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Implementasi Model Microlearning Untuk Meningkatkan Retensi Belajar Dalam Pendidikan Agama Islam Era Digital di MAN 1 Yogyakarta Suparman Suparman; Hadi, Moh. Solikul
Berkala Ilmiah Pendidikan Vol. 4 No. 3 (2024): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v4i3.1299

Era digital membawa perubahan signifikan dalam cara pembelajaran dilakukan, termasuk dalam pendidikan agama Islam (PAI). Namun, tantangan utama yang dihadapi adalah rendahnya retensi belajar siswa akibat informasi yang terlalu padat dan kurangnya interaktivitas dalam metode pembelajaran konvensional. Penelitian ini bertujuan untuk mengevaluasi implementasi model microlearning sebagai pendekatan inovatif untuk meningkatkan retensi belajar PAI di MAN 1 Yogyakarta. Penelitian ini menggunakan metode kuantitatif dengan desain eksperimen semu (quasi-experimental). Sampel penelitian terdiri dari dua kelompok siswa kelas XI, yaitu kelompok eksperimen yang diberikan pembelajaran menggunakan microlearning, dan kelompok kontrol yang menggunakan metode pembelajaran konvensional. Data dikumpulkan melalui tes retensi belajar, angket, dan observasi. Analisis data dilakukan dengan menggunakan uji-t untuk menentukan perbedaan signifikan antara kedua kelompok. Hasil penelitian menunjukkan bahwa model microlearning secara signifikan meningkatkan retensi belajar siswa dibandingkan dengan metode pembelajaran konvensional (p < 0,05). Siswa yang belajar menggunakan microlearning juga menunjukkan peningkatan motivasi dan minat belajar, yang tercermin dalam tingginya tingkat partisipasi selama proses pembelajaran. Implikasi dari penelitian ini adalah bahwa microlearning dapat menjadi solusi efektif untuk meningkatkan kualitas pembelajaran PAI, khususnya di era digital yang menuntut pembelajaran yang fleksibel dan adaptif. Temuan ini diharapkan dapat menjadi referensi bagi pendidik dan pengambil kebijakan dalam merancang strategi pembelajaran yang relevan dan berbasis teknologi untuk pendidikan agama di masa depan. Kata kunci: microlearning era digital, retensi belajar, Pendidikan Agama Islam

The Effect of Implementing Deep Learning on Improving Students' Cognitive Abilities in the Independent Curriculum at Yogyakarta High Schools Hadi, Moh. Solikul; Veri Setiawan; Putri Maulidiah Hidayah
Journal of Research in Islamic Education Vol. 6 No. 2 (2024): 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.v6i2.5637

The application of artificial intelligence technology, especially Deep Learning, in the world of education is increasingly developing and has the potential to improve students' cognitive abilities. This study aims to analyze the effect of the application of Deep Learning on improving students' cognitive abilities in the Independent Curriculum in Yogyakarta High Schools. This study analyzes the effect of the application of Deep Learning technology on improving students' cognitive abilities in the Independent Curriculum in Yogyakarta High Schools. Using an interpretive quantitative method with simple linear regression, the results show a positive relationship between the application of Deep Learning and students' cognitive development with a contribution of 34.2%. The regression equation Y = 33.136 + 1.241X shows that the higher the application of Deep Learning, the higher the students' cognitive abilities. Although effective, challenges in infrastructure, teacher readiness, and student readiness still need to be overcome. With the support of the government and schools, this technology can be optimized to support more interactive, adaptive, and data analysis-based learning, thereby increasing the effectiveness of education and achieving the goals of the Independent Curriculum.

Integral Values in Madrasah: to Foster Community Trust in Education Abrori, M Sayyidul; Hadi, Moh. Solikul
ISTAWA Vol 5, No 2 (2020): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

This article aims to illustrate the reality of the relationship between public trust in madrasas. The pattern of the relationship examined is not only limited to individual students, guardians of students or managers of madrasas, but to other people such as their families and society in general. This is done to understand the trust that was initially built only at the level of individual students or guardians of students or madrasah managers also occur at the level of the general public until a sociological trust is formed. In general, the community does not know and understand clearly what is a madrasa and what is a school. Madrasahs are often understood as non-formal education for madrasah diniyah which implements learning every evening.The discussion of madrasas in this paper is a formal education madrasa under the auspices of the Ministry of Religion in the field of Madrasah Education whose education level starts from the most basic level, namely RaudhatulAthfal (RA), Madrasah Ibtidaiyah (MI), Madrasah Tsanawiyah (MTs) to Madrasah Aliyah (MA) or Madrasah Aliyah Kejuruan (MAK). Where the level above is a single unit that is mutually sustainable. The results showed that the relationship of public trust is not always based on consideration of rational economic transactional but also based on moral rationality and religiosity. This is where trust develops between students or guardians of students and madrasah managers. From the perspective of symbolic interactionism, the behavior of students or guardians of students and madrasah managers reflects the meaning of worship and reinforces their relationship of trust with their religiosity.Artikel ini bertujuan untuk menggambarkan realitas hubungan antara kepercayaan publik terhadap madrasah. Pola hubungan yang diteliti tidak hanya terbatas pada siswa perorangan, wali murid atau pengelola madrasah, tetapi juga bagi orang lain seperti keluarga dan masyarakat pada umumnya. Hal ini dilakukan untuk memahami kepercayaan yang pada awalnya dibangun hanya pada tingkat siswa perorangan atau wali siswa atau manajer madrasah juga terjadi pada tingkat masyarakat umum sampai kepercayaan sosiologis terbentuk. Secara umum, masyarakat tidak tahu dan mengerti dengan jelas apa itu madrasah dan apa itu sekolah. Madrasah sering dipahami sebagai pendidikan non-formal untuk madrasah diniyah yang menerapkan pembelajaran setiap malam. Pembahasan madrasah dalam tulisan ini adalah madrasah pendidikan formal di bawah naungan Kementerian Agama di bidang Pendidikan Madrasah yang tingkat pendidikannya dimulai dari jenjang paling dasar, yaitu Raudhatul Athfal (RA), Madrasah Ibtidaiyah (MI), Madrasah Tsanawiyah (MTs) ke Madrasah Aliyah (MA) atau Madrasah Aliyah Kejuruan (MAK). Dimana level di atas adalah satu unit yang saling berkelanjutan. Hasil penelitian menunjukkan bahwa hubungan kepercayaan publik tidak selalu didasarkan pada pertimbangan transaksional ekonomi rasional tetapi juga didasarkan pada rasionalitas moral dan religiusitas. Di sinilah kepercayaan berkembang antara siswa atau wali siswa dan pengelola madrasah. Dari perspektif interaksionisme simbolik, perilaku siswa atau wali siswa dan manajer madrasah mencerminkan makna ibadah dan memperkuat hubungan kepercayaan mereka dengan agama mereka.

The Effect of Implementing Deep Learning on Improving Students' Cognitive Abilities in the Independent Curriculum at Yogyakarta High Schools Hadi, Moh. Solikul; Veri Setiawan; Putri Maulidiah Hidayah
Journal of Research in Islamic Education Vol. 7 No. 1 (2025): 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.v7i1.5637

The application of artificial intelligence technology, especially Deep Learning, in the world of education is increasingly developing and has the potential to improve students' cognitive abilities. This study aims to analyze the effect of the application of Deep Learning on improving students' cognitive abilities in the Independent Curriculum in Yogyakarta High Schools. This study analyzes the effect of the application of Deep Learning technology on improving students' cognitive abilities in the Independent Curriculum in Yogyakarta High Schools. Using an interpretive quantitative method with simple linear regression, the results show a positive relationship between the application of Deep Learning and students' cognitive development with a contribution of 34.2%. The regression equation Y = 33.136 + 1.241X shows that the higher the application of Deep Learning, the higher the students' cognitive abilities. Although effective, challenges in infrastructure, teacher readiness, and student readiness still need to be overcome. With the support of the government and schools, this technology can be optimized to support more interactive, adaptive, and data analysis-based learning, thereby increasing the effectiveness of education and achieving the goals of the Independent Curriculum.

Integral Values in Madrasah: to Foster Community Trust in Education Abrori, M Sayyidul; Hadi, Moh. Solikul
ISTAWA Vol 5 No 2 (2020): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ijpi.v5i2.2736

This article aims to illustrate the reality of the relationship between public trust in madrasas. The pattern of the relationship examined is not only limited to individual students, guardians of students or managers of madrasas, but to other people such as their families and society in general. This is done to understand the trust that was initially built only at the level of individual students or guardians of students or madrasah managers also occur at the level of the general public until a sociological trust is formed. In general, the community does not know and understand clearly what is a madrasa and what is a school. Madrasahs are often understood as non-formal education for madrasah diniyah which implements learning every evening.The discussion of madrasas in this paper is a formal education madrasa under the auspices of the Ministry of Religion in the field of Madrasah Education whose education level starts from the most basic level, namely RaudhatulAthfal (RA), Madrasah Ibtidaiyah (MI), Madrasah Tsanawiyah (MTs) to Madrasah Aliyah (MA) or Madrasah Aliyah Kejuruan (MAK). Where the level above is a single unit that is mutually sustainable. The results showed that the relationship of public trust is not always based on consideration of rational economic transactional but also based on moral rationality and religiosity. This is where trust develops between students or guardians of students and madrasah managers. From the perspective of symbolic interactionism, the behavior of students or guardians of students and madrasah managers reflects the meaning of worship and reinforces their relationship of trust with their religiosity.Artikel ini bertujuan untuk menggambarkan realitas hubungan antara kepercayaan publik terhadap madrasah. Pola hubungan yang diteliti tidak hanya terbatas pada siswa perorangan, wali murid atau pengelola madrasah, tetapi juga bagi orang lain seperti keluarga dan masyarakat pada umumnya. Hal ini dilakukan untuk memahami kepercayaan yang pada awalnya dibangun hanya pada tingkat siswa perorangan atau wali siswa atau manajer madrasah juga terjadi pada tingkat masyarakat umum sampai kepercayaan sosiologis terbentuk. Secara umum, masyarakat tidak tahu dan mengerti dengan jelas apa itu madrasah dan apa itu sekolah. Madrasah sering dipahami sebagai pendidikan non-formal untuk madrasah diniyah yang menerapkan pembelajaran setiap malam. Pembahasan madrasah dalam tulisan ini adalah madrasah pendidikan formal di bawah naungan Kementerian Agama di bidang Pendidikan Madrasah yang tingkat pendidikannya dimulai dari jenjang paling dasar, yaitu Raudhatul Athfal (RA), Madrasah Ibtidaiyah (MI), Madrasah Tsanawiyah (MTs) ke Madrasah Aliyah (MA) atau Madrasah Aliyah Kejuruan (MAK). Dimana level di atas adalah satu unit yang saling berkelanjutan. Hasil penelitian menunjukkan bahwa hubungan kepercayaan publik tidak selalu didasarkan pada pertimbangan transaksional ekonomi rasional tetapi juga didasarkan pada rasionalitas moral dan religiusitas. Di sinilah kepercayaan berkembang antara siswa atau wali siswa dan pengelola madrasah. Dari perspektif interaksionisme simbolik, perilaku siswa atau wali siswa dan manajer madrasah mencerminkan makna ibadah dan memperkuat hubungan kepercayaan mereka dengan agama mereka.

Heutagogical Self-Directed Learning in an Indonesian Islamic Senior High School: Teacher Scaffolding, Digital Practices, and Policy Implications Suparman, Suparman; Hadi, Moh. Solikul; Amalia, Milda; Rose, Sandena
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.52.08

This study explores how self-directed learning (SDL) is fostered in the digital era within State Islamic Senior High Schools (Madrasah Aliyah Negeri) in Yogyakarta. Using a qualitative descriptive approach, data were collected through interviews, classroom observations, and document analysis involving teachers, students, and school leaders. The data was analyzed using a thematic analysis approach with the interactive model of Miles, Huberman, and Saldaña through the process of data reduction, data presentation, and drawing conclusions. The findings reveal a significant shift in learning behavior, where students show increased autonomy and motivation to seek online learning resources such as YouTube, academic journals, and educational websites. Teachers’ roles have evolved from traditional instructors to digital facilitators who guide students in planning, monitoring, and reflecting on their learning through platforms like Google Classroom, Padlet, and Quizizz. However, challenges remain, including inconsistent motivation among students, limited digital literacy among teachers, and unequal access to internet facilities. Cultural factors also influence the pace of transformation from teacher-centered to student-centered learning. This study is limited to several Islamic senior high schools in Yogyakarta, and the findings rely on qualitative data that may not be generalizable. Future research should involve broader school contexts, employ mixed-method approaches, and examine long-term or intervention-based efforts to strengthen self-directed learning in digital environments.

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