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All Journal JURNAL KONFIKS Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Abrar, Andi Muhammad
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Religion Education Other

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KOMPETENSI PEDAGOGIK GURU PENDIDIKAN AGAMA ISLAM DALAM MENINGKATKAN INTERAKSI PEMBELAJARAN PESERTA DIDIK SD INTEGRAL RAHMATULLAH TOLITOLI Abrar, Andi Muhammad
Al-Qalam: Jurnal Kajian Islam dan Pendidikan Vol 12 No 1 (2020): Volume 12 Nomor 1 Juni 2020
Publisher : LP2M Universitas Islam Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/al-qalam.v2i1.367

Abstract

Penelitian ini bertujuan mengetahui kompetensi Pedagogik guru pendidikan agama Islam (PAI) dalam meningkatkan interaksi pembelajaran di SD Integral Rahmatullah Tolitoli. Penelitian ini menggunakan metode penelitian kualitatif deskriptif, melalui observasi dan wawancara mendalam dan studi dokumentasi. Data yang diperoleh dianalisis dengan teknik reduksi data, penyajian data, verifikasi data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa:1. Guru PAI memiliki Kompetensi pedagogik berupa : pemahaman terhadap peserta didik, perancangan pembelajaran, pelaksanaan pembelajaran yang mendidik dan dialogis, pemanfaatan teknologi pembelajaran, evaluasi pembelajaran, pengembangan peserta didik untuk mengaktualisasikan berbagai potensi yang dimiliki. 2. Upaya guru PAI meningkatkan interaksi pembelajaran yaitu pertama, Interaksi guru terhadap peserta didik dengan cara, pengaturan kelas, menjelaskan materi pelajaran, mengajukan pertanyaan pada peserta didik, pemberian point/ nilai, pemberian latihan soal pada peserta didik, memeriksa hasil kerja peserta didik, pengulangan materi pelajaran, pemberian tugas belajar, pemberian tugas diskusi. Kedua, Interaksi peserta didik terhadap guru dengan cara menjawab pertanyaan guru, mengerjakan soal, mengerjakan tugas diskusi, mencatat pelajaran, mengulangi materi pelajaran, mengerjakan tugas di depan.
FROM CONVENTIONAL READING TO MOODLE-BASED LEARNING: AN EXPERIMENTAL STUDY ON UNDERGRADUATE STUDENTS’ READING COMPREHENSION Hidayati, Hidayati; Indrawati, Inda; Sudaryati, Sri; Abrar, Andi Muhammad; Rusdin, Diyenti; Marzuki, Marzuki
JURNAL KONFIKS Vol 12 No 4 (2025): KONFIKS
Publisher : LEMBAGA PENELITIAN DAN PENGABDIAN PADA MASYARAKAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/qywp0457

Abstract

The rapid advancement of digital technology has encouraged the integration of Learning Management Systems (LMS) in higher education, including in reading instruction. Although Moodle is widely adopted, empirical evidence based on experimental approaches that directly examine its effectiveness in enhancing undergraduate students’ reading comprehension remains limited, particularly in comparison with conventional reading instruction. This study aimed to investigate the effect of Moodle-based reading instruction on students’ reading comprehension and to compare learning outcomes between students taught through Moodle and those taught through traditional instructional methods. A quasi-experimental research design employing a pretest–posttest control group was applied. The participants consisted of 46 undergraduate students divided into two intact classes: an experimental group (n = 23) and a control group (n = 23). The experimental group received reading instruction through Moodle, integrating structured learning materials, interactive activities, and formative assessments, while the control group was taught using conventional face-to-face reading instruction with printed materials and teacher-led discussions. A reading comprehension test was administered as both a pretest and a posttest. Data were analyzed using descriptive statistics, paired-samples t-tests to examine within-group improvement, independent-samples t-tests to compare posttest performance between groups, and effect size analysis to assess practical significance. The results revealed that both groups demonstrated significant improvement in reading comprehension from pretest to posttest; however, the experimental group showed significantly greater gains than the control group. Furthermore, the posttest comparison indicated a statistically significant difference with a large effect size, suggesting that Moodle-based instruction had a substantial and educationally meaningful impact on students’ reading comprehension. Overall, the findings indicate that Moodle-based reading instruction is an effective approach for enhancing undergraduate students’ reading comprehension and offers considerable pedagogical benefits for reading instruction in higher education contexts.
Co-Authors Hidayati Hidayati Indrawati, Inda Marzuki Marzuki Rusdin, Diyenti Sri Sudaryati