Article Per Year (5 Year)
p-Index From 2021 - 2026
1.633
P-Index
This Author published in this journals
All Journal Al-Ulum Journal on Education Dinasti International Journal of Education Management and Social Science Al-Musannif Kuriositas: Media Komunikasi Sosial dan Keagamaan International Journal of Health, Economics, and Social Sciences (IJHESS) Banco: Jurnal Manajemen dan Perbankan Syariah DINAMIKA ILMU: Jurnal Pendidikan Journal of Innovation and Research in Primary Education DIKTUM: JURNAL SYARIAH DAN HUKUM
Sitti Jamilah Amin
Institut Agama Islam Negeri Parepare
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
Teacher and Student Perspectives on Smart TV-Based Instruction: Implications for Learning Motivation in Islamic Schools Faridah Faridah; Buhaerah Buhaerah; Abdullah Thahir; Sitti Jamilah Amin; Kaharuddin Kaharuddin
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3316

Abstract

The integration of digital technologies in education has prompted renewed interest in Smart TV as an instructional medium, yet limited research examines both teacher and student perspectives on its role in enhancing learning motivation within Islamic secondary education contexts. This qualitative descriptive-interpretive study explored perceptions of Smart TV utilization and its motivational impact at MTsN Pinrang, Indonesia. Data were collected through classroom observations, semi-structured interviews with five teachers and 20 students, and document analysis, then analyzed using reflexive thematic analysis. Findings revealed that teachers perceived Smart TVs as effective tools facilitating multimedia-rich, student-centered instruction and transforming their roles from knowledge transmitters to learning facilitators. Students reported heightened interest, enjoyment, and engagement, with motivational outcomes linked to Smart TV's support for autonomy, competence, and relatedness as theorized in Self-Determination Theory. However, implementation faced infrastructure limitations, increased teacher workload, and occasional cognitive overload among students. Smart TV-based instruction holds substantial potential to enhance learning motivation when aligned with evidence-based pedagogical design and supported by adequate infrastructure and teacher professional development. The study contributes theoretical insights by integrating Cognitive Theory of Multimedia Learning and Self-Determination Theory within Islamic education contexts, while highlighting that technology effectiveness depends on systemic institutional readiness rather than mere technological adoption.
Implementation of Character Values to Improve Student Resilience in Facing the Society 5.0 Era Mufidah Auliyah; Sitti Jamilah Amin; Ahdar Ahdar; Muhammad Saleh; Marhani Marhani
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3369

Abstract

The Society 5.0 era poses significant challenges to character education in Indonesian Islamic secondary schools (madrasah), where digital disruption threatens to widen the gap between institutional moral objectives and students' actual behaviour. This study investigates the implementation of character values — religiosity, discipline, honesty, creativity, and responsibility — among students at MAN 2 Soppeng, South Sulawesi. Employing a qualitative phenomenological design, data were collected through in-depth interviews with the principal, teachers, and 30 Grade XI students, complemented by observation and documentation. Analysis followed the Miles and Huberman interactive model, with validity ensured through triangulation and member checks. Findings reveal that while character education is systematically delivered through habituation, role modelling, and extracurricular activities, internalisation remains uneven: student compliance is predominantly externally driven rather than grounded in autonomous moral awareness, with the most pronounced gaps in discipline and honesty. Theoretically, these results affirm the integrative relevance of Thomas Lickona's moral knowing–feeling–action framework and Vygotsky's social constructivism, demonstrating that sustainable character formation requires affectively rich, scaffolded, and dialogic pedagogical conditions. These findings contribute an integrative theoretical model applicable to madrasah character education in the Society 5.0 era.
Co-Authors Abdul Halik Abdul Halik Abdul Hamid Abdullah Thahir Agus Muchsin Ahdar Ahdar Ahdar Ahdar Alfian Yusuf Ambo Dalle An Ras Try Astuti Buhaerah Buhaerah Fadhliyah Ulfah Rustan Faridah Faridah Fikri Fikri Hannani Khaerul Muawan Marhani Marhani Mufidah Auliyah Muh. Dahlan Muh. Muhyiddin R. Mahmud Muhammad Khairuddin Lim Abdullah Muhammad Saleh Muhammad Saleh Mukhtar Mas'ud, Muzakkir Muzakkir Muzakkir Neti S, Neti S Ramli, Kaharuddin Syahriyah Semaun, Syahriyah Usman