Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Tsaqofah: Jurnal Penelitian Guru Indonesia
Dony Agus Prasetyo
Unknown Affiliation
Education

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Model Pembelajaran Gamifikasi dalam Meningkatkan Motivasi dan Keterlibatan Peserta Didik pada Era Digital: Kajian Teoretis dan Implementasinya dalam Pendidikan Dony Agus Prasetyo; Joko Subando
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.10832

Abstract

The transformation of 21st-century education demands learning innovation that can improve students’ motivation, engagement, and learning outcomes. One relevant approach is the gamification learning model, namely the application of game elements in a learning context to create a more engaging, interactive, and meaningful learning experience. This study aims to examine the concept, characteristics, implementation steps, benefits, as well as the strengths and weaknesses of the gamification learning model in the learning process. This study uses a library research method by analyzing various relevant scholarly literature on gamification in education. The results of the review show that gamification can increase students’ intrinsic and extrinsic motivation through the use of game elements, such as points, badges, leaderboards, levels, rewards, and challenges. Gamification also encourages active participation, collaboration, healthy competition, and students’ critical thinking skills. The implementation of gamification can be carried out through various digital media, such as Kahoot, Quizizz, Wordwall, Educandy, Gimkit, and barcode scanners, adjusted to the learning objectives. Although it has various advantages, the implementation of gamification requires careful planning, technological readiness, and appropriate learning management so that the learning orientation does not shift merely toward the achievement of rewards. The conclusion of the study affirms that gamification can serve as an innovative learning model alternative that is relevant to the characteristics of students in the digital era. The implications of this study indicate that gamification contributes to improving the quality of learning processes and outcomes through active, contextual, healthy competitive, and meaningful learning experiences.
Rekonstruksi Konsep Kesiapan Menikah dalam Perspektif Psikologi Pendidikan Islam: Integrasi Kematangan Spiritual, Emosional, dan Sosial Menuju Keluarga Sakinah Dony Agus Prasetyo; Siti Rokhimah
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.10833

Abstract

The phenomenon of increasing divorce rates, household conflicts, and low readiness among couples in entering married life indicates that readiness for marriage cannot be understood merely as readiness in terms of age, economy, or administration. This study aims to reconstruct the concept of readiness for marriage from the perspective of Islamic Educational Psychology through the integration of spiritual, emotional, and social maturity as the foundation for forming a sakinah family. This study uses a library research method with a qualitative-descriptive approach. Data were obtained from the Qur’an, Hadith, psychology literature, Islamic educational psychology, and previous research findings relevant to readiness for marriage, then analyzed using content analysis techniques to formulate a comprehensive conceptual construction of readiness for marriage. The results of the study show that readiness for marriage from the perspective of Islamic Educational Psychology is a condition of individual maturity that includes three main dimensions, namely spiritual maturity in the form of the quality of faith, piety, and understanding of the purpose of marriage; emotional maturity in the form of the ability to manage emotions, resolve conflicts, and build healthy communication; and social maturity in the form of the ability to carry out family roles, adapt to the social environment, and take responsibility for household life. The integration of these three dimensions produces a more holistic model of readiness for marriage than Western psychological approaches, which tend to be oriented toward individual aspects. The conclusion of the study affirms that readiness for marriage needs to be built through a balance of spiritual, emotional, and social dimensions as the basis for forming a sakinah, mawaddah, wa rahmah family. The implications of this study indicate the importance of strengthening premarital education based on Islamic Educational Psychology as a preventive effort to build family resilience and reduce the risk of household conflict.
Model Model Pembelajaran Kooperatif Dony Agus Prasetyo; Muhammad Badruddin Zarkasyi; Sarwanto Sarwanto; Taufiqurahman Taufiqurahman
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.10890

Abstract

Although cooperative learning has been widely used as a cooperation-based learning model, conceptual understanding of its characteristics, objectives, elements, principles, procedures, and application techniques still needs to be examined systematically. This article aims to examine the concept of cooperative learning as a model that positions students as active subjects in the learning process through group cooperation to achieve shared learning objectives. This study used a library research method by analyzing various relevant literature on cooperative learning. The results of the review indicate that cooperative learning can improve academic learning outcomes, social skills, communication skills, individual responsibility, and attitudes of mutual respect for differences among students. The success of this model is supported by positive interdependence, individual responsibility, face-to-face interaction, effective communication, and group evaluation. Various techniques that can be applied include Student Teams Achievement Division (STAD), Group Investigation, Jigsaw, Teams Games Tournament (TGT), Structural Type, and Two Stay-Two Stray. Thus, cooperative learning can serve as an effective alternative learning strategy to create an active, collaborative, communicative, and meaningful learning atmosphere.
Co-Authors Muhammad Badruddin Zarkasyi Sarwanto Sarwanto Siti Rokhimah Subando, Joko - Taufiqurahman Taufiqurahman