Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal EduLine: Journal of Education and Learning Innovation Journal of Shoutheast Asian Islam and Society (JSEAIS)
Ismaya
Universitas Muhammadiyah Enrekang, Indonesia
Religion Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Exploring the Impact of Video Project-Based Learning on Student Engagement and Learning Outcomes in Fiqh at Madrasah Ibtidaiyah Ismail; Tini; Ismaya; Hadi Pajarianto; Dahlan Muchtar
Journal of Southeast Asian Islam and Society Vol. 4 No. 2 (2025): JSEAIS
Publisher : UIN Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/0ka8pe47

Abstract

Video Project-Based Learning (VPBL) is increasingly recognized as an effective approach to enhancing student engagement and learning outcomes. This study examines the impact of VPBL on Fiqh education at Madrasah Ibtidaiyah Negeri (MIN) 2 Enrekang, focusing on student comprehension, creativity, and pedagogical effectiveness. Employing a pre-experimental design, the study utilized a one-group pretest-post-test methodology to assess changes in student understanding before and after VPBL implementation. The research also incorporated qualitative insights from teacher interviews to provide a comprehensive evaluation. The results reveal a significant improvement in students' comprehension of Fiqh, as evidenced by a 20.53% increase in post-test scores. Video project assessments demonstrate students' ability to creatively interpret and apply Fiqh concepts. Teachers reported that VPBL fosters active learning and deeper student engagement but highlighted challenges related to technical skills and time constraints. These findings underscore VPBL's potential as a transformative approach in Islamic education, blending technology with religious instruction to create an interactive learning environment. Future research should explore VPBL's broader applicability and investigate advanced technological integrations, such as artificial intelligence, to further personalize learning experiences in religious studies.
Needs Analysis of Enrekang Local-History-Based Digital Media in Ipas (Integrated Science and Social Studies) Learning at The Elementary School Level Mohammad Natsir; Syawal; Ismaya; Mawaddatul Maykam
EduLine: Journal of Education and Learning Innovation Vol. 6 No. 3 (2026)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline5316

Abstract

Local history integration in Environmental and Social Sciences (IPAS) learning at elementary schools remains limited, particularly in 3T (frontier, outermost, disadvantaged) areas such as SDN Kecil Buntu Kaiyang, Enrekang Regency. This study aimed to analyze the needs for local-history-based digital media in IPAS learning, viewed from the needs of students, teachers, the curriculum, and the characteristics of content and media design. A descriptive qualitative approach with a need-assessment design was employed. Data were collected through classroom observation, semi-structured interviews with three homeroom teachers, the school principal, 26 students of grades IV–VI, and two community/cultural figures, a focus group discussion (FGD) with the homeroom teachers, a supporting student-interest questionnaire, and curriculum document analysis. Data were analyzed descriptively through data reduction, categorization, and source-and-technique triangulation. The results show that IPAS learning has followed the Merdeka Curriculum, but local-history content remains largely undocumented and under-integrated, constrained by limited local media, digital materials, and the school's 3T geographic conditions. Teachers, the principal, students, and community figures agreed on the strong need for contextual, interactive digital media rooted in Massenrempulu history, local kingdoms, adat traditions, and local historical figures, prioritizing video, animation, illustrated stories, digital maps, and interactive quizzes that remain usable under limited connectivity. The findings provide an empirical basis for developing a local-history-based digital media blueprint for IPAS learning in 3T elementary schools.
Co-Authors Dahlan Muchtar Ismail Mawaddatul Maykam Mohammad Natsir Pajarianto, Hadi Syawal Tini