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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar JURNAL PESONA Jurnal Ilmiah Widya Prosiding Ilmu Pendidikan English Review: Journal of English Education Al Ishlah Jurnal Pendidikan Sinkron : Jurnal dan Penelitian Teknik Informatika QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal PAJAR (Pendidikan dan Pengajaran) Edukasi Islami: Jurnal Pendidikan Islam Journal on Education AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Akuntansi, Manajemen dan Ilmu Ekonomi (JASMIEN) International Journal of Engineering, Science and Information Technology Edu Cendikia: Jurnal Ilmiah Kependidikan Indo-MathEdu Intellectuals Journal al-fikrah: Jurnal Manajemen Pendidikan Widya Dharma Journal of Business Indonesian Journal of Advanced Research (IJAR) Frasa: Jurnal Keilmuan Bahasa, Sastra dan Pengajarannya
Tukiyo Tukiyo
Universitas Widya Dharma Klaten
Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Social Sciences Transportation Other

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Improving Multiliteracy Ability in the Integration of Islamic and Science Learning Tukiyo Tukiyo; Purwo Haryono; Syamsul Arifin; Ari Kartiko; Fahlulia Rahma Shofiana
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2433

Abstract

Multiliteracy ability is an important ability to be mastered in the Society 5.0 era where the challenges faced by humans are increasingly complex, especially in the world of education and relation to religious life. This ability can be formed and enhanced through meaningful learning activities, one of which is the integrated learning of religion and science that is planned, organized, and evaluated on an ongoing basis as implemented by the Supreme Court Darul Ulum Rejoso Jombang. Because the integration of religion and science is still rarely carried out, several questions arise, namely how to implement integrative learning of religion and science in improving students' multiliteracy skills and what factors influence it. The method used in this research is a qualitative method with the type of case study research. Data were collected utilizing observation, interviews, and documentation which were analyzed descriptively. The results of this study are: 1) Integrative learning of religion and science at MA Unggulan Darul Ulum is implemented in 3 stages, namely, planning (compilation, and maturation of the syllabus and lesson plans), implementation (discussion, lectures, and demonstrations), and evaluation (daily exams). , PTS, PAS, and TA) and is also accompanied by supporting activities to improve reading, writing, conveying ideas based on religious and scientific critical thinking, and using various technological tools. 2) influencing factors, namely teachers, students, educational policies, facilities infrastructure.
Analisis Peran Penggunaan AI Chatbot Dalam Proses Pembelajaran Terhadap Pemahaman Konsep Dan Kemandirian Belajar Siswa: Analysis of the Role of Using AI Chatbot in the Learning Process on Students' Concept Understanding and Learning Independence Ilmi Noor Rahmad; Tukiyo Tukiyo; Lia Rista; Kurnia Muhajarah; Zetty Karyati; Rahmawati Yuliyani
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 4 No. 03 (2024): Research Articles, December 2024
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v4i03.5497

Abstract

This study investigates how AI chatbots can stimulate students' conceptual understanding and learning independence. AI chatbots as interactive tools to improve learning success have recently increased in education as AI technology develops rapidly. Chatbots powered by artificial intelligence can provide direct feedback to students, respond to their questions, and help them develop a deeper understanding of their ideas. This study used a quasi-experimental design with a quantitative methodology approach. One hundred high school students were selected as the research sample. This sample was then divided into two groups: the experimental and the control groups. The experimental group used AI chatbots as a tool in the learning process, while the control group learned without using the technology. The results showed that students in the experimental group experienced a significant increase in conceptual understanding compared to the control group. AI chatbots helped students clarify difficult-to-understand concepts, provide additional explanations, and present reflective questions that encourage critical thinking. In addition, chatbots also play a role in fostering learning independence because students become more accustomed to finding answers and solutions to their problems independently without relying entirely on teachers or peers. Furthermore, this study highlights how the use of AI chatbots not only improves academic outcomes but also contributes to building students' confidence in understanding learning materials. Thus, this study concludes that AI chatbots are an effective and innovative learning tool for improving students' conceptual understanding and learning independence.
PENGARUH PEMBELAJARAN KOLABORASI DAN MOTIVASI BELAJAR TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN SISWA KELAS X SMA DAERAH 3T KABUPATEN SORONG Nalole, Yasin; Tukiyo, Tukiyo; Dwi Bambang Putut Setyadi; Hersulastuty
FRASA: Jurnal Keilmuan, Bahasa, Sastra, dan Pengajarannya Vol. 6 No. 2 (2025): FRASA: JURNAL KEILMUAN BAHASA, SASTRA, DAN PENGAJARANNYA
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/frasaunimuda.v6i2.3140

Abstract

This study aims to analyze the effect of collaborative learning and learning motivation on the reading comprehension skills of 10th grade high school students in the 3T (Frontier, Outermost, and Disadvantaged) areas in Sorong Regency. The method used in this study is descriptive with a quantitative approach. This descriptive method involves collecting data to test hypotheses or answer questions about public opinion on certain issues or topics. The population in this study included all 10th grade students of SMA Negeri 4 and SMA Negeri 8 Sorong Regency, with the research sample consisting of 10th grade students in both high schools. The sampling technique used was Purposive Random Sampling with a 5% error rate. By using the Slovin formula to determine the number of samples, it was determined as many as 120 out of 172 students. The data analysis technique was carried out with the help of the SPSS 25 application on data from the questionnaire regarding collaborative learning and student motivation towards reading comprehension skills, through reliability tests, correlation tests, homogeneity tests, validity tests, normality tests, linearity tests, and hypothesis tests. The results of the analysis showed that both collaborative learning and learning motivation had a significant influence on reading comprehension skills. The correlation test showed a value of 0.333, indicating that learning motivation has a stronger relationship to reading comprehension ability compared to collaborative learning. The results of the regression test showed that learning motivation has a greater influence than collaborative learning, with a regression coefficient value of 0.304 and a p value <0.001. This analysis confirms that effective learning strategies must integrate collaborative methods. In addition, this approach must also be able to increase student learning motivation. Therefore, teachers and schools need to develop programs that not only emphasize group-based learning but also encourage students' intrinsic motivation to improve reading comprehension.
Co-Authors Abdul Haris Abdul Wahab Ahmad Hariyadi, Ahmad Ahmad Sodikin Ali Idrus Ali Idrus Anggraini, Julaiha Probo Anis Marjukah Ari Kartiko, Ari Arif Julianto Sri Nugroho Arifin, Ardian Cahaya Nugrahani Dandang Setyawanti Desi Afrianti Dewantara , Rizki Didik Rinan Sumekto Dini Pepilina Dwi Bambang Putut Setyadi ELIHAMI, ELIHAMI Endang Fatmawati Enita Rosmika Esti Ismawati Fahlulia Rahma Shofiana Hartina, Hartina Herman Fithra Herman Herman Herman Herman Hermans Gavin Hersulastuti Hersulastuti, Hersulastuti Hersulastuty Ihsan, Mohd Bahaudin Ilmi Noor Rahmad Imaduddin, Imaduddin Imman Yusuf Sitinjak Isna Rahmawati Iswan Riyadi Iswan Riyadi Jarot Prasetyo Julyanthry Kholid, Kholid Krisna Pebryawan Laros Tuhuteru Lia Rista M. Hidayat M. Hidayat Marto Silalahi Muhajarah, Kurnia Muhammad Sya’roni Nalole, Yasin Nanda Saputra Nazaruddin Malik Nufus, Hidayatun Nurulloh, Ahmat Oxtaria, Velly Purwo Haryono Purwo Haryono Puspitasari, Tuti Putra, Hendri Putri Zudhah Ferryka Rabiyatul Adawiyah Rahmawati Yuliyani Ratnadewi, Ratnadewi Ridwin Purba Rona Romadhianti, Rona Rosita Nainggolan Rosmika, Enita Seena, Ismaeel Setiyadi , Dwi Bambang Putut Setiyadi, DB Putut Siti Annisa Wahdiniawati Sodikin, Ahmad Sri Supiah Cahyati Sulha Sulha Sulistyani Sulistyani Supriatna, Ucup Sya'roni, Muhammad Syafruddin Rais, Syafruddin Syamsul Arifin Tasari, Tasari Tutiariani Nasution Ujiyanti , Murni Widiyanto Nugroho, Anwar Wulan Sari Yulinda Erma Suryani Zetty Karyati Zulkifli Musthan, Zulkifli