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All Journal Jurnal Pendidikan Geografi Undiksha J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia Jurnal Kata: Bahasa, Sastra, dan Pembelajarannya Inspiratif Pendidikan Jurnal Al-Tadzkiyyah Jurnal Intelektualita: Keislaman, Sosial, dan Sains Al-Wijdan : Journal of Islamic Education Studies PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab Qiro'ah: Jurnal Pendidikan Agama Islam Hikmah Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) PrimEarly : Jurnal Kajian Pendidikan Dasar dan Anak Usia Dini (Journal of Primary and Early Childhood Education Studies Al-Fikru: Jurnal Ilmiah LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Daengku: Journal of Humanities and Social Sciences Innovation Edu Cendikia: Jurnal Ilmiah Kependidikan Jurnal Kolaboratif Sains Journal of Education Research International Journal of Science and Society (IJSOC) El-Izdiwaj: Indonesian Journal of Civil and Islamic Family Law Jurnal Bilqolam Pendidikan Islam Journal of Educational Sciences Journal of Innovation and Research in Primary Education JGK (Jurnal Guru Kita) QANUN: Journal of Islamic Laws and Studies Action Research Journal Indonesia (ARJI) Information Technology Education Journal Permata : Jurnal Pendidikan Agama Islam Intelektual: Jurnal Pendidikan dan Studi Keislaman Ta'allum: Jurnal Pendidikan Islam PAEDAGOGIE
Era Octafiona
Universitas Islam Negeri Raden Intan Lampung
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The Implementation of the Somatic, Auditory, Visualization, and Intellectual Learning Model to Enhance Students’ Learning Creativity Hayati, Sodatul; Zulaikhah, Siti; Octafiona, Era
Al-Fikru: Jurnal Ilmiah Vol. 19 No. 2 (2025): Desember (2025)
Publisher : STAI Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/alfikru.v19i2.867

Abstract

The low level of student learning creativity in Islamic Religious Education, particularly in Al-Qur'an and Hadith materials, remains a challenge at the junior high school level. This is due to the dominance of learning methods that do not optimally involve the physical, sensory, and intellectual aspects of students. Therefore, this study aims to examine the application of the SAVI (Somatic, Auditory, Visualization, Intellectual) learning model in improving student learning creativity in Islamic Religious Education at SMP Negeri 1 Bandar Negeri Semuong, Tanggamus. This study used a quasi-experimental design with pre-test and post-test measurements to assess changes in student creativity. Data were collected through surveys, observations, and interviews with students and teachers. The results showed that the application of the SAVI model significantly increased student learning creativity, as reflected in the increase in pre-test and post-test scores, as well as increased student participation and involvement in the learning process. These findings confirm that interactive and multimodal learning approaches are effective in Islamic religious education. The implications of this study indicate that the SAVI model can be used as a strategic alternative in the development of creative, contextual, and relevant Islamic religious education that meets the demands of 21st-century education.
Optimizing the Creative Problem Solving Learning Model to Enhance Students’ Critical Thinking Skills Arvina, Fasyawalyra Putri; Akmansyah, Muhammad; Octafiona, Era
Hikmah Vol. 22 No. 2 (2025): Juli-Desember 2025
Publisher : Sekolah Tinggi Agama Islam Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/hikmah.v22i2.611

Abstract

The low level of critical thinking skills among students in Islamic Religious Education remains a serious problem, mainly due to the dominance of conventional teacher-centered learning methods. In response to this problem, this study examines the application of the Creative Problem Solving learning model in improving the critical thinking skills of students in Islamic Religious Education at SMP IT Cahaya Ilmu, Bandar Lampung. This study used a quasi-experimental design involving an experimental group and a control group. Data collection was conducted through pre-tests and post-tests, observations, and questionnaires. The results showed that the application of the Creative Problem Solving model significantly improved students' critical thinking skills, particularly in problem solving and the application of Islamic Religious Education concepts. In addition, Creative Problem Solving was also able to increase students' active involvement and deepen their understanding of Islamic values. The implications of this study emphasize the importance of integrating problem-solving-based learning models into the Islamic Religious Education curriculum as a strategic effort to respond to the demands of 21st-century learning and shape students who are critical, reflective, and have Islamic character.
Pendekatan SAVI terhadap Hasil Belajar Peserta Didik Pembelajaran PAI di SMAN 15 Bandar Lampung Dia, Anna; Amriyah, Chairul; Octafiona, Era
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1676

Abstract

Education in the information era demands learning innovations to overcome the dominance of lecture-based methods, which tend to make students passive. At SMAN 15 Bandar Lampung, it was found that 51% of students had not achieved the minimum mastery criteria in Islamic Religious Education (PAI) due to the use of a teacher-centered approach. This study aims to examine the effectiveness of the Somatic, Auditory, Visual, Intellectual (SAVI) approach on students’ learning outcomes in the material The Essence of Loving Allah SWT, Khauf, Raja’, and Tawakal. The research employed a quantitative experimental method using a Quasi-Experimental Non-Equivalent Control Group Design. The research population consisted of all Grade X students (N = 315), with samples taken from class X.E 4 (n = 33) as the experimental group and class X.E 5 (n = 34) as the control group, selected through cluster random sampling. Research instruments included an objective test measuring cognitive skills at level C4 (analysis) and an observation sheet of learning activities. The results showed a significant improvement in the experimental group, with an average post-test score of 90.56 compared to 84.60 in the control group. N-Gain analysis indicated a score of 68.93 for the experimental group (moderately effective category) and 51.19 for the control group (less effective category). The study concludes that the SAVI approach is effective in improving PAI learning outcomes because it integrates students’ physical, sensory, and intellectual potentials in a comprehensive manner.
Strategi Guru PAI dalam Pembentukan Akhlak Peserta Didik di Era Digital: SMAN 15 Bandar Lampung Aprilia, Annisa; Amriyah, Chairul; Octafiona, Era
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1677

Abstract

This study aims to analyze the strategies employed by Islamic Religious Education (Pendidikan Agama Islam/PAI) teachers in shaping students’ moral character in the digital era at SMA Negeri 15 Bandar Lampung, as well as the supporting and inhibiting factors in their implementation. The research adopts a qualitative approach using a case study design. Data were collected through observation, in-depth interviews, and documentation involving PAI teachers, students, and school stakeholders as informants. Data analysis was conducted through data reduction, data display, and conclusion drawing, with data validity ensured through source and technique triangulation. The findings indicate that PAI teachers’ strategies in moral character formation are implemented through religious habituation, role modeling, the provision of advice and educational reprimands, and the limited and guided management of digital technology use. Supporting factors include a religious school culture, school policies that support character strengthening, the active role of PAI teachers, collaboration among school members, support from some parents, and religious extracurricular activities. Meanwhile, inhibiting factors include the negative influence of digital media, gadget dependency, peer influence, limited teacher supervision outside school, and diverse family backgrounds. This study concludes that the formation of students’ moral character in the digital era requires consistent strategies and synergy among schools, teachers, and families.
Analisis Perbandingan Hasil Belajar dan Berfikir Kritis Peserta Didik PAI Berdasakan Gender di SMA N 15 Bandar Lampung Andyani, Aulia Rizki; Octafiona, Era; Istihana
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1710

Abstract

This study aimed to analyze differences in learning outcomes and critical thinking skills between male and female students in the subject of Islamic Religious Education and Character Education. The research employed a quantitative approach with a comparative method. The study participants were Grade XI students selected using purposive sampling techniques. Data on learning outcomes and critical thinking skills were collected through tests that had been validated and tested for reliability, and subsequently analyzed using comparative statistical tests. The results indicated significant differences in learning outcomes and critical thinking skills between male and female students in Islamic Religious Education and Character Education. Female students tended to achieve higher mean scores than male students. These findings suggest that gender is associated with students’ learning achievement and critical thinking abilities. The study concludes that it is important to implement learning strategies in Islamic Religious Education that are responsive to students’ differing characteristics in order to promote a more equitable and effective learning process.
Analisis Kesenjangan Penguasaan Teori Tajwid dengan Praktik Membaca Al-Qur'an pada Peserta Didik Andini, Aulia Tri; Amriyah, Chairul; Octafiona, Era
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16397

Abstract

This study aims to analyze the gap between mastery of tajwid theory and Qur’anic reading practice among eleventh-grade students. The research employed a quantitative approach with a descriptive comparative design. The population consisted of 306 students, with 52 respondents selected using cluster random sampling. Data were collected through theoretical and practical reading tests. Data analysis included normality, homogeneity, linearity, Pearson correlation, and paired sample t-test. The findings revealed that the data were normally distributed and homogeneous. The correlation test indicated no significant relationship between theoretical mastery and reading practice (r = 0.228; Sig. = 0.105). However, the comparative test showed a significant difference between theoretical and practical scores (Sig. = 0.000), with theoretical scores higher than practical scores. These findings indicate a substantial gap between tajwid theoretical mastery and practical Qur’anic reading skills.
Efektivitas Model Pembelajaran Contextual Teaching And Learning Terhadap Hasil Belajar PAI dan Budi Pekerti Siswa SMP Nirwana Damayanti; Heru Juabdin Sada; Era Octafiona
JGK (Jurnal Guru Kita) Vol. 10 No. 2: Maret 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/55feqy65

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar siswa pada mata pelajaran Pendidikan Agama Islam (PAI) dan Budi Pekerti yang dipengaruhi oleh penggunaan metode pembelajaran yang masih monoton serta kurangnya keterlibatan aktif siswa dalam proses pembelajaran. Oleh karena itu, diperlukan model pembelajaran yang mampu mengaitkan materi dengan pengalaman nyata siswa agar pembelajaran menjadi lebih bermakna. Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran Contextual Teaching and Learning (CTL) terhadap hasil belajar PAI dan Budi Pekerti siswa SMP. Penelitian ini menggunakan metode kuantitatif dengan desain quasi-experimental jenis Pretest–Posttest Control Group Design. Subjek penelitian adalah siswa kelas VIII SMP Negeri 2 Way Pengubuan yang dipilih melalui teknik simple random sampling, dengan kelas VIII B sebagai kelompok eksperimen (n=25) dan kelas VIII C sebagai kelompok kontrol (n=20). Pengumpulan data menggunakan tes pilihan ganda berjumlah 20 soal pada indikator kognitif C4. Analisis data menggunakan uji normalitas Shapiro–Wilk, uji Mann–Whitney U, uji homogenitas Levene, dan uji independent sample t-test. Hasil penelitian menunjukkan nilai Mann–Whitney U sebesar 217,000 dengan sig. 0,435, uji homogenitas 0,823, serta uji t-test memperoleh t = -3,783 dengan sig. 0,000 dan mean difference 13,600, sehingga CTL terbukti efektif meningkatkan hasil belajar siswa.
Web-Based Collaborative Project-Based Learning in Secondary Education: A Qualitative Study of Students’ Analytical Thinking and Collaboration Era Octafiona
Information Technology Education Journal Vol. 4, No. 4, November (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i4.10940

Abstract

Learning in secondary education increasingly requires instructional approaches that are capable of fostering students’ analytical thinking and collaborative skills in response to the demands of 21st-century competencies. However, classroom practices in many schools remain dominated by teacher-centered instruction, which limits students’ opportunities to engage in higher-order thinking and sustained collaboration. As a result, students often experience learning activities that emphasize content reception rather than analytical exploration and cooperative problem-solving.Collaborative learning has been widely adopted as an alternative approach to address these challenges by encouraging students to work together, exchange ideas, and solve problems collectively. Despite its potential, conventional collaborative learning practices frequently encounter practical limitations, such as uneven student participation, time constraints during classroom sessions, and restricted access to diverse learning resources. These limitations reduce the effectiveness of collaboration in supporting deeper analytical engagement among students.Recent developments in educational technology have introduced Web-Based Project-Based Learning (PjBL) as an instructional approach that integrates collaborative project work with digital platforms supporting both synchronous and asynchronous interaction. Through web-based environments, students are able to access learning resources independently, coordinate tasks digitally, and produce authentic learning outputs beyond classroom boundaries. Prior studies have reported that Web-Based PjBL can support higher-order thinking and collaborative skills; however, much of the existing research focuses on general effectiveness or higher education contexts, with limited attention to how web-based collaboration transforms conventional collaborative learning practices at the secondary school level.In the context of Indonesian high schools, empirical evidence regarding the implementation of Web-Based Collaborative PjBL remains limited, particularly studies that explore how this approach strengthens students’ analytical thinking and teamwork through actual classroom practices. Moreover, few studies have examined the transition process from traditional collaborative learning to web-based collaborative projects and the roles of teachers and students during this transformation.Therefore, this study aims to examine the implementation of Web-Based Collaborative Project-Based Learning in a senior high school context, focusing on how this approach strengthens students’ analytical thinking and cooperation. By adopting a qualitative descriptive design, this study seeks to provide an in-depth understanding of learning activities, teacher facilitation, and student collaboration within a web-based project environment, thereby contributing empirical insights into the practical integration of digital collaboration in secondary education.
Pengaruh Penerapan Kurikulum Merdeka dan Lingkungan Belajar terhadap Motivasi Belajar Peserta Didik di SMK Bina Latih Karya Gemilang Rahmatulloh; Ainal Ghani; Muhammad Mustofa; Era Octafiona; Ais Iti'ana
Action Research Journal Indonesia (ARJI) Vol. 7 No. 2 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i2.387

Abstract

Proses penerapan kurikulum baru terhambat karena kurikulum baru membutuhkan waktu yang lama untuk disesuaikan oleh dan peserta didik. Tujuan penelitian ini adalah mengetahui pengaruh Penerapan Kurikulum Merdeka dan Lingkungan Belajar Terhadap Motivasi Belajar peserta didik di SMK Bina Latih Karya yang ada di kota iBandar Lampung dilaksanakan pada Desember 2024. Sampel penelitian ini berjumlah 50 peserta didik, dengan menggunakan teknik random sampling. Jienis penelitian yang digunakan Ex post facto, teknik pengumpulan yang dipakai data adalah kuesioner. Tieknik anialisis data yang digunakan dalam peneliitian inii adalah reigresi linier bierganda dengan ujii hipiotesis seperti Uji-t Test, Uji-F dan Kioefisien Deteirminasi (R2). Berdasarkan analiisis data yang dilakukan hasil yang didapat adalah Penerapan Kuirikulum Merdeka memiliki pengaruh yang positif dan signifikan terhadap Motivasi belajar peserta didik di SMK Bina Latih Karya. Hal ini dibuktikan peroleh nilai penerapan kurikulum merdeka signifikansi 0,000<0,05. Ha diterima dan perolehan nilai signifikansi lingkungan belajar 0,027 <0,05. Ha diterima. Serta pengaruh antara penerapan kurikulum merdeka dan lingkungan belajar terhadap motivasi belajar peserta didik di SMK Binda Latih Karya berkontribusi sebesar 55,5% dan sisanya dipengaruhi faktor lainnya. Dampak penelitian ini dapat mendorong guru untuk lebih memahami pentingnya penerapan Kurikulum Merdeka secara optimal, terutama dalam memberikan ruang kebebasan belajar yang berdampak positif terhadap peningkatan motivasi siswa dan memperkuat teori motivasi belajar Maslow serta membuka ruang penelitian lainnya dengan pendekatan yang lebih komprehensif.  
PENDEKATAN INTEGRATIF PEMBAHARUAN PAI DI SMA NEGERI 1 PRINGSEWU PADA ERA DIGITAL Arya Dwi Saputra; Istihana Istihana; Era Octafiona
QANUN: Journal of Islamic Laws and Studies Vol. 5 No. 1 (2026): QANUN: Journal of Islamic Laws and Studies, September 2026
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/qanun.v5i1.1457

Abstract

Penelitian ini mempunyai tujuan untuk menganalisis proses pendekatan integratif pada pembelajaran Pendidikan Agama Islam (PAI) serta mengidentifikasi faktor pendukung serta penghambat implementasinya di SMA Negeri 1 Pringsewu pada era digital. Penelitian ini memakai pendekatan kualitatif dengan desain studi kasus. Populasi penelitian mencakup semua aktivitas pembelajaran PAI, dengan sampel berupa guru PAI dan peserta didik yang terlibat pada proses pembelajaran. Teknik pengumpulan data dilaksanakan lewat wawancara mendalam, observasi non-partisipan, dan dokumentasi, dengan instrumen berupa pedoman wawancara, lembar observasi, dan dokumentasi. Hasil penelitian memperlihatkan terkait pendekatan integratif telah diimplementasikan melalui pengintegrasian materi PAI dengan sains dan teknologi digital pada level konten dan metodologis. Pembelajaran bukan saja berorientasi pada aspek kognitif, tapi juga mampu mengembangkan aspek afektif serta psikomotorik peserta didik. Faktor pendukung meliputi kompetensi guru, ketersediaan fasilitas teknologi, dan karakteristik peserta didik yang adaptif terhadap digitalisasi, sedangkan faktor penghambat meliputi keterbatasan pemahaman guru, waktu pembelajaran yang terbatas, serta potensi distraksi teknologi. Dengan demikian, pendekatan integratif terbukti relevan dan efektif untuk membuat meningkat kualitas pembelajaran PAI di era digital.
Co-Authors Abdul Mutholib Afifah Zaharah Agus Pahrudin Agus Susanti Ahmad Basyori Ahmad Zaki Ainal Ghani Ais Iti'ana Andika Eko Prasetiyo Andini, Aulia Tri Andyani, Aulia Rizki Anisa, Devi Annisa Aprilia Apfrilia, Dea Putry Arvina, Fasyawalyra Putri Arya Dwi Saputra Az Zahra, Ade Putri Baharuddin Baharuddin Baharudin Baharudin Baharudin Bilqis Umari, Tiara Chairul Amriyah Dia, Anna Edi Suyanto Erni Yusnita Erni Yusnita Yusnita Fatmawati Fatmawati Fatmawati, Fatmawati Fitriani Fitriani Gemilang Rahmatulloh Gita Leviana Putri Hayati, Sodatul Heru Juabdin Sada Indra Saputra, M. Iskandar Syukur Istiazah Ulima Hakim Istihana Istihana Istihana Jenuri Kahfie Nazaruddin Khumaini Rosadi Listia, Kory Listiyani Siti Romlah Mahardhika, Bimo Maulana, Andre Mawaddah, Nurul Mezan el-Khaeri Kesuma Muhammad Akmansyah MUHAMMAD FUAD Muhammad Ilham Jaya Kesuma Muhammad Mustofa Nirwana Damayanti NURUL AZIZAH Putri, Gita Leviana Rahman Rahman Rahmat Ramdhani Reni Puspita Sari Rojiatun, Riska Rosadi, Khumaini Saiful Bahri Salsabila, Aida Zahra Sapitri, Vera Saputra, M. Indra Sa’idy Shabira, Qonita Siti Zulaikhah Sri Haryanto Subandi Subandi Syifaul Karima Umi Hijriyah Uswatun Hasanah Uswatun Hasanah Welly Anggraini Wini Tarmini YUSNITA, ERNI Yusnita, Erni Yusnita Zahra Rahmatika Zulfa Zainuddin Zulkifli Zulkifli Zulkifli Zulkifli