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All Journal Kuttab: Jurnal Ilmu Pendidikan Islam Pedagogik Journal of Islamic Elementary School Jurnal Ilmiah Profesi Pendidikan Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Indonesian Journal of Research and Educational Review (IJRER) Jurnal Bilqolam Pendidikan Islam Action Research Journal Indonesia (ARJI) Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah Al-Musannif
Baharudin Baharudin
Universitas Islam Negeri Raden Intan Lampung
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Padlet-Based Predict Observe Explain (POE) Learning Model: Learning Outcomes of PAI and Character Education Rosyadi Tomi; Baharudin Baharudin; M. Indra Saputra
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 3 (2026): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i3.4996

Abstract

This research is motivated by low student learning outcomes in Islamic Religious Education (PAI) and Character Building at Middle School 7 Krui, particularly in higher-order thinking skills (C5 and C6). This issue stems from monotonous teaching methods, varied student comprehension levels, limited media, and low motivation. This study aims to determine the effect of the Padlet-based Predict-Observe-Explain (POE) learning model on student learning outcomes. Using a quantitative approach with a quasi-experimental, post-test only control group design, the sample comprised two classes: an experimental class taught via the Padlet-based POE model and a control class taught conventionally. Data were collected using validated and reliable multiple-choice tests, then analyzed using normality, homogeneity, t-test, and Mann-Whitney tests. The results showed a significant difference in learning outcomes between the two groups, with a t-test significance value of 0.030 and a Mann-Whitney test value of 0.040 (p < 0.05). This indicates that the Padlet-based POE model effectively improves learning outcomes, especially in critical and analytical thinking. This success is driven by the POE syntax—prediction, observation, and explanation—integrated with interactive digital media, which enhances student activity, motivation, and comprehension. In conclusion, the Padlet-based POE learning model has a positive and significant influence on student learning outcomes. It serves as an innovative and effective alternative learning strategy for Islamic Religious Education and Character Education.
ANALYSIS OF THE USE OF INTERACTIVE LEARNING MEDIA IN IMPROVING LEARNING MOTIVATION IN ISLAMIC RELIGIOUS EDUCATION SUBJECTS AT SMK 2 MEI BANDAR LAMPUNG Trajaya Trajaya; Baharudin Baharudin; Agus Susanti
Jurnal Bilqolam Pendidikan Islam Vol. 7 No. 1 (2026): Januari-Juni 2026
Publisher : Prodi PAI Sekolah Tinggi Agama Islam Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/jbpi.v7i1.910

Abstract

The limited variety of learning media used in Islamic Religious Education often makes the learning process less engaging and impacts student learning motivation. This study aims to analyze the use of interactive learning media in improving student learning motivation in Islamic Religious Education at SMK 2 Mei Bandar Lampung. This study used a qualitative, descriptive approach. Data were collected through observation, interviews, and documentation, involving the principal, Islamic Religious Education teachers, and students as research informants. Data were analyzed through data reduction, data presentation, and conclusion drawing. The results indicate that the use of interactive learning media can improve student learning motivation, as indicated by increased attention, active participation, and enthusiasm in learning. These findings indicate that the use of interactive learning media has positive implications for the development of more innovative and effective Islamic Religious Education learning strategies.
Integrasi Nilai-Nilai Toleransi dalam Pembelajaran Pendidikan Agama Islam dan Budi Pekerti pada Peserta Didik Nadia Anggraini; Baharudin Baharudin; Listiyani Siti Romlah
Pedagogik Journal of Islamic Elementary School Vol. 9 No. 1 (2026): 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.v9i1.10386

Abstract

Penelitian ini bertujuan untuk mendeskripsikan implementasi integrasi nilai-nilai toleransi dalam pembelajaran Pendidikan Agama Islam (PAI) serta mengidentifikasi faktor pendukung dan penghambatnya di SMP Negeri 1 Kotaagung Timur. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi dengan subjek penelitian terdiri dari 1 orang guru PAI, waka kurikukulum dan 2 orang peserta didik kelas VII yang dipilih secara purposif. Hasil penelitian menunjukkan bahwa integrasi nilai toleransi dalam pembelajaran PAI telah dilaksanakan melalui tahap perencanaan, pelaksanaan, dan evaluasi. Nilai toleransi diintegrasikan dalam materi ajar serta diterapkan melalui metode diskusi, kerja kelompok, dan keteladanan guru. Namun, implementasinya belum sepenuhnya optimal karena belum seluruh peserta didik mampu menginternalisasi nilai toleransi secara konsisten. Faktor pendukung meliputi peran guru, metode pembelajaran, dan lingkungan sekolah, sedangkan faktor penghambat meliputi keterbatasan interaksi sosial peserta didik dan kurangnya pembiasaan sikap toleransi.
EFEKTIVITAS PEMBELAJARAN APLIKASI EDUCAPLAY TERHADAP MOTIVASI BELAJAR PADA PEMBELAJARAN PAI Halimatus Sa'diyah; Syamsuri Ali; Beti Susilawati; Baharudin Baharudin
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i2.10627

Abstract

The low motivation to learn Islamic Religious Education (PAI) at SMK IT ICERA Babatan, caused by the lack of learning media innovation, is the background of this research. The main focus of the study is to evaluate the effectiveness of the use of the Educaplay application in increasing student learning motivation. This research uses a quantitative method with a quasi-experimental design of the nonequivalent control group type. The research stages include data collection through a motivation questionnaire that has been tested for validity and reliability, followed by data analysis using an independent t-test through SPSS software. The research findings show a significant difference between the experimental and control classes, where the t-value is 4.244 with a significance level of 0.000 < 0.05. These results prove that students who use Educaplay have a level of motivation, especially on the material relevance indicator, which is much better than the conventional learning group. The main conclusion confirms that the integration of interactive digital technology such as Educaplay is very effective as an innovative strategy to enliven the atmosphere of the PAI class and help students understand the connection of the material to real life. Practically, this study recommends educators to adopt educational game-based media to optimize student active engagement. The theoretical contribution of this research enriches the literature on the use of digital media in strengthening the affective aspects of students at the vocational high school level in a sustainable and measurable manner in the future to answer the challenges of modern education. ABSTRAK Rendahnya motivasi belajar Pendidikan Agama Islam (PAI) di SMK IT ICERA Babatan yang disebabkan oleh kurangnya inovasi media pembelajaran melatarbelakangi penelitian ini. Fokus utama kajian adalah mengevaluasi efektivitas penggunaan aplikasi Educaplay dalam meningkatkan dorongan belajar siswa. Penelitian ini menggunakan metode kuantitatif dengan desain quasi eksperimen tipe nonequivalent control group design. Tahapan penelitian meliputi pengumpulan data melalui angket motivasi yang telah diuji validitas dan reliabilitasnya, dilanjutkan dengan analisis data menggunakan independent t-test melalui perangkat lunak SPSS. Temuan penelitian menunjukkan perbedaan signifikan antara kelas eksperimen dan kontrol, di mana nilai t-hitung sebesar 4,244 dengan taraf signifikansi 0,000 < 0,05. Hasil ini membuktikan bahwa siswa yang menggunakan Educaplay memiliki tingkat motivasi, khususnya pada indikator relevansi materi, yang jauh lebih baik dibandingkan kelompok pembelajaran konvensional. Simpulan utama menegaskan bahwa integrasi teknologi digital interaktif seperti Educaplay sangat efektif sebagai strategi inovatif untuk menghidupkan suasana kelas PAI dan membantu peserta didik memahami keterkaitan materi dengan kehidupan nyata. Secara praktis, penelitian ini merekomendasikan pendidik untuk mengadopsi media berbasis permainan edukatif guna mengoptimalkan keterlibatan aktif siswa. Kontribusi teoretis penelitian ini memperkaya literatur mengenai pemanfaatan media digital dalam memperkuat aspek afektif siswa pada jenjang sekolah menengah kejuruan secara berkelanjutan dan terukur di masa depan guna menjawab tantangan pendidikan modern.  
PENGARUH PROJECT BASED LEARNING BERBANTUAN LEAFLET TERHADAP PEMAHAMAN KONSEP MATEMATIKA KELAS V SDN SUMBER AGUNG Filia Afi Dinita; Baharudin Baharudin; Ayu Reza Ningrum
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i2.10650

Abstract

Mathematical concept mastery at the elementary school level is still frequently hindered by one-directional learning approaches, where students tend to be passive throughout the learning process. This condition creates an urgency for implementing innovative learning models capable of fostering active engagement while simultaneously strengthening conceptual understanding. This study was designed to examine the extent to which the Project Based Learning (PjBL) model combined with leaflet media can impact students' mathematical concept understanding at the elementary school level. The method employed was quantitative with a quasi-experimental nonequivalent control group design, involving two class groups—one as the treatment group (PjBL + leaflet) and the other as the comparison group (conventional learning). Data collection was conducted through descriptive tests that had been validated in terms of validity, reliability, difficulty level, and discriminating power. Analysis included normality tests, homogeneity tests, N-Gain, and independent sample t-test. Data revealed a surge in the treatment group's mean score from 61.45 to 82.95, with an N-Gain of 0.57 (moderate category). In contrast, the comparison group only obtained an N-Gain of 0.17 (low category). Hypothesis testing yielded a significance value of 0.000 (p < 0.05), which statistically confirms a significant effect of PjBL implementation assisted by leaflet media. These findings provide empirical evidence that the integration of project-based visual media is substantively superior to conventional methods in building mathematical concept understanding among elementary school students. ABSTRAK Penguasaan konsep matematis di tingkat sekolah dasar masih kerap terhambat oleh pendekatan pembelajaran yang bersifat satu arah, di mana peserta didik cenderung pasif dalam proses belajar. Kondisi ini memunculkan urgensi penerapan model pembelajaran inovatif yang mampu mendorong keterlibatan aktif sekaligus memperkuat pemahaman konseptual. Studi ini dirancang untuk menguji sejauh mana model Project Based Learning (PjBL) yang dipadukan dengan media leaflet dapat memberikan dampak terhadap pemahaman konsep matematis siswa sekolah dasar. Metode yang digunakan adalah kuantitatif dengan rancangan quasi-experimental nonequivalent control group, melibatkan dua kelompok kelas satu sebagai kelompok perlakuan (PjBL + leaflet) dan satu lagi sebagai kelompok pembanding (pembelajaran konvensional). Pengumpulan data dilakukan melalui tes uraian yang telah tervalidasi dari sisi validitas, reliabilitas, tingkat kesukaran, dan daya beda. Analisis mencakup uji normalitas, homogenitas, N-Gain, dan independent sample t-test. Data menunjukkan lonjakan nilai rata-rata kelompok perlakuan dari 61,45 menjadi 82,95, dengan perolehan N-Gain sebesar 0,57 (kategori sedang). Sebaliknya, kelompok pembanding hanya memperoleh N-Gain 0,17 (kategori rendah). Uji hipotesis menghasilkan nilai signifikansi 0,000 (p < 0,05), yang secara statistik mengonfirmasi adanya pengaruh nyata dari penerapan PjBL berbantuan leaflet. Hasil ini memberikan bukti empiris bahwa integrasi media visual berbasis proyek secara substantif lebih unggul dibandingkan metode konvensional dalam membangun pemahaman konsep matematis siswa di jenjang sekolah dasar.
INTEGRASI ISU SOSIOSAINTIFIK DALAM PEMBELAJARAN IPAS UNTUK MENGEMBANGKAN KEMAMPUAN BERPIKIR KRITIS SISWA SEKOLAH DASAR Aulia Deswita Zahra; Baharudin Baharudin; Deri Firmansah
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA 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/science.v6i3.11562

Abstract

ABSTRACT Science and Social Studies (IPAS) learning in elementary schools is expected not only to facilitate conceptual understanding but also to foster students’ ability to evaluate information, construct logical arguments, and make reasoned decisions. In practice, however, critical thinking skills often remain underdeveloped because classroom activities tend to be teacher-centered, limiting students’ opportunities to engage with authentic problems and analytical discussions. This condition prompted the integration of socioscientific issues into IPAS instruction as a means of connecting scientific concepts with real-world situations relevant to students’ daily lives. The study involved 23 fifth-grade students selected through purposive sampling. Changes in students’ critical thinking skills were examined using an essay-based assessment developed according to Ennis’s critical thinking indicators. A quantitative approach employing a one-group pretest–posttest design was used to compare students’ performance before and after the learning intervention. The collected data were analyzed through descriptive statistics, paired-sample t-test, and N-Gain analysis. The findings revealed a noticeable improvement in students’ critical thinking skills following the implementation of socioscientific issue-based learning. Statistical testing indicated a significant difference between pretest and posttest scores, with a significance value of 0.001. The average N-Gain score reached 0.4720, which falls within the moderate improvement category. Beyond enhancing critical thinking, the learning approach also encouraged students to develop a more contextual, active, and reflective understanding of IPAS concepts. These results suggest that integrating socioscientific issues into elementary school instruction offers a promising alternative for supporting the development of students’ critical thinking abilities. ABSTRAK Pembelajaran IPAS di sekolah dasar tidak hanya ditujukan untuk menguasai konsep, tetapi juga untuk melatih peserta didik menilai informasi, mengemukakan alasan, dan mengambil keputusan secara rasional. Kenyataannya, keterampilan berpikir kritis masih belum berkembang secara optimal karena aktivitas belajar lebih banyak didominasi oleh guru sehingga kesempatan siswa untuk menganalisis permasalahan nyata menjadi terbatas. Situasi tersebut mendorong penerapan isu sosiosaintifik sebagai konteks pembelajaran yang menghubungkan materi IPAS dengan persoalan yang dekat dengan kehidupan peserta didik. Penelitian ini melibatkan 23 siswa kelas V yang dipilih melalui purposive sampling. Perubahan kemampuan berpikir kritis diamati melalui tes esai yang disusun berdasarkan indikator Ennis. Data yang diperoleh dibandingkan antara kondisi sebelum dan sesudah pembelajaran dengan pendekatan kuantitatif menggunakan desain one-group pretest-posttest. Analisis dilakukan melalui statistik deskriptif, paired sample t-test, dan perhitungan N-Gain. Hasil pengukuran menunjukkan adanya peningkatan kemampuan berpikir kritis setelah siswa mengikuti pembelajaran berbasis isu sosiosaintifik. Perbedaan skor sebelum dan sesudah perlakuan terbukti signifikan dengan nilai signifikansi 0,001. Tingkat peningkatan yang diperoleh berada pada kategori sedang dengan rata-rata N-Gain sebesar 0,4720. Selain memperkuat kemampuan berpikir kritis, pembelajaran ini juga mendorong siswa memahami konsep IPAS secara lebih kontekstual, aktif, dan reflektif. Temuan tersebut menunjukkan bahwa integrasi isu sosiosaintifik layak dipertimbangkan sebagai alternatif strategi pembelajaran untuk mendukung pengembangan keterampilan berpikir kritis di sekolah dasar.
Co-Authors Abd Rahman Hamid Abd. Rahman Hamid Agus Susanti Ahmad Rifa’i Ahmad Syafak Khoirut Tobib Alfina Amalia Azizah Ali Murtadho Anggraini Pratiwi Aulia Deswita Zahra Aulia Maharani Ayu Reza Ningrum Beti Susilawati Deri Firmansah Dina Aulia Yudistira Munthe Dwi Suci Rahma Putri Elsa Al Khansa Filia Afi Dinita Halimatus Sa'diyah Ikhsan Mustofa Ikhsan Mustofa Ilham Fatoni Indah Nur Bella Sari Jamal Fakhri M. Indra Saputra Muhammad Mustofa Muzekki Muzekki Nadia Anggraini Nanang Supriadi Nur Asiah Nur Muhammad Gasmi Nurul Azizah Qonita Shabira Riki Adi Pratama Rima Kasturi Romlah Rosyadi Tomi Rudy Irawan Z Shella Oktaviana Shelvia Loviana Siti Khotimah Subhi Nur Ishaki Syamsuri Ali Syifa Adilla Zahra Trajaya Trajaya Yuberti YULI YANTI Zu'ama Anggun Larasati