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The Effect of The Probing-Prompting Model on Islamic Eduation Learning Outcomes Aziza Wati; Dedi Setiawan; Sunarto Sunarto
Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies (April)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i1.1147

This research is motivated by the low learning outcomes of Islamic Religious Education (PAI) among fourth-grade students at SD Negeri 83 Krui Pesisir Barat, caused by conventional teaching models that are monotonous and fail to engage student activity. This study aims to: (1) describe the implementation of the Probing-Prompting learning model; (2) analyze PAI learning outcomes after implementing the model; and (3) examine the effect of the Probing-Prompting model on PAI learning outcomes. A quantitative method with a quasi-experimental design (nonequivalent control group) was employed. The population consisted of all fourth-grade students (64 students), with class IV A as the control group (21 students) and class IV B as the experimental group (21 students), selected using cluster sampling. The instrument was a validated multiple-choice test (10 valid items, reliability 0.680). Data analysis techniques included normality test (Shapiro-Wilk), homogeneity test (Levene), and hypothesis test (independent sample t-test). The results showed: (1) the implementation of the Probing-Prompting model proceeded well through the syntax of presenting students with new situations, providing guiding and probing questions, and reinforcing material; (2) learning outcomes of the experimental group (post-test mean 81.74) were higher than those of the control group (post-test mean 71.30); (3) the hypothesis test showed a significance value (2-tailed) of 0.002 < 0.05, thus Ha was accepted. This study concludes that the Probing-Prompting learning model has a positive and significant effect on PAI learning outcomes of fourth-grade students at SD Negeri 83 Krui Pesisir Barat.

Islamic Educational Values in the Asy-Syuro Tradition: A Case Study of Bumi Rahayu Village Bima Wisnu Gunawan; Dedi Setiawan; M. Saidun Anwar
Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies (April)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i1.1150

This study aims to examine and analyze the Islamic educational values contained in the Asy-Syuro tradition in Bumi Rahayu Village, Bumi Ratu Nuban District, Central Lampung Regency. The Asy-Syuro tradition is a religious-cultural practice carried out every night of the 1st of Muharram and has become an integral part of the local community's life. This tradition not only functions as a religious ritual but also serves as a medium for internalizing Islamic educational values that are passed down from generation to generation. This research employs a qualitative approach using an ethnographic method, aiming to understand the meanings and values contained in the traditional practices from the community's perspective. Data collection techniques include observation, in-depth interviews, and documentation. The research informants consist of religious leaders, community leaders, and residents of Bumi Rahayu Village who are directly involved in the implementation of the tradition. The data obtained were analyzed descriptively through the processes of data reduction, data presentation, and conclusion drawing. The results of the study indicate that the Asy-Syuro tradition contains three main values of Islamic education: aqidah (faith), ibadah (worship), and akhlak (morality). The value of aqidah is reflected in strengthening faith through collective prayers, dhikr, and the recitation of Surah Yasin. The value of ibadah is seen in the implementation of religious rituals performed congregationally with solemnity. Meanwhile, the value of akhlak is manifested in attitudes of togetherness, mutual cooperation, social care, and the tradition of sharing through takiran. In addition, this tradition functions as an effective non-formal Islamic educational medium in shaping the religious and social character of the community across generations. Thus, the Asy-Syuro tradition can be understood as a form of integration between local culture and Islamic teachings, serving as a medium for education based on local wisdom.

Implementing The Learning-by-Doing Method to Improve Students' Worship Awareness Putri Hana Restiya; Subandi Subandi; Dedi Setiawan
Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies (April)
Publisher : CV. Bimbingan Belajar Assyfa

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Implementing The Learning-by-Doing Method to Improve Students' Worship Awareness

The Role of Islamic Religious Education Teachers in Shaping Multicultural Character in the Era of Generation Alpha at MA Ma'arif Roudlotut Tholibin Metro City Yulia Rahma Nuraini; Dedi Setiawan; Mai Zuniati
Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies (April)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i1.1166

This study aims to describe the role of Islamic Religious Education (PAI) teachers in shaping multicultural character among Generation Alpha students and to identify the multicultural values developed at MA Ma'arif Roudlotut Tholibin, Metro City. The research employs a qualitative approach with a case study design, where data were collected through in-depth interviews, participatory observation, and documentation. Participants were selected purposively, consisting of PAI teachers, tenth-grade students, the madrasah principal, and homeroom teachers, with data analysis following the interactive model of Miles, Huberman, and Saldaña. The findings reveal five strategic roles of PAI teachers (value educator, role model, cross-cultural dialogue facilitator, motivator, and evaluator) and seven internalized multicultural values (tolerance, justice, brotherhood, empathy, open-mindedness, democratic dialogue, and peace-loving). This study also identifies major challenges including exposure to intolerant digital content and individualistic tendencies among Generation Alpha students. The implications emphasize the need to integrate digital literacy into PAI learning as well as culturally responsive pedagogy training for teachers.

Four-Month Pregnancy Tradition: Internalization of Islamic Religious Education Values among Pregnant Women in Sripendowo Village, Lampung Yulinda Yulinda; Dedi Setiawan; M. Saidun Anwar
Assyfa Journal of Islamic Studies Vol. 3 No. 2 (2025): Assyfa Journal of Islamic Studies (December)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v3i2.1181

This study aims to analyze the process of internalizing the values of Islamic Religious Education (PAI) among pregnant women through the four-month pregnancy tradition in Kampung Sripendowo, Lampung. The focus of the study includes three stages of internalization: acceptance, evaluation, and implementation of values. This research employs a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation, involving religious leaders, traditional leaders, pregnant women, and community members as informants. Data analysis was conducted systematically through the stages of data reduction, data display, and conclusion drawing.The results of the study indicate that the four-month tradition functions as an effective non-formal educational medium. At the acceptance stage, religious values are conveyed through religious rituals such as Qur’an recitation, collective prayers, and advice from religious leaders. The evaluation stage is characterized by an affective process in which pregnant women assess the values based on Islamic teachings, psychological benefits, and social norms. The implementation stage shows real application in daily life, such as increased religious practices, improved moral behavior, and the practice of Islamic prenatal education.

Exploration of Student Learning Experiences in Using the Drill and Practice Method with a Gamification Approach in Learning Aqidah and Akhlak at MTs Darul Ulum Layla Nur Zakia; Dedi Setiawan; Adi Wijaya
Journal of Research in Islamic Education Vol. 8 No. 1 (2026): Journal of Research in Islamic Education
Publisher : Institut Agama Islam Ma`arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jrie.v8i1.7496

This research is motivated by the problem of low learning motivation among Generation Z students who tend to be bored with traditional memorization methods in learning Akidah Akhlak. Based on this, this study aims to explore in depth the learning experiences of students at MTs Darul Ulum in using the Drill and Practice method with a Gamification approach. This type of research is field research with a qualitative-phenomenological approach. Data were collected through participant observation, in-depth interviews, and documentation, then analyzed using the Miles, Huberman, and Saldaña model. The results show that the use of gamification elements such as points, leaderboards, and instant challenges effectively changed students' perceptions from the burden of memorization to a fun, competitive challenge. The main supporting factors in this implementation are the availability of supporting infrastructure, teacher readiness in managing interactive media, and high student internal motivation to gain recognition of competence. However, the study also identified an inhibiting factor in the form of time pressure that triggers anxiety in a small number of students with slow learning speeds, thus risking lowering their self-confidence. Phenomenologically, this experience is interpreted as an interactive process that increases self-efficacy, but still requires the role of the teacher as a mentor to maintain a balance between extrinsic motivation and instilling the value of sincerity so that the essence of religious learning is maintained.

Islamic Religious Education As A Means Of Internalizing Tolerance Values In The Era Of Multicultural Society In Bumi Mas Village Intan Rugkiyanisa; Dedi Setiawan; M.Sayyidul Abrori
Journal of Research in Islamic Education Vol. 8 No. 1 (2026): Journal of Research in Islamic Education
Publisher : Institut Agama Islam Ma`arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jrie.v8i1.7675

This study aims to examine the role of Islamic religious instruction in promoting tolerance within the multicultural community of Desa Bumi Mas. The research is grounded in the social reality that, although interreligious relations in the village are generally peaceful, the internalization of tolerance through Islamic religious instruction has not yet been fully developed. Several issues were identified, including residents’ difficulty in accepting differing opinions, the presence of relatively exclusive religious perspectives, and the tendency for tolerance to be shaped more by long-standing social and cultural habits rather than by a deep understanding of Islamic teachings. This study employs a qualitative method using a case study approach. Data were collected through interviews with religious leaders and community figures, observation of religious and social activities, and documentation. The findings show that Islamic Religious Education in Desa Bumi Mas functions as a medium for the transformation, transaction, and internalization of tolerance values within the community. Through various religious activities such as study gatherings, sermons, and community social activities, religious leaders convey values of tolerance including good moral character, mutual respect, maintaining harmony, and not forcing beliefs on others. These values are not only communicated through one-way teaching but also through two-way interactions between religious leaders and community members in activities such as mutual cooperation and village deliberations. Through this process, tolerance values are gradually internalized in community life, as reflected in the peaceful coexistence of residents despite differences in religious backgrounds. However, some community members still perceive tolerance mainly as a social habit, indicating the need for continuous Islamic religious guidance to strengthen tolerance as an integral part of religious values.

The Effect of Learning Interest and Discipline on Students' PAI Learning Outcomes at MTs Terpuda Nurul Qodiri Khabib Choiriah; Agus Setiawan; Dedi Setiawan
Assyfa Journal of Multidisciplinary Education Vol. 4 No. 1 (2026): Assyfa Journal of Multidisciplinary Education (March)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajme.v4i1.1256

This study aims to analyze the influence of learning interest and discipline on students' PAI (Islamic Religious Education) learning outcomes at MTs Terpadu Nurul Qodiri Lempuyang Bandar, Way Pengubuan, Central Lampung. Learning interest and discipline are internal and behavioral factors that play a crucial role in determining academic achievement. This research employed a quantitative approach with a correlational design. The population consisted of all students at MTs Terpadu Nurul Qodiri Lempuyang Bandar, totaling 195 students, with a sample of 49 respondents selected using proportional stratified random sampling. Data were collected through questionnaires, observation, tests, and documentation. The instruments were validated using Aiken's V and tested for reliability using Cronbach's Alpha. Data analysis techniques included multiple linear regression analysis, t-test, F-test, and coefficient of determination (R²). The findings reveal that learning interest significantly influences PAI learning outcomes, with a t-count value of 3.815 > t-table 1.678 and a significance value of 0.000 < 0.05. Discipline also significantly influences PAI learning outcomes, with a t-count value of 3.191 > t-table 1.678 and a significance value of 0.003 < 0.05. Simultaneously, both learning interest and discipline significantly influence PAI learning outcomes, with an F-count value of 14.276 > F-table 3.20 and a significance value of 0.000 < 0.05. The coefficient of determination (R²) shows that both variables contribute 38.3% to PAI learning outcomes, while the remaining 61.7% is influenced by other factors. This study concludes that higher learning interest and discipline lead to better PAI learning outcomes. The implications of this research emphasize the importance of developing learning interest and discipline to enhance student achievement in Islamic Religious Education.

Implementation of Islamic Religious Education (PAI) Learning through The Use of Merah Putih TV Audio Visual Media Khoirudin Khoirudin; Siti Roudhotul Jannah; Dedi Setiawan
Assyfa Journal of Multidisciplinary Education Vol. 4 No. 1 (2026): Assyfa Journal of Multidisciplinary Education (March)
Publisher : CV. Bimbingan Belajar Assyfa

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Implementation of Islamic Religious Education (PAI) Learning through The Use of Merah Putih TV Audio Visual Media

The Implementation of Islamic Education Values by Islamic Religious Education Teachers as a Preventive Effort Against Student Delinquency at SMKN 1 Abung Selatan. Eka Nurdayanti Fadillah; Dedi Setiawan; M. Sayyidul Abrori
Journal of Research in Islamic Education Vol. 8 No. 1 (2026): Journal of Research in Islamic Education
Publisher : Institut Agama Islam Ma`arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jrie.v8i1.7485

This study aims to describe the implementation of Islamic educational values by Islamic Religious Education (PAI) teachers as a preventive effort against student delinquency at SMKN 1 Abung Selatan. The background of this research is the continued presence of students’ indisciplinary behaviors, such as tardiness, violations of school rules, the use of mobile phones during lessons, and low participation in religious activities. This study employs a descriptive qualitative approach, with data collection techniques including observation, interviews, and documentation. Data analysis is conducted through data reduction, data display, and conclusion drawing, with validity tested through source and technique triangulation. The results of the study indicate that the implementation of Islamic educational values is carried out through three stages: planning, implementation, and evaluation, all oriented toward prevention. Teachers integrate values such as discipline, responsibility, honesty, and moral conduct (akhlaq) into both learning processes and religious habituation activities. The implementation is conducted through role modeling, persuasive advice, enforcement of discipline, and routine religious activities. Evaluation is carried out by monitoring changes in students’ behavior, which are indicated by a decrease in tardiness and rule violations, as well as increased participation in religious activities. This implementation serves as an effective preventive effort in reducing student delinquency at mild to moderate levels, thereby creating a more conducive and orderly school environment

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