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All Journal Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam Diniyah: Jurnal Pendidikan Dasar Jurnal Pendidikan Sultan Agung Dirasah: Jurnal Pendidikan Islam MANGGALI
Baen, Faldin
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Religion Arts Humanities Education Environmental Science Mathematics Social Sciences Transportation Other

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Peningkatan Numerasi Awal Anak Usia Dini melalui Media Gambar Berbasis Lintasan Belajar Enaktif–Ikonik–Simbolik Rostika, Sri; Rohmiati, Rohmiati; Idhayani, Nurul; Sitti Fatimah, Waode; Baen, Faldin
Diniyah: Jurnal Pendidikan Dasar Volume 6 Nomor 2, 2025
Publisher : IAIN Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/dy.v6i2.12958

Abstract

Early numeracy is a critical foundation for young children’s readiness to learn mathematics. This study aimed to enhance early numeracy through picture media implemented gradually using an enactive–iconic–symbolic learning trajectory. A two-cycle classroom action research design was conducted in a preschool group at PAUD Ummushabri Kendari, involving 15 children. Data were collected through observations of instructional implementation and children’s development, performance and product assessments (matching quantities to number symbols, ordering numbers, and tracing number forms), and documentation. Data were analyzed descriptively using quantitative and qualitative procedures. Results showed steady improvements from the pre-intervention phase to Cycle I and further gains in Cycle II, reaching full class mastery. The strongest progress appeared in one-to-one correspondence and number ordering, while number symbol recognition improved after strengthening quantity–symbol mapping activities. Instructional implementation also improved, especially in consistent gradual support and managing transitions from pictorial representations to number symbols. These findings indicate that picture media is effective when positioned as a representational tool that connects counting experiences, visual representations, and number symbols through repeated, meaningful practice. Keywords: early numeracy; picture media; enactive iconic symbolic; number symbols; one-to-one correspondence; number ordering
The Implementation of Quizzi AI as a Learning Tool on Learning Outcomes in Islamic Religious Education in Year 12 at SMAIT Harapan Bunda, Semarang Baen, Faldin; Habibah, Mu’minatul; Mujtaba, Hamid; Fairuzzuhria, Novie
Dirasah: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026)
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/jpi.v7i1.14441

Abstract

This study aims to examine the application of Quizzi AI as a pedagogical tool designed to improve educational outcomes in Islamic Religious Education (PAI) among Year 11 students at SMAIT Harapan Bunda, Semarang. The research employed a quantitative methodology using a quasi-experimental framework, incorporating pre-test and post-test assessments administered to 64 participants categorised into two instructional modalities: traditional learning and Quizzi AI-enhanced learning. The research instruments comprised an academic performance assessment and an observational tool designed to evaluate students’ motivation and engagement during the PAI instructional process. The findings revealed a significant improvement in average student performance, rising from 64.2 in the pre-tests to 89 in the post-tests following the integration of Quizzi AI into the educational experience. This increase is further evidenced by a rise in the percentage of academic adherence, alongside heightened enthusiasm and active participation among students during educational activities. Consequently, the application of Quizzi AI demonstrates its effectiveness as an interactive educational tool capable of optimising PAI learning outcomes at secondary education level. The implications of this study indicate that the application of Quizzi AI not only improves student learning outcomes in Islamic Religious Education subjects but can also serve as an interactive learning model that fosters active student participation, motivation, and enthusiasm. This provides a foundation for educators to integrate gamification-based educational technologies into the curriculum, thereby enhancing the effectiveness of learning at secondary school level.
Co-Authors Aklis, Muhammad Zainudin Aziz, Asyrofi Didik Ardi Santoso, Didik Ardi Fairuzzuhria, Novie Habibah, Mu'minatul Habibah, Muminatul Habibah, Mu’minatul Idhayani, Nurul Mu'alifin, Mu'alifin Muhammad Ilham Mujitaba, Hamid Mujtaba, Hamid Rohmiati, Rohmiati Rostika, Sri Sitti Fatimah, Waode Sulchan, Sulchan Ta’lifuddin, Qaisa