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All Journal Al Ishlah Jurnal Pendidikan Pelangi: Jurnal Pemikiran dan Penelitian Pendidikan Islam Anak Usia Dini TAJDID: Jurnal Pemikiran Keislaman dan Kemanusiaan SANGAJI: Jurnal Pemikiran Syariah dan Hukum Guiding World : Jurnal Bimbingan dan Konseling Taroa : Jurnal Pengabdian Masyarakat Jurnal Pema Tarbiyah Jurnal Konseling Pendidikan Islam RESLAJ: Religion Education Social Laa Roiba Journal Pelangi: Jurnal Pemikiran dan Penelitian Pendidikan Islam Anak Usia Dini
Kaharuddin Kaharuddin
Universitas Muhammadiyah Bima
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Implementasi Metode Laerning By Doing Dalam Meningkatkan Aktivitas Belajar Siswa Dalam Pembelajaran PAI di SMAN 3 Kota Bima Ditya Fajrianti; Syafruddin Syafruddin; Kaharuddin Kaharuddin
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 7 (2026): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v8i7.12163

Abstract

This study aims to describe the implementation of the learning-by-doing method in Islamic Religious Education (PAI) learning, as well as the supporting and inhibiting factors in enhancing students’ learning activities at SMAN 3 Kota Bima. This study employed a qualitative approach using a descriptive method. Data were collected through in-depth interviews, participatory observation, and documentation. The findings indicate that the implementation of the learning-by-doing method was carried out through worship practices, such as ablution and tayammum; simulations of funeral rites using mannequins; and role-playing activities in moral education materials. This method was effective in increasing students’ participation, enthusiasm, and self-confidence. The supporting factors included the principal’s policies, teachers’ creativity, school facilities, and students’ enthusiasm. Meanwhile, the inhibiting factors included limited learning time, differences in students’ prior abilities, limited interactive learning media, large class sizes, and the dynamics of curriculum changes.
Penggunaan Media Interactive Flat Panel (IFP) oleh Guru PAI dalam Meningkatkan Motivasi Belajar Siswa pada Mata Pelajaran PAI di SMP IT Al Wafa Godo Kabupaten Bima Iwansyah Iwansyah; Nasaruddin Nasaruddin; Kaharuddin Kaharuddin
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 7 (2026): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v8i7.12172

Abstract

This study aims to describe the use of Interactive Flat Panel (IFP) media by Islamic Religious Education (PAI) teachers in an effort to increase students’ learning motivation at SMP IT Al Wafa Godo, Bima Regency. In addition, this study seeks to examine students’ responses to the use of IFP and to identify the factors that support and hinder its implementation. This research employed a descriptive method with a qualitative approach, while data were collected through observation, interviews, and documentation. The results of the study show that the use of IFP in PAI learning was carried out through three stages: planning, implementation, and evaluation. In the planning stage, the teachers prepared lesson plans that integrated the use of IFP. In the implementation stage, the teachers applied an expository strategy supported by instructional videos and interactive quizzes. Meanwhile, in the evaluation stage, the teachers utilized Kahoot and Wordwall as interactive assessment platforms. Students’ responses to the use of IFP were highly positive, as indicated by increased enthusiasm, greater ease in understanding the material, and the expectation that IFP would also be used in other subjects. The supporting factors for IFP implementation included school policy support, teachers’ digital competence, and the availability of learning infrastructure. Meanwhile, the inhibiting factors included teachers’ limited preparation time in developing digital materials, differences in digital competence among teachers, and the limited number of available IFP devices. Thus, this study concludes that IFP is effective in increasing students’ learning motivation in PAI subjects. However, optimizing its use still requires additional devices, continuous teacher training, and better management of learning time.
IMPLEMENTATION OF ACTIVE LEARNING METHODS TO ENHANCE FOURTH-GRADE STUDENTS’ UNDERSTANDING OF ISLAMIC RELIGIOUS EDUCATION AT SDN INPRES JALA Nurrahmi Nurrahmi; Ilham Ilham; Kaharuddin Kaharuddin
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i3.2246

Abstract

Islamic Religious Education (IRE) in elementary schools is required to foster an active learning process so that students can understand and implement religious concepts in their daily lives. However, teaching practices are still often dominated by teacher-centered methods. This study aims to analyze the implementation of active learning methods, their role in improving students' understanding, and the supporting and hindering factors. This study employed a qualitative approach with a case study design at SDN Inpres Jala. Data were collected through observations, interviews, and documentation involving IRE teachers, the principal, and fourth-grade students. The results showed that active learning methods were implemented systematically through planning, implementation, and evaluation stages using group discussions, question-and-answer sessions, presentations, and instructional media. The application of these methods proved to improve students' understanding, as evidenced by their ability to explain the material and relate it to daily life. The success of the implementation was supported by teacher competence, student motivation, and media availability, while differences in learning abilities and time constraints served as hindering factors. In conclusion, active learning can create a participatory, interactive, and meaningful IRE learning experience.
Co-Authors Ade Irmayanti Agus Salam Agus Setiawan Amma Ainun Ditya Fajrianti Hermansyah Hermansyah Ikhsan Maulana Ilham Ilham Ilham Ilham Iwansyah Iwansyah Khaerunnisah Khaerunnisah Nasaruddin Nasaruddin Nurrahmi Nurrahmi Rafik Rafik Ruslan Ruslan Sagaf, Umar Sri Jamilah Syafruddin Syafruddin Syafruddin Syafruddin