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All Journal Jounal of Education and Teaching (JET) Online Learning in Educational Research International Journal of Multidisciplinary Research of Higher Education (IJMURHICA)
Zilham Usral
Universitas Negeri Padang, Indonesia
Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Social Sciences

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Motivation and Forms of Student Activities in Religious Organizations Muhammad Zalnur; Zilham Usral; Rustiya Rustiya; Rizal Safarudin
International Journal of Multidisciplinary Research of Higher Education Vol 5 No 4 (2022): (October) Theme Education
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v5i4.145

Abstract

Religious organizations are a place and means for students to develop their abilities. This research aims to find out what the real motivations of students are to join religious organizations and what are the forms of student activity in religious organizations. This research uses a qualitative method with a case study approach. Data sources were taken from 12 informants through in-depth interviews who were selected using techniques purposive sampling, all informants are students who are still active in religious organizations at Padang State University. All interview results were then analyzed thematically using the Analysis Interactive Model Milles & Hubberman analysis models. Overall the results of the analysis show that there are four motivations and six forms of student activity in religious organizations. The four motivations are i) wanting to deepen religious knowledge, ii) expanding relationships, iii) adding organizational experience, iv) according to the major in college. There are six forms of student activities in religious organizations, namely i) participating in Islamic studies/tabligh akbar/Islamic webinars, ii) discussing religious issues iii) raising funds for social assistance, iv) orphanage visits, v) becoming a committee/administrator of a religious organization, vi) training organizational basis. The results of this study can be used as initial data for further researchers in studying this problem in different contexts and issues.
Differentiated Learning Innovation in Elementary Schools: A Nvivo Analysis of Combined Strategies Alfurqan Alfurqan; Wirdati Wirdati; Rahmi Wiza; Zilham Usral; Ardi Satrial
Journal of Education and Teaching (JET) Vol 6 No 1 (2025): Januari 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i1.486

Abstract

Learning practices in elementary schools have not fully enhanced students' creativity. The diverse learning needs of students pose challenges in fostering creative and critical learners. Differentiated learning strategies aim to address these needs by adjusting content, processes, and products to match students' abilities and interests. This research explores differentiated learning as an innovation in elementary schools. A qualitative multiple case study design was employed to compare variations and similarities in differentiated learning practices across five selected schools. The schools were chosen based on criteria such as student population, teacher qualifications, and certification percentages. Thirty-two certified teachers with relevant qualifications participated as respondents. Data were analyzed using Nvivo 12 software through coding, categorization, matrix coding, and project mapping. The findings reveal that combined differentiated learning strategies effectively meet students' needs, talents, and interests. These strategies involve integrating varied learning resources and digital media within interactive learning communities. This study provides practical strategies for elementary teachers to enhance student creativity through diverse media and suitable learning environments. The findings support previous research on differentiated learning's role in developing creative, critical, and enthusiastic learners.
ADDIE-Based Offline Digital Modules for Pre-Service Islamic Teacher Education: Advancing Digital Literacy and Pedagogical Competence Alfurqan Alfurqan; Budi Santoso Wibowo; Ummiatul Fitri; Wuri Syaputri; Annisaul Khairat; Moh In’ami; Zilham Usral
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1202

Abstract

The integration of digital technology into teacher education has become increasingly important for supporting curriculum reforms and preparing future educators for technology-enhanced instruction. Despite this trend, limited attention has been given to offline digital learning resources designed for pre-service Islamic education teachers in contexts where internet access remains constrained. This study investigated the effectiveness of ADDIE-based offline digital learning modules in supporting the implementation of Kurikulum Merdeka while strengthening digital literacy and pedagogical competence. A concurrent mixed-methods approach was employed involving 50 pre-service Islamic education teachers at Universitas Negeri Padang during a six-week implementation period. Quantitative data were collected through pre- and post-intervention assessments, while qualitative evidence was gathered from interviews and participant reflections to provide deeper insights into the learning experience. The findings indicate that the offline digital modules substantially improved participants’ digital literacy and pedagogical competence, enabling them to design curriculum-aligned lessons and adopt more student-centered instructional practices. Participants also reported increased confidence in integrating digital technologies into teaching, although challenges related to offline functionality and varying levels of digital readiness remained. This study extends the literature by demonstrating that context-responsive offline digital modules can serve as an effective instructional solution for teacher education in low-connectivity environments. The findings offer practical implications for designing inclusive digital learning resources that support equitable technology integration and sustainable curriculum implementation in teacher education
Co-Authors Alfurqan, Alfurqan Ardi Satrial Budi Santoso Wibowo Khairat, Annisaul Moh In’ami Muhammad Zalnur Rizal Safarudin Rustiya Rustiya Ummiatul Fitri Wirdati, Wirdati Wiza, Rahmi Wuri Syaputri