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Anggra Prima
Sekolah Tinggi Agama Islam Sangatta, Indonesia
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Implementasi Media Digital YouTube dalam Pembelajaran PJOK Materi Senam Irama untuk Mengembangkan Keterampilan Motorik Siswa Kelas V di SD Negeri 009 Sangatta Utara Husnaeni Husnaeni; Anggra Prima; Jumrianah
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1753

Abstract

This study aims to describe the implementation of YouTube digital media in physical education (PJOK) learning, identify the obstacles encountered, and explain the solutions used to develop the motor skills of fifth-grade students at SD Negeri 009 Sangatta Utara. This study used a qualitative approach with a field research design. Data were collected through observation, interviews, and documentation involving the principal, PJOK teachers, and fifth-grade students. Data were analyzed through data condensation, data presentation, and conclusion drawing, while data validity was ensured through triangulation techniques. The results showed that the implementation of YouTube digital media was carried out through three stages: planning, implementation, and evaluation. In the planning stage, teachers prepared learning materials and selected appropriate YouTube videos related to rhythmic gymnastics. In the implementation stage, YouTube videos were used as visual learning media to help students observe and practice movements repeatedly. In the evaluation stage, teachers assessed students' motor skills through direct observation during practical activities. The use of YouTube contributed to the improvement of students' motor skills, especially in movement coordination, accuracy, agility, and imitation ability. In addition, students became more active, enthusiastic, and involved in the learning process. Barriers include limited internet access, inadequate facilities, differences in student motor skills, and a lack of confidence among some students. To address these challenges, teachers download videos, use personal devices when necessary, provide step-by-step guidance, and consistently motivate students. Therefore, YouTube can serve as an innovative and effective learning medium to support motor skill development in elementary school students.
Pemanfaatan Media Pembelajaran Canva Pada Pelajaran IPAS di Kelas III SDI Mutiara Islam Al Ittiba Nurwanaliyanti Nurwanaliyanti; Anggra Prima; Jumrianah Jumrianah
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1803

Abstract

This study aimed to describe the utilization of Canva as a learning medium in IPAS instruction and to identify the supporting and inhibiting factors in its implementation among third-grade students at SDI Mutiara Islam Al Ittiba’ Sangatta Utara. A qualitative descriptive field research design was employed, with data collected through classroom observation, semi-structured interviews with the vice principal for curriculum, two homeroom teachers, and selected students, as well as documentation of learning materials. Data were analyzed using the interactive model of Miles and Huberman, involving data reduction, data display, and conclusion drawing, while data trustworthiness was ensured through source, technique, and time triangulation. The findings revealed that Canva was utilized across three main stages: planning, where teachers designed slides, student worksheets (LKPD), and happy notes tailored to students’ characteristics; implementation, where it served as a visual and interactive tool to present material and facilitate discussion; and evaluation, where it supported feedback through attractive notes. Supporting factors included adequate technological facilities, the user-friendly nature of Canva, school policy support, and students’ enthusiasm. In contrast, inhibiting factors comprised limited access to Canva Edu, unstable internet connections, insufficient supporting devices, time constraints in media preparation, and the tendency to use templates without sufficient pedagogical adaptation. Teachers addressed these challenges through adaptive strategies such as preparing backup media, downloading designs in advance, simplifying visual layouts. The study concludes that Canva effectively enhanced the concreteness and engagement of IPAS learning, although its optimal utilization requires stronger institutional support in infrastructure and continuous teacher professional development.
Implementasi Pendidikan Agama Islam dalam Membangun Kepekaan Sosial Peserta Didik di SMA Negeri 1 Sangatta Utara Gilang Tresna Sanubari; Anggra Prima; Satriah
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1912

Abstract

This study aims to describe the condition of students' social sensitivity, analyze the implementation of Islamic Religious Education (PAI), and identify PAI teachers' strategies in building social sensitivity in SMA Negeri 1 Sangatta Utara. The research uses a descriptive qualitative approach with the type of field research. Data were obtained through non-participant observations, structured interviews with two PAI teachers and two students, and school program documentation. Data analysis follows the stages of data condensation, data presentation, and conclusion drawn; The validity of the data is strengthened through triangulation of sources and methods. The results of the study showed that the social sensitivity of students was generally classified as good and reflected in social awareness, empathy, care, social response, and participation in religious and social activities. The implementation of PAI is carried out through Qur'anic tadarus, joint prayer, group learning, discussions, infaq, fundraising, visits to sick school residents, social services, and sharing activities. Teachers' strategies include examples, habituation, advice, strengthening positive behaviors, and involving students in real social experiences. The obstacles found are the use of gadgets and social media which can reduce direct interaction and differences in the level of participation between students. Research confirms that PAI that is integrated with school culture and social practices is able to connect religious knowledge with students' prosocial actions.
Strategi Asesmen Autentik Guru PAI dalam Meningkatkan Prestasi Belajar Siswa di SMP Al Munawwir Sangatta Selatan Muhammad Nabil; Anggra Prima; Abdul Kadir
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examined the authentic assessment strategies used by Islamic Religious Education (PAI) teachers to improve student learning achievement at SMP Al Munawwir Sangatta Selatan. The research employed a descriptive qualitative field-study design. Data were collected through classroom observation, semi-structured interviews with PAI teachers, the principal, and selected students, as well as documentation of assessment instruments and student work. Data analysis followed the stages of data condensation, data display, and conclusion drawing, while trustworthiness was strengthened through source, technique, and time triangulation. The findings showed that authentic assessment was implemented systematically from planning to follow-up by aligning assessment techniques with learning objectives, subject matter, and student characteristics. Teachers used attitude observation, written and oral tests, worship practice, Qur’an and prayer memorization, presentations, group discussions, projects, portfolios, self-assessment, and peer assessment. These strategies enabled teachers to evaluate cognitive, affective, and psychomotor domains more comprehensively and encouraged students to become more active, responsible, confident, and capable of applying religious knowledge in practical contexts. Supporting factors included clear learning objectives, teacher readiness, varied learning methods, student participation, school support, and available instructional media. Inhibiting factors involved limited time, complex assessment administration, student heterogeneity, uneven participation, and insufficient facilities and training. Teachers addressed these constraints through systematic planning, clear rubrics, phased assessment, instructional technology, continuous guidance, and school-based professional development. The study concludes that authentic assessment contributes positively to meaningful PAI learning and student achievement when supported by coherent planning, valid instruments, active student involvement, and sustained institutional support.
Co-Authors Abdul Kadir Gilang Tresna Sanubari Husnaeni Husnaeni Jumrianah Jumrianah Jumrianah Muhammad Nabil Nurwanaliyanti Nurwanaliyanti Satriah