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All Journal Ar-Raniry, International Journal of Islamic Studies Tadbir: Jurnal Manajemen Pendidikan Islam JAM : Jurnal Aplikasi Manajemen Al Fikra : Jurnal Ilmiah Keislaman Medina-Te : Jurnal Studi Islam Al-Wijdan : Journal of Islamic Education Studies ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Studia Religia: Jurnal Pemikiran dan Pendidikan Islam al-Afkar, Journal For Islamic Studies Pendas : Jurnah Ilmiah Pendidikan Dasar Kuttab: Jurnal Ilmu Pendidikan Islam Jurnal al-Ulum : Jurnal Pemikiran dan penelitian ke-Islaman Tadbir Muwahhid al-Iltizam: Jurnal Pendidikan Agama Islam Journal of Psychology and Instructions Tarbawiyah Jurnal Ilmiah Pendidikan Tabyin; Jurnal Pendidikan Islam Jurnal Ilmiah Profesi Pendidikan RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) FOSTER: Journal of English Language Teaching At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam Journal of Research and Thought on Islamic Education (JRTIE) Elementeris : Jurnal Ilmiah Pendidikan Dasar Islam Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Jurnal Pengabdian Masyarakat Asia Jurnal Abdimas Berdaya : Jurnal Pembelajaran, Pemberdayaan dan Pengabdian Masyarakat Al-Liqo: Jurnal Pendidikan Islam TAJDID: Jurnal Pemikiran Keislaman dan Kemanusiaan Al-Ulum: Jurnal Pendidikan Islam Inteligensi : Jurnal Ilmu Pendidikan Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) An-Nuha : Jurnal Pendidikan Islam Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam Ma'alim: Jurnal Pendidikan Islam Jurnal Kependidikan Islam New Language Dimensions Al-Ulum: Jurnal Pendidikan Islam Jurnal Bilqolam Pendidikan Islam Didaktika Religia Indonesian Journal of English Teaching Kariman: Jurnal Pendidikan Keislaman Al-Urwatul Wutsqo: Jurnal Ilmu Keislaman Dan Pendidikan Intelektual: Jurnal Pendidikan dan Studi Keislaman Edumaspul: Jurnal Pendidikan At-Ta'lim : Media Informasi Pendidikan Islam Khazanah Pendidikan Islam
Irma Soraya
Universitas Islam Negeri Sunan Ampel Surabaya
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DESAIN BAHAN AJAR BERMUATAN NILAI-NILAI ISLAM MELALUI MODEL PEMBELAJARAN BERBASIS PROYEK: KAJIAN TEORITIS DAN PRAKTIS Amir Hamzah; Irma Soraya; Mohammad Kurjum
Tajdid: Jurnal Pemikiran Keislaman dan Kemanusiaan Vol. 9 No. 1 (2025): April
Publisher : LP2M IAI Muhammadiyah Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/tadjid.v9i1.4302

Abstract

Pendidikan Agama Islam (PAI) berperan penting dalam membentuk karakter dan spiritualitas peserta didik, namun tantangan berupa rendahnya motivasi dan partisipasi aktif siswa masih menjadi kendala dalam proses pembelajaran. Untuk mengatasi permasalahan tersebut, penelitian ini bertujuan untuk mengembangkan bahan ajar berbasis nilai-nilai Islam melalui model pembelajaran berbasis proyek (Project-Based Learning/PjBL) guna meningkatkan efektivitas pembelajaran PAI. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi pustaka, melibatkan analisis literatur dari berbagai sumber akademik yang relevan. Data dianalisis dengan teknik analisis isi untuk mengidentifikasi pola dan tema utama terkait integrasi nilai Islam dalam bahan ajar berbasis proyek. Hasil penelitian menunjukkan bahwa penggunaan model PjBL dapat meningkatkan pemahaman konseptual, motivasi belajar, serta internalisasi nilai-nilai keislaman pada peserta didik. Selain itu, bahan ajar digital interaktif yang terintegrasi dengan PjBL terbukti efektif dalam memfasilitasi pembelajaran yang kontekstual dan relevan dengan kehidupan siswa. Kesimpulannya, model pembelajaran berbasis proyek dengan integrasi nilai Islam tidak hanya meningkatkan capaian akademik tetapi juga membentuk karakter religius siswa, sehingga layak diterapkan secara lebih luas dalam pendidikan agama untuk menghadapi tantangan pendidikan modern.
Theoretical Reconstruction of Kalam Science Learning Design in the Digital Era: Integration of Constructive Alignment and Technological Pedagogical Content Knowledge (TPACK) Lalita Ni'mal Fajria; Irma Soraya
MA'ALIM: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): MA'ALIM: Jurnal Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/maalim.v7i1.13776

Abstract

The transformation of digital space has changed the landscape of religious discourse, including the emergence of narratives of atheism and religious skepticism on social media, influencing how the digital generation understands faith. However, the learning of theology (Ilm al-Kalam) still tends to be textual and lacks context, thus failing to optimally respond to digital challenges. This study aims to reconstruct the learning design of theology in the digital era through the integration of Constructive Alignment and Technological Pedagogical Content Knowledge (TPACK). This study uses a qualitative approach with a library research method. Data were obtained through a documentation study of books, journal articles, and relevant academic documents from the past ten years. Data were analyzed using content analysis and conceptual synthesis techniques. The results show that Constructive Alignment provides a systematic framework for aligning learning objectives, activities, and assessments, while TPACK enables the meaningful integration of technology into the learning process. The integration of these two approaches produces a conceptual model of theology learning that encourages critical thinking skills, theological argumentation, and contextual digital learning. This research contributes to the development of Islamic education by strengthening the learning design of theology to be more adaptive and relevant to the digital era.
PROBLEM BASED LEARNING MODEL ANALYSIS IN 21ST CENTURY ISLAMIC RELIGIOUS EDUCATION LEARNING Alfiatus Sholiha; Zakiyatul Nisa; Irma Soraya; Asep Saeful Hamdani
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 8 No. 2 (2024): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Fakultas Tarbiyah, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/edupedia.v8i2.3286

Abstract

This study aims to gather information and explore the application of the problem based learning model in 21st century PAI learning as an effort to develop students' critical culture. This study uses the library research method with a descriptive analysis approach through examining library sources in the form of books, journals, scientific papers, literature relevant to the research theme.The results of this study are that the problem based learning model is one of the relevant models used in PAI learning to provide meaningful learning and in-depth understanding to students. Because the problem based learning model is learning by exposing students to problems in the real world so that students will get used to thinking critically and become independent learners.
Penerapan Model Pembelajaran Kooperatif Jigsaw Mode Kamp untuk Meningkatkan Keterlibatan Siswa Dalam Pembelajaran PAI Wasiatul Mahfidhoh Jaya Ningrum; Irma Soraya; Asep Saepul Hamdani
Kariman: Jurnal Pendidikan Keislaman Vol. 12 No. 1 (2024): Pendidikan dan Keislaman
Publisher : Institut Kariman Wirayudha Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52185/kariman.v12i1.424

Abstract

The learning model has become a major focus in efforts to improve learning effectiveness, especially in Islamic Religious Education (PAI) subjects. One model that attracts attention is the Jigsaw Cooperative Model, which emphasizes inter-student collaboration to better understanding.  The study aims to explore the application of the Cooperative PAI Learning Model by reference to the Kemp steps. The research method uses a qualitative approach with relevant literature, including books, journals, articles, and other sources related to the chosen topic. The data collection method used is the search for information about various aspects or variables related to a research topic.  Research results show that the application of this model is able to improve student involvement in PAI learning, with more intensive and collaborative learning activities.  The findings underline the importance of implementing Kemp's measures in supporting the effectiveness of the PAI Cooperative Jigsaw Learning Model.  Teachers need to pay attention to planning, implementation, evaluation, and revision continuously to ensure optimal learning.  The practical implications of this research are to provide guidance for educators in adopting and implementing cooperative learning models that are oriented towards better learning outcomes in the context of PAI learning.
PENGARUH MODEL PEMBELAJARAN SNOWBALL THROWING TERINTEGRASI SAINS TERHADAP MOTIVASI BELAJAR FIQIH DI MADRASAH IBTIDIAYAH Yulsiva Anissatun Nadhiroh; Irma Soraya; Asep Saepul Hamdani
Jurnal Bilqolam Pendidikan Islam Vol. 5 No. 2 (2024): Desember 2024
Publisher : Prodi PAI Sekolah Tinggi Agama Islam Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/jbpi.v5i2.451

Abstract

it because this science studies about sharia, siyasah, mamalah, ubudiyah, akhwal syaksiyah. Moreover, in matters of worship such as prayer, teachers should be able to correlate this with science. So that students can understand it completely by using their reason and faith in learning something. In the implementation of learning in the classroom, it was found that the value of the learning outcomes of Fiqh in class III decreased. Therefore, the teacher used a snowball throwing model of learning integrated with science to improve the learning outcomes of Fiqh in class III MI Hidayatullah, Blitar City. This study uses a quantitative method with descriptive data analysis and the Wilcoxon test. The results of this study were that 22 students out of 25 students in class III experienced an increase in their scores on the post-test. While the other 3 students still got the same score during the post-test. The average result of the fiqh score before being given treatment with the science-integrated snowball throwing method was 58.40 while the average score after being given treatment was 84.20. In the average section, the increase in the score was 11.50 and the number of positive rankings (Sum Ranks) was 253.00.
ICE BREAKING UNTUK MENINGKATKAN DINAMIKA DAN SEMANGAT BELAJAR PAI Yazid Al Bastomi; Irma Soraya; Mohammad Kurjum
AT-TAJDID Vol 9 No 2 (2025): JULI-DESEMBER 2025
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/att.v9i2.4109

Abstract

Penelitian ini menyoroti permasalahan umum dalam pembelajaran Pendidikan Agama Islam (PAI), termasuk kurangnya dinamika dan semangat belajar siswa di era digital. Tujuan penelitian adalah menganalisis bagaimana penerapan ice breaking dapat menjadi pendekatan inovatif untuk meningkatkan kedua aspek tersebut. Metode penelitian yang digunakan adalah studi literatur, mensintesis temuan dari berbagai penelitian terdahulu mengenai efektivitas ice breaking dalam konteks pendidikan, khususnya PAI. Hasil penelitian menunjukkan bahwa ice breaking memiliki korelasi positif dengan peningkatan motivasi, keterlibatan, konsentrasi, dan penciptaan suasana belajar yang positif, yang secara keseluruhan berkontribusi signifikan terhadap dinamika dan semangat belajar siswa dalam pembelajaran PAI. Penerapan ice breaking didukung oleh teori belajar aktif dan prinsip-prinsip konstruktivisme sosial. Meskipun terdapat beberapa keterbatasan dalam implementasinya, ice breaking terbukti menjadi strategi yang efektif untuk mengatasi tantangan dalam pembelajaran PAI.This research highlights the common issues in Islamic Religious Education (PAI) learning, including the lack of dynamics and student enthusiasm in the digital age. The research aims to analyze how the application of ice breaking can be an innovative approach to enhance both of these aspects. The research method used is a literature review, synthesizing findings from various previous studies on the effectiveness of ice breaking in educational contexts, particularly PAI. The results indicate that ice breaking has a positive correlation with increased motivation, engagement, concentration, and the creation of a positive learning atmosphere, which collectively contribute significantly to students' learning dynamics and enthusiasm in PAI learning. The application of ice breaking is supported by active learning theory and the principles of social constructivism. Despite some limitations in its implementation, ice breaking proves to be an effective strategy for addressing challenges in PAI learning.
REKONSTRUKSI DESAIN INSTRUKSIONAL PAI BERBASIS MODEL ASSURE DAN DEEP LEARNING PADA MATERI MODERASI BERAGAMA Siti Nafilatul Munawwaroh; Irma Soraya
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 3 (2026): Juli
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/a3zky864

Abstract

This study aims to reconstruct the Islamic Education (PAI) instructional design by integrating the ASSURE model with a Deep Learning approach to strengthen religious moderation values in the digital era. This research is driven by the increasing challenge of digital radicalization, which necessitates more sophisticated pedagogical responses beyond conventional teaching methods. Using a qualitative case study at SMAN 3 Sidoarjo, data were gathered through technical triangulation, including document analysis of teaching modules, participatory observation, and in-depth interviews. Findings reveal that the existing instructional design is predominantly procedural-administrative, making it suboptimal for internalizing affective values. Through data triangulation and structural gap analysis, this study formulates a practical integration matrix schema. The proposed reconstruction integrates the pillars of Mindful, Meaningful, and Joyful into the ASSURE stages, shifting the learning orientation toward a more contemplative process that fosters critical tabayyun (verification) behavior among students. The results imply that this reconstruction significantly deepens the internalization of tawasut (moderate) values by aligning learning experiences with students’ digital realities, while noting limitations in teachers' digital literacy and time constraints. Furthermore, this study contributes a new conceptual framework for technology-based character education that prioritizes spiritual and emotional depth. This study concludes that a Deep Learning-based instructional design effectively fosters inclusive, critical, and tolerant student characters.
ANALISA PERUBAHAN PENDIDIKAN AGAMA MELALUI TRANSFORMASI ICT Prastio, M. Adam; Soraya, Irma
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.13775

Abstract

Pendidikan Agama Islam berperan penting guna membentuk moral maupun karakter dari setiap kaum Muslim. Namun, di era digital ini berdampak besar pada dunia pendidikan, serta memberikan tantangan baru. Berkembangnya teknologi yang kerap dikenakan sebagai alat informasi maupun komunikasi yang mampu dikenakan oleh seluruh kalangan. Sebagaimana telah ditinjau bahwasannya kaum milenial menilai pendidikan Agama Islam sangatlah sulit guna dipelajari serta media tersebut hanya mampu diakses dengan manual serta tergolong membosankan. ICT ialah sumber pembelajaran multimedia dapat menampilkan meragam jenis kombinasi dari grafik, teks, audio, video, maupun animasi. Banyaknya jenis ICT yang digunakan oleh tenaga pengajar guna menunjang cara menyampaikan materi pembelajaran, yakni teknologi komputer, internet, teknologi penyiaran (radio, televisi), telepon serta layanan berbasis jaringan lainnya. Penggabungan tersebut ialah suatu kesatuan yang dengan bersamaan menampilkan informasi, pesan, maupun isi dalam pembelajaran. Penelitian ini mengenakan metode studi pustaka yakni mereview penelitian sebelumnya. Dengan demikian penelitian ini bertujuan guna menganalisa perubahan dalam pendidikan agama melalui transformasi ICT.
MENCETAK GENERASI GEMILANG MELALUI PERKEMBANGAN TEKNOLOGI APLIKASI QUIPPER SCHOOL DALAM PENDIDIKAN AGAMA ISLAM Alifia Shafira Ramadhani; Irma Soraya
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.14659

Abstract

Abstrak: Penelitian ini berfungsi untuk menjawab keresahan pendidik dan orang tua terkait kesulitan mereka untuk memasukkan materi kepada peserta didik. Hal ini dikarenakan beberapa dari peserta didik yang menolak materi dari pendidik karena mereka merasa cara penyampaian pendidik terlalu tradisional. Oleh karena itu peneliti berusaha merubah dari pembelajaran konvensional menjadi pembelajaran E-Learning. Penelitian kali ini menggunakan metode penelitian deskriptif kualitatif karena peneliti lebih fokus untuk menjelaskan gambaran perbedaan antara sebelum siswa tersebut menggunakan aplikasi Quipper School dan setelah menggunakan aplikasi Quipper School. Berdasarkan penelitian ini, Quipper School cukup berpengaruh dalam tingkat kenyamanan belajar siswa. Siswa menjadi lebih rileks ketika belajar dan hal ini cukup mempengaruhi pemahaman siswa. Dengan lebih mudah memahami materi pembelajaran, siswa lebih mudah juga mengaplikasikan materi pembelajaran yang positif pada perilaku dan etika siswa sehari-hari ketika bermasyarakat. Selain itu, nilai dari mereka juga lumayan meningkat. Tetapi stabilitas peningkatan tersebut bergantung kembali dari setiap individu siswa masing-masing. Abstract : This research serves to answer the concerns of teacher and parents regarding their difficulties in providing material to students. This is because some students reject the teacher's material because they feel the teacher's delivery traditional methods. Therefore, researchers are trying to change from conventional learning to E-Learning. This research uses a qualitative descriptive research method because the researchers are focused on explaining the differences between before the students used the Quipper School application and after using the Quipper School application. Based on this research, Quipper School is quite influential in students' learning comfort levels. Students become more relaxed when studying and this has impact on student understanding. it is also make easier for students to apply positive learning material to they’re daily behavior when in society. Apart from that, their value has also increased quite a bit. But the stability of this increase depends again on each individual student.
MEDIA PEMBELAJARAN INOVASI TEKNOLOGI MENGGUNAKAN APLIKASI QUIPPER SCHOOL DI MAN 1 MOJOKERTO Bani Munir, Muhammad Rasyid Ridho Al Falaqi; Irma Soraya
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.15666

Abstract

In this research, a qualitative descriptive approach was used in this research method, which can be interpreted as an approach that interprets and describes the information obtained according to field conditions and cannot be achieved using statistical methods or quantification methods. The use of online learning can facilitate interaction between teachers and students or fellow students, as well as making it easier to place learning materials and student assignments at the teacher's location specified in the applications available to students. Teachers can use many web-based learning media applications, including the Quipper School application. Quipper School is an online application that can be a learning tool between teachers and students. This application has features that can help teachers in the teaching and learning process and achieve the learning goals themselves. This application helps make learning problems that were previously monotonous interesting and not boring for students and students can become active.
Co-Authors A. Saepul Hamdani, A. Saepul Abd. Rohman Abdul Muhid Abdul Wafi, Abdul Achmad Jalilul Chakam Ahmad Fauzi Nurrohman Akhmad Jauharul Anshori Al Bastomi, Yazid Al Fithri, Qurrota A'yun Alaniah, Almas Sharfina Alfiatus Sholiha Alfiatus Sholiha Alifia Shafira Ramadhani Amaliatus Sholikhah Amir Hamzah Amir Hamzah Amir Maliki Abitolkha Apriliani, Widia Asad, Fitriah Asep Saeful Hamdani Asep Saepul Hamdani Asep.S. Hamdani Avifah, I’anatul Azhar, Arya Fadhillah Azis, Annisa Rahmania azzahra, rahma tiara Bani Munir, Muhammad Rasyid Ridho Al Falaqi Darojat, Umi Sarah Nafi’ah Devi Rofidah Celine Doni Andriansyah Elina Mazidatun Nikmah Fadhila, Milatika Luthfi Farikhin Farikhin Faten Skafi Fauziyah, Farichatul Febriana Kurnia Dewi Halimatussakdiyah, Halimatussakdiyah Hamdani , A. Saepul Hamdani, Asep.S. Hamdani, Saepul Imaniar, Fahmi Indah Syaidatus Sa’diyah Khairul Walid Kusumajanti, Wahju Lalita Ni'mal Fajria Lutfiya Yuni Rahmawati Maula, Aris Rohmatul Mohamad Salik Mohammad Kurjum Mohammad Kurjum Mufida, Nanik Muhammad Dwi Novanto Muhammad Ikhsan Muhammad Rasyid Ridho Al Falaqi Muhammad Sirojuddin MUSTHAFA, ALI Nadhiroh, Yulsiva Anissatun Nanda Atiqoh Nurfani Nata, Balqisa Ratu Novita Ayu Utari Oryza, Fatma pengelola, pengelola Prastio, M. Adam Putri Regina Meiliya Sari Qurratina, Noor Shania Qurrotu A’yunin Qurrotu A’yunin Raden Mohamad Herdian Bhakti RAHMAN, ZEIN AULIAUR Rokhmatul Khoiro Amin Putri Rusnalasari, Zulidyana Dwi Salsabila, Sari Samsul Ma'arif Sari, Putri Regina Meiliya Satyaputri, Talitha Rizky Savira Rahmania Sef, Widad Shushmittha Riyazati Sirojuddin Qosim Siti Hanifah Siti Hanifah Siti Nafilatul Munawwaroh Sofiyyudin Azka Tarik, Atika Agustina tyaa, hakam Utari, Novita Ayu Wasiatul Mahfidhoh Jaya Ningrum Widadi, Ahmad Setyo Widia Apriliani Yazid Al Bastomi Yulsiva Anissatun Nadhiroh Zakiyatul Nisa Zakiyatul Nisa' Zamhariroh, Nazila Mumtaza