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All Journal An-Nuha : Jurnal Kajian Islam, Pendidikan, Budaya Dan Sosial JMIE (Journal of Madrasah Ibtidaiyah Education) Cakrawala Pedagogik Qathrun Jurnal Keilmuan dan Pendidikan Islam Journal of Integrated Elementary Education Ta'dibiya: Jurnal Agama dan Pendidikan Islam Jurnal Intelek Dan Cendikiawan Nusantara Tadibiya; Jurnal Agama dan Pendidikan Islam
Ari Hasan Ansori
Sekolah Tinggi Agama Islam Syekh Manshur Pandeglang
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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PEMBELAJARAN AKIDAH AKHLAK DALAM MEMBENTUK KARAKTER RELIGIUS SISWA MADRASAH TSANAWIYAH SYEKH MANSHUR PANDEGLANG Siti Marwiyah; Ari Hasan Ansori; Siti Jubaedah
Ta'dibiya Vol 5 No 2 (2025): Ta'dibiya: Jurnal Agama dan Pendidikan Islam
Publisher : Staisman Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61624/japi.v5i2.225

Abstract

Penelitian ini bertujuan untuk mendeskripsikan penerapan strategi Cooperative Learning dalam pembelajaran Akidah Akhlak serta menganalisis efektivitasnya dalam membentuk karakter religius siswa di Madrasah Tsanawiyah Syekh Manshur Pandeglang. Metode penelitian yang digunakan adalah metode deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan strategi Cooperative Learning—melalui model seperti Student Teams Achievement Division (STAD), Jigsaw, dan Think Pair Share—mampu meningkatkan keaktifan siswa dalam proses pembelajaran, memperkuat interaksi sosial positif, dan menumbuhkan sikap saling menghargai serta tanggung jawab dalam kelompok. Nilai-nilai religius seperti kejujuran, kerja sama, kedisiplinan, dan kepedulian sosial terinternalisasi secara alami melalui kegiatan kolaboratif yang berlandaskan ajaran Akidah Akhlak. Dengan demikian, pembelajaran Akidah Akhlak berbasis Cooperative Learning terbukti efektif dalam membentuk karakter religius siswa serta mendukung terciptanya budaya belajar yang humanis, partisipatif, dan berorientasi pada pembentukan akhlakul karimah.
The effect of AI-assisted authentic assessment on students’ learning growth in a primary school science classroom Ari Hasan Ansori; Ghina Siti Fitria Heriyanti; M. Arie Firdaus Heriansyah
Journal of Integrated Elementary Education Vol. 6 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v6i1.30802

Abstract

This study examines the implementation of artificial intelligence (AI)-assisted authentic assessment and its effect on the learning growth of elementary school students. The study employed a nonequivalent control-group quasi-experimental design involving 72 fifth-grade students. The experimental group received AI-assisted authentic assessment through performance tasks, inquiry-based projects, and open-ended activities, whereas the control group used conventional assessment methods. The findings indicate that the AI-assisted assessment system operated effectively. The natural language processing (NLP)-based system mapped students’ levels of conceptual mastery, identified dominant errors, and generated diagnostic toto22 information that teachers used to provide rapid, specific, and adaptive feedback. The system also accelerated response analysis, monitored students’ individual understanding, and promoted active cognitive engagement, enabling students to explain, connect, and reflect on their observational findings related to scientific concepts. The results further show that the experimental group achieved a high N-Gain score (0.72), whereas the control group obtained a moderate N-Gain score (0.43), with t (70) = 11.704, p < 0.001, and Cohen’s d = 2.76, indicating a very large practical effect of AI-assisted authentic assessment on students’ learning growth. These findings confirm that AI-assisted authentic assessment is effective in enhancing learning growth, strengthening the formative function of assessment, and supporting more personalized, reflective, and evidence-based science learning.
Co-Authors Ahmad Hidayat Budi, Asep Didih Muhamad Sudi Ghina Siti Fitria Heriyanti Ghina Siti Fitria Heriyanti Hodijah, Eneng Inayatulloh, Siti Lina Herlina M. Arie Firdaus Heriansyah Siti Jubaedah Siti Marwiyah Widi Astuti