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PENINGKATAN HASIL BELAJAR SISWA MATERI MAWARIS MENGGUNAKAN SPARKOL VIDEOSCRIBE Fahmi, Ahmad Nur
PEDAGOGIA Vol 17, No 3 (2019)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v17i3.20788

AbstrakMawaris merupakan salah satu materi yang cukup sulit bagi siswa. Kesulitan siswa ini yang menjadikan alasan bagi peneliti guna melakukan penelitian dengan tujuan mengetahui adanya peningkatan prestasi belajar PAI materi mawaris menggunakan media pembelajaran audiovisual Sparkol Videoscribe. Penelitian ini menggunakan penelitian tindakan kelas yang dilakukan dengan 2 siklus yang didahului dengan kegiatan pra siklus guna mengetahui situasi dan kondisi siswa sebelum adanya penelitian. Langka-langkah penelitian tersebut dimulai dari langkah perencanaan, pelaksanaan, observasi, dan refleksi. Metode pengumpulan data yang digunakan yakni pengamatan, wawancara, dan dokumentasi. Hasilnya, media pembelajaran audiovisual Sparkol Videoscribe dapat meningkatkan prestasi belajar siswa kelas XII MIPA 1 SMA Negeri 3 Pati, hal ini dapat dibuktikan adanya peningkatan siswa dalam memperhatikan penjelasan guru, ketertarikan dalam materi pelajaran, dan keaktifan siswa di kelas. Termasuk peningkatan rata-rata hasil belajar siswa yang menjadi tujuan utama penelitian ini. Jumlah siswa yang berpartisipasi sebanyak 36 siswa. Indikator keberhasilan yang ditentukan yakni 67. Dari pra siklus sebanyak 11 siswa atau ketuntasan 30% terjadi peningkatan pada siklus 1 menjadi sejumlah 27 siswa atau sebesar 75% kemudian membaik lagi pada siklus 2 menjadi 35 siswa atau sebesar 97%. Secara keseluruhan, nilai siswa membaik dan mencapai batas minimal keberhasilan yang ditentukan.Â AbstractMawaris is one of the materials that is quite difficult for students. The difficulty of these students is what makes the reason for researchers to conduct research with the aim of knowing an increase in learning achievement of Islamic Religious Education material using the audiovisual learning media Sparkol Videoscribe.. This type of research is classroom action research conducted with 2 cycles preceded by pre-cycle activities in order to determine the situation and condition of students before the research. The research steps started from the planning, implementation, observation, and reflection. The data collection methods are observation, interviews, and documentation. As a result, Sparkol Videoscribe learning media can improve student achievement in class XII MIPA 1 SMA Negeri 3 Pati, this can be proven by an increase in students' attention to teacher explanations, interest in subject matter, and student activity in class. Increasing the average student learning outcomes which are the main objective of this study. The number of participants was 36 students. The determined indicator of success is 67. From pre-cycle as many as 11 students or 30% completeness there was an increase in cycle 1 to a number of 27 students or by 75% then increased again in cycle 2 to 35 students or by 97%. Overall, student grades increase and reach the limits of the specified success indicators.

Integration of Technology in Learning Activities: E-Module on Islamic Religious Education Learning for Vocational High School Students Fahmi, Ahmad Nur; Yusuf, Munawir; Muchtarom, Mohammad
Journal of Education Technology Vol 5, No 2 (2021)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v5i2.35313

Technological advancement encourage a change in learning paradigm towards digital-based learning and a shift in the role of the teacher to become a learning facilitator, not the only source of learning. Innovation in the use of e-modules was a reflection of the integration of ICT into the learning process. This study aimed to develop an electronic module that was suitable for use in learning Islamic religious education for vocational high school students. This research is classified as Research and Development (R&D) research with ADDIE procedures consisting of Analysis, Design, Development, Implementation and Evaluation. However, this research was limited to the development stage. The sample of this study consisted of one material expert, two media experts and three teachers of Islamic religious education subjects. The data analysis technique uses a descriptive analysis techniques with percentages to describe the feasibility value of the electronic module (e-modul). Based on the results of the study, the results of the assessment of the e-module places by each assessor with details, namely the material expert assessment obtained 96.1%, the media expert assessment 95.1% and the assessment conducted by the subject teacher received a score of 96.1%. 83, 3%, therefore the e-module product developed is suitable for being used as a learning activities. The results of this study can certainly be used as a basis for educators in order to implement electronic digital format module technology into learning activities.

Integration of Technology in Learning Activities: E-Module on Islamic Religious Education Learning for Vocational High School Students Fahmi, Ahmad Nur; Yusuf, Munawir; Muchtarom, Mohammad
Journal of Education Technology Vol. 5 No. 2 (2021): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v5i2.35313

Technological advancement encourage a change in learning paradigm towards digital-based learning and a shift in the role of the teacher to become a learning facilitator, not the only source of learning. Innovation in the use of e-modules was a reflection of the integration of ICT into the learning process. This study aimed to develop an electronic module that was suitable for use in learning Islamic religious education for vocational high school students. This research is classified as Research and Development (R&D) research with ADDIE procedures consisting of Analysis, Design, Development, Implementation and Evaluation. However, this research was limited to the development stage. The sample of this study consisted of one material expert, two media experts and three teachers of Islamic religious education subjects. The data analysis technique uses a descriptive analysis techniques with percentages to describe the feasibility value of the electronic module (e-modul). Based on the results of the study, the results of the assessment of the e-module places by each assessor with details, namely the material expert assessment obtained 96.1%, the media expert assessment 95.1% and the assessment conducted by the subject teacher received a score of 96.1%. 83, 3%, therefore the e-module product developed is suitable for being used as a learning activities. The results of this study can certainly be used as a basis for educators in order to implement electronic digital format module technology into learning activities.

Pendampingan Pemanfaatan Media Generatif berbasis Artificial Intelligence dalam Penyusunan Modul Ajar PAI Guru Sekolah Kepulauan Fahmi, Ahmad Nur; Narulita, Sari; Siregar, Khairil Ikhsan; Jibrin, Muhammad; Syahid, Muhammad
Abditeknika Jurnal Pengabdian Masyarakat Vol. 6 No. 2 (2026): Oktober
Publisher : LPPM Universitas Bina Sarana Informatika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31294/abditeknika.v6i2.14028

Guru Pendidikan Agama Islam (PAI) di wilayah kepulauan menghadapi tantangan dalam menyusun modul ajar yang sesuai standar Kurikulum Merdeka akibat keterbatasan pemahaman teknologi pendidikan dan tingginya beban kerja administratif. Kegiatan pengabdian kepada masyarakat ini bertujuan mendampingi guru PAI di SMPN Satu Atap 01 Pulau Pari, Kepulauan Seribu, dalam memanfaatkan media generatif berbasis Artificial Intelligence (AI) dengan pendekatan deep learning untuk menyusun dan memvalidasi modul ajar. Kegiatan dilaksanakan pada 11 Mei 2026 melalui tahapan sosialisasi, pelatihan, penerapan teknologi, serta pendampingan dan evaluasi, diikuti oleh guru SD dan SMP di Pulau Pari. Evaluasi program dilakukan melalui survei kepuasan peserta (n=25) yang mencakup dua aspek, yaitu pelaksanaan acara dan kualitas fasilitator. Hasil survei menunjukkan tingkat kepuasan pelaksanaan acara sebesar 87% (Sangat Puas) dan kepuasan terhadap fasilitator sebesar 93% (Sangat Baik), dengan skor tertinggi pada aspek pelayanan panitia dan penguasaan materi oleh fasilitator. Peserta memberikan masukan berupa penambahan contoh praktis, variasi metode, dan perpanjangan sesi diskusi. Temuan ini mengindikasikan bahwa pendekatan pendampingan yang kontekstual dan berbasis praktik efektif membangun penerimaan awal guru terhadap teknologi AI generatif, meskipun keberlanjutan perubahan praktik penyusunan modul ajar memerlukan siklus pendampingan lanjutan. Teachers in island regions face limited access to professional development amid the demands of the Kurikulum Merdeka (Independent Curriculum), which requires the independent and systematic compilation of teaching modules. This community service activity aimed to assist teachers at SMPN Satu Atap 01 Pulau Pari, Thousand Islands, in utilizing artificial intelligence (AI)-based generative media to compile Islamic Religious Education (PAI) teaching modules along with their supporting tools. The activity was carried out on May 11, 2026, through five stages: socialization, training, technology application, mentoring and evaluation, and the completion of evaluation instruments. The evaluation employed a one-group pretest-posttest design involving 24 teachers using a five-item self-efficacy questionnaire on a 1–5 scale, supplemented by data collection on module component completeness, estimated compilation time, and participant satisfaction surveys. The results showed an increase in the average perceived capability score from 2.44 to 4.68 with an N-Gain of 0.88 in the high category, presenting a statistically significant difference (Wilcoxon, p < 0.001). A total of 23 out of 24 participants experienced an increase, and none decreased. All participants produced a complete draft of a teaching module, with 23 of them containing all five complete components ranging from learning objectives to learning media and student worksheets. Furthermore, the estimated compilation time for a single module dropped from a majority taking over three hours to less than one hour. Remaining challenges included system limitations in generating visual illustrations, handling materials with mathematical symbols, and breaking down learning achievements into learning objectives. Recommendations include tiered mentoring, the provision of digital guides and online consultation channels, and expert evaluation of module quality in the next cycle.

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