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All Journal Jurnal Ilmu Pendidikan dan Sosial Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner PIJAR: Jurnal Pendidikan dan Pengajaran At Turots: Jurnal Pendidikan Islam
Andryadi
Institute Agama Islam Yasni Bungo
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Wordwall-Based Gamified Instruction for Enhancing Primary Students’ Learning Interest in Islamic Religious Education: A Two-Cycle Classroom Action Research Tasyha Hidayati; Andryadi; Novita Nurul Hidayah; Sugeng Kurniawan; Baili; Isti Fajri Khairunnisa
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 4 No. 1 Februari 2025: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

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Abstract

Persistently low learning interest among Indonesian primary-school pupils in Islamic Religious Education (Pendidikan Agama Islam, PAI) constrains the depth of moral and cognitive engagement that the subject is intended to develop. Although Wordwall, a browser-based gamified-learning platform, has been examined in thematic, science, and mathematics instruction, its behavioral effect within the PAI context of Integrated Islamic Primary Schools (SDIT) remains underexplored. This study examined whether structured Wordwall use raises learning-interest indicators across two action-research cycles. Following the Kemmis and McTaggart spiral model, planning, action, observation, and reflection phases were enacted with 19 fourth-grade pupils (5 male, 14 female) at SDIT Mutiara Hati, Tebo Regency, during the even semester of 2024/2025. Wordwall activities (matching pairs, true-or-false, gameshow quiz) were embedded into PAI lessons on Praiseworthy Conduct (Akhlak Terpuji). Three behavioral indicators attention, active participation, and feelings of enjoyment were rated by two co-observers using a four-point rubric (±1 scale point inter-rater tolerance), supported by semi-structured interviews and photographic documentation. Quantitative scores were summarised as percentages; qualitative records were analysed through reduction, display, and verification. Mean learning interest rose from 38.0% (poor) at baseline to 56.5% (sufficient) after Cycle I and 81.0% (very good) after Cycle II, an absolute gain of 43.0 percentage points. All three indicators improved monotonically, with attention exhibiting the largest single-cycle gain (26.5 points, Cycle I). Wordwall-based gamified instruction is therefore an effective behavioural intervention for primary-school PAI in resource-constrained settings, and merits replication on larger samples and across different content domains
Implementing the Wafa Five-Stage (5P) Right-Brain Method in Qur’an Memorization at an Indonesian Primary School: A Qualitative Case Study of Pedagogical Adaptation Choirul Azimin; Sriani; Wiwin Narti; Andryadi
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 3 No. 2 (2025): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v3i2.1606

Abstract

Conventional Qur’an memorization (tahfidz) in Indonesian elementary schools often relies on uniform repetition that disregards the concrete-operational cognition of children aged 7–12, yielding fatigue, motivational decline, and uneven progress. The Wafa method, structured around a five-stage protocol (Opening, Experiencing, Teaching, Assessing, Closing abbreviated 5P) and grounded in right-brain multisensory learning, has been promoted as a pedagogical response, yet most existing studies report aggregate effectiveness without examining how classroom teachers operationalize and adapt it when contextual constraints emerge. This study therefore investigates the planning, enactment, encountered constraints, and adaptive strategies of the Wafa 5P method at SD Lab School Integrated SKB, Bungo Regency, Indonesia. A qualitative case-study design was employed; data were generated over a ten-week period (March–May 2024) through participant observation of 24 lessons, semi-structured interviews with eight purposively sampled informants (principal, four tahfidz teachers, three homeroom teachers), and document analysis. Analysis followed the Miles, Huberman, and Saldaña interactive model, with credibility secured through source and method triangulation and prolonged engagement. Findings show that the 5P protocol was implemented in full sequence but encountered three recurrent constraints: difficulty internalizing the Hijaz tonal pattern, irregular attendance linked to home distance, and heterogeneous memorization pace within a 35-minute slot shared with Dhuha prayer. Teachers responded with three contextual adaptations: routine playback of child-oriented murottal audio, autonomy-supportive responses to tardiness coupled with catch-up tasks, and a 14:30–17:00 supplementary tahfidz class. Findings reframe Wafa as a teacher-mediated, context-responsive system, contributing evidence for differentiated Qur’an instruction in primary education.
Implementation of the Inquiry Learning Model to Enhance Students' Conceptual Understanding in Islamic Religious Education: A Qualitative Study at a State Vocational High School in Tebo, Indonesia Qori'atun Munawaroh; Andryadi; Sugeng Kurniawan; Novita Nurul Hidayah; Sriyani; Siti Khamim
Jurnal Ilmu Pendidikan dan Sosial Vol. 4 No. 1 (2025): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v4i1.1609

Abstract

Pendidikan Agama Islam (IRE) di tingkat menengah atas di Indonesia terus didominasi oleh pengajaran berbasis ceramah, yang membatasi keterlibatan aktif peserta didik dengan konstruksi spiritual abstrak seperti mahabbah (cinta), khauf (ketakutan), raja' (harapan), dan tawakkal (kepercayaan kepada Tuhan). Studi ini mengkaji bagaimana model inkuiri-pembelajaran dioperasionalkan di ruang kelas IRE di sekolah menengah kejuruan negeri dan mengidentifikasi kondisi yang memungkinkan atau membatasi implementasinya. Desain deskriptif kualitatif diterapkan di SMK Negeri 2 Rimbo Bujang, Kabupaten Tebo, antara bulan Juni hingga September 2024. Data dihasilkan melalui delapan observasi kelas non-peserta, dua belas wawancara semi-terstruktur dengan kepala sekolah, guru IRE, dan siswa kelas-XI, dan analisis dokumen rencana pelajaran dan artefak pengajaran. Data dianalisis menggunakan model interaktif Miles-Huberman, dan kredibilitas ditetapkan melalui triangulasi sumber dan teknik serta pemeriksaan anggota. Temuan ini menunjukkan bahwa model inkuiri-pembelajaran terungkap di lima tahap operasional dan diberlakukan melalui delapan teknik pedagogis, termasuk pembingkaian kontekstual, pertanyaan terpandu, diskusi kasus, bermain peran, jurnal reflektif, dan pemetaan konsep. Implementasi didukung oleh ruang kelas dan sumber belajar yang memadai, namun terkendala oleh peralatan media yang terbatas, kesiapan guru yang tidak merata, kebisingan lingkungan, dan keterlambatan siswa. Model ini memperkuat keterlibatan peserta didik dan pemahaman konseptual ketika guru merancang pertanyaan yang menghubungkan konstruksi spiritual dengan pengalaman hidup peserta didik. Studi ini menyumbangkan catatan berbasis konteks tentang pembelajaran inkuiri dalam IRE kejuruan dan menawarkan kerangka kerja praktis bagi guru dan pemimpin sekolah yang bertujuan untuk bergerak melampaui pengajaran ekspositori.
Integrating the Pancasila Student Profile into Islamic Religious Education Lesson Design at an Indonesian Public Elementary School Aili Mufidatun; Ulfa Adilla; Andryadi; Novi Riani; Tiara Olivia
At Turots: Jurnal Pendidikan Islam Vol. 3 No. 2 Desember (2021): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

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Abstract

The Indonesian Merdeka Curriculum positions the Pancasila Student Profile (PSP) as the central framework for character formation, yet empirical evidence on how elementary school teachers translate its six dimensions into Islamic Religious Education (PAI) lesson design remains limited. This study examines the extent of PSP integration in PAI lesson design at SD Negeri 100/II Muaro Bungo, Jambi Province, and identifies the institutional and pedagogical factors that shape its enactment. A qualitative descriptive-exploratory case study was conducted between February and May 2025, involving one PAI teacher, one school principal, and twelve students from grades IV–VI selected through purposive sampling. Data were generated through fifteen semi-structured interviews of approximately 60 minutes each, six classroom observations of 90 minutes each, and document analysis of the Capaian Pembelajaran (Learning Outcomes), Tujuan Pembelajaran (Learning Objectives), Alur Tujuan Pembelajaran (Learning Trajectory), and six teaching modules. Audio was captured at 44.1 kHz using a recorder with ±0.5 dB SPL accuracy. Data were analyzed using the Miles and Huberman interactive model, with credibility established through source, technique, and time triangulation. The teacher articulated five of six PSP dimensions during interviews, but only the dimensions of faith and piety with noble character (89%) and mutual cooperation (67%) were explicitly mapped into the analyzed lesson documents; critical reasoning, creativity, and global diversity appeared in fewer than 20% of plans. Three recurring barriers were identified: limited Merdeka Curriculum training (under 24 hours per teacher in the past three years), absence of context-specific learning resources, and an unformalized character-habituation routine at the school level. Effective PSP integration in elementary PAI requires explicit dimension-to-objective mapping in lesson templates, sustained teacher professional development, and a coordinated school family partnership for value habituation.
Adaptive Management and Social Capital in Rural Islamic Boarding School Enrollment Growth: A Qualitative Case Study from Tebo Regency, Indonesia Sri Wahyuni; Andryadi; Wiwin Narti
At Turots: Jurnal Pendidikan Islam Vol. 3 No. 1 Juni (2021): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

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Abstract

Rural Islamic boarding schools (pesantren) in Indonesia face persistent enrollment volatility amid accelerating modernization, digital transformation of educational information-seeking, and intensified competition with credentialed formal schools. Existing scholarship has examined either conventional promotion or digital marketing in pesantren contexts, yet integrative analyses linking sociocultural ties, managerial decisions, and geographic-economic conditions remain limited. This study examines how Pondok Pesantren Darussalamah, located in a remote sub-district of Tebo Regency, Jambi Province, sustained enrollment growth from six students at its founding in 2011 to approximately 120 students by 2025. A descriptive qualitative case-study design was adopted. Data were collected between May and August 2025 through participant observation of daily and recruitment activities, semi-structured in-depth interviews with eight informants selected by purposive sampling (the head of the pesantren, three teachers, two active students, one alumnus, and one parent representative), and documentary review of brochures, social-media archives, and enrollment records spanning 2011–2025. Analysis followed the Miles and Huberman interactive model; credibility was secured through source and method triangulation, member checking, and prolonged engagement. Enrollment growth was sustained by five interlocking practices: relational engagement with the surrounding community, affordable-tuition and scholarship policies, integrated formal-religious curriculum with disciplinary structure, character-oriented extracurricular programs, and hybrid socio-religious–digital promotion. Persistent constraints included inadequate facilities, weak data-driven planning, geographic remoteness, and heterogeneous community religious perceptions. Mitigation depended on alumni-mediated social capital, hybrid promotion, economic affirmation, and incremental managerial professionalization. The findings suggest that recruitment success in rural pesantren depends less on formal marketing intensity than on relational legitimacy, managerial adaptability, and inclusive access policies.
Co-Authors Aili Mufidatun Baili Choirul Azimin Isti Fajri Khairunnisa Novi Riani Novita Nurul Hidayah Qori'atun Munawaroh Siti Khamim Sri Wahyuni Sriani Sriyani Sugeng Kurniawan Tasyha Hidayati Tiara Olivia Ulfa Adilla Wiwin Narti