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Penggunaan Alat Peraga dalam Meningkatkan Minat Belajar Matematika Siswa Sukandi, Hasanuddin; Rahayu, Yayu Nurhayati; Safitri, Neng Risya; Zain, Irfan Ahmad
Jurnal Perspektif Vol 8, No 1 (2024): Jurnal Perspektif: Volume 8 Nomor 1 Tahun 2024
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jp.v8i1.275

Penelitian ini bertujuan untuk mengeksplorasi penggunaan alat peraga dalam meningkatkan minat belajar matematika siswa. Metode penelitian yang digunakan adalah penelitian kuantitatif dengan pengumpulan data melalui kuesioner. Penelitian ini dilakukan pada siswa-siswa sekolah menengah di SMPN 62 Bandung. Kuesioner digunakan sebagai instrumen pengumpulan data untuk mengukur minat belajar matematika siswa. Kuesioner terdiri dari pertanyaan yang dirancang untuk menggali minat belajar matematika siswa, termasuk aspek-aspek seperti ketertarikan terhadap materi matematika, kepercayaan diri dalam memecahkan masalah matematika, dan kepuasan terhadap pembelajaran matematika. Data yang dikumpulkan dari kuesioner kemudian dianalisis secara statistik. Hasil penelitian menunjukkan bahwa penggunaan alat peraga dalam pembelajaran matematika secara signifikan meningkatkan minat belajar siswa. Hal ini menunjukkan bahwa penggunaan alat peraga dalam pembelajaran matematika memiliki pengaruh yang positif terhadap minat belajar siswa. Oleh karena itu, disarankan agar sekolah dan guru-guru matematika mempertimbangkan penggunaan alat peraga sebagai strategi yang efektif dalam meningkatkan minat dan prestasi belajar matematika siswa.

Effective Learning Models: Advancing Islamic Education Materials for Quality Teaching and Learning Hapriadi, Yusa Farhan; Zain, Irfan Ahmad
Jurnal Inovasi Pendidikan Agama Islam (JIPAI) Vol 4, No 2 (2024): Jurnal Inovasi Pendidikan Agama Islam
Publisher : Islamic Religious Education Study Program Postgraduate Program UIN Sunan Gunung Djati Band

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jipai.v4i2.32876

The main issue found in this research is the lack of Islamic Religious Education material that can attract the attention of students and learners in PAI subjects. This research aims to find a new approach in developing Islamic Religious Education learning materials that suit the needs of students today. The main focus is divided into two aspects. First, includes the development of Islamic Religious Education learning materials which are based on the application of e-mobile based material models, second includes the development of Islamic Religious Education learning materials which are based on the application of Quipper School based material models. This research applies a qualitative approach, using the literature study method. The analytical approach used in this research is content analysis. Based on the study above, it can be concluded that the development of instrumental e-mobile-based PAI materials in the form of e-books which have been tested and the development of Islamic Religious Education learning materials based on Quipper School can be efficient and practical in its implementation in front of students, both directly and indirectly. . Both have proven effective in improving students' PAI learning achievement.

Penggunaan Alat Peraga dalam Meningkatkan Minat Belajar Matematika Siswa Sukandi, Hasanuddin; Rahayu, Yayu Nurhayati; Safitri, Neng Risya; Zain, Irfan Ahmad
Jurnal Perspektif Vol 8 No 1 (2024): Jurnal Perspektif: Volume 8 Nomor 1 Tahun 2024
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jp.v8i1.275

Penelitian ini bertujuan untuk mengeksplorasi penggunaan alat peraga dalam meningkatkan minat belajar matematika siswa. Metode penelitian yang digunakan adalah penelitian kuantitatif dengan pengumpulan data melalui kuesioner. Penelitian ini dilakukan pada siswa-siswa sekolah menengah di SMPN 62 Bandung. Kuesioner digunakan sebagai instrumen pengumpulan data untuk mengukur minat belajar matematika siswa. Kuesioner terdiri dari pertanyaan yang dirancang untuk menggali minat belajar matematika siswa, termasuk aspek-aspek seperti ketertarikan terhadap materi matematika, kepercayaan diri dalam memecahkan masalah matematika, dan kepuasan terhadap pembelajaran matematika. Data yang dikumpulkan dari kuesioner kemudian dianalisis secara statistik. Hasil penelitian menunjukkan bahwa penggunaan alat peraga dalam pembelajaran matematika secara signifikan meningkatkan minat belajar siswa. Hal ini menunjukkan bahwa penggunaan alat peraga dalam pembelajaran matematika memiliki pengaruh yang positif terhadap minat belajar siswa. Oleh karena itu, disarankan agar sekolah dan guru-guru matematika mempertimbangkan penggunaan alat peraga sebagai strategi yang efektif dalam meningkatkan minat dan prestasi belajar matematika siswa.

IMPLEMENTASI KURIKULUM PENDIDIKAN ISLAM BERKELANJUTAN BERDASARKAN TAFSIR TEMATIK AYAT-AYAT PENDIDIKAN DALAM AL-QUR'AN Zain, Irfan Ahmad; Saadah, Susi; Aldi, Ujang; Darojat; Rosulina, Desi
International Journal of Nusantara Islam Vol 13 No 1 (2025): International Journal of Nusantara Islam
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ijni.v13i1.45497

Islamic education has a crucial role in building students' character and morals based on Qur'anic values. However, social changes and technological developments require the Islamic education curriculum to continue to adapt. This research aims to analyze the implementation of a sustainable Islamic education curriculum with a thematic interpretation approach to educational verses in the Qur'an. The method used is a literature review, focusing on the curriculum content component in the Qur'an. This curriculum includes the concept of teaching and learning, faith education (aqidah), Islam (shari’a), and ihsan (morals). The concept of teaching and learning is explained in Q.S. Al-'Alaq verses 1-5, which emphasizes the importance of knowledge. Faith education is found in Q.S. Al-Baqarah verse 133, which teaches tawhid. Islamic education is explained in Q.S. An-Nuur verses 56-57, which contains orders for prayer, zakat, and obedience to the Prophet Muhammad SAW. Meanwhile, moral education is found in Q.S. Al-Isra verses 23-24, which emphasizes doing good to parents. This Qur'an-based curriculum is expected to form a relevant and sustainable Islamic education. The results of the research show that the thematic interpretation-based curriculum can integrate intellectual, spiritual, moral, and social aspects in a balanced manner and is relevant to the challenges of the times. The implementation of this curriculum is expected to create Islamic education that not only teaches science but also instills character and moral values that are important in everyday life.

IMPLEMENTASI KURIKULUM PENDIDIKAN ISLAM BERKELANJUTAN BERDASARKAN TAFSIR TEMATIK AYAT-AYAT PENDIDIKAN DALAM AL-QUR'AN Zain, Irfan Ahmad; Saadah, Susi; Aldi, Ujang; Darojat; Rosulina, Desi
International Journal of Nusantara Islam Vol 13 No 1 (2025): International Journal of Nusantara Islam
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ijni.v13i1.45497

Islamic education has a crucial role in building students' character and morals based on Qur'anic values. However, social changes and technological developments require the Islamic education curriculum to continue to adapt. This research aims to analyze the implementation of a sustainable Islamic education curriculum with a thematic interpretation approach to educational verses in the Qur'an. The method used is a literature review, focusing on the curriculum content component in the Qur'an. This curriculum includes the concept of teaching and learning, faith education (aqidah), Islam (shari’a), and ihsan (morals). The concept of teaching and learning is explained in Q.S. Al-'Alaq verses 1-5, which emphasizes the importance of knowledge. Faith education is found in Q.S. Al-Baqarah verse 133, which teaches tawhid. Islamic education is explained in Q.S. An-Nuur verses 56-57, which contains orders for prayer, zakat, and obedience to the Prophet Muhammad SAW. Meanwhile, moral education is found in Q.S. Al-Isra verses 23-24, which emphasizes doing good to parents. This Qur'an-based curriculum is expected to form a relevant and sustainable Islamic education. The results of the research show that the thematic interpretation-based curriculum can integrate intellectual, spiritual, moral, and social aspects in a balanced manner and is relevant to the challenges of the times. The implementation of this curriculum is expected to create Islamic education that not only teaches science but also instills character and moral values that are important in everyday life.

Syi’ah dan Al-Azhar: Dampak Ideologis terhadap Perkembangan Pendidikan Islam di Universitas Al-Azhar Suntiah, Ratu; Zain, Irfan Ahmad; Nurhamzah, Nurhamzah; Muttaqin, Via Putrimawati; Koswara, Ujang
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 10 No. 2 (2025): Jurnal Pendidikan Agama Islam Al-Thariqah
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2025.vol10(2).20609

The aim of this research is to comprehensively reveal the historical picture of the Shia during the Fathimiyyah dynasty and its continuity in influencing the pattern of Islamic education at Al-Azhar University in Cairo at that time. This research was conducted in descriptive qualitative form using the library study method, with data analysis sourced from existing texts or manuscripts, the data used was ready to use without going directly into the field, data collection in the research was carried out by reviewing and/or exploring several journals, books , and documents. The results of this research found that the Shia who developed during the Fathimiyyah period, especially during the development of civilization at Al-Azhar University, were Ismailiyyah Shia, where the Shia believed in twelve Imams, who did not deviate at all or even destroy the Islamic ideology that should be implemented. The influence on Al-Azhar University is of course very large, because the intellectual figures who fill the sections at AL-Azhar University have Shia Ismailiyah backgrounds so the impact of their thought and practice backgrounds refers to the seven pillars, namely: 1) Faith, 2) Taharah; 3) Prayer; 4) Zakat; 5) Shaum; 6) Hajj, and 7) Jihad. This condition has implications for the steadfastness and good academic culture that is always massive, the initial emergence of educational developments pioneered by Ibn Killis who has an Ismaili Shia ideology

Artificial Intelligence-Based Learning Media in Islamic Religious Education Learning Zain, Irfan Ahmad; Muslih, Hafid; Maulana, Ahmad Nanda; Azizah, Habibah Nur; Hakiki, Kiki Miftahul
Research Horizon Vol. 5 No. 6 (2025): Research Horizon - December 2025
Publisher : LifeSciFi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54518/rh.5.6.2025.963

The rapid development of digital technology in the modern era has significantly transformed the education sector, including Islamic Religious Education (IRE). The integration of artificial intelligence (AI) emerges as an innovation that supports adaptive, effective, and learner-centred learning while redefining teachers’ roles as agents of educational transformation. This study aims to examine the concepts, applications, opportunities, and challenges of AI integration in IRE learning, with particular attention to teachers’ innovative orientation. The research employs a qualitative approach through library research by reviewing relevant scientific literature. The findings indicate that AI can enhance IRE learning by enabling personalized instruction, providing rapid feedback, and offering interactive learning experiences aligned with the characteristics of the digital generation. Nevertheless, several challenges remain, including limited technological infrastructure, gaps in teachers’ digital literacy, and the potential reduction of human interaction between teachers and students. In conclusion, teacher innovation is a crucial factor in optimizing the use of AI in Islamic education. Teachers are expected to act as facilitators, learning designers, and drivers of innovation who are able to integrate Islamic values with technological advancement to ensure that Islamic education remains relevant and competitive in the digital era.

Comparison of Islamic Education According to the Perspectives of K.H. Ahmad Dahlan and K.H. Hasyim Asy'ari: Historical Roots and Curricular Implications Zain, Irfan Ahmad; Erihadiana, Mohamad; Aulia, Rifdaa; Mardhiyyah, ‘Ainul; Mafaiza, Sheila; Rachman, Dicky Alfian Nur
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.1067-1084

Islamic education in Indonesia was significantly shaped by early twentieth-century reform movements led by K.H. Ahmad Dahlan and K.H. Hasyim Asy'ari. This study aims to analyze comparatively the relationship between intellectual genealogy (sanad) and the curricular structure formulated by K.H. Ahmad Dahlan and K.H. Hasyim Asy'ari. It addresses the analytical gap concerning the limited examination of how historical-sanad foundations shaped institutional curriculum design. Using a qualitative historical-comparative approach and content analysis, this research examines primary sources such as Adabul ‘Alim wal Muta‘allim and early Muhammadiyah statutes, supported by relevant secondary literature. The findings show that Ahmad Dahlan developed an integrative and modern school-based curriculum combining religious and general sciences for social transformation, while Hasyim Asy'ari reinforced a pesantren-based curriculum centered on classical scholarship, sanad continuity, and moral formation. The study demonstrates that these curricular differences are causally rooted in their distinct epistemological orientations and interpretations of religious authority. It concludes that the research successfully establishes a systematic link between intellectual genealogy and curricular construction, contributing a historical-genealogical framework for understanding the complementary diversity of Islamic education models in Indonesia.

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