Article Per Year (5 Year)
p-Index From 2021 - 2026
4.469
P-Index
This Author published in this journals
All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Pedagogik Journal of Islamic Elementary School al-Iltizam: Jurnal Pendidikan Agama Islam Journal on Education Qiro'ah: Jurnal Pendidikan Agama Islam Ta'dib: Jurnal Pendidikan Islam At-Tarbawi : Jurnal Pendidikan, Sosial dan Kebudayaan SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Indonesian Journal of Innovation Studies Jurnal Bilqolam Pendidikan Islam Takuana: Jurnal Pendidikan, Sains, dan Humaniora Journal of Innovation and Research in Primary Education Tafahus: Jurnal Pengkajian Islam JGK (Jurnal Guru Kita) QANUN: Journal of Islamic Laws and Studies Action Research Journal Indonesia (ARJI) Quality : Journal of Education, Arabic and Islamic Studies Jurnal Media Akademik (JMA) Jurnal Pengabdian Masyarakat Intelektual: Jurnal Pendidikan dan Studi Keislaman Ilmuna: Jurnal Studi Pendidikan Agama Islam
Zahra Rahmatika
Universitas Islam Negeri Raden Intan Lampung
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

Published : 31 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 31 Documents
Search

 1   2   3   4 
The Correlation Between Visual Learning Style and Students’ Interest in Islamic Religious and Character Education Fadli Fadli; Uswatun Khasanah; Zahra Rahmatika
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 5 No. 1 (2026): Takuana (April-June)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v5i1.458

Abstract

This study aims to analyze the relationship between visual learning style and students’ interest in Islamic Religious and Character Education among tenth-grade students at SMA Negeri 17 Bandar Lampung. It was hypothesized that students with a stronger visual learning style would demonstrate higher interest in learning. The research employed a quantitative correlational design using the ex-post facto method. The population consisted of 120 students, with 54 selected as the sample. Data were collected through a Likert-scale questionnaire tested for validity and reliability. Cronbach’s Alpha values were 0.769 for visual learning style and 0.716 for learning interest, indicating reliable instruments. Data analysis included prerequisite tests, correlation, and simple regression. Results showed a positive and significant relationship, with a correlation coefficient of 0.461 and significance value of 0.010. The coefficient of determination of 0.212 indicates that visual learning style contributes 21.2% to students’ learning interest in Islamic Religious and Character Education context.
MICROTEACHING HOLISTIK DALAM MENYIAPKAN PROFESIONALISME CALON GURU PAI: SYSTEMATIC LITERATURE REVIEW Fajarudin; Muhammad Akmansyah; Zahra Rahmatika
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47375

Abstract

This study aims to analyze the effectiveness of Microteaching practice in preparing professional prospective Islamic Religious Education (PAI) teachers and to identify critical gaps regarding the spiritual and reflective dimensions in the existing literature. The study was conducted using the Systematic Literature Review (SLR) method, guided by the PRISMA 2020 framework. Following a rigorous staged selection process, a qualitative synthesis was performed on 10 final articles derived from 202 initially identified records. The findings indicate that Microteaching is highly effective in developing technical skills and mastering Pedagogical Content Knowledge (PCK), but its evaluation tends to be mechanistic and fails to capture the Holistic dimension, specifically the spiritual and ethical aspects vital for PAI teacher professionalism. The main contribution (novelty) of this study is the proposed framework for the Holistic PAI Microteaching Model. This model suggests a paradigm shift toward reflective-clinical teacher education, adapting reflection into the mechanism of muhasabah (spiritual self-reflection), supported by technology integration such as video-supported collaborative learning to train ethical response and character. It is concluded that the adoption of the Holistic PAI Microteaching Model is a methodological imperative to produce graduates who are not only technically proficient but also possess complete character integrity and spirituality.
PENGUATAN KARAKTER RELIGIUS DALAM PEMBELAJARAN PAI : MENJAWAB TANTANGAN ETIKA DIGITAL GENERASI Z Friska Alyana; Muhammad Akmansyah; Zahra Rahmatika
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.11260

Abstract

ABSTRACT The study is motivated by the increasing challenges of digital ethics among students such as cyberbullying, hoax dissemination, low awareness of digital privacy, and moral degradation in social media use. This study aims to analyze Islamic Religious Education (PAI) learning practices in strengthening the religious digital ethics of Generation Z at SMA Negeri 1 Sekampung Udik. This study employed a descriptive qualitative approach using observation, interviews, and documentation techniques. The research participants consisted of PAI teachers, Rohis supervisors, and Generation Z students. The findings show that PAI learning practices are carried out through religious habituation, exemplary behavior, lectures, advice, integration of Islamic values in learning activities, and Rohis programs. Religious values such as discipline, responsibility, empathy, trustworthiness, and tabayyun shape students’ digital behavior to become wiser and more responsible. PAI learning also helps students develop self-regulation in using social media. This study indicates that PAI learning has an important contribution in shaping the religious digital ethics of Generation Z through character strengthening and digital behavior control. ABSTRAK Penelitian ini didasari oleh meningkatnya tantangan etika digital pada peserta didik seperti cyberbullying, penyebaran hoaks, rendahnya kesadaran menjaga privasi digital, serta menurunnya nilai moral dalam penggunaan media sosial. Penelitian ini bertujuan untuk menganalisis praktik pembelajaran Pendidikan Agama Islam (PAI) dalam penguatan etika digital religius Generasi Z di SMA Negeri 1 Sekampung Udik. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Informan penelitian terdiri dari guru PAI, pembina Rohis, dan peserta didik Generasi Z. Hasil penelitian menunjukkan bahwa praktik pembelajaran PAI dilakukan melalui pembiasaan religius, keteladanan, ceramah, pemberian nasihat, integrasi nilai Islam dalam pembelajaran, serta kegiatan Rohis. Nilai religius seperti disiplin, tanggung jawab, empati, amanah, dan tabayyun mampu membentuk perilaku digital peserta didik menjadi lebih bijak dan bertanggung jawab. Pembelajaran PAI juga membantu peserta didik mengembangkan self-regulation dalam menggunakan media sosial. Penelitian ini menunjukkan bahwa pembelajaran PAI memiliki kontribusi penting dalam membentuk etika digital religius Generasi Z melalui penguatan karakter dan pengendalian perilaku digital.
TRANSFORMASI DIGITAL DALAM PENDIDIKAN AGAMA ISLAM DAN PEMBENTUKAN KARAKTER: ANALISIS BIBLIOMETRIK BERBASIS SCOPUS (2020-2025) Evtria Annisa; Muhammad Akmansyah; Zahra Rahmatika
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i3.11330

Abstract

This study aims to map publication trends, conceptual structures, key scientific actors, and thematic developments related to digital transformation in Islamic Religious Education (IRE) and character building based on Scopus-indexed publications from 2020–2025. The method employed is bibliometric analysis using the PRISMA approach as the data selection process. The research dataset consists of scientific articles filtered according to relevant inclusion and exclusion criteria, resulting in 25 final articles, which were then analyzed using Biblioshiny. The findings indicate that publication trends have increased significantly since 2022, with Indonesia emerging as one of the dominant contributors in this field. The main evolving keywords include digital transformation, Islamic education, character education, artificial intelligence, and blended learning. The thematic map analysis reveals that the integration of digital technology in Islamic education is developing toward more innovative pedagogical approaches; however, the issue of religious character formation still requires further strengthening. This study confirms that digital transformation in Islamic Religious Education is growing rapidly on a global scale, yet the reinforcement of religious character remains a strategic area for future research development. ABSTRAK Penelitian ini bertujuan memetakan tren publikasi, struktur konseptual, aktor ilmiah utama, serta perkembangan tema penelitian terkait transformasi digital dalam Pendidikan Agama Islam (PAI) dan pembentukan karakter berdasarkan publikasi terindeks Scopus periode 2020–2025. Metode yang digunakan adalah analisis bibliometrik dengan pendekatan PRISMA sebagai proses seleksi data. Dataset penelitian terdiri dari artikel ilmiah yang disaring berdasarkan kriteria inklusi dan eksklusi yang relevan hingga diperoleh 25 artikel final, kemudian dianalisis menggunakan Biblioshiny. Hasil penelitian menunjukkan bahwa tren publikasi mengalami peningkatan signifikan sejak tahun 2022, dengan Indonesia sebagai salah satu kontributor dominan dalam bidang ini. Kata kunci utama yang berkembang meliputi digital transformation, Islamic education, character education, artificial intelligence, dan blended learning. Analisis thematic map menunjukkan bahwa integrasi teknologi digital dalam pendidikan Islam berkembang menuju pendekatan pedagogis yang lebih inovatif, namun isu pembentukan karakter religius masih memerlukan penguatan lebih lanjut. Penelitian ini menegaskan bahwa transformasi digital dalam PAI berkembang pesat secara global, tetapi penguatan karakter religius tetap menjadi area strategis untuk pengembangan riset lanjutan.    
IMPLEMENTASI DEEP LEARNING DALAM PEMBELAJARAN PAI : ANALISIS INTERAKSI PESERTA DIDIK DI SMK Habib Fathur Rizki; Muhammad Akhmansyah; Zahra Rahmatika
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i3.10814

Abstract

This study aims to analyze the implementation of a deep learning approach in Islamic Religious Education (PAI) to enhance student interaction at SMKN 5 Bandar Lampung. The research is motivated by the low level of student interaction in PAI learning, which is still dominated by conventional and rote-based approaches. This study employed a qualitative phenomenological design. Data were collected through observation, in-depth interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques, with data validity ensured through source and technique triangulation. The findings indicate that the application of deep learning through mindful learning, meaningful learning, and joyful learning significantly improves teacher–student and student–student interactions through reflective dialogue, collaborative discussions, and contextual learning experiences. Supporting factors include teachers’ pedagogical competence, student readiness, and institutional support, while inhibiting factors involve limited instructional time and varied student motivation. The implementation of deep learning in Islamic Education (PAI) not only enhances students’ cognitive understanding but also fosters reflective, social, and spiritual learning experiences through dialogic interaction as a socio-religious construct, while contributing theoretically by extending deep learning into spiritual learning and developing a spiritual pedagogy based on socio-religious interaction.. ABSTRAK Penelitian ini bertujuan menganalisis implementasi pendekatan pembelajaran mendalam (deep learning) dalam pembelajaran Pendidikan Agama Islam (PAI) untuk meningkatkan interaksi peserta didik di SMKN 5 Bandar Lampung. Latar belakang penelitian didasarkan pada rendahnya interaksi belajar peserta didik dalam pembelajaran PAI yang masih didominasi metode konvensional dan berorientasi pada hafalan. Penelitian ini menggunakan pendekatan kualitatif dengan desain fenomenologis. Teknik pengumpulan data meliputi observasi, wawancara mendalam, dan dokumentasi. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, dengan uji keabsahan data menggunakan triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa penerapan deep learning melalui integrasi mindful learning, meaningful learning, dan joyful learning mampu meningkatkan interaksi pendidik dengan peserta didik serta peserta didik dengan peserta didik, baik dalam bentuk dialog reflektif, diskusi kolaboratif, maupun keterlibatan aktif dalam mengaitkan materi dengan konteks kehidupan nyata. Faktor pendukung implementasi meliputi kompetensi pedagogik pendidik, kesiapan peserta didik, dan dukungan lingkungan sekolah, sedangkan faktor penghambat mencakup keterbatasan waktu dan heterogenitas motivasi belajar peserta didik. Implementasi deep learning dalam pembelajaran PAI terbukti tidak hanya meningkatkan pemahaman kognitif, tetapi juga membentuk pengalaman belajar reflektif, sosial, dan spiritual melalui interaksi dialogis sebagai konstruksi sosial-religius, sekaligus menghasilkan kontribusi teoritik berupa perluasan deep learning menjadi spiritual learning dan pengembangan konsep spiritual pedagogy berbasis interaksi sosial-religius.  
Pengaruh Model Problem Based Learning Terintegrasi Strategi Think Talk Write terhadap Partisipasi Belajar PAI Siswa SMA Nurhauna Nurhauna; Siti Zulaikhah; Zahra Rahmatika
JGK (Jurnal Guru Kita) Vol. 10 No. 3: Juni 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jgk.v10.i3.74219

Abstract

Partisipasi belajar peserta didik menjadi determinan utama keberhasilan akademik, namun keterlibatan siswa dalam aspek diskusi, presentasi, dan penyelesaian tugas pada pembelajaran Pendidikan Agama Islam (PAI) masih rendah. Penelitian ini bertujuan menguji pengaruh model Problem-Based Learning (PBL) berbatuan strategi Think-Talk-Write (TTW) terhadap partisipasi belajar peserta didik. Menggunakan pendekatan kuantitatif dengan metode quasi-experiment dan rancangan Posttest-Only Control Group Design, penelitian ini melibatkan populasi 432 siswa kelas X SMA Negeri 2 Bandar Lampung. Sampel dipilih melalui teknik purposive sampling, yang menetapkan kelas X E7 sebagai kelompok eksperimen dan kelas X E9 sebagai kelompok kontrol. Data dihimpun melalui angket partisipasi belajar yang mengacu pada indikator Dimyati dan Mudjiono, lalu dianalisis menggunakan uji Independent Samples t-test. Hasil analisis menunjukkan nilai signifikansi (Sig. 2-tailed) <0,001. Kelompok eksperimen memperoleh rata-rata skor partisipasi sebesar 122,08 (kategori tinggi), sedangkan kelompok kontrol sebesar 100,03 (kategori sedang). Disimpulkan bahwa integrasi model PBL dan strategi TTW berpengaruh signifikan terhadap peningkatan partisipasi belajar peserta didik serta efektif menjadi alternatif pembelajaran PAI.
Implementation of Character Education through Active Learning for Islamic Religious Education Teachers Zahra Rahmatika; Asfahani Asfahani; Gusma Afriani; Mohammad Saro’i; Muhammadong Muhammadong
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol. 11 No. 2 (2024): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/tarbawi.v11i2.9417

Abstract

The purpose of this study was to investigate how active learning strategies can enhance student engagement and facilitate the internalization of Islamic values. This study used a qualitative approach, data were collected through semi-structured interviews, classroom observations, and document analysis involving IRE teachers. The study findings revealed that active learning significantly increased student participation and moral reflection, offering a more dynamic and practical approach to character education. Teachers reported that activities such as role-playing, group discussions, and problem-solving not only made religious teachings more relevant but also encouraged students to apply Islamic principles in real-life situations. However, the study also identified challenges, including lack of training and resources, and the need to contextualize active learning within an Islamic framework. This study contributes to the broader discourse on educational strategies that nurture intellectual and moral development, offering insights and recommendations for improving character education in Islamic educational settings. Future research should focus on the long-term impact of these strategies and the development of specific training programs for IRE teachers.
EFEKTIVITAS QUESTION STUDENT HAVE TERHADAP KEAKTIFAN BELAJAR PAI nalita azzura; Heru Juabdin Sada; Erni Yusnita; Syaiful Anwar; Zahra Rahmatika
Jurnal Bilqolam Pendidikan Islam Vol. 6 No. 2 (2025): Desember 2025
Publisher : Prodi PAI Sekolah Tinggi Agama Islam Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/jbpi.v6i2.791

Abstract

This study aims to evaluate the effectiveness of the Question Student Have (QSH) method in enhancing students’ learning activeness in Islamic Religious Education (PAI) at SMK Negeri 7 Bandar Lampung, with a particular focus on student engagement in problem-solving activities. The research employed a quantitative approach with a quasi-experimental posttest-only control group design, involving class XI FM 2 as the experimental group and XI FM 3 as the control group. The instrument, a learning activeness questionnaire, was validated and found to be reliable, with a Cronbach’s Alpha of 0.858. Results from the independent sample t-test revealed a significance value of 0.012 (< 0.05), indicating a significant difference between the QSH class and the conventional learning class. These findings suggest that QSH can enhance students’ participation in problem-solving through an anonymous mechanism, thereby reducing feelings of embarrassment and fear of making mistakes. The novelty of this study lies in the application of QSH in the context of vocational education, implying that this method contributes to the development of students’ activeness, critical thinking, communication skills, and collaboration.
Efektivitas Model Pembelajaran Student Facilitator and Explaining terhadap Kemandirian Belajar Peserta Didik Fikri Aziz; Uswatun Khasanah; Zahra Rahmatika
Pedagogik Journal of Islamic Elementary School Vol. 8 No. 3 (2025): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v8i3.9166

Abstract

Penelitian ini didasari permasalahan yang terjadi di SMP PGRI 6 Bandar Lampung mengenai kemandirian belajar peserta didik khusus nya pada mata pelajaran Pendidikan Agama Islam, maka dari itu peneliti mengambil model pembelajaran Student Facilitator and Explaining (SFE) untuk mengukur tingkat kemandirian belajar peserta didik tersebut. Dengan menggunakan metodologi kuantitatif dengan jenis model desain eksperimental dan instrumen berupa kuesioner yang diuji menggunakan uji T, normalitas dan reliabilitas di SPSS 25. Pendekatan pembelajaran SFE secara signifikan meningkatkan kemandirian belajar peserta didik, menutrut data penelitian. Analisis yang menggunakan baris pertama hasil uji T dianggap sah karena nilai signifikansi uji Levene sebesar 0,884 menunjukkan bahwa asumsi kesamaan varians terpenuhi. Dengan derajat kebebasan (df) = 50 dan nilai Sig. (2-tailed) sebesar 0,000 (p< 0,05), nilai t sebesar 6,146 menunjukkan perbedaan yang signifikan antara kelompok eksperimen dan kelompok kontrol. Oleh karena itu, dapat dikatakan bahwa pendekatan SFE mampu mendorong kemandirian belajar sebaik mungkin dan telah berhasil memotivasi peserta didik untuk lebih terlibat, percaya diri dan bertanggung jawab dalam proses belajar.
PENGARUH MODEL PEMBELAJARAN WEE (WONDERING, EXPLORING, EXPLAINING) TERHADAP MOTIVASI BELAJAR AKIDAH AKHLAK Diky Ananda; A. Gani A. Gani; Zahra Rahmatika
QANUN: Journal of Islamic Laws and Studies Vol. 4 No. 4 (2026): QANUN: Journal of Islamic Laws and Studies, Juni 2026
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/qanun.v4i4.1370

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya motivasi belajar siswa pada mata pelajaran Akidah Akhlak, yang berdampak pada pemahaman dan partisipasi mereka. Permasalahan ini disebabkan oleh metode pembelajaran yang masih konvensional dan kurang menarik. Penelitian ini bertujuan untuk mengkaji pengaruh model pembelajaran WEE terhadap motivasi belajar siswa.Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi-eksperimental berupa post-test only control group design. Subjek penelitian adalah dua kelas VIII di SMP MBS Poncowati, yaitu kelas VIII.A yang berjumlah 26 siswa sebagai kelompok eksperimen dan kelas VIII.B yang berjumlah 26 siswa sebagai kelompok control. Data dikumpulkan menggunakan angket yang telah divalidasi dan dianalisis menggunakan uji t sampel independen. Hasil penelitian menunjukkan bahwa motivasi belajar siswa pada kelas eksperimen lebih tinggi, meskipun tidak ditemukan perbedaan yang signifikan (Sig. = 0,137 > 0,05). Namun demikian, model WEE mampu meningkatkan keterlibatan dan partisipasi siswa.
Co-Authors A. Gani A. Gani Abdul Latief Arung Arafah Afriani, Gusma Agus Susanti Ais Istiana Akhmad Afnan Fajarudin Amelia, Hani Andika Eko Prasetiyo Asfahani Asfahani Asfahani, Asfahani Asih, Salma Pitri Baharudin Baharudin Baharudin Diky Ananda Era Octafiona Erni Yusnita Evtria Annisa Fadli Fadli Fajar Yanto Hasibuan Fajrin, Dewi Fortuna Fikri Aziz Friska Alyana Gusma Afriani Habib Fathur Rizki Heni Verawati Heru Juabdin Sada Ida Faridatul Hasanah Imam Syafe’I Imam Syafe’i Irawan, Rudy ISTIANA, AIS Istiazah Ulima Hakim Istihana Istiqomah Isti’ana, Ais Juni Hartiwi Juni Hartiwi Kholifah Lestari Lusi Putri Pratiwi Mohamad Fauzan Adima Mohammad Saro’i Muhammad Akhmansyah Muhammad Akmansyah Muhammadong Nalita Azzura Nandia Ayuzmal Nena Ayu Agustin Nurfuad, Muhamad Nurhauna Nurhauna NURUL AZIZAH Paksi Tri Nugraha Qhanita Deza Qat Rahmad Purnama Risa Nalwi Fatimah Romlah Saiful Bahri Saro’i, Mohammad Seyla Rismawati Siti Zulaikhah Susilawati, Beti Syafe’I, Imam Syaiful Anwar Thoriq Vico Ardana Umi Hijriyah Uswatun Hasanah Uswatun Hasanah Wan Jamaluddin Z Yudha Kapindo