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All Journal Ana Bulava Jurnal Pendidikan Anak Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman Referensi Islamika: Jurnal Studi Islam
retoliah retoliah
Universitas Islam Negeri Datokarama Palu
Religion Humanities Education Other

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PENGEMBANGAN ALAT PERMAINAN EDUKATIF SAPI PERAH DALAM PEMBELAJARAN ANAK USIA DINI Husaimah; retoliah retoliah; Hikmatur Rahmah
Ana' Bulava: Jurnal Pendidikan Anak Vol. 2 No. 2 (2021)
Publisher : Program Studi Pendidikan Anak Usia Dini (PIAUD), Instutut Agama Islam Negeri (IAIN) Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/abulava.Vol2.Iss2.41

Abstract

Penelitian ini membahas tentang pengembangan alat permainan edukatif sapi perah dalam pembelajaran anak usia dini. Adapun rumusan masalah sebagai berikut: Pertama, bagaimana kelayakan alat permaianan edukatif sapi perah dalam pembelajaran anak usia dini. Kedua, bagaimana pengaruh alat permainan edukatif sapi perah dalam pembelajaran anak usia dini. Adapun metode penelitian dalam skripsi ini adalah menggunakan metode Research And Development (R&D) merupakan metode penelitian yang digunakan untuk menghasilkan produk tertentu, dan menguji kelayakan produk tersebut, Penelitian ini menggunakan teknik potensi dan masalah, pengumpulan data, desain produk, validasi desain, perbaikan desain, uji coba produk, dan revisi produk. Berdasarkan hasil uji validasi oleh tim validator mendapatkan persentase dengan kategori valid oleh validator I dengan memberikan nilai sebesar 87, dan penilaian validator II memberikan nilai 87 dengan kategori valid , dan validator III. Kategori valid dengan memberikan nilai 86, dan validator IV kategori valid dengan memberikan nilai 80. kemudian penilaian coba terbatas di RA Ummahat DDI Ujuna oleh Ibu Ratnawati S.Pd memberikan nilai 4 dengan kategori sangat layak, RA DWP 1 Kanwil Depertemen Agama oleh Ibu Samsia S.Pd.I memberikan nilai 4 dengan kategori sangat layak, RA DWP 2 Kanwil Depertemen Agama oleh Ibu Ria Ika Rahayuningtyas memberikan nilai 3,7 dengan kategori sangat layak. penilaian uji coba lapangan mendapatkan respon baik oleh peserta didik. Berdasarkan hasil penilaian pengembangan alat permainan edukatif sapi perah dalam pembelajaran anak usia dini dikatakan layak karena perolehan persentase skor tiap aspek valid dan sangat baik sehingga media alat permainan edukatif sapi perah sangat layak digunakan sebagai media pembelajaran anak usia dini.Implikasi bagi semua komponen dapat mengembangkan media pembelajaran beru alat permainan edukatif sapi perah sehingga dapat meningkatkan evektivitas pembelajaran, yang edukatif, inovatif dan kreatif dalam pembelajaran anak usia dini sehingga perkembangan anak dapat berkembang secara optimal.
The Principal's Role as a Supervisor in Improving Teacher Professionalism Okky Fadila; Retoliah Retoliah; Darmawansyah Darmawansyah
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 2 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i2.3111

Abstract

This study looks at how the principal at Persis Integrated Islamic Elementary School in Palu City may improve teacher professionalism as a supervisor. Direct observation and in-depth interviews with the principal and a number of instructors were used to gather data using a descriptive qualitative technique. The findings show that the principal's supervisory job is fulfilled through four primary responsibilities: coordinator, consultant, group leader, and evaluator. These duties are carried out through three primary phases: planning, implementation, and assessment. In their capacity as coordinator, the principal works with the vice principal to create a curriculum supervision program at the start of the semester based on an examination of the needs of the teachers and the academic schedule of the school. As a consultant, the principal offers specific advice based on each teacher's requirements and issues in a focused way. In their capacity as group leaders, the principal facilitates a teacher forum where educators can reflect together and share their experiences. The principal evaluates educational resources in an impartial and helpful manner in their capacity as an evaluator. Harmonious communication, clear schedules, teacher forums, specialised direction, and teacher gratitude are all supporting variables for supervision. Limited facilities, some teachers' unfavourable opinions on supervision, and the principal's time constraints from hectic administrative duties are also impediments
DIGITAL AND TECHNOLOGY-ENHANCED LEARNING IN ISLAMIC RELIGIOUS EDUCATION: A SYSTEMATIC LITERATURE REVIEW OF PEDAGOGICAL OUTCOMES, MECHANISMS, AND EVIDENCE STRENGTH Retoliah Retoliah; Fitri Ariati; Atna Akhiryani
Referensi Islamika: Jurnal Studi Islam Vol. 4 No. 3 (2026): JUNE
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/ri.v4i3.747

Abstract

This systematic literature review examines the reported pedagogical outcomes and evidence strength of digital and technology-enhanced learning in Islamic Religious Education (IRE), with particular attention to how digital interventions operate across educational contexts, mechanisms, and outcomes. Using PRISMA procedures, this study reviewed Scopus-indexed articles published between 2018 and 2025. Forty-three studies meeting the inclusion criteria were synthesized through the CIMO framework, covering Context, Intervention, Mechanism, and Outcome. The studies generally reported promising short-term improvements in cognitive achievement, reflective thinking, interpretation literacy, worship-related motivation, learner engagement, teacher TPACK, and digital competence. However, because many included studies used short-term interventions, self-reported data, or designs with limited control of confounding variables, these findings should be interpreted as indicative rather than conclusive evidence of sustained pedagogical effectiveness. The findings are limited by the dominance of short-term studies, self-reported data, and Scopus-based coverage, which may underrepresent regional and non-indexed scholarship. This review contributes a CIMO-based synthesis of digital IRE and identifies TPACK+E, digital tabayyun, and scholarly oversight of AI as conceptual directions emerging from patterns across the reviewed studies for ethically grounded Islamic digital pedagogy.
Co-Authors Atna Akhiryani Darmawansyah Fitri Ariati Hikmatur Rahmah Husaimah Okky Fadila