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All Journal ELT Worldwide: Journal of English Language Teaching Jurnal Pengabdian Masyarakat dan Riset Pendidikan Quranic Edu
Irena Laras
Institut Agama Islam Rakeyan Santang Karawang
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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The Effect of Islamic Education Learning Activities and Student Learning Motivation on Student Character at MTs Negeri 2 Jatisari Karawang Saepudin; Dedeh Kurniasih; Susilawati; Irena Laras; Muhamad Hanifah
QuranicEdu: Journal of Islamic Education Vol. 6 No. 1 (2026): QuranicEdu: Journal of Islamic Education
Publisher : IIQ An Nur Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37252/quranicedu.v6i1.2459

Abstract

This study examines the effects of Islamic Religious Education (IRE/PAI) learning activities and students’ learning motivation on students’ character at MTs Negeri 2 Jatisari, Karawang. A quantitative approach with a correlational survey design was employed. The population comprised 777 students, and a 15% proportional sample yielded 117 respondents. Data were collected using Likert-scale questionnaires (15 items each) measuring PAI learning activities (X?), learning motivation (X?), and students’ character (Y). Reliability testing indicated adequate internal consistency (? X?=0.762; ? X?=0.850; ? Y=0.811). Multiple linear regression was conducted after meeting classical assumptions (Tolerance=0.962; VIF=1.039; Durbin–Watson=2.037). The findings show that PAI learning activities and learning motivation jointly have a significant effect on students’ character (F(2,114)=3.426; p=0.036; R²=0.057). Partially, PAI learning activities do not significantly predict students’ character (B=0.072; p=0.455), whereas learning motivation has a significant positive effect (B=0.183; p=0.022). These results suggest that character development in the madrasa context is more sensitive to students’ motivational factors. Therefore, improving PAI instruction should prioritize meaningful learning experiences, consistent value habituation, and need-supportive classroom practices to strengthen character outcomes.
Melindungi Generasi Digital: Menerapkan Kontrol Orang Tua pada Gawai Anak untuk Pengalaman Online yang Aman: Pengabdian Cindy Febrianthy; Irena Laras; Saepudin; Agus Jaenal; Marwah Triyati
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.4793

Abstract

Meningkatnya penggunaan gawai pada anak usia dini di era digital membawa dampak positif sekaligus risiko terhadap perkembangan anak, khususnya terkait kecanduan gawai, paparan konten tidak sesuai usia, serta lemahnya pengawasan aktivitas daring. Kondisi ini menuntut peran aktif orang tua dalam pengasuhan digital sebagai bagian dari upaya perlindungan anak. Kegiatan Pengabdian kepada Masyarakat (PKM) ini bertujuan untuk meningkatkan literasi digital orang tua serta membekali mereka dengan keterampilan praktis dalam mengontrol penggunaan gawai anak melalui pemanfaatan aplikasi Google Family Link. Kegiatan dilaksanakan di TKN Pembina Karawang dengan sasaran orang tua/wali murid, menggunakan metode edukatif-partisipatif yang meliputi penyuluhan, pelatihan praktik langsung penggunaan aplikasi parental control, serta evaluasi melalui observasi dan umpan balik peserta. Hasil kegiatan menunjukkan adanya peningkatan pemahaman orang tua mengenai risiko penggunaan gawai pada anak dan pentingnya pengawasan digital sebagai bagian dari perlindungan anak. Selain itu, orang tua mampu menerapkan pengaturan batas waktu layar, pembatasan aplikasi, serta pemantauan aktivitas daring anak secara lebih terstruktur. Kegiatan ini menunjukkan bahwa integrasi edukasi perlindungan anak, peningkatan literasi digital orang tua, dan penerapan teknologi kontrol orang tua dapat menjadi strategi efektif dalam menciptakan pengalaman digital anak yang lebih aman dan sehat.
Enhancing Tenses Proficiency and Instructional Skills in Early Childhood Educators via Cyclical Wayground Method Irena Laras; Cindy Febrianthy; Dedeh Kurniasih; Susilawati Susilawati; Agus Agus
ELT Worldwide: Journal of English Language Teaching Vol 13, No 2 (2026)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v13i2.84619

Abstract

This study aims to examine the effectiveness of cyclical training using the Wayground platform in improving students’ professional competence, particularly in digital literacy and the development of interactive learning media in the context of Teaching English to Young Learners (TEYL). The research employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages. The subjects of the study were 72 sixth-semester students of the Early Childhood Islamic Education (PIAUD) program. The findings revealed a significant improvement in students’ competencies across cycles. In the pre-cycle stage, most students demonstrated low digital literacy, with only 3 students familiar with the application. In Cycle I, students began to actively engage in exploring the application and creating simple quizzes, although challenges remained in aligning pedagogical aspects. In Cycle II, students showed substantial improvement in integrating technology, pedagogy, and content, producing more interactive and developmentally appropriate learning media. Quantitatively, the average competency score increased from 55 in the pre-cycle stage to 63 in Cycle I, and significantly to 82 in Cycle II. Additionally, 85% of students achieved scores above the minimum mastery criteria. These results indicate that cyclical training using Wayground is effective in enhancing students’ digital competence, creativity, and pedagogical skills. The study concludes that a structured, reflective, and practice-based training approach can significantly improve the professional competence of prospective early childhood educators in the digital era.
Co-Authors Agus Agus Agus Jaenal Cindy Febrianthy Cindy Febrianthy Dedeh Kurniasih Marwah Triyati Muhamad Hanifah Saepudin Susilawati Susilawati Susilawati