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All Journal Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal)
Emawati
Universitas Islam Negeri Mataram
Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Social Sciences Other

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Analisis Pelaksanaan TPACK dalam Pembelajaran di Perguruan Tinggi dan Implikasinya terhadap Student Engagement: Studi Kasus di IAIQH Bagu Siti Ria Farhaeni; Saparudin; Emawati
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1930

Abstract

This study aims to analyze the implementation of Technological Pedagogical Content Knowledge (TPACK) in learning in the Research Methodology course of the Islamic Education Study Program at the Qamarul Huda Islamic Institute (IAIQH) Bagu and analyze its implications for student engagement. This study uses a qualitative approach with a case study type. The research subjects consisted of lecturers teaching the Research Methodology course and sixth-semester C-grade Islamic Education Study Program students. Data collection techniques were carried out through observation, interviews, and documentation. Data analysis used the interactive model of Miles, Huberman, and Saldaña which includes data condensation, data presentation, as well as drawing conclusions and verification. Data validity was carried out through source triangulation and technical triangulation. The results of the study indicate that the implementation of TPACK in learning has been carried out through the integration of technological, pedagogical, and material mastery aspects in the learning process. The use of technology such as PowerPoint, LCD projectors, WhatsApp Groups, and the internet is combined with interactive learning strategies through discussions, questions and answers, and providing contextual examples. The implementation of TPACK has had positive implications for student engagement, as evidenced by increased behavioral, emotional, and cognitive engagement during the learning process. However, the learning process still faces challenges such as limited facilities, unstable internet connections, and students' difficulty understanding scientific terms and complex research materials.
Penerapan Model Problem Besed Learning pada Mata Pelajaran Akidah Akhlak di MTS Baiturrahman NW Pemepek M. Khaerul Madjid H.; Saparudin; Emawati
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2076

Abstract

This study aims to describe the implementation of Problem-Based Learning (PBL) in the Aqidah Akhlak subject at MTs Baiturrahman NW Pemepek and identify its effectiveness and the obstacles encountered. The background of the study stems from the low student activity due to the dominance of lecture and memorization methods. The study used a descriptive qualitative approach with observation techniques and in-depth interviews with Aqidah Akhlak teachers. The results showed that the implementation of PBL was able to change the learning pattern to be more student-centered. Some students began to show enthusiasm in discussions, but many remained passive and relied on more active friends. The resulting project products were still simple and not optimal in terms of creativity. Teacher interviews revealed a slight improvement compared to conventional methods, but students were still shy to discuss. The main obstacles included teachers' limited mastery of PBL strategies, limited time, and uneven student readiness. Thus, the implementation of PBL has not had a significant impact on student activity, but it has great potential to increase motivation and critical thinking skills if supported by teacher training and student habituation.
The Contribution of Aqidah Akhlaq Teachers to Shaping Student Discipline at MTsN 4 West Lombok M. Abid Aljabir; Emawati; Muhammad Fahrurrozi
Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 9 No. 2 (2026): Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/tunascendekia.v9i2.12466

Abstract

This study aims to describe the contribution of the Akidah Akhlak (Islamic Creed and Morality) teacher in shaping the disciplined character of students at MTsN 4 West Lombok. The study was motivated by the continued presence of students lacking discipline—manifested in behaviors such as arriving late to class, failing to adhere to school rules, lacking responsibility regarding assignments, and paying insufficient attention during the learning process. The Akidah Akhlak teacher plays a crucial role as a guide, role model, and advisor in instilling a disciplined character through habituation, the provision of counsel, and the reinforcement of Islamic values. This research employs a qualitative approach with a descriptive design. Data collection techniques included observation, semi-structured interviews, and documentation. Data analysis utilized the Miles and Huberman model—comprising data condensation, data display, and conclusion drawing—while data validity was verified through source and technique triangulation. The results indicate that the Akidah Akhlak teacher contributes to shaping students' disciplined character at MTsN West Lombok through several forms: (1) guidance, (2) habituation, (3) role modeling, and (4) providing counsel. Supporting factors include (1) a supportive madrasah environment, (2) parental support, and (3 )madrasah habituation programs. Meanwhile, inhibiting factors include (1) a lack of student awareness, (2) the influence of students' social environments, and (3) the diverse backgrounds of the students..
Co-Authors M. Abid Aljabir M. Khaerul Madjid H. Muhammad Fahrurrozi Saparudin Siti Ria Farhaeni