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All Journal JURNAL PENDIDIKAN DASAR TARBIYA : Journal Education in Muslim Society Journal of Islamic Studies and Humanities JPK (Jurnal Pancasila dan Kewarganegaraan) Pendas : Jurnah Ilmiah Pendidikan Dasar Misykat al-Anwar Jurnal Kajian Islam dan Masyarakat JURNAL PENDIDIKAN TAMBUSAI Journal on Education COLLASE (Creative of Learning Students Elementary Education) Jurnal Review Pendidikan dan Pengajaran (JRPP) Islamika: Jurnal Keislaman dan Ilmu Pendidikan International Journal of Educational Research and Social Sciences (IJERSC) SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) CENDEKIA : Jurnal Ilmu Pengetahuan TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Enggang: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya FARABI: Jurnal Matematika dan Pendidikan Matematika Journal of Social Responsibility Projects by Higher Education Forum MANAJERIAL: Jurnal Inovasi Manajemen dan Supervisi Pendidikan STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran An-Nahdlah: Jurnal Pendidikan Islam Jurnal Riset Madrasah Ibtidaiyah (JURMIA) Journal Of Human And Education (JAHE) Journal Research in Islamic Education Journal Evidence Of Law PEDAGOGI: Jurnal Ilmiah Pendidikan Jurnal Cakrawala Pendas Jurnal Pendidikan Transformatif Tsaqofah: Jurnal Penelitian Guru Indonesia MASALIQ: Jurnal Pendidikan dan Sains Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Madako Elementary School Al-Irsyad: Journal of Education Science Indonesian Research Journal on Education Innovative: Journal Of Social Science Research Jurnal Pengabdian Masyarakat Bangsa International Journal of Multidisciplinary Approach Research and Science Journal of Modern Islamic Studies and Civilization Journal of Progressive Law and Legal Studies Journal of Education Method and Learning Strategy Jurnal Riset Multidisiplin dan Inovasi Teknologi Enigma in Education Journal of Innovative and Creativity kawanad Journal of Elementary School EDUTREND: Journal of Emerging Issues and Trends in Education EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran
OKTA ROSFIANI
Universitas Muhammadiyah Jakarta, Indonesia
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Teacher Students’ Critical Literacy in the Academic Environment Rosfiani, Okta; Kuswiyanti, Tanti Sri; Abdultawab, Mohamed Metwaly
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 8 NO. 2 2021
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v8i2.24095

Abstract

AbstractIn an academic setting, critical literacy necessitates that teacher-students be critical of every text message (textbooks, videos, films, and other electronic media) that they read from courses. This study aims to illustrate the critical literacy of teacher students in an academic college environment in Jakarta, Indonesia, describing how critical literacy becomes a habit, a need, and eventually becomes a teacher-student culture. This case study employs a qualitative technique with an ethnographic design. Purposive sampling is used in this study. The research participants were a group of 14 female and two male teacher-students from the Madrasah Ibtidaiyah Teacher Education study program. Observation and documentation are used to collect research data. Observer becoming an insider who participates in critical literacy exercises in the classroom. Portfolios, notes on critical literacy activities, assignments, midterm exam scores, and final exam scores are among the documents gathered. According to the findings of this study, we should first put up an online platform scaffolding for critical literacy. Second, it demands significant encouragement from lecturers at the start of students' teaching preparation program, as well as commitment from lecturers and teacher students. Third, teamwork among lecturers in the study program is required. Fourth, critical discussions must be constructed using multiple narratives from scholarly papers and social media texts.AbstrakDalam lingkungan akademik, literasi kritis mengharuskan guru-siswa bersikap kritis terhadap setiap pesan teks (buku teks, video, film, dan media elektronik lainnya) yang mereka baca dari kursus. Penelitian ini bertujuan untuk menggambarkan literasi kritis siswa guru di lingkungan akademik perguruan tinggi di Jakarta, Indonesia, menggambarkan bagaimana literasi kritis menjadi kebiasaan, kebutuhan, dan akhirnya menjadi budaya guru-siswa. Studi kasus ini menggunakan teknik kualitatif dengan desain etnografi. Purposive sampling digunakan dalam penelitian ini. Partisipan penelitian ini adalah sekelompok 14 orang guru-murid laki-laki dan perempuan dari program studi Pendidikan Guru Madrasah Ibtidaiyah. Observasi dan dokumentasi digunakan untuk mengumpulkan data penelitian. Observer menjadi orang dalam yang mengikuti latihan literasi kritis di kelas. Portofolio, catatan kegiatan literasi kritis, tugas, nilai ujian tengah semester, dan nilai ujian akhir termasuk di antara dokumen yang dikumpulkan. Menurut temuan penelitian ini, pertama-tama kita harus memasang perancah platform online untuk literasi kritis. Kedua, menuntut dorongan yang signifikan dari dosen di awal program persiapan mengajar mahasiswa, serta komitmen dosen dan mahasiswa guru. Ketiga, kerjasama antar dosen di prodi sangat diperlukan. Keempat, diskusi kritis harus dibangun dengan menggunakan narasi ganda dari karya ilmiah dan teks media sosial. How to Cite: Rosfiani, O., Kuswiyanti, T.S., Abdultawab, M. M. (2021). Teacher Students’ Critical Literacy in the Academic Environment. TARBIYA: Journal of Education in Muslim Society, 8(2), 179-189. doi:10.15408/tjems.v8i2.24095.
Improvement of Metacognitive Thinking Skills in Teacher-Student Scientific Assignments Through the Use of Online Platforms Hermawan, Cecep Maman; Rosfiani, Okta; Abrar-ul-Hassan, Shahid; Kuswiyanti, Tanti Sri; Sudin, Mahmudin; Roswati, Siti
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 9 NO. 2 2022
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v9i2.30818

Abstract

AbstractScientific problem-solving, starting with simple tasks and growing in difficulty until reaching the task with the climax level of difficulty, can be used as a training tool for developing metacognitive thinking abilities. Teachers and lecturers can make the most of scaffolding from online platforms by demonstrating how to complete a task in a systematic way. This study uses a participatory action research/PAR design with a class of students from the Islamic Religious Education study program at the University of Muhammadiyah Jakarta to examine how students learn metacognitive thinking abilities from completing scientific assignments in research methods courses employing interviews, documents, and observation to gather data. One of the study's most significant findings is that lecturers can use a number of strategies to help students develop their metacognitive thinking skills. These strategies are as follows: 1) Students can be trained in learning metacognitive thinking skills as early as the first semester through English resources introduced by lecturers from reputable online search engines; 2) Lecturers can offer a focus on research methodology assignments that require students to access various online platforms in their work; 3) It is recommended that research methodology courses be spread out in the early, middle, and final semesters; 4) Lecturers can improve the metacognitive thinking skills and self-efficacy of more advanced students by using various approaches, strategies and learning resources. If necessary, a reward and punishment system can be applied, especially to motivate male students and students who lack discipline.AbstrakPemecahan masalah ilmiah, mulai dari tugas-tugas sederhana dan berkembang dalam tingkat kesulitan hingga mencapai tugas dengan tingkat kesulitan klimaks, dapat digunakan sebagai sarana latihan untuk mengembangkan kemampuan berpikir metakognitif. Guru dan dosen dapat memanfaatkan scaffolding dari platform online dengan mendemonstrasikan cara menyelesaikan tugas secara sistematis. Penelitian ini menggunakan desain penelitian tindakan/PAR partisipatif dengan melibatkan sekelompok mahasiswa program studi Pendidikan Agama Islam Universitas Muhammadiyah Jakarta untuk mengkaji bagaimana mahasiswa mempelajari kemampuan berpikir metakognitif dari menyelesaikan tugas ilmiah dalam mata kuliah metode penelitian dengan menggunakan wawancara, dokumen, dan observasi untuk mengumpulkan data. Salah satu temuan studi yang paling signifikan adalah bahwa dosen dapat menggunakan sejumlah strategi untuk membantu mahasiswa mengembangkan kemampuan berpikir metakognitif mereka. Strategi-strategi tersebut adalah sebagai berikut: 1) Mahasiswa dapat dilatih untuk mempelajari keterampilan berpikir metakognitif sejak semester pertama melalui sumber bahasa Inggris yang diperkenalkan oleh dosen dari mesin pencari online; 2) Dosen menawarkan fokus pada tugas metodologi penelitian yang mengharuskan mahasiswa untuk mengakses berbagai platform online dalam pekerjaannya; 3) Disarankan mata kuliah metodologi penelitian disebarluaskan pada semester awal, tengah, dan akhir; 4) Dosen dapat meningkatkan kemampuan berpikir metakognitif dan efikasi diri mahasiswa yang lebih maju dengan menggunakan berbagai pendekatan, strategi dan sumber belajar. Jika perlu dapat diterapkan sistem reward and punishment terutama untuk memotivasi siswa laki-laki dan siswa yang kurang disiplin. How to Cite : Hermawan, C. M., Rosfiani, O., Hassan, S. A, Kuswiyanti, T. S., Sudin, M., Roswati, S. (2022). Improvement of Metacognitive Thinking Skills in Teacher-Student Scientific Assignments Through the Use of Online Platforms. TARBIYA: Journal of Education in Muslim Society, 9(2), 190-197. doi:10.15408/tjems.v9i2. 30818.
STRATEGI GURU DALAM MENGATASI KESENJANGAN KOGNITIF SISWA DI KELAS YANG MENERAPKAN KURIKULUM MERDEKA Rosfiani, Okta; Anggreini, Novita; Irmanika, Ananta; Devansyah, Azriel; Hanif, Farhan Nur
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 5 No. 3 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v5i3.6120

Abstract

ABSTRACT The implementation of the Merdeka Curriculum faces challenges in addressing students' cognitive gaps due to teachers' difficulties in differentiated instruction and comprehensive diagnostic assessment, necessitating innovative strategies to enhance teacher competence for achieving the curriculum's project-based learning goals. This qualitative research examines teacher strategies in overcoming students' cognitive gaps in classes implementing the Independent Curriculum, with a case study at MA Darussalam, South Tangerang City, Banten Province, class 10. Through in-depth interviews with 1 PAI teacher and 1 principal, as well as learning observations, the study identified four effective strategies: (1) differentiated learning based on diagnostic assessment, (2) continuous formative assessment, (3) project-based learning, and (4) utilization of educational technology. The findings show an increase in student understanding after three months of implementation, with key factors being personal feedback, peer tutoring, and changes in student mindsets. The main obstacles include limited time for material preparation and the need for ongoing teacher training. The implications of the study emphasize the importance of: (1) developing a community of teacher practice, (2) integrating technology into assessment, and (3) school policies that support pedagogical flexibility. These findings provide an operational framework for teachers in managing heterogeneous classes according to the principles of the Independent Curriculum, while enriching the differentiated learning model with local contextualization. The study recommends the development of a digital platform integrated training module to optimize strategies for addressing cognitive gaps. ABSTRAK Implementasi Kurikulum Merdeka menghadapi tantangan dalam kesenjangan kognitif siswa akibat kesulitan guru dalam pembelajaran berdiferensiasi dan asesmen diagnostik, sehingga diperlukan strategi inovatif untuk meningkatkan kompetensi guru demi tercapainya tujuan kurikulum berbasis proyek. Penelitian kualitatif ini mengkaji strategi guru dalam mengatasi kesenjangan kognitif siswa di kelas yang menerapkan Kurikulum Merdeka, dengan studi kasus di MA Darussalam Kota Tangerang Selatan Provinsi Banten kelas 10. Melalui wawancara mendalam dengan 1 guru PAI dan 1 kepala sekolah, serta observasi pembelajaran, penelitian mengidentifikasi empat strategi efektif: (1) pembelajaran berdiferensiasi berbasis asesmen diagnostik, (2) asesmen formatif berkelanjutan, (3) pembelajaran berbasis proyek, dan (4) pemanfaatan teknologi pendidikan. Temuan menunjukkan peningkatan pemahaman siswa setelah tiga bulan implementasi, dengan faktor kunci berupa umpan balik personal, tutor sebaya, dan perubahan mindset siswa. Kendala utama meliputi keterbatasan waktu persiapan materi dan kebutuhan pelatihan guru berkelanjutan. Implikasi penelitian menekankan pentingnya: (1) pengembangan komunitas praktik guru, (2) integrasi teknologi dalam asesmen, dan (3) kebijakan sekolah yang mendukung fleksibilitas pedagogis. Temuan ini memberikan kerangka operasional bagi guru dalam mengelola kelas heterogen sesuai prinsip Kurikulum Merdeka, sekaligus memperkaya model pembelajaran berdiferensiasi dengan kontekstualisasi lokal. Penelitian merekomendasikan pengembangan modul pelatihan terintegrasi platform digital untuk optimalisasi strategi penanganan kesenjangan kognitif.
TANTANGAN DAN SOLUSI GURU PAI DALAM MENGINTEGRASIKAN NILAI-NILAI KARAKTER DALAM PEMBELAJARAN DI ERA DIGITAL Rosfiani, Okta; Sukmana, Bayu; Andri, Eldrida; Sukma, Dewi; Saidah, Marwatu
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v5i2.6464

Abstract

The digital era has brought significant changes to education, particularly affecting Islamic Religious Education (PAI) teachers who must balance technological advancement with character formation. This research explores the real challenges faced by PAI teachers when integrating character values into digital-based learning environments. Through qualitative interviews and classroom observations involving ten PAI teachers across different educational levels, we discovered three main challenge categories: technological limitations (including insufficient digital skills and infrastructure gaps), pedagogical difficulties (struggles in developing character-focused technology strategies), and socio-cultural barriers (community resistance and student digital distractions). Our findings reveal practical solutions including systematic digital training programs, blended learning approaches, and enhanced parent-school communication strategies. The study emphasizes the critical need for institutional support and collaborative efforts to create effective PAI learning environments that honor Islamic character values while embracing digital transformation. ABSTRAKEra digital telah menghadirkan perubahan mendasar dalam dunia pendidikan, terutama bagi para guru Pendidikan Agama Islam (PAI) yang harus menyeimbangkan kemajuan teknologi dengan pembentukan karakter siswa. Penelitian ini mengeksplorasi tantangan nyata yang dihadapi guru PAI ketika harus mengintegrasikan nilai-nilai karakter ke dalam lingkungan pembelajaran berbasis digital. Melalui wawancara kualitatif dan observasi kelas yang melibatkan guru PAI, ditemukan tiga kategori tantangan utama: keterbatasan teknologi (termasuk kurangnya keterampilan digital dan kesenjangan infrastruktur), kesulitan pedagogis (perjuangan dalam mengembangkan strategi teknologi yang berfokus pada karakter), dan hambatan sosial-budaya (resistensi masyarakat dan gangguan digital siswa). Temuan kami mengungkapkan solusi praktis termasuk program pelatihan digital sistematis, pendekatan pembelajaran campuran, dan strategi komunikasi orang tua-sekolah yang ditingkatkan. Studi ini menekankan kebutuhan kritis akan dukungan institusional dan upaya kolaboratif untuk menciptakan lingkungan pembelajaran PAI yang efektif yang menghormati nilai-nilai karakter Islam sambil merangkul transformasi digital.
Inovasi Penilaian Pembelajaran Pelatihan Penilaian Diagnosis, Otentik, dan Akhir Unit Terdiferensiasi Rosfiani, Okta; Hermawan, Cecep Maman; Abdullah, Syamsudin
Journal of Social Responsibility Projects by Higher Education Forum Vol 5 No 2 (2024): November 2024
Publisher : Forum Kerjasama Pendidikan Tinggi (FKPT)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47065/jrespro.v5i2.6270

Abstract

The educators' inadequate grasp of conducting thorough and meaningful assessments has harmed the quality of learning in partner schools. The goal of this community service program is to enhance the competency of educators by offering instruction in differentiated assessments that are authentic, diagnostic, and end-of-unit. Three main techniques for implementation are on-going mentoring, hands-on training, and theoretical instruction. The program's outcomes show that teachers' abilities to create and administer tests that are more pertinent to students' needs and flexible have significantly increased. The program's results include assessment modules, educator-produced assessment products, and an increase in positive student responses to learning. These findings are critical for promoting higher-quality education and more productive learning in affiliated schools.
PENINGKATAN HASIL BELAJAR MATEMATIKA KELAS V MELALUI METODE RESITASI : PENELITIAN TINDAKAN KELAS DI MI AL – HIDAYAH Rosfiani, Okta; Prawira, Azka Putra; Ananda, Rizky Mulya; Maulana, Azkiya; Jakarta, Universitas Muhammadiyah
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 4 (2024): Special Issue Vol. 7 No. 4 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i4.38652

Abstract

Penelitian ini bertujuan untuk mengidentifikasi metode pembelajaran yang efektif dalam meningkatkan pemahaman konsep matematika siswa di MI Al-Hidayah. Penelitian ini mengharapkan guru dapat menerapkan metode pembelajaran yang lebih bervariasi dan sesuai dengan karakteristik siswa, sehingga dapat meningkatkan pemahaman konsep matematika mereka. Penelitian ini merupakan penelitian tindakan kelas (PTK) dengan menggunakan model Mills yang dilakukan dalam dua siklus yaitu pengumpulan data kuantitatif (tes hasil belajar) dan kualitatif (observasi). Hasil penelitian ini membuktikan bahwa metode resitasi mampu meningkatkan secara signifikan prestasi belajar siswa kelas V MI Al-Hidayah. Penelitian ini menyimpulkan bahwa terjadi peningkatan sebesar 20%, hal tersebut menunjukan bahwa metode resitasi memiliki potensi besar untuk menjadi salah satu alternatif metode pembelajaran yang efektif dalam meningkatkan kualitas pendidikan.
ASESMEN ALTERNATIF DALAM PEMBELAJARAN PAI: SEBUAH ASESMEN UNTUK MENEMUKAN POTENSI SISWA Rosfiani, Okta; Aulia, Vina; Fathurrahman, Helmi; Azkiya, Silvy Nada; Azis, Muhamad Faisal King Abdul
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 5 No. 3 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v5i3.6419

Abstract

ABSTRACT This qualitative study explores the implementation of alternative assessments in Islamic Religious Education (PAI) and their role in holistically identifying students' multidimensional potential. Using a case study approach through classroom observations, in-depth interviews with PAI teachers, and document analysis (lesson plans, student portfolios, and project assessments), this study found that alternative assessment methods such as spiritual portfolios, values-based projects, and systematic observation were effective in uncovering students' hidden potential beyond cognitive achievement. Five key potentials identified include: (1) religious leadership (qiy?dah d?niyyah), (2) interpersonal skills in Islamic da'wah (futuwwah), (3) creative expression of Islamic values (ibd?'iyyah), (4) practical worship skills (mah?rah 'amaliyyah), and (5) spiritual reflection (muh?sabah nafsiyyah). These findings align with the maq??id al-shar?'ah framework, particularly in nurturing students' spiritual (hifzh al-nafs), intellectual (hifzh al-'aql), and social (hifzh al-nasl) development. However, this study identified challenges such as teachers' difficulties in designing multidimensional rubrics, subjectivity in affective-spiritual evaluation, and time constraints for personal feedback. To address this, this study proposes an integrative assessment model that combines Sufi triangulation (teacher insight, self-reflection, and peer feedback) and a digital portfolio platform to enhance objectivity and sustainability. This study's contribution to Islamic education discourse lies in recontextualizing assessment as a tool for talent mapping and value internalization, while also offering practical recommendations for teacher training and Islamic Religious Education curriculum development. ABSTRAK Studi kualitatif ini mengeksplorasi implementasi asesmen alternatif dalam Pendidikan Agama Islam (PAI) dan perannya dalam mengidentifikasi potensi multidimensional siswa secara holistik. Dengan menggunakan pendekatan studi kasus melalui observasi kelas, wawancara mendalam dengan guru PAI, dan analisis dokumen (rencana pembelajaran, portofolio siswa, dan penilaian proyek), penelitian ini menemukan bahwa metode asesmen alternatif seperti portofolio spiritual, proyek berbasis nilai, dan observasi sistematis, efektif dalam mengungkap potensi tersembunyi siswa di luar pencapaian kognitif. Lima potensi kunci yang teridentifikasi meliputi: (1) kepemimpinan religius (qiy?dah d?niyyah), (2) keterampilan interpersonal dalam dakwah Islam (futuwwah), (3) ekspresi kreatif nilai-nilai Islam (ibd?'iyyah), (4) kemahiran ibadah praktis (mah?rah 'amaliyyah), dan (5) refleksi spiritual (muh?sabah nafsiyyah). Temuan ini selaras dengan kerangka maq??id al-shar?'ah, khususnya dalam memelihara perkembangan spiritual (hifzh al-nafs), intelektual (hifzh al-'aql), dan sosial (hifzh al-nasl) siswa. Meskipun demikian, studi ini mengidentifikasi tantangan seperti kesulitan guru dalam merancang rubrik multidimensional, subjektivitas dalam evaluasi afektif-spiritual, dan kendala waktu untuk umpan balik personal. Untuk mengatasi ini, penelitian ini mengusulkan model asesmen integratif yang menggabungkan triangulasi sufistik (wawasan guru, refleksi diri, dan umpan balik teman sebaya) dan platform portofolio digital guna meningkatkan objektivitas dan keberlanjutan. Kontribusi studi ini pada diskursus pendidikan Islam terletak pada rekontekstualisasi asesmen sebagai alat pemetaan bakat dan internalisasi nilai, sekaligus menawarkan rekomendasi praktis untuk pelatihan guru dan pengembangan kurikulum PAI.
Pengaruh Manajemen Kelas Make Every Minute Count Terhadap Keaktifan Belajar Siswa Kelas IV di Madrasah Ibtidaiyah Taufiqurrahman 2 Kukusan Hermawan, Cecep Maman Hermawan; Siti Nur Elizah; Rosfiani, Okta
Tarunateach: Journal of Elementary School Vol. 2 No. 1 (2024): March
Publisher : Sekolah Tinggi Agama Islam Taruna Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54298/tarunateach.v2i1.164

Abstract

This study aims to find out: (1) Population variance of the two groups is the same or homogeneous, (2) Differences in average student learning outcomes, (3) The influence of class management Make Every Minute Count on student learning activity. This research is quantitative research using experimental methods and quasi-experimental design. The research population is the entire student at MI Taufiqurrahman 2 Kukusan which totaled 457 students. The sample technique used is purposive sampling. Research sample of 42 students consisting of class IV A 21 students (experimental) and IV B 21 students (kontrol). The data collection technique uses the lift as the primary instrument. From the test results the instrument obtained a Table R of 0.396 and Cronbach's Alpha of 0.836. The results analysis technique uses the t-test, which compares the two groups' mean. The research findings indicate that: (1) Based on the information available, the significance level (Sig.) is less than 0.198 > 0.05, indicating a similar or homogenous population variation. (2) Based on results showing that the average learning time for the Afterwards Experiment (Make Every Minute Count) was 86,00 and the average deviation was 5,167, as well as the Average Learning Time for the Afterwards Control (Classroom Meeting) was 82,29 and the average deviation was 6,133. It may be observed that there are differences in student learning activity between the "Make Every Minute Count" and "Classroom Meeting" lesson plans. (3) Based on the Uji Wilcoxon results, Asymp.Sig. (2-Tailed) 0,000 < 0,05 or Ha is found. Thus, it is shown that there is a difference in the Make Every Minute Count staff's learning activity among fourth-grade students.
YOUTUBE SEBAGAI MEDIA BELAJAR BERBASIS PLATFORM DALAM MENGEMBANGKAN KETERAMPILAN BERPIKIR KRITIS SISWA SMP DALAM PEMBELAJARAN PAI Rosfiani, Okta; Sumanior, Saumi; Saidah, Alimah Zaini; Cahyani, Diah Gita; Al Islami, M Ridwan
Journal of Islamic Studies and Humanities Vol. 10 No. 1 (2025): Journal of Islamic Studies and Humanities
Publisher : UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jish.v10i1.27798

Abstract

Penelitian ini menyelidiki peran YouTube sebagai media pembelajaran dalam mengembangkan keterampilan berpikir kritis siswa Sekolah Menengah Pertama (SMP) pada mata pelajaran Pendidikan Agama Islam (PAI). Dengan pendekatan studi kasus kualitatif, data dikumpulkan melalui observasi kelas, wawancara mendalam dengan guru dan siswa, serta analisis konten video pembelajaran PAI di YouTube. Hasil penelitian menunjukkan bahwa YouTube dapat merangsang diskusi, analisis, dan evaluasi kritis siswa berkat konten yang variatif dan relevan. Namun, pemanfaatan optimalnya memerlukan pemilihan materi yang cermat, pendampingan guru, serta kemampuan siswa dalam menilai kualitas informasi. Studi ini menyimpulkan bahwa YouTube berpotensi menjadi alat pembelajaran PAI yang efektif jika digunakan secara tepat untuk melatih daya kritis siswa. Implikasinya meliputi pelatihan guru dalam memilih konten digital dan penyusunan panduan penggunaan YouTube dalam pembelajaran. Penelitian ini juga menyoroti kesenjangan literasi digital dalam konteks pendidikan Islam serta kurangnya pemanfaatan sistematis media daring dalam meningkatkan kemampuan berpikir kritis. Kebaruan penelitian ini terletak pada integrasi antara pendekatan critical thinking framework dan prinsip ARCS motivation model dalam konteks pembelajaran PAI di Indonesia. Secara empiris, penelitian ini menemukan bahwa strategi kurasi konten yang disertai pendampingan guru berpengaruh langsung terhadap kemampuan analitis siswa, terutama dalam menilai keautentikan informasi keagamaan di ruang digital. Dengan demikian, studi ini memberikan kontribusi teoretis pada pengembangan literasi digital Islam dan kontribusi praktis pada desain pembelajaran PAI berbasis platform video.
Implementasi kurikulum Merdeka melalui Profil Pelajar Pancasila dalam menguatkan karakter siswa SMPN 178 JAKARTA Rosfiani, Okta; Maisun, Nisrina; Azzahra, Fatimah; Ariansyah , Ariansyah
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

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Abstract

Despite its importance in developing students' character within the current educational environment, there is a scarcity of research on how the Merdeka Curriculum is applied in conjunction with the Profile of Pancasila Students in junior high schools.high schools, which is what inspired this study. In order to improve character education, the study intends to investigate how teachers and students internalize and put into practice the values found in the Pancasila Student Profile.A qualitative descriptive method was employed, involving teachers and students from chosen public junior high schools, selected through intentional sampling. Data were collected using observation, documentation, and in-depth interviews, and analyzed using thematic analysis. The discoveries uncover that the execution of the Merdeka Educational programs through the six measurements of Students' discipline, empathy, and responsibility are positively impacted by the Pancasila Understudy Profile's confidence and dedication, global diversity, shared involvement, autonomy, basic consideration, and inventiveness. Nonetheless, there are still issues with instructors' comprehension and support networks. The study comes to the conclusion that a comprehensive and consistent strategy is necessary for character education using this curriculum.Theoretically, this research contributes to the understanding of curriculum implementation From the viewpoint of character development, it offers suggestions for schools to enhance internal cooperation and improve teacher training. Further studies are suggested to investigate the lasting effects of this method in various educational settings
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