quasi-experimental pretest–posttest control group design was employed. The study involved 56 students, consisting of 28 students in the experimental class and 28 students in the control class, selected through purposive sampling. Data were collected using a validated and reliable learning motivation questionnaire and analyzed using an independent samples t-test and N-Gain analysis. The results revealed a significant difference in learning motivation between the experimental and control groups after the intervention (t(54)=13.744, p<.001), with an exceptionally large effect size (Cohen’s d=3.67). Furthermore, the N-Gain analysis indicated a moderate improvement in students’ learning motivation. These findings indicate that the integration of Gamified Learning and Wayground enhances students’ learning experiences by providing structured challenges, immediate feedback, and interactive activities that support motivation and engagement. This study contributes to the development of gamification-based learning research by providing empirical evidence that the integration of a digital gamification platform within Islamic Cultural History instruction can strengthen students’ motivation and offers a contextual model for implementing technology-enhanced learning in Islamic education.  
Co-Authors Ahmad Aniq Muhibin Badi'ul Marom Hamdan Adib Naila Amanyya Muhibin Muhibin