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All Journal Jurnal Promosi Pendidikan Ekonomi Sistemasi: Jurnal Sistem Informasi MODELING: Jurnal Program Studi PGMI Fair Value: Jurnal Ilmiah Akuntansi dan Keuangan Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Pengabdian Masyarakat : Pemberdayaan, Inovasi dan Perubahan Jurnal Kajian Ilmu Pendidikan (JKIP) JURNAL AGROINDUSTRI HALAL Ghaitsa: Islamic Education Journal Journal of Innovation in Teaching and Instructional Media Al-Bahtsu: Jurnal Penelitian dan Pendidikan Islam JPT : Jurnal Pendidikan Tematik
Utami, Intan
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Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Journal : MODELING: Jurnal Program Studi PGMI

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A Literature Review on Multimedia-Based Qur’anic Learning for Generation Z Ababil, Intan Meida; Okazani, Rechi Tri; Seftiani, Verly Tri; Syafutri, Tania; Utami, Intan
MODELING: Jurnal Program Studi PGMI Vol. 11 No. 1 (2024): Maret
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69896/modeling.v11i1.3063

Abstract

The rapid advancement of digital technology has significantly influenced educational practices, including Qur’anic learning for Generation Z. This literature review examines the characteristics and learning preferences of Generation Z, the forms and effectiveness of multimedia used in Qur’anic education, as well as the pedagogical impacts and challenges associated with multimedia-based learning. The reviewed studies indicate that Generation Z learners demonstrate a strong preference for visual, interactive, and technology-supported learning environments that promote engagement, autonomy, and immediate feedback. Various multimedia forms, such as instructional videos, mobile applications, digital Qur’an platforms, and interactive learning media, have been shown to enhance motivation, comprehension, and memorization of Qur’anic content when appropriately designed. Pedagogically, multimedia integration supports active learning, learner-centered instruction, and differentiated teaching approaches in Qur’anic education. However, challenges remain, including unequal access to technology, limited digital competence among educators, and the risk of reduced spiritual depth if pedagogical guidance is insufficient. The review concludes that multimedia-based Qur’anic learning holds considerable potential for Generation Z, provided that technological integration is aligned with sound pedagogical principles and the spiritual objectives of Qur’anic education.
Analisis Strategi Pembelajaran dalam Meningkatkan Motivasi Belajar Mahasiswa pada Mahasiswa PGMI UINFAS Bengkulu Yurni, Fenti; Andriyani, Rika; Asvio, Nova; Septiria, Dalima; Utami, Intan
MODELING: Jurnal Program Studi PGMI Vol. 11 No. 3 (2024): September
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69896/modeling.v11i3.3140

Abstract

The quality of learning in higher education is strongly influenced by students' learning motivation, particularly in teacher education programs such as PGMI (Pendidikan Guru Madrasah Ibtidaiyah). This literature review examines various learning strategies implemented to enhance student motivation among PGMI students at UINFAS Bengkulu. The analysis covers active learning strategies, cooperative learning, self-regulated learning, and technology-integrated instruction. The reviewed studies indicate that active and cooperative learning strategies significantly improve student engagement, intrinsic motivation, and academic performance. Self-regulated learning approaches support students in developing autonomy and metacognitive skills, while technology-based strategies address the digital learning preferences of contemporary students. However, challenges remain, including limited digital literacy among educators, inadequate infrastructure, and the need for pedagogical alignment. The review concludes that a combination of active, cooperative, and technology-supported learning strategies is essential to foster sustainable motivation among PGMI students, provided that institutional support and teacher competence are continuously strengthened.
Co-Authors Ababil, Intan Meida Afprilia, Isma Agus Sutanto Akbar Bayhaqi, Muhammad Fiqih Angelita, Gita Anggreiny, Dwi Arfai Arifin, Faisal Nur Asvio, Nova Bambang Irawan Candranita, Sefnisari Citra Anabella, Ridh Tania Desi Budiono Destya, Senie Fajri Arif Wibawa Febrianto, Redo Fitri, Yunika Ilhamuddin Indradewa, Rhian Kasmantoni Koesmeiran, Hengki Lia Amalia Masdjojo, Gregornius N Mindani Mindani Nasron Okazani, Rechi Tri Pebriani, Rizia Dwi Puspita, Nilma Putri, Aprina Kartika Putri, Febriani Melinda Putri, Herlisa Hafizah Putri, Yarsi Putro, Miko Kastomo Ramalida, Farida Rika Andriyani, Rika Rolia, Eva Saputri, Dinda Oktaria Sari, Tiara Puspita Satria, Irwan Seftiani, Verly Tri Septiria, Dalima Siti Aminah Syafutri, Tania Titiek Suwarti Yoka, Yoka Yulianti, Rahma Yurni, Fenti Zahwa, Sabrina Zulkarnain