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All Journal ATTARBIYAH: Journal of Islamic Culture and Education Studia Religia: Jurnal Pemikiran dan Pendidikan Islam At-Ta'dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam Surya Abdimas Tamaddun : Jurnal Pendidikan dan Pemikiran Keagamaan Al-Sharf: Jurnal Ekonomi Islam Al-Mutsla: Jurnal Ilmu-Ilmu Keislaman dan Kemasyarakatan Hawari: Jurnal Pendidikan Agama dan Keagamaan Islam Proceeding ISETH (International Summit on Science, Technology, and Humanity) Jurnal Katalisator Journal of Educational Management Research Jurnal Literasi Pengabdian dan Pemberdayaan Masyarakat AMIN: International Journal of Islamic Education and Knowledge Integration JCSE: Journal of Community Service and Empowerment Jurnal Pengabdian Teknik dan Sains (JPTS) TARBIYAH: Jurnal Pendidikan Agama Islam ATTARBIYAH: Journal of Islamic Culture and Education Halaqa: Journal of Islamic Education
Firdaus Firdaus
Universitas Muhammadiyah Purwokerto
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Dentistry Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Medicine & Pharmacology Social Sciences Other

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Implementasi Media I-Board dalam Meningkatkan Keaktifan Siswa pada Pembelajaran PAI Firdaus Firdaus; Faiz Fahrudin; Friosa Alfrianto; Ana Isma Wardani
Halaqa: Journal of Islamic Education Vol. 2 No. 1 (2026): Halaqa : Journal of Islamic Education
Publisher : PT. Student RIhlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/hjie.v2i1.37

Abstract

This study aims to evaluate the effectiveness of using I-Board (Islamic Board Game) as an instructional innovation to enhance student participation in Islamic Religious Education (PAI) at SMK Muhammadiyah 2 Ajibarang. The background of this study is based on the low level of student engagement in traditional and monotonous PAI teaching methods. I-Board was designed as an interactive learning medium capable of creating a collaborative, positively competitive, and enjoyable learning atmosphere. This research employed a descriptive qualitative approach, with data collection techniques including observation, in-depth interviews, and documentation. The research subjects consisted of PAI teachers and students from classes that implemented the I-Board media. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing, following the model proposed by Miles and Huberman. The findings indicate that the implementation of I-Board effectively improves both the quality and quantity of student participation, as evidenced by increased involvement in asking questions, providing answers, participating in discussions, and actively engaging in the learning process. Furthermore, this media assists teachers in managing the classroom in a more dynamic and interactive manner.
Design of Al-Islam and Muhammadiyah Curriculum Based on Deep Learning in Forming Muhammadiyah Identity of Students at Muhammadiyah University Purwokerto Firdaus Firdaus; Hermawan Hermawan
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

This study aims to design an innovative Al-Islam and Muhammadiyah (AIK) curriculum based on a deep learning pedagogical framework to strengthen the formation of Muhammadiyah identity among students at Muhammadiyah University Purwokerto. The research addresses the limitations of conventional AIK learning models that remain predominantly cognitive, normative, and ritualistic, and have not yet effectively facilitated value internalization and identity construction. The study employs a design-based research (DBR) approach by integrating Muhammadiyah theological foundations, educational psychology of identity formation, and deep learning pedagogy. The curriculum design is developed through iterative stages of analysis, design, development, implementation, and evaluation. Deep learning principles applied include meaningful learning, reflective engagement, critical consciousness, value internalization, and transformative praxis. Data were generated through document analysis, focus group discussions, expert validation, and limited pilot implementation within the AIK learning context. The study produces a structured AIK curriculum model consisting of learning outcomes, learning pathways, instructional strategies, learning activities, assessment frameworks, and identity-based learning indicators. The model is organized into four integrative dimensions: theological grounding, ideological internalization, socio-cultural engagement, and civic-ethical praxis. The curriculum systematically transforms AIK learning from doctrinal transmission into a process of identity formation, enabling students to embody Muhammadiyah values in personal, social, and civic life. This research offers an original contribution by integrating deep learning pedagogy with Islamic curriculum design and identity-based education within Muhammadiyah higher education. Practically, the model provides a scalable and adaptable framework for AIK curriculum reform across Muhammadiyah universities, supporting sustainable character formation, ideological internalization, and transformative student development in Islamic higher education institutions.
Co-Authors Agus Firmansyah Alfalisyado Ana Isma Wardani Anto Apriyanto Azama, Irham Muhammad Cahyono, Bayu Dwi Dwi Purwanto Faiz Fahrudin Farhan, Frisky Aisya Friosa Alfrianto Havidz Cahya Pratama Hermawan Hermawan Hermawan Hermawan Hermawan Hermawan Hermawan Irham Muhammad Azama M, Makhful Meydy Fauziridwan Mintohar Muntohar Mohammad Syaifuddin Muamar Muamar Muntohar Muntohar Nurhayani Sulfah Anjarwati Yudhistira Pradhipta Aryoko Yuri Pratiwi Utami Zamil, Hermawan