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Nur Laily Fauziyah
STAI Al-Marhalah Al-'Ulya Bekasi, Jalan K. Haji Jl. KH. Mas Mansyur No.30, RT.007/RW.002, Bekasi Jaya, Bekasi Timur, Bekasi, Jawa Barat 17112
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EFEKTIVITAS MEDIA INTERAKTIF BLOOKET TERHADAP PENINGKATAN MOTIVASI BELAJAR PENDIDIKAN AGAMA ISLAM DI SMK BINA NUSA BEKASI Nurlaili Rahmawati; Nur Laily Fauziyah; Hadi Winarno; M. Agung Hidayatulloh
PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Vol 9, No 2 (2026): PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran)
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/ptk.v9i2.300-308

Abstract

This study aims to determine the effectiveness of the interactive medium Blooket in Islamic Religious Education (PAI) instruction and to observe the increase in students' learning motivation after using the medium. The research subjects were students from class X MPLB 1 at SMK Bina Nusa Bekasi. The study was conducted through observation, questionnaires, and the implementation of Blooket across three instructional sessions covering the topics of Morality (*Akhlak*), Faith (*Iman*), and Worship (*Ibadah*)Research findings indicate that the implementation of Blooket in Islamic Religious Education (PAI) instruction elicited a highly positive response. Based on observational data, the effectiveness of the interactive Blooket medium reached an average of 86.6%, falling into the "Very Good" category. The most prominent indicators are the suitability of the media to the material (90%), an enjoyable learning atmosphere (88%), and student engagement (86%). This medium has proven to make learning more lively, interactive, and engaging. Student learning motivation also saw a significant increase following the use of Blooket. The average learning motivation was 86%, placing it in the "Very Good" category. Improvements were observed in students' learning interest, active participation, perseverance, attentiveness, and desire to understand Islamic teachings. The indicator for learning attentiveness reached the highest score—90%—demonstrating that game-based learning effectively captures students' focus. Overall, this study concludes that the use of Blooket is highly effective in enhancing the quality of Islamic Religious Education (PAI) instruction and fostering student learning motivation. Interactive media such as Blooket can serve as an engaging alternative for creating learning experiences that are more enjoyable, meaningful, and aligned with students' needs in the digital era.
INTERNALISASI NILAI TASAWUF; SABAR, IKHLAS, DAN MUHASABAH DALAM MEMBENTUK AKHLAK MAHASISWA DI ERA DIGITAL Astridt Asvela Mulyani; Nur Laily Fauziyah; Hajar Sa’diyah; Sintia Rahmawati
PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Vol 9, No 3 (2026): PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran)
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/ptk.v9i3.355-365

Abstract

In today’s digital era, college students face significant challenges to their moral development—including eroding ethical standards, rising individualism, and poor self-regulation from constant exposure to harmful online content. Core Sufi principles, specifically sabr (patience), ikhlas (sincerity), and muhasabah (self-reflection), offer a timeless spiritual framework that can help students protect themselves from technology’s negative impacts. This study analyzes how effectively embedding these Sufi values shapes student character amid widespread digitalization We used a qualitative descriptive approach, drawing on library research as our primary method. Primary sources included classic and modern Sufi texts, while secondary sources came from peer-reviewed academic journals and related research reports. Data was analyzed through content analysis, following three key steps: data reduction, data presentation, and conclusion drawing. Findings show that internalizing sabr acts as a filter against digital temptations—such as fear of missing out (FOMO) and social media addiction. Ikhlas encourages students to pursue learning for its own sake, rather than chasing superficial or self-serving goals. Meanwhile, muhasabah fosters critical self-assessment, including reviewing one’s digital footprint and online behavior. When practiced together, these values help students build greater resilience and he internalization of these Sufi values simultaneously fosters student character that is more resilient and authentic in the use of technology—specifically, a character defined by humility, discipline, and earnestness, as well as the setting of a positive example in utilizing digital platforms for literacy and the advancement of Islamic da'wah.
EFEKTIVITAS PENGGUNAAN APLIKASI DIGITAL AL-QUR’AN (NU ONLINE) TERHADAP PENINGKATAN KEMAMPUAN TILAWAH SISWA SMP ISLAM AN-NADWAH Fajar Afiatna; Nur Laily Fauziyah; M Agung Hidayatulloh
PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Vol 8, No 4 (2025): PeTeKa : Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/ptk.v8i4.1463-1476

Abstract

This study aims to determine the implementation of the NU Online digital Qur'an and analyze the level of recitation ability of grade VII students, before and after using the digital Qur'an. The research method used was quantitative research with a pretest-posttest design. The sample consisted of 50 seventh-grade students of An-Nadwah Islamic Middle School, selected purposively. The research instrument was an oral recitation test that assessed four aspects of the ability to read the Quran, namely accuracy of the pronunciation of the letters, application of tajweed, fluency, and accuracy of the rhythm of the reading. Data were analyzed using normality test, linearity test, Pearson correlation, and paired sample t-test to determine significant changes before and after treatment. The average pretest score of 74.88 increased to 79.10 in the posttest. The normality test yielded significance values of 0.486 (pretest) and 0.474 (posttest), indicating a normally distributed data. The paired sample t-test yielded a significance value of 0.000 0.05 with a t-value of -21.709, indicating a significant difference between recitation ability before and after treatment. The correlation coefficient of 0.995 indicates a very strong relationship between application utilization and the improvement of students' recitation ability.
Co-Authors Astridt Asvela Mulyani Fajar Afiatna Hadi Winarno Hajar Sa’diyah M Agung Hidayatulloh M. Agung Hidayatulloh Nurlaili Rahmawati Sintia Rahmawati