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Identification of New Approaches to Information Technology-Based Teaching for Successful Teaching of Millennial Generation Entering 21st Century Education Ignatius Septo Pramesworo; Darmawanta Sembiring; Mohamad Sarip; Enos Lolang; Irwan Fathurrochman
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 8 No. 1 (2023): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v8i1.2722

The millennial generation presents challenges and opportunities for educational institutions, including Perbanas Institute in Jakarta. To effectively educate millennials entering the 21st century, it is crucial to implement new approaches to information technology-based teaching that caters to their unique characteristics and learning preferences. This abstract summarizes the essential findings and recommendations regarding these new approaches. A comprehensive literature review has identified that gamification, blended learning, adaptive learning technologies, and online collaboration platforms effectively engage millennial learners and maximize their learning outcomes. Gamification incorporates game elements to motivate learners through rewards and interactive experiences. Blended learning combines online and face-to-face instruction, providing flexibility and personalized learning experiences. Adaptive learning technologies customize learning based on individual needs, while online collaboration platforms promote collaboration and effective communication skills. To successfully implement these new approaches, Perbanas Institute should invest in faculty development programs, upgrade technological infrastructure, and foster a culture of innovation and collaboration. Faculty members need the training to integrate technology effectively, while students require the necessary resources and support. By embracing these new approaches, Perbanas Institute can enhance the educational experiences of millennial learners and equip them with the skills required for the 21st-century workforce. Aligning teaching methods with the needs and preferences of millennials will prepare them for the evolving digital landscape and ensure their future success. Keywords: Technology-Based Teaching, Teaching of Millennial Generation, Succesfull Teaching

Transformation of Islamic Religious Education in Higher Education in the Digital and Technological Era Agustian Zen; Kresnawidiansyah A; Mohamad Sarip; Zulhimma Zulhimma; Fahrina Yustiasari Liriwati
Indonesian Journal of Education (INJOE) Vol. 3 No. 2 (2023): AUGUST
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/injoe.v3i2.68

This paper looks at how Islamic religious education in higher education has changed as a result of digital and technological advancements. It looks at how Islamic religion education uses interactive multimedia and online learning platforms, highlighting how these technologies improve education quality and make learning materials more accessible. The use of mobile applications and digital technology for distance learning in Islamic religious education are also discussed in this paper. It acknowledges the difficulties associated with implementing digital technology, such as limitations in infrastructure, faculty and student readiness, and the significance of ethical and secure technology use. To overcome these obstacles, the paper suggests approaches like infrastructure planning, faculty training, and policy development. It concludes that incorporating digital technology can foster interactive learning environments, increase resource accessibility, and enhance the quality of education. The effectiveness of various digital innovations and the factors that influence the adoption of technology in religious education require additional investigation. However, additional research is required to determine the factors that influence the adoption of technology in religious education and to assess the efficacy of various innovations in digital technology.

INVESTIGATING THE RELATIONSHIP BETWEEN EXCESSIVE GADGET USE AND LEARNING CHALLENGES IN STUDENTS: A DIAGNOSTIC REVIEW Agusthina Siahaya; Mohamad Sarip; Adi Mursalin; Mercy Florence Halamury; Ilona Flora Salhuteru
Indonesian Journal of Education (INJOE) Vol. 3 No. 3 (2023): DECEMBER
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar

The increasing prevalence of excessive gadget use among students in educational settings has become a prominent concern. This article presents a diagnostic review that explores the correlation between excessive gadget use and difficulties encountered by students in acquiring fundamental academic skills. The study compiles data from various research conducted in recent years, revealing that excessive gadget use can impair students' learning abilities in school. Firstly, extensive gadget usage tends to distract students, impeding their ability to concentrate on academic tasks such as class participation and homework completion. Furthermore, excessive gadget use can lead to eye fatigue and disrupt sleep quality, negatively affecting concentration and memory. Secondly, an over-reliance on gadgets reduces the time allocated for physical activities and social interactions, which play a vital role in children's development. Insufficient physical activity can adversely affect students' physical and cognitive health, while a lack of social interaction hinders their communication and collaborative skills with peers. The study emphasizes the urgent need for increased awareness and collective efforts from educators, parents, and the community to address excessive gadget use among students, fostering a healthy and conducive learning environment. Promoting responsible gadget usage is crucial for enhancing the overall quality of education in schools.

Identification of New Approaches to Information Technology-Based Teaching for Successful Teaching of Millennial Generation Entering 21st Century Education Ignatius Septo Pramesworo; Darmawanta Sembiring; Mohamad Sarip; Enos Lolang; Irwan Fathurrochman
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 8 No. 1 (2023): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v8i1.2722

The millennial generation presents challenges and opportunities for educational institutions, including Perbanas Institute in Jakarta. To effectively educate millennials entering the 21st century, it is crucial to implement new approaches to information technology-based teaching that caters to their unique characteristics and learning preferences. This abstract summarizes the essential findings and recommendations regarding these new approaches. A comprehensive literature review has identified that gamification, blended learning, adaptive learning technologies, and online collaboration platforms effectively engage millennial learners and maximize their learning outcomes. Gamification incorporates game elements to motivate learners through rewards and interactive experiences. Blended learning combines online and face-to-face instruction, providing flexibility and personalized learning experiences. Adaptive learning technologies customize learning based on individual needs, while online collaboration platforms promote collaboration and effective communication skills. To successfully implement these new approaches, Perbanas Institute should invest in faculty development programs, upgrade technological infrastructure, and foster a culture of innovation and collaboration. Faculty members need the training to integrate technology effectively, while students require the necessary resources and support. By embracing these new approaches, Perbanas Institute can enhance the educational experiences of millennial learners and equip them with the skills required for the 21st-century workforce. Aligning teaching methods with the needs and preferences of millennials will prepare them for the evolving digital landscape and ensure their future success. Keywords: Technology-Based Teaching, Teaching of Millennial Generation, Succesfull Teaching

Post Solution Posing Based on Qiraah Learning Model for Developing Critical Thinking Process Puti Zulharby; Fatwa Arifah; Ahmad Marzuq; Mohamad Sarip; Waldi Awali Syah
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 7 No. 1 (2024): Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v7i1.28835

This research aimed to provide solutions to Qiraah teachers, in order to train and develop students' thinking abilities through a post-solution position-based learning model. The development of the learning model is based on the Qiraah learning constraints and problems faced by lecturers and students, which are obtained from needs analysis. The post-solution posing model applies six phases in learning activities, namely establishing set, comprehension, social interaction, explain, feedback, and extended practice. This research used research and development method. Data are collected through questionnaire, interview, document, and test conducted in the Arabic Language Education Study Program involving 45 students. The effectiveness of the six phases of the post-solution posing model which has been tested on learning through Qiraah using the one-group pretest-posttest technique, produces a significance value (2-tailed) of 0.000 (p < 0.05). This shows a significant increase in scores, so that the post-solution position learning model in the Qiraah course is considered effective for training the development of thinking skills in students.

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