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All Journal Jurnal Konseling Pendidikan Islam Jurnal Kajian Pendidikan dan Psikologi FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Molang: Journal Islamic Education
Abdullah, Walib
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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THE EFFECT OF FLIPPED CLASSROOM LEARNING ON LEARNING OUTCOMES Abdullah, Walib
Jurnal Kajian Pendidikan dan Psikologi Vol. 2 No. 2 (2024): Jurnal Kajian Pendidikan dan Psikologi
Publisher : PT Altin Riset Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61397/jkpp.v2i2.296

Abstract

The impact of flipped classroom learning on student learning outcomes is investigated in this study. The research technique is a scientific approach to data collection that aims to accomplish a particular objective. The quasi-experimental research approach will be the methodology employed in this investigation. The following are the variables in this study: The study's independent variable (free variable) is the learning model, specifically the traditional and flipped classroom models. In this study, student learning outcomes are the dependent variable (bound variable). The t-test and One-Way Anova are two examples of the quantitative analysis techniques used in data analysis to process field-sourced data using normality, homogeneity, and hypothesis tests. The significance value table (sig.) illustrates that the post-test value data in the social studies topic is normally distributed, as determined by the computations above. The post-test results indicate a value higher than 0.05, specifically 0.091 in the experimental class and 0.055 in the control class. According to the test requirements, t table = 1.99 and t count = 6.62. As a result, at a level of 0.05, 6.62>1.99, rejecting H0 and accepting Ha. It is possible to conclude that classes using the flipped classroom learning approach have a higher average value on the post-test of geography learning outcomes than classes utilizing the conventional method. With a 5% confidence level (α=0.05), the calculation of F count> F table (45.06> 3.97) indicates that there is a difference in the average value of learning outcomes (there is an influence on learning outcomes). Ho is rejected, while Ha is approved. It is possible to draw the following conclusion from the data analysis results: "The flipped classroom learning paradigm has a positive and significant influence on learning outcomes.
THE EFFECT OF PROBLEM-BASED LEARNING (PBL) ON CRITICAL THINKING SKILLS OF STUDENTS AT NURUS SALAM ISLAMIC JUNIOR HIGH SCHOOL Abdullah, Walib; Maladona, Adi
Jurnal Konseling Pendidikan Islam Vol. 6 No. 2 (2025): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v6i2.996

Abstract

This study aims to determine the effect of the Problem-Based Learning (PBL) model on the critical thinking skills of eighth-grade students at Nurus Salam Islamic Junior High School. The background of this study is based on the importance of critical thinking skills as one of the essential skills of the 21st century that must be possessed by students, especially in the context of Islamic education, which emphasizes the development of sound reasoning and logic. This study used a quantitative approach with a quasi-experimental design of the nonequivalent control group type. The research subjects consisted of two classes, namely the experimental class that used the PBL model and the control class that used conventional learning methods. The research instrument was a critical thinking ability test administered at the pretest and posttest. Data analysis was conducted using parametric statistical tests, namely independent t-tests to determine the difference in results between the two groups. The results showed that there was a significant difference in critical thinking skills between students in the experimental group and the control group. Students who learned using the PBL model experienced a higher increase in critical thinking scores compared to students who learned using conventional methods. This shows that the PBL model is effective in developing students' critical thinking skills because it creates an active, collaborative, and challenging learning atmosphere. Thus, the PBL model is recommended as a learning strategy that can improve the quality of the learning process and outcomes, especially in the development of higher-order thinking skills in Islamic school students.
Model Blended Learning dalam Meningkatkan Efektifitas Pembelajaran Abdullah, Walib
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 7 No. 1 (2018): FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Institut Agama Islam Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jf.v7i1.3169

Abstract

In the 21st century learning is already entered to the digital era , which is many educational practitioners have developed and designing a digital-based learning such as online learning. However Online learning still needs the other learning namely face-to-face learning. That is why Educational experts combine these two lessons mode into a new learning theory called by Blended Learning. Blended learning is a combination of online learning, offline learning, and face-to-face learning, because there are many researchs prove that blended learning has more influential rather than online learning or face-to-face leaarning in improving students’ learning intrest rather than online learning or face-to-face learning. Blended learning may apply by using these following combination namely 50/50, 75/25, or 25/75 from the learning period alocation. There are some cases need to be consideration in designing a blended learning, it is about how to make the learning is so interesting and suitable with the characteristic of students’ learning style.
The Application of The Mind Mapping Method in Improving Student Learning Achievement in Madrasah Diniyah Imamuddin, Imamuddin; Abdullah, Walib; Muhyin, Fatihul Iqbal Maulana
Molang: Journal Islamic Education Vol. 1 No. 2 (2023): Molang: Journal Islamic Education
Publisher : LP2M IAI AL-KHAIRAT PAMEKASSAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jm.v1i2.621

Abstract

This study explores the Mind Mapping method in enhancing student learning outcomes at Madrasah Diniyah LPI MAKTUBA Palduding Plak-Pak Pegantenan Pamekasan. Using a qualitative descriptive approach, the research adopts phenomenology to provide a detailed depiction of the phenomena under study. Data were collected through primary sources, including interviews and observations, and secondary sources such as existing publications and reports. Triangulation methods ensured data validity and reliability. The findings reveal that Mind Mapping significantly improves comprehension, retention, and student engagement by fostering critical thinking and connecting new knowledge to existing schemas. This approach aligns with constructivist learning theories and supports the visualization of abstract concepts, making it particularly effective in religious education contexts. The research highlights essential components for successful implementation, including material identification, preparation of learning tools, active learning strategies, and effective evaluation mechanisms. Teachers play a pivotal role in facilitating this method by creating conducive learning environments, providing clear objectives, and employing innovative teaching strategies. While the findings underscore the method's flexibility and adaptability across various educational contexts, the study acknowledges limitations such as a single institutional focus and a limited sample size. Contextual factors, including institutional support and socio-economic influences, also warrant further investigation. This study contributes to the broader literature by demonstrating the applicability of Mind Mapping in religious education and emphasizes its potential for fostering critical thinking and long-term retention. Future research should explore its longitudinal effects, application across diverse subjects, and adaptations for students with special needs to maximize its impact within varied educational frameworks.
Co-Authors Imamuddin, Imamuddin Maladona, Adi Muhyin, Fatihul Iqbal Maulana