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All Journal AL-USWAH: Jurnal Riset dan Kajian Pendidikan Agama Islam Jurnal Review Pendidikan dan Pengajaran (JRPP) At-Tarbawi : Jurnal Pendidikan, Sosial dan Kebudayaan Community Development Journal: Jurnal Pengabdian Masyarakat Absorbent Mind Al-MIKRAJ: Jurnal studi Islam dan Humaniora Journal of Artificial Intelligence and Digital Business Global Education Journal Assoeltan: Indonesian Journal of Community Research and Engagement
Afriani, Gusma
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Transformasi Guru sebagai Fasilitator Pembelajaran di Era Digital Afriani, Gusma; Soegiarto, Ita; Suyuti, Suyuti; Amarullah, Ahmad; Aristanto, Aristanto
Global Education Journal Vol. 2 No. 1 (2024): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v2i1.332

Abstract

The development of information and communication technology (ICT) has changed the educational landscape, encouraging the transformation of the role of teachers into learning facilitators in the digital era. This research aims to explore this transformation phenomenon by exploring shifts in learning paradigms, identifying challenges faced by teachers, evaluating strategies for solving them, and analyzing their impact on student learning. The research method used is a qualitative approach, by collecting data, including in-depth interviews with teachers who actively use technology in learning and direct observation in classes that apply a technology-based approach. The research results show that the transformation of the teacher's role involves a shift in focus from a teacher-centered learning model to a more student-oriented approach, where the teacher acts as a learning facilitator who encourages active student involvement and collaboration. Challenges such as lack of digital skills and gaps in technology access among students are major barriers to adopting these new roles. However, resolution strategies such as training and professional development, collaboration with colleagues, and differentiation of learning have proven effective in overcoming these challenges. The impacts of this transformation include increased student engagement, creativity, critical thinking, and collaboration in digital learning. In conclusion, the transformation of teachers as learning facilitators in the digital era is a complex process that requires in-depth understanding, appropriate strategies, and ongoing support to achieve optimal learning outcomes in an ever-evolving context.
Transformation Early Childhood Education in Iraq: Challenges, Innovations, and Future Prospects Saro'i, Mohammad; Sain, Zohaib Hassan; Afriani, Gusma; Azizah, Suci Midsayhri; Rahma Pratiwi, Emy Yunita
Absorbent Mind Vol 4 No 1 (2024): Psychology and Child Development
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/absorbent_mind.v4i1.4844

Abstract

The article "Transformation Early Childhood Education in Iraq: Challenges, Innovations, and Future Prospects" provides a comprehensive analysis of the current landscape of early childhood education (ECE) in Iraq. Through a systematic literature review methodology, the study identifies and examines the major challenges facing ECE in Iraq, including inadequate funding, shortage of qualified educators, and cultural barriers. Moreover, the research explores innovative approaches and promising initiatives aimed at revitalizing ECE in Iraq, such as community-driven projects, technology-enabled solutions, and government-led reforms. By synthesizing empirical evidence with theoretical frameworks and situating the research within the socio-political context of Iraq, the analysis offers valuable insights for informing evidence-based decision-making and practice in the field of early childhood education. The study concludes with recommendations for future research, emphasizing the need for longitudinal studies, intersectional analyses, and rigorous evaluations to drive meaningful change and foster equitable access to quality ECE for all children in Iraq.
Pengaruh Ice breaking terhadap Konsentrasi Belajar Anak pada Mata Pelajaran Pendidikan Agama Islam Lubis, Ayang Ratu Nita; Zuhri, Zuhri; Afriani, Gusma
Absorbent Mind Vol 5 No 1 (2025): Psychology and Child Development
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/absorbent_mind.v5i1.6443

Abstract

Good concentration is essential in the learning process, as it enables children to absorb information more effectively and retain it for longer periods. This study investigates the impact of ice-breaking activities on students' learning concentration in Islamic Religious Education at State Senior High School 10 Pekanbaru. The research employs a quantitative approach with a Quasi-Experimental method, utilizing a Non-Equivalent Control Group Design. The study sample consisted of 35 students from class X.1 as the experimental group and 35 students from class X.3 as the control group, selected through a purposive sampling technique. Data collection methods included observation, questionnaires, and documentation. Data analysis was conducted using parametric statistics with the T-test. The findings reveal a significant difference in learning concentration between the control and experimental groups in Islamic Religious Education. The t-value (t_count) was 3.987, exceeding the critical t-value (t_table) of 1.667, with a significance value of 0.000 < 0.05, leading to the rejection of H_0 and acceptance of H_a.
Implementation of Character Education through Active Learning for Islamic Religious Education Teachers Rahmatika, Zahra; Asfahani, Asfahani; Afriani, Gusma; Saro’i, Mohammad; Muhammadong, Muhammadong
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol 11 No 2 (2024): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/tarbawi.v11i2.9417

Abstract

The purpose of this study was to investigate how active learning strategies can enhance student engagement and facilitate the internalization of Islamic values. This study used a qualitative approach, data were collected through semi-structured interviews, classroom observations, and document analysis involving IRE teachers. The study findings revealed that active learning significantly increased student participation and moral reflection, offering a more dynamic and practical approach to character education. Teachers reported that activities such as role-playing, group discussions, and problem-solving not only made religious teachings more relevant but also encouraged students to apply Islamic principles in real-life situations. However, the study also identified challenges, including lack of training and resources, and the need to contextualize active learning within an Islamic framework. This study contributes to the broader discourse on educational strategies that nurture intellectual and moral development, offering insights and recommendations for improving character education in Islamic educational settings. Future research should focus on the long-term impact of these strategies and the development of specific training programs for IRE teachers.
Pengaruh Penggunaan Model Pembelajaran Project Based Learning terhadap Hasil Belajar Siswa pada Mata Pelajaran Fiqih Rizki, M.; Afriani, Gusma; Zuhri, Zuhri
AL-MIKRAJ Jurnal Studi Islam dan Humaniora (E-ISSN 2745-4584) Vol 5 No 01 (2024): Al-Mikraj, Jurnal Studi Islam dan Humaniora
Publisher : Pascasarjana Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/almikraj.v5i01.6445

Abstract

In this 21st century era of globalization, students are prepared to be competent in all things, meaning they are able to face life's problems by finding creative solutions to overcome them. This study aims to test the effect of using project based learning model on students’ learning outcomes in Fiqh subject in Madrasah Tsanawiyah Negeri 2 Pekanbaru. This type of research is quantitative research with quasi-experimental research design, with nonequivalent control group design. The population in this study were all students of grade VII who took Fiqh subject in Madrasah Tsanawiyah Negeri 2 Pekanbaru, totaling 144 students. The sampling of this study used purposive sampling. The sample of this study was class VII Cendikia totaling 31 students as the experimental class and VII A totaling 29 students as the control class. Data collection techniques used observation, tests and documentation. The data analysis technique of this study used independent sample t-test. The results of the study obtained a calculated t value (2.573) > t table (1.672) with a significance level of 5%, and a significant value of 0.013 <a 0.05, then Ha is accepted and Ho is rejected. This means that there is a difference in student learning outcomes between the use of the project based learning model and the lecture method in the subject of fiqh at Madrasah Tsanawiyah Negeri 2 Pekanbaru. The Mean Score of the experimental class was 89.84 higher than the control class 85.
The Effect of Ice Breaking on Student Learning Concentration on the Subject of Islamic Religious Education Lubis, Ayang Ratu Nita; Zuhri, Zuhri; Afriani, Gusma
Absorbent Mind Vol. 5 No. 1 (2025): Psychology and Child Development
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/absorbent_mind.v5i1.6443

Abstract

This study aims to test the effect of ice breaking on children's learning concentration in Islamic Religious Education subjects at State Senior High School 10, Pekanbaru. This research method uses a quantitative approach and the Quasi-Experiment method with a Non-equivalent Control Group Design research design. The sample used in this study was 35 students of class X.1 as the experimental class and 35 students of class X.3 as the control class—sampling using a purposive sampling technique. Data collection was carried out using observation, questionnaires, and documentation. Data analysis techniques used parametric statistics, with the T-test. The results of this study indicate that there is a significant difference in student learning concentration between the control class and the experimental class in Islamic Religious Education subjects at State Senior High School 10 Pekanbaru, t_count is greater than t_table, which is 3.987> 1.667 and Sig. (2-tailed) = 0.000 < 0.05, then H_0 is rejected and H_a is accepted. It has been proven that ice-breaking affects students' concentration in learning.
Teachers as Digital Facilitators: Navigating the Shift from Content Delivery to Learning Design Afriani, Gusma; Sa'diyah, Sa'diyah; Krisnawati, Nova; Husnita, Liza; Komariah, Nur
Global Education Journal Vol. 3 No. 2 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v3i2.674

Abstract

This study explores the evolving role of teachers as digital facilitators, focusing on the shift from traditional content delivery to learning design in digitally mediated classrooms. With the rapid integration of technology in education, many teachers still struggle to adapt their practices, which raises the question of how they can effectively transition to roles that require instructional design thinking and technological fluency. The research employs a qualitative methodology, utilizing semi-structured interviews, classroom observations, and document analysis to investigate the experiences of 12 secondary school teachers in West Java, Indonesia. The findings reveal that teachers are increasingly adopting roles as learning designers, curating digital tools and resources to foster student-centered, collaborative, and inquiry-based learning. However, challenges such as rigid curriculum standards, lack of institutional support, and limited professional development hinder the full realization of this shift. The study concludes that becoming an effective digital facilitator requires not only technical skills but also pedagogical flexibility, reflection, and systemic support.
Fostering Creativity through Technology-Enhanced Learning Environments Dzikri , Ahmad Sidiq; Afriani, Gusma; Krisnawati , Nova
Global Education Journal Vol. 3 No. 2 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v3i2.675

Abstract

This study explores the role of technology-enhanced learning environments (TELEs) in fostering creativity among students, addressing concerns that traditional education often stifles creative potential. The research aims to examine how digital tools and pedagogical strategies can be designed to support creative thinking in diverse educational contexts. Using a qualitative approach, the study involved observations, interviews, and analysis of digital learning artifacts across multiple secondary schools and a university in Yogyakarta, Indonesia. Findings reveal that TELEs, when combined with learner autonomy, collaborative platforms, and multimodal expressions, significantly enhance creativity. However, the successful integration of these environments depends on teachers' digital competence, institutional flexibility, and equitable access to technology. The study concludes that fostering creativity through technology requires intentional pedagogical design and systemic support.
Implementing Project-Based Learning to Enhance 21st Century Skills Among Senior High School Students Zuhri, Zuhri; Afriani, Gusma
Global Education Journal Vol. 3 No. 2 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v3i2.716

Abstract

The demands of the 21st century require students to possess academic knowledge and essential life skills such as critical thinking, creativity, collaboration, communication, and digital literacy. However, traditional teaching methods often fail to cultivate these competencies effectively. This study aims to explore how Project-Based Learning (PBL) can enhance 21st-century skills among senior high school students. Using a qualitative research approach, data were collected through observations, interviews, focus group discussions, and document analysis over three months at a senior high school in Indonesia. Thematic analysis revealed that PBL significantly improved students' critical thinking, problem-solving, teamwork, communication skills, and digital literacy. Students engaged more deeply with the content and demonstrated greater autonomy, creativity, and collaboration in real-world project tasks. Despite some initial challenges, such as unfamiliarity with group-based learning and limited digital competence, students gradually developed confidence and independence. The study concludes that PBL is a powerful pedagogical model for preparing students to meet future academic and professional demands. Its contribution lies in promoting more meaningful, student-centered learning while offering insights into the conditions necessary for effective implementation in varied educational contexts.
Collaboration of Parents and Teachers in Supporting the Success of Inclusive Education in Senior High Schools Zuhri, Zuhri; Afriani, Gusma
Global Education Journal Vol. 3 No. 2 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v3i2.726

Abstract

Inclusive education at the senior high school level presents complex challenges that require active collaboration between parents and teachers to ensure the academic success and social development of students with special educational needs (SEN). However, in the Indonesian context, such collaboration is often limited due to socio-cultural barriers, lack of parental understanding, and insufficient institutional support. This study aims to explore how parent-teacher collaboration is implemented, the obstacles encountered, and its impact on inclusive education practices in senior high schools. Using a qualitative descriptive approach, the research was conducted over three months in two inclusive senior high schools in Indonesia through semi-structured interviews, observations, and document analysis. The findings reveal that while both parents and teachers recognize the importance of collaboration, its realization remains inconsistent, influenced by socio-economic disparities, lack of structured communication platforms, and varying levels of awareness about inclusive education. The study also highlights the role of school leadership and emotional connections in fostering effective partnerships. It concludes that improving collaboration requires institutional commitment, parental empowerment, and teacher capacity-building.
Co-Authors Ahmad Amarullah, Ahmad Aristanto, Aristanto Asfahani, Asfahani Ayi Abdurahman Azizah, Suci Midsayhri Baso Intang Sappaile, Baso Intang Darimis Darimis Dzikri , Ahmad Sidiq Emy Yunita Rahma Pratiwi, Emy Yunita Rahma Fini Widya Fransiska, Fini Widya Hananuraga, Rahula Indra Sari, Helmaya Komariah, Nur Krisnawati , Nova Krisnawati, Nova Laksmi, Noorhani Dyani Liza Husnita Lubis, Ayang Ratu Nita Mahyudin Syukri Muhammad Arsyad Muhammadong Muspika Hendri Putri, Desfita Eka Rizki, M. Sa'diyah, Sa'diyah Sain, Zohaib Hassan Saro'i, Mohammad Saro’i, Mohammad Soegiarto, Ita Suyuti Suyuti Yulianti, Ilpira Zahra Rahmatika Zuhri Zuhri, Zuhri