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All Journal Jurnal Studi Agama dan Masyarakat Al-Jabar : Jurnal Pendidikan Matematika al-Iltizam: Jurnal Pendidikan Agama Islam Journal International Inspire Education Technology (JIIET)
Latuconsina, Adam
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Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Library & Information Science Mathematics Social Sciences Other

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KERENDAHAN HATI RELASIONAL DALAM PROSES PEMBELAJARAN MEMPREDIKSI SKEMA RELIGUS PESERTA DIDIK DI DAERAH PASCA KONFLIK Latuconsina, Adam; Bahiya Gasam
al-Iltizam: Jurnal Pendidikan Agama Islam Vol. 8 No. 1 (2023): Education and Learning
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/alt.v8i1.6300

Abstract

Lately, research on humility has begun to lead to the world of education. This is because relational humility facilitates a dialogic learning process that positively impacts students, namely the formation of religious schemes. Nonetheless, research on this topic has never been conducted on individuals living in post-interfaith conflict areas. Even though individuals who live in post-conflict areas have formed their humility and religious schemes. Does relational humility strongly predict the emergence of student religious schemas in post-conflict areas? This is the question that is explained in this study. This study used ex-post facto research with a sample of 49 students from four universities in Ambon City. The research data were obtained from the subjects' answers on two scales, namely the Rational Humility Scale (RHS) and the Religious Schema Scale (RSS). The results of a simple linear regression test prove that relational humility also predicts the religious schema of students living in post-religious conflict areas. Nonetheless, the predictive magnitude is minimal due to the limitations of the research sample. Therefore, it is recommended that further researchers consider the size of the research sample and the need to examine relational humility and religious schemas as a mediator or moderator variables for tolerant behavior in the educational context.
PERAN SUNNI-SYIAH DALAM PEMBENTUKAN BUDAYA MASYARAKAT MUSLIM HATUHAHA DI PULAU HARUKU, MALUKU Pattimahu, Muhammad Asrul; Uar, Eka Dahlan; Kabakoran, Abubakar; Latuconsina, Adam
Jurnal Studi Agama dan Masyarakat Vol 19 No 1 (2023): JURNAL STUDI AGAMA DAN MASYARAKAT
Publisher : IAIN Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jsam.v19i1.6364

Abstract

Dalam berbagai kasus ditemukan bahwa Sunni dan Syiah sebagai aliran dalam Islam selalu muncul sebagai dua kutub yang berlawanan dan saling menegasikan, bahkan relasinya selalu identik dengan konflik. Hal yang berbeda ditemukan dalam masyarakat Muslim Hatuhaha di Pulau Haruku, Maluku. Artikel ini mengkaji peran Sunni-Syiah dalam pembentukan budaya Islam pada Masyarakat Muslim Hatuhaha. Diasumsikan bahwa dalam kebudayaan masyarakat Muslim Hatuhaha terdapat jejak yang dapat diidentifikasi sebagai warisan atau merupakan kelanjutan dari tradisi Sunni maupun Syiah. Tulisan ini disajikan dari hasil studi pustaka dan kajian fenomenologi terhadap ritual agama dan budaya masyarakat Muslim Hatuhaha yang dianalisis dengan metode deskriptif
Relationship between student learning interest and mathematics learning achievement: A meta-analysis Ili, La; Rumasoreng, Muhammad Irfan; Prabowo, Anggit; Setiana, Dafid Slamet; Latuconsina, Adam
Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 2 (2021): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v12i2.9715

Abstract

Mathematics is regarded as one of the most important lessons that any student must learn. Internal and external factors, in general, influence students' mathematics learning achievement. One of the internal factor variables is students’ learning interest in mathematics. Many research publications show that the variable of interest is strongly related to mathematics learning achievement, so this study aims to prove and quantify the size of the relationship between mathematics learning interest and mathematics learning achievement using quantitative meta-analysis research approaches. The independent variable is student learning interest, and the dependent variable is mathematical learning achievement. The data was acquired from an online database search on Google Scholar within the 2009 to 2019 timeframe. Thirty research publications that satisfied the required criteria were utilized as the sample. Data analysis uses a quantitative meta-analysis approach with a correlation meta-analysis. The findings revealed a favorable and substantial (5% significance level) link between learning interest and student mathematics learning achievement. The average weight value of effect size was 0.540 in the range of 0.430 to 0.640 in the medium category. These findings have demonstrated the consistency of previous researchers' conclusions. 
Effective Use of ICT in Enhancing Classroom Learning Experiences Latuconsina, Adam; Al-Momani, Ammar; Khatib, Rania
Journal International Inspire Education Technology Vol. 4 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i1.788

Abstract

The integration of Information and Communication Technology (ICT) in education has transformed traditional classroom learning, offering new opportunities for engagement, interactivity, and personalized instruction. Despite the increasing adoption of digital tools in education, their effective implementation remains a challenge due to varying levels of digital literacy, resource availability, and pedagogical integration. Ensuring the optimal use of ICT in classrooms is essential for enhancing student engagement and improving learning outcomes. This study aims to examine the effectiveness of ICT in enriching classroom learning experiences by evaluating its impact on student participation, knowledge retention, and instructional efficiency. A mixed-methods approach was employed, incorporating surveys, classroom observations, and instructor interviews to assess ICT implementation across various educational settings. Findings indicate that interactive learning technologies, adaptive digital content, and real-time feedback mechanisms significantly enhance student motivation and comprehension. Statistical analysis revealed a strong correlation between structured ICT integration and academic performance. The study concludes that a well-planned and pedagogically informed use of ICT fosters a more interactive and engaging learning environment. Future research should explore long-term impacts of ICT in education and the development of frameworks for more inclusive and scalable technology integration in diverse classroom contexts.
Co-Authors Al-Momani, Ammar Anggit Prabowo, Anggit Asrul Pattimahu MA, Muhammad Bahiya Gasam Dafid Slamet Setiana Ili, La Kabakoran, Abubakar Khatib, Rania Muhammad Irfan Rumasoreng Uar, Eka Dahlan