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All Journal Al-MIKRAJ: Jurnal studi Islam dan Humaniora Journal of Teaching and Learning
Nur 'Azah
UNHASY Tebuireng Jombang
Religion Chemistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Strategi Manajemen Pembelajaran Berbasis Teknologi untuk Meningkatkan Prestasi Siswa Nur 'Azah
AL-MIKRAJ Jurnal Studi Islam dan Humaniora (E-ISSN 2745-4584) Vol. 5 No. 01 (2024): AL-Mikraj Jurnal Studi Islam dan Humaniora
Publisher : Pascasarjana Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/almikraj.v5i01.5911

Abstract

Penelitian ini bertujuan untuk mengevaluasi strategi manajemen pembelajaran berbasis teknologi di MTsN 17 Jombang serta dampaknya terhadap prestasi siswa. Seiring dengan pesatnya perkembangan teknologi, penggunaan teknologi dalam pendidikan menjadi sangat penting untuk meningkatkan kualitas pembelajaran. Penelitian ini dilakukan dengan metode kualitatif, menggunakan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi. Informan dalam penelitian ini meliputi kepala sekolah, guru, siswa, dan staf IT. Data yang terkumpul dianalisis melalui proses reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa integrasi teknologi yang efektif dalam pembelajaran dapat meningkatkan hasil belajar siswa, namun memerlukan dukungan kebijakan yang lebih baik, peningkatan pelatihan bagi guru, serta pemeliharaan infrastruktur teknologi. Penelitian ini merekomendasikan peningkatan anggaran untuk teknologi, pelatihan berkelanjutan bagi guru, dan perbaikan infrastruktur sebagai langkah penting untuk memaksimalkan manfaat teknologi dalam pendidikan.
Developing Global Competencies in Teacher Education for 21st Century Learning Environments Asrop Syafi’i; Nur 'Azah; Zainur Arifin; Muh Ibnu Sholeh; Dinar Ayu Tasya
Journal of Teaching and Learning Vol. 1 No. 1 (2024): July 2024
Publisher : Ponpes As-Salafiyyah Asy-Syafi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/jtl.v1i1.113

Abstract

Incorporating global competencies into teacher training is a vital strategy to equip educators with the skills necessary to meet the demands of 21st-century classrooms. These competencies—such as global awareness, intercultural communication, critical thinking, and cross-cultural understanding—play a crucial role in creating inclusive and dynamic learning environments. This study adopts a library research approach, analyzing various academic sources, journals, and reports relevant to teacher training and the development of global competencies. The research aims to emphasize the significance of these competencies in teacher preparation, explore effective teaching methods, identify challenges in implementation, and assess their effects on both educators and students. The findings indicate that experiential learning and the integration of educational technology are among the most effective strategies for fostering global competencies in teacher training programs. Despite these advances, obstacles such as limited resources, inadequate funding, and a shortage of qualified trainers remain challenges. Teachers who complete this training demonstrate better management of classroom diversity and are more adept at teaching global issues. Students taught by these educators show improvements in critical thinking and social empathy. This study highlights the need for policies that support global competency-based teacher training, the creation of interactive training materials, and the promotion of international collaborations. The results suggest that a comprehensive approach to educational reform is essential for preparing teachers to meet the evolving needs of contemporary classrooms and to build inclusive, sustainable societies.
Technology Integration And Student Engagement In Teaching And Learning Contexts Nur 'azah
Journal of Teaching and Learning Vol. 2 No. 2 (2026): January 2026
Publisher : Ponpes As-Salafiyyah Asy-Syafi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/jtl.v2i2.1274

Abstract

This article examines how technology integration influences student engagement in teaching and learning contexts. The study addresses three dimensions of engagement, namely behavioral, emotional, and cognitive engagement, in order to understand how digital tools shape students’ participation, feelings, and mental investment in learning. A qualitative design using library research was employed. Relevant journal articles, books, and academic publications on educational technology, digital learning, and student engagement were identified, selected, and analyzed through a thematic interpretive process. The findings show that technology integration strengthens behavioral engagement through interactive participation, flexible access, and continuous involvement in learning tasks. It also supports emotional engagement by increasing interest, confidence, enjoyment, and a sense of belonging through dynamic and inclusive learning experiences. Cognitive engagement is enhanced through inquiry-based activities, self-paced learning, reflective processes, and collaborative knowledge construction. The study concludes that technology becomes educationally meaningful when it is aligned with learning objectives, supported by purposeful instructional design, and used to create active, inclusive, and intellectually rich learning environments for students.
Co-Authors Asrop Syafi’i Dinar Ayu Tasya Muh Ibnu Sholeh Zainur Arifin