Garuda - Garba Rujukan Digital

Formulasi Pembelajaran PAI dan Implikasi Terhadap Motivasi Belajar Peserta Didik di SMA Negeri 10 Enrekang St. Wardah Hanafie Das; Muh. Syakir; Juliadi Juliadi
Al-Ishlah: Jurnal Pendidikan Islam Vol 17 No 2 (2019): Al-Ishlah: Jurnal Pendidikan Islam
Publisher : IAIN PAREPARE

Public schools such as Enrekang 10 Public High Schools need effective and massive character education and Islamic Education (PAI). The 2013 curriculum emphasizes PAI as a core subject in shaping the character of students at school. Students at the high school level are in the adolescent period which is still mentally unstable. Students at the high school level are in the adolescent period which is still mentally unstable. This period students (Muslims) need PAI in guarding psychological development. Reality at Enrekang 10 High School, students lacked focus on learning PAI due to various variables surrounding it. On the other hand, the characteristics of PAI are complex, namely doctrine, belief, knowledge, practice, and moral behavior. Various problems that were born in PAI learning, both from the material aspects in the 2013 curriculum, students' learning motivation, educator competencies, and other aspects. The 2013 curriculum in the field of PAI should be adaptive and summarize the psychological development of students and relevant to social reality. PAI educators are required to have multi-competencies, namely pedagogical, professional, personality, social, religious, cybernetics, entrepreneurship, and managerial competencies. PAI educators 'competencies are considered more likely to increase students' learning motivation. Competence of PAI educators can master learning tools, procedures, systematics, media design and learning resources, setting learning strategies and methods, learning evaluation design, and classroom management

Digital-Based Islamic Religious Education (IRE) Learning Model at Senior High School Abdul Halik Nasaruddin; St. Wardah Hanafie Das; Suyatno Ladiqi
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 6 No. 1 (2023): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijies.v6i1.3525

Contemporary learning trends lead to digital implementation. Digitalization of learning has implications for the effectiveness and efficiency of achieving learning objectives. Demand and need for implementing digital-based learning in Moral and Islamic Religious Education (Pendidikan Agama Islam dan Budi Pekerti, PAI dan BP) because the students are millennials. Digital-based learning design includes objectives, teaching materials, digital media, methods, and evaluation (assessment tools). This study aimed to find a digital-based learning model for PAI and BP subjects at senior high schools. This type of research was qualitative. Observation, interviews, and document studies carried out techniques of data collection. Data was collected through various settings, sources, and methods. Data analysis techniques used data condensation, information disclosure, and conclusion. The study results showed that the digital-based Islamic religious learning approach was scientific and student-centered; Islamic religious learning used Google Classroom, assisted by WhatsApp. Teaching materials were designed as power points, pdf books, and videos. The digital learning model with a student-centered approach has several indicators, including interactive digital learning strategies, lecture methods, assignments, simulations, inquiry, and Islamic religious learning-specific scenarios, namely habituation, exemplary, praise, and threats. Learning techniques use WhatsApp, connected to other social media such as Facebook and Instagram. Learning tactics through humor, singing, rhetoric, and surprise. The implications of implementing digital-based learning models can create a learning atmosphere that encourages students to be more interactive, foster creativity, and develop independent learning.

Digital-Based Islamic Religious Education (IRE) Learning Model at Senior High School Abdul Halik Nasaruddin; St. Wardah Hanafie Das; Suyatno Ladiqi
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 6 No. 1 (2023): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijies.v6i1.3525

Contemporary learning trends lead to digital implementation. Digitalization of learning has implications for the effectiveness and efficiency of achieving learning objectives. Demand and need for implementing digital-based learning in Moral and Islamic Religious Education (Pendidikan Agama Islam dan Budi Pekerti, PAI dan BP) because the students are millennials. Digital-based learning design includes objectives, teaching materials, digital media, methods, and evaluation (assessment tools). This study aimed to find a digital-based learning model for PAI and BP subjects at senior high schools. This type of research was qualitative. Observation, interviews, and document studies carried out techniques of data collection. Data was collected through various settings, sources, and methods. Data analysis techniques used data condensation, information disclosure, and conclusion. The study results showed that the digital-based Islamic religious learning approach was scientific and student-centered; Islamic religious learning used Google Classroom, assisted by WhatsApp. Teaching materials were designed as power points, pdf books, and videos. The digital learning model with a student-centered approach has several indicators, including interactive digital learning strategies, lecture methods, assignments, simulations, inquiry, and Islamic religious learning-specific scenarios, namely habituation, exemplary, praise, and threats. Learning techniques use WhatsApp, connected to other social media such as Facebook and Instagram. Learning tactics through humor, singing, rhetoric, and surprise. The implications of implementing digital-based learning models can create a learning atmosphere that encourages students to be more interactive, foster creativity, and develop independent learning.

THE IMPLEMENTATION OF THE MAKE A MATCH LEARNING MODEL IN AL-QUR’AN HADITH AMONG EIGHTH-GRADE STUDENTS AT HIDAYATULLAH ISLAMIC BOARDING SCHOOL, LILIRILAU DISTRICT, SOPPENG REGENCY Raden Muliana; Muhammad Naim; Djamaluddin; St. Wardah Hanafie Das; Suredah Hamid
Journal International Inspire Education Technology Vol. 5 No. 3 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v5i3.1296

The learning process had not been conducted effectively and optimally. The learning media used, such as whiteboards and textbooks, along with assignments in the form of monotonous worksheets, caused boredom and resulted in low learning motivation among students. Therefore, this study aimed to determine the effectiveness of the Make a Match learning model in improving students’ learning motivation in Al-Qur’an Hadith classes at Hidayatullah Islamic Boarding School. This study employed an experimental research design. The research was conducted at Hidayatullah Islamic Boarding School. The total population consisted of 259 students, and a sample of 64 students was selected and divided into three classes, including 18 students in the qualitative class. Data were collected through observations and students’ achievement scores. The data were analyzed using descriptive qualitative analysis. The findings revealed that: (1) the implementation of the Make a Match learning model in Al-Qur’an Hadith classes at Hidayatullah Islamic Boarding School demonstrated considerable potential to improve learning effectiveness and enhance both students’ and teachers’ learning experiences, although additional efforts were required to support successful and sustainable implementation; and (2) there was an increase in students’ learning motivation after the application of the Make a Match learning model in Al-Qur’an Hadith learning. This finding was supported by observation results and students’ achievement scores. The significance level obtained was 5% with a confidence level of 95% and 8 degrees of freedom. The significance value obtained was 0.000, indicating that 0.000 < ? = 0.05. Therefore, it can be concluded that the Make a Match learning model significantly improved students’ learning motivation.

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