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All Journal Indonesian Journal of Elementary Teachers Education Journal of International Multidisciplinary Research
Andriyana Andriyana
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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SOCIAL CRITICISM IN ARIFIN C. NOER'S MATAHARI DI JALAN KECIL (A STUDY OF LITERARY SOCIOLOGY) Tifani Kautsar; Putri Cahya Munika; Andriyana Andriyana
Indonesian Journal of Elementary Teachers Education Vol 4, No 1 (2023)
Publisher : The University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijete.v4i1.7904

Abstract

This study aims to determine the effect of the use of wayang media on the skills of listening to children's stories in class II SD Negeri 3 Lengkong. This research was conducted at SD Negeri 3 Lengkong from April to May 2023. The research method used in this study was a quasi-experimental design with a Non-Equivalent Control Group Design. Sampling was carried out using purposive sampling technique. The research sample for class B (experimental class) was a number of students. The instrument used in this research is an essay test. The data analysis technique used in this study was the normality test using the Kolmogrov-Smirnov test, homogeneity test using One Way Anova. Then proceed with testing the hypothesis using the T-test. The results of this study indicate that there is an effect of the use of wayang media on the skills of listening to children's stories in class II elementary school students. This is indicated by the results of statistical testing using the t test on the final test data (posttest) and it is known that Tcount 8.98 Ttable 1.69913, the hypothesis is accepted, meaning that there are differences in listening ability between classes using wayang media and classes using picture media , Based on the results of the N-Gain Test it is known that the results of the experimental class test before being given the wayang media treatment (Pretest) obtained an average value of 50.31. While the test results after being given the wayang treatment (posttest) was 83.75. Then obtain an N-Gain result of 0.71, then in accordance with the N-Gain criteria these results can be expressed as high criteria. While the test results in the control class which were carried out before using media images (pretest) obtained a value of 44. After being given the treatment it became 78. And obtained an N-Gain result of 0.64, according to the N-Gain criteria the result can be stated in the medium criteria. The conclusion is that there is a difference after it is proven in the N-Gain test. The experimental class with wayang treatment experienced a high increase compared to the control class which used image media.Keywords: Listening, quasi-experimental, instructional media, Wayang.
Flipped Classroom in Islamic Education: A Systematic Review of Pedagogical Impact at Junior and Senior High School Levels Syamsudin, Ahmad; Rofiani Rofiani; Andriyana Andriyana; Zul Andrivat; Azizah Nur Islami
Journal of International Multidisciplinary Research Vol. 3 No. 8 (2025): Agustus 2025
Publisher : PT. Banjarese Pacific Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62504/jimr.v3.i8.1339

Abstract

The flipped classroom model has increasingly been implemented as an alternative instructional approach in the digital era, including in Islamic Religious Education (IRE) at junior and senior high school levels. This article aims to systematically examine eight empirical publications from 2021 to 2025 that explore the application of this model within IRE contexts. The review focuses on instructional design, pedagogical outcomes, and implementation challenges. Findings from the analyzed studies suggest that applying the flipped classroom model in IRE can enhance students’ cognitive understanding, foster learning motivation, and develop critical and collaborative thinking skills. However, the effectiveness of this model depends heavily on the quality of digital learning design, the teacher’s readiness to facilitate active learning, and the ability to meaningfully integrate Islamic values into the learning process. In addition, this model faces several challenges, including limitations in technological infrastructure, lack of professional teacher training, and the need for curriculum adaptation. This study highlights the importance of systemic support and digital competency development among educators to ensure that flipped classroom implementation is not merely a technical strategy, but a means of strengthening the spiritual dimension and core values of Islamic education in the digital age.
Mobile Learning Applications for Islamic Studies: A Systematic Review of Design Principles and Learning Outcomes Ibadurrahman, Muhammad; Asep Supriyadi; Muhamad Nizan Solahudin; Wawan Ridwan; Lina Nuraini; Aas Solihat; Andriyana Andriyana
Journal of International Multidisciplinary Research Vol. 3 No. 8 (2025): Agustus 2025
Publisher : PT. Banjarese Pacific Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62504/fx1bd279

Abstract

The advancement of digital technology has paved the way for the emergence of various mobile learning applications increasingly used within the context of Islamic education. This phenomenon not only reflects the trend of integrating technology into modern learning systems but also raises fundamental questions about how these applications are designed and how far they impact learners’ experiences and learning outcomes. This article presents a systematic review of scholarly studies discussing the use of mobile applications in Islamic studies education. The review focuses on two key aspects: the design principles employed in application development and the learning outcomes achieved following their use. The review involved selecting literature from the past six years using specific inclusion criteria, including content relevance, source credibility, and its connection to mobile learning practices in Islamic education. Analysis reveals that designs considering cultural appropriateness, user interface interactivity, and integration of Islamic values positively influence students' emotional engagement, motivation, and content comprehension. Learning outcomes also extend into affective and spiritual domains, not merely cognitive. These findings serve as an initial foundation for developers and educators to build an adaptive, meaningful, and value-based Islamic mobile learning ecosystem.
Co-Authors Aas Solihat Ahmad Syamsudin Asep Supriyadi Azizah Nur Islami Ibadurrahman, Muhammad Lina Nuraini Muhamad Nizan Solahudin Putri Cahya Munika Rofiani Rofiani Tifani Kautsar Wawan Ridwan Zul Andrivat