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SANTI LISNAWATI
Universitas Ibn Khaldun Bogor
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Pengaruh Model Pembelajaran Flipped Classroom terhadap Keaktifan Siswa pada Mata Pelajaran Akidah Akhlak Kelas X di MAN 1 Bogor Intan Audia Tazkiyani; Santi Lisnawati; Hilman Hakiem
YASIN Vol 5 No 4 (2025): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i4.5755

Abstract

This study aims to determine the effect of the Flipped Classroom learning model on student engagement in the subject of Akidah Akhlak in class X at MAN 1 Bogor. This research is motivated by the low student engagement in the subject of Akidah Akhlak due to the insufficient use of conventional methods that do not actively involve students in the learning process, which has a significant impact on the context of the research. The objective of this study is to measure the extent of the influence of the Flipped Classroom learning model on student engagement in the learning process. The method used is quantitative with a quasi-experimental research design of a non-equivalent control group design, involving a sample of 70 students selected using non-probability sampling with purposive sampling techniques. The results of the study indicate that the Flipped Classroom model has a positive effect on student engagement in the subject of Akidah Akhlak in class X at MAN 1 Bogor. The better the learning model and methods used by the teacher, the higher the student engagement in the learning process. Therefore, if a teacher designs the learning process well using various models and methods, it will have a positive impact on student engagement in learning.
Pengaruh Penggunaan Aplikasi Kahoot! terhadap Minat Belajar Siswa pada Mata Pelajaran Sejarah Kebudayaan Islam (SKI) di MAN 1 Kota Bogor Dewi Handayani; Santi Lisnawati; Abristadevi Abristadevi
MASALIQ Vol 5 No 3 (2025): MASALIQ: Jurnal Pendidikan dan Sains
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/masaliq.v5i3.5754

Abstract

This study is motivated by the limited research on the low interest in learning among students in the subject of Islamic Cultural History, despite the fact that this phenomenon has a significant impact on education. The purpose of this research is to investigate the effect of the Kahoot! application on student interest in the subject of Islamic Cultural History (Sejarah Kebudayaan Islam, SKI) in the twelfth grade at Madrasah Aliyah Negeri 1 Kota Bogor. The method used is quantitative with a quasi-experimental approach and a non-equivalent design, with a sample of 60 students selected through purposive sampling. Data were collected using a learning interest questionnaire instrument designed to measure student engagement, interest, attention, and enjoyment, and were analyzed using an independent sample t-test. The results indicate that there is a significant effect of the Kahoot! application on student interest in the SKI subject for twelfth grade at MAN 1 Kota Bogor. The main conclusion of this study is that the analysis results from the independent sample t-test using SPSS 26.0 show that Kahoot! is an effective interactive learning tool for increasing student interest, evidenced by higher evaluation scores in the experimental class. Therefore, Kahoot! is recommended as an alternative for teaching SKI as it creates a fun and engaging learning environment. The implications of this research encompass theoretical aspects, where this study contributes to strengthening the theory regarding the importance of interactive learning media in enhancing student interest, as well as practical aspects for teachers, where the use of Kahoot! can be a fun teaching strategy that improves student engagement in the classroom. These findings can serve as a basis for schools or educational institutions to integrate interactive digital media into the curriculum, especially in technology-based learning.
Evaluation Of Computer-Based Test (CBT) Based Islamic Religious Education Isna Maria Ulfa; Santi Lisnawati; Noneng Siti Rosidah
Jurnal Manajemen Pendidikan Islam Darussalam Vol. 8 No. 2 (2026): September 2026
Publisher : Universitas KH. Mukhtar Syafaat Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/jmpid.v8i2.5516

Abstract

Systematic learning evaluation can be used to determine and decide to what extent learning objectives have been achieved. Advances in technology and information play a vital role in digitalisation strategies for learning, one example being the use of Computer-Based Tests (CBT) in the conduct of learning assessment. The aim of this research is to analyse the implementation, outcomes and barriers to the implementation of CBT-based Islamic Education (PAI) learning assessment at SMAN 10 Bogor. The researcher employed a qualitative research method, utilising a case study approach. Data was collected through observation, interviews and documentation. The data sources for this study were the deputy head for curriculum, Islamic Education teachers, the IT team and pupils. The data obtained were subsequently analysed, and the findings of this study indicate that the implementation of CBT-based assessment was carried out in an integrated manner through school management, preparation by Islamic Education teachers and support from the IT team. Its implementation via a local area network was equipped with security mechanisms that supported the creation of a more honest assessment process. The implementation of CBT not only enhances effectiveness, efficiency and objectivity but also contributes to the instilling of Islamic character values, particularly honesty, discipline and self-confidence, in pupils. On the other hand, several obstacles arose due to internal and external factors. Consequently, CBT-based Islamic Education assessment has become an assessment model that combines the effectiveness and efficiency of technology with the reinforcement of pupils’ Islamic character values.
Co-Authors A. Rahmat Rosyadi Abas Mansur Tamam Abdul Azis Abdurrahman Abdurrohman, Muhammad Cholid Abristadevi Abristadevi Achmad Fawwas Gibran Ade Suryani Adinda Maharani Agustin, Nia Amelya Ahmad Adil Ihsan Ahmad Mulyadi Ahmad Mulyadi Kosim Ahmad Ramdani Ahmad, Abdul Kadir Ajeng Pratiwi Akhmad Alim Akhmad Alim, Akhmad Al Hawari, Sarah Rifat Aldi Mugia Alfaein, Noor Isna Alfiyah Fathekhahsari Alifia Novi Wulandari Amir Tengku Ramly Ananya Larasati Annisa' Jamilatussholicha Aprilita, Ananda Laela Ariep Hidayat Aris Kusnadi Putra Aulia Ramadhan, Nabil Auliya R, Nabil Baehaqi Bahrin, Sitirahma Bahrum Subagiya Bin Hayeekhonoh, Sahroh Binhayeekhonoh, Sahroh Chodidjah Makarim Daud Mutaqin Dawami, Asep Dede Sarifah Deden Herman Hermawan Desi Permata Sari Devi Fatimah Oktaviani Dewi Handayani Dewi Tri Utami Dyah Nahdotun Nisa El Hanif, Zubair Qudsi Elsa Aprilianingsih Endin Mujahidin Erika Erika Eva Dwi Kumala Sari Eva Dwi Kumalasari Fadhilah Nur Annisa Fadhilah Nur Annisa Fajri, Awaliatul Feryani, Elsa Fhitria, Shoelicha Firda Pratiwi Fitri Nurul Fauziah Fitroh, Miftahul Gibran, Achmad Fawwas H. Sutisna Habibah Habibah Halfi Raodahtul Jannah Halimah Siregar Hana Humaira Maulidina Sukmawan Putri Hardianto, Budi Hasan Basri Tanjung Hasanudin, M. Hasbi Indra Hasni, Nurie Hendri Tanjung Hilman Hakiem Iba, Zainudin Ibnu Jarir Dainuri Ikhwan Hamdani Imas Kurnia Rahman Indra , Hasbi Indupurnahayu Intan Audia Tazkiyani Irawati . Irwansyah Islam, R. Ahmad Fajrul Isna Maria Ulfa Kasmen Kholil Nawawi Kumalasari, Evadwi M. Kholil Nawawi M. Kholil Nawawi M. Nurman Ardiansyah Maemunah Sa'diyah Maemunah Sa'diyah Maemunah Sa’diyah Maemunah Sa’diyah Mahbengi, Maqfirah Maria Ulfah Maria Ulfah Maspupah Yazid, Siti Tami Mas’udin Syarifuddin Mayasari, Mamay Meiriestiani, Shania Melani Hildayanti Muhamad Alim Nur Muhamad Khoiri, Muzakki Muhammad Cholid Abdurrohman Muhammad Fadlurrohman Mauludi Muhammad Fahri Muhammad Irfan Fadillah Mutaqin, Daud Nadhila, Farah Nafees, Wildan Nafisa, Adilla Nahiyatu Diniyah Nanih Suhernih Naning Nuraliah Nawawi, H. M. Kholil Nawawi, Kholil Nesia Andriana Nila Mayang Sari, Nila Mayang Ningsih, Sri Rahayu Nisa, Dyah Nahdotun Noneng Siti Rosidah Nur Azmil Islahiha Nur Fatimah Nuralim Nuralim Nuralim, Nuralim Nurie Hasni Nurman Hakim Nurul Aenul Kahfi Oktariani, Nadia Pangestu, Ridho Syawaludin Pitria Nurhayati Pratiwi, Rafa Rizqa Putri Ria Angelina Rafa Rizqa Pratiwi Rahayu, Kun Mardiwati Rahman, Imas Kania Rahman, Imas Kurnia Ramadhan, Nabil Auliya Ramadhan, Rizal Ilham Ramdani, Ahmad Raodahtul Jannah, Halfi Reni Sinta Dewi Retno Triwoelandari Risna Astarina Ritzkal, Ritzkal Riva Farisha Rizal Ilham Ramadhan Sa'diyah, Maemunah Sadiah, Sadiah Sadiyah, Maemunah Saiful Aziz Salati Asmahasanah Sari, Eva Dwi Kumala Sastra, Ahmad Sa’diyah, Maemunah Shabirrania Darmawan, Naura Siregar, Halimah Siregar, Halimah Siti Kurniawati Siti Nur Rizky Muthmainnah Sofiyan Muhlisin Sri Nurul Milla SUMARNI Supriatna, Dede Suryadin, Ardi Sutisna Sutisna, H. Suyud, Suyud Syahbara, Enggar Arie Syarifah Gustiawati Mukri Syawaludin Pangestu, Ridho Tamam, Abas Mansur Tazqia Amalia Triwoelandari, Retno Turohmah, Fauzia Ulil Amri Syafri Ulumiah Syatiri, Ulumiah Wahdani, Ira Wersi Anggraini Wido Supraha Wido Supraha Winti Ananthia Yasyakur, Moch Yolandri, Dira Yusriyah Azizah Zainuddin Iba