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All Journal Research Journal on Teacher Professional Development Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman
Roisna Kamila
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Religion Education Social Sciences Other

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Development of Moral Journey Map Media to Improve Student Understanding Based on Design Thinking and User Experience Durrotul Hikmah Yuliangsih; Roisna Kamila; Abdul Khobir; Nok Uzana; Khaerun Umam; Muhammad Ma’ruf
Research Journal on Teacher Professional Development Vol. 4 No. 01 (2026): Geographical distribution of the author: Indonesia, Gabon, Peru, and Morocco.
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v4i01.33589

Abstract

This study was motivated by the low level of student engagement in the learning process due to the use of conventional methods and learning media that lack interactivity. The study aims to analyze user needs, design, and develop a “Character Development Roadmap” media based on Design Thinking and User Experience (UX) to enhance students' understanding. The study employs a Research and Development (R&D) approach with Design Thinking stages, including empathize, define, ideate, prototype, and test. The study subjects consisted of 40 students from MTs TMI Wonopringgo. Data collection techniques included observation, interviews, questionnaires, and pretest and posttest assessments. The results indicate that students require learning media that is more interactive, contextual, and game-based. The developed media consists of a visual treasure map and a game featuring a progressive challenge system that integrates elements of game-based learning and User Experience (UX). Descriptive statistics revealed an increase in the students’ mean score from 39.28 on the pretest to 42.15 on the posttest. The results of the paired sample t-test yielded a significance value of 0.048 < 0.05, indicating a significant difference between the pretest and posttest results. Thus, the Moral Journey Map media demonstrates good potential in helping students understand learning materials through a more interactive and contextual learning experience.
Integration of Islamic Religious Education through Project-Based Learning in a Baking Class Roisna Kamila; Rahmat Kamal; Rizal Bilhakiki
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 3 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i3.3564

Abstract

Islamic Religious Education (IRE) requires authentic learning experiences that enable students not only to understand Islamic values conceptually but also to practice them through real-life activities. This study aims to analyze the learning process in baking classes, the implementation of Project-Based Learning (PjBL), and its integration with Islamic Religious Education values. A descriptive qualitative approach was employed in baking classes conducted at Onty Cake, Bakery and Resto, Pekalongan. Data were collected through six observations, semi-structured interviews with eight students, four accompanying teachers, and two mentors, as well as documentation. Data credibility was strengthened through source and method triangulation, member checking, and persistent observation. The findings show that baking classes involve instruction, preparation, product creation, guidance, group work, product completion, and evaluation, reflecting key characteristics of PjBL. Students’ levels of involvement were adjusted according to their ages and abilities through varying levels of activity complexity. Each project stage also provided opportunities to introduce, habituate, and practice Islamic values, including prayer, cleanliness (thahārah), the use of halālan ṭayyiban ingredients, responsibility (amānah), cooperation (ta’āwun), discipline, and gratitude. The findings demonstrate that PjBL and Islamic Religious Education can be integrated through authentic activities beyond formal classrooms by positioning project completion as a space for experiencing Islamic values. However, the evidence indicates value habituation and practice rather than deep and lasting internalization. Thus, baking classes provide a contextual, student-centered approach integrating cognitive, affective, and psychomotor dimensions of Islamic Religious Education.
Co-Authors Abdul Khobir Durrotul Hikmah Yuliangsih Khaerun Umam Muhammad Ma’ruf Nok Uzana Rahmat Kamal Rizal Bilhakiki