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All Journal Jurnal Ilmu Pendidikan dan Sosial Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner PIJAR: Jurnal Pendidikan dan Pengajaran
Baili
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
Adaptive Implementation of Foreign-Language Regulation in an Indonesian Tahfidz Pesantren: A Qualitative Study of Bi'ah Lughawiyah Wismawati; Baili; Wiwin Narti
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 1 No. 1 (2022): Desember
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v1i1.1595

Abstract

Regulasi bahasa asing telah menjadi instrumen berulang di pesantren Indonesia yang berusaha membangun lingkungan linguistik yang imersif, namun implementasi tingkat lapangan sering menyimpang dari desain kebijakan. Penelitian ini mengkaji bagaimana aturan bahasa asing diberlakukan, diperebutkan, dan diadaptasi di Pondok Pesantren Tahfidzul Qur'an Alhusna di Kabupaten Bungo, di mana bahasa Arab dan Inggris bergantian setiap minggu di semua interaksi sehari-hari. Desain kualitatif deskriptif digunakan; Data diperoleh melalui observasi partisipatif selama 18 jam di dua siklus rotasi, tiga wawancara semi terstruktur (koordinator bahasa, pengawas asrama, Santri senior) masing-masing berlangsung selama 45-60 menit, dan analisis dokumen jadwal bahasa, buku catatan Mufradat, dan catatan pengawasan. Data dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña dan ditriangulasi berdasarkan sumber, metode, dan keterlibatan yang berkepanjangan. Tiga temuan muncul. Pertama, implementasi bertumpu pada empat pilar operasional—rotasi mingguan, pembinaan intensif (mufradat, muhadatsah, muhadharah), pengawasan berlapis, dan sistem sanksi-imbalan. Kedua, lima kendala berulang berpotongan: kesenjangan leksikal, penghambatan psikologis, kepadatan jadwal (≈16 jam aktif/hari), media pendukung terbatas, dan kemahiran dasar yang heterogen. Ketiga, empat strategi adaptif menstabilkan regulasi: pendampingan pribadi humanistik, penyediaan sumber daya linguistik secara bertahap, target yang dibedakan di tiga tingkat kemahiran, dan integrasi kepatuhan bahasa ke dalam kelas akhlaq. Hasil penelitian menunjukkan bahwa ketahanan bi'ah lughawiyah kurang bergantung pada ketegasan regulasi daripada pada kemampuan beradaptasi manajerial, dukungan ekosistem, dan pendampingan humanistik yang mengkalibrasi ulang aturan ke heterogenitas peserta didik.
Principal Accountability in the Governance of Islamic Education Programs: A Case Study at Madrasah Aliyah Wali Songo Tebo Muttaqin; Sarmila; Sugeng Kurniawan; Talitha Dzakirah; M. Nuri Mu’allim; Baili
Jurnal Ilmu Pendidikan dan Sosial Vol. 1 No. 2 (2022): JIPSI Juli
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v1i2.1597

Abstract

Public confidence in newly established madrasahs depends heavily on whether their principals can demonstrate measurable accountability when delivering Islamic education programs. Most existing studies, however, focus on long-standing institutions in urban centers, leaving rural and recently founded madrasahs in Sumatra largely unexamined. This article therefore investigates how the principal of Madrasah Aliyah Wali Songo Tebo a five-year-old institution serving 58 students in Jambi Province, Indonesia operationalizes accountability across the planning, implementation, and reporting phases of Islamic education programs, and identifies the determinants that shape such accountability. A qualitative single embedded case study design was employed between February and May 2025. Data were generated through 18 in-depth interviews with the principal, six teachers, and eleven purposively selected students, complemented by non-participant observation across 21 school days and document review of 14 program reports and budget vouchers. Data were analyzed using the interactive model of data condensation, display, and verification, with credibility secured through source and method triangulation, member checking, and an audit trail. Findings reveal that accountability is enacted through three structured programs hadroh, hitobah, and Islamic-holiday commemorations each documented with itemized budgets and post-event reports submitted to parents and the foundation board. Disciplinary accountability is enforced through a teacher attendance log, a 15-minute early-morning duty schedule, and a parent-approved IDR 10,000 truancy fine. Four determinants emerge: leadership competence, personal integrity, supervision-and-regulation systems, and resource sufficiency. Although funding and facilities meet ministerial standards, teacher shortages compel several teachers to handle up to three subjects, weakening pedagogical effectiveness. The study concludes that accountability functions as a multidimensional managerial mechanism rather than a purely administrative obligation, and that human-resource sufficiency is its most fragile pillar in newly established rural madrasahs.
Religious Family Environment And The Formation Of Moderate Student Character: An Integrative Review Through Religious Moderation and The Love-Based Curriculum Arica Yogi Seftiana; Mabruri; Ulfa Adilla; Sri Alfiah; Husnil Mubarok; Baili
Jurnal Ilmu Pendidikan dan Sosial Vol. 2 No. 2 (2023): Juli
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v2i2.1600

Abstract

Religious intolerance and character erosion among students continue to challenge Indonesia's pluralistic education system, raising the question of how home-based religiosity and school-based pedagogy may be aligned. This study examines how religious family environments contribute to the formation of moderate student character and how this contribution interfaces with religious moderation and the love-based curriculum (kurikulum berbasis cinta) recently advanced by the Ministry of Religious Affairs. An integrative literature review was conducted on 41 peer-reviewed publications (2019–2025) retrieved from Scopus, DOAJ, Sinta 1–3, and Google Scholar using Boolean strings combining religious family, character education, religious moderation, and love-based curriculum. Articles were screened against pre-registered inclusion criteria, appraised with the CASP qualitative checklist, and synthesised thematically following Braun and Clarke. Inter-coder agreement reached Cohen's κ = 0.86. Three themes emerged. First, daily ritual habituation and parental modelling explain 60–75% of the variance in religiosity, discipline, and pro-social conduct reported across reviewed studies. Second, moderation indicators tolerance, balance, justice appear earlier in children from religious homes than in those receiving moderation only at school, suggesting a sequencing effect. Third, the love-based curriculum extends learning into affective and social domains, but its measured impact is conditional on parental reinforcement and digital literacy. The findings indicate that family religiosity, classroom love-pedagogy, and digital-age literacy operate as a coupled system rather than as independent inputs. Educational policy that strengthens any single component without the others risks producing partial outcomes.
Co-Authors Andryadi Arica Yogi Seftiana Husnil Mubarok Isti Fajri Khairunnisa M. Nuri Mu’allim Mabruri Muttaqin Novita Nurul Hidayah Sarmila Sri Alfiah Sugeng Kurniawan Talitha Dzakirah Tasyha Hidayati Ulfa Adilla Wismawati Wiwin Narti