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Canva AI Microsite-Based Media Development in Islamic Religious Education Learning at SMK Ma'arif 1 Metro Hanafi Umar; Irhamudin; Kholida Nur; Choirudin; Adi Wijaya; Lutfi Fadilah; Syamsu Rizal
Journal of Research in Islamic Education Vol. 8 No. 1 (2026): Journal of Research in Islamic Education
Publisher : Institut Agama Islam Ma`arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jrie.v8i1.7479

This study aims to develop interactive learning media based on microsites using Canva AI Code Generator in Islamic Religious Education (PAI) learning at SMK Ma'arif 1 Metro. The study used the Research and Development (R&D) method with the 4D model (Define, Design, Develop, Disseminate) combined with an effectiveness test through a one-group pretest–posttest design. The research subjects involved 25 grade X students. The research instruments included material expert validation sheets, media expert validation sheets, student response questionnaires, teacher response questionnaires, and learning outcome tests. Data were analyzed using the percentage of feasibility, paired t-test, and Normalized Gain (N-Gain). The results showed that the developed microsite media obtained a very valid category based on validation from material experts (95.71%) and media experts (83.68%). The practicality of the media was categorized as very practical based on student responses (83.02%) and teacher responses (86.67%). The effectiveness test showed a significant increase in student learning outcomes, with an average pretest score of 61.60 to 91.80 in the posttest (t = -8.557; p < 0.05). The N-Gain value of 0.76 is in the high category. These findings indicate that the Canva AI Code Generator-based microsite is valid, practical, and effective as a learning medium for Islamic Religious Education in vocational schools.

Internalization of Islamic Values in the Mapag Bridal Tradition of the Sundanese Community in Banjar Kerta Rahayu Village, Central Lampung Kharisma Selviana; Hasyim As’ari; Lutfi Fadilah
Journal of Research in Islamic Education Vol. 8 No. 1 (2026): Journal of Research in Islamic Education
Publisher : Institut Agama Islam Ma`arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jrie.v8i1.7561

The Mapag Panganten tradition is a cultural heritage of the Sundanese people that is still preserved in Banjar Kerta Rahayu Village, Central Lampung. This tradition not only functions as a series of welcoming ceremonies for the bride and groom, but also contains spiritual, social, and religious values that reflect Islamic teachings. This study aims to analyze the process of internalization of Islamic values in the Mapag Panganten tradition and identify the forms of Islamic values contained therein. This study uses a qualitative approach with a field study method. Data were obtained through observation, in-depth interviews with traditional leaders, religious leaders, and the community, as well as documentation of Mapag Panganten traditional activities. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that the Mapag Panganten tradition contains Islamic values such as the values of monotheism, manners and morals, prayer and trust, Islamic brotherhood, and gratitude to Allah SWT. The process of internalization of values occurs through ritual symbols, prayers, advice from traditional and religious leaders, and community involvement in each series of events. This tradition serves as an effective means of culturally instilling Islamic teachings in the community, especially the younger generation, thereby maintaining a balance between religious values and local culture. Mapag Panganten serves not only as a cultural tradition but also as a medium for educating Islamic values in the social life of the Banjar Kerta Rahayu Village community.

The Effect of Project-Based Learning Media on Students’ Critical Thinking Skills in Science Subjects for Grade IV at MI Miftahul Iman Poncowarno Masri; Hanif Amrullah; Lutfi Fadilah
Journal of Research in Islamic Education Vol. 8 No. 1 (2026): Journal of Research in Islamic Education
Publisher : Institut Agama Islam Ma`arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jrie.v8i1.7739

This study aims to analyze the effect of project-based learning media on the critical thinking skills of fourth-grade students in science subjects at MI Miftahul Iman Poncowarno. This study uses a quantitative approach with a one-group pretest–posttest experimental design. The study population consisted of 30 students selected using a total sampling technique. Data were collected through pretest and posttest tests, observation, and documentation. Critical thinking skills were measured based on five indicators: identifying problems, analyzing cause-and-effect relationships, providing logical explanations, evaluating phenomena, and drawing conclusions. The results of the descriptive analysis showed an average pretest score of 48.50 and an average posttest score increased to 74.17. The N-Gain analysis showed an average of 0.49 with a moderate category. The paired t-test showed a significant difference between the pretest and posttest scores (t = -15.496, p < 0.05). The effect size value (Cohen's d) of 2.82 indicates a very strong influence of project-based learning media on students' critical thinking skills. Observations and documentation demonstrated active student involvement in designing and implementing experiments, discussing results, and drawing conclusions. These findings suggest that project-based learning media can enhance student engagement while supporting the development of critical thinking skills in elementary school science learning.

Implementation of the Project-Based Learning (PjBL) Model Based on Educational Excursions to Shape the Affective Domain of Students in the Aqidah Akhlaq Subject at MTs Darul Ulum Agung Saputra; M. Sayyidul Abrori; Lutfi Fadilah
Journal of Research in Islamic Education Vol. 8 No. 2 (2026): In Press Issue
Publisher : Institut Agama Islam Ma`arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jrie.v8i2.7548

The objective of this study is to determine an appropriate Akidah Akhlak learning model that can assist students in both understanding and genuinely experiencing Akidah Akhlak values in a tangible way. Furthermore, it aims to help students learn about discipline, responsibility, cooperation, social care, and religious attitudes. The research method employed is qualitative research with a descriptive approach, utilizing data collection techniques comprising interviews, observations, and documentation. The data analysis techniques include data reduction, data display, and conclusion drawing. The results indicate that Akidah Akhlak instruction at MTs Darul Ulum Panaragan Jaya currently relies heavily on conventional methods where teachers predominantly lecture resulting in students knowing the theory without truly internalizing or applying it in their daily behavior. Consequently, while students comprehend the material theoretically, it is not yet fully reflected in their daily attitudes and behaviors to enhance discipline, foster gratitude, and cultivate social character. Students mostly receive information passively from the teacher without participating in activities that engage them actively. The conclusion of this study reinforces that the Akidah Akhlak subject functions as a fundamental instrument in building students' personality foundations, particularly at the Madrasah Tsanawiyah level, and must be pursued through character-oriented learning strategies.

Islamic Religious Education Learning Based on the Affective Domain to Foster Students' Religious Moderation Attitudes Umar Syahid; Hernisawati Hernisawati; Lutfi Fadilah
Journal of Research in Islamic Education Vol. 8 No. 2 (2026): In Press Issue
Publisher : Institut Agama Islam Ma`arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jrie.v8i2.7701

This study aims to describe the implementation process of Islamic Religious Education (PAI) learning based on the affective domain of Bloom’s Taxonomy and its impact on fostering religious moderation attitudes among 11th-grade students at SMA Negeri 1 Rumbia. This research employed a qualitative approach with a descriptive design. Data were collected through observation, semi-structured interviews, and documentation. Research informants consisted of the PAI teacher and students actively participating in the instructional process. The collected data were analyzed through data reduction, data display, and conclusion drawing. The findings reveal that the implementation of PAI learning based on Bloom's affective domain was executed through tolerance habituation activities, teacher modeling, and reflective discussions. This approach effectively enhanced student engagement in the PAI learning process and facilitated a deeper understanding and internalization of religious moderation principles. Supporting factors in implementing this approach included teacher competence and role modeling, a conducive school environment, and active student participation in learning activities. Conversely, several inhibiting factors were identified, including limited instructional time, diversity in student backgrounds and character traits, as well as a lack of awareness among certain students regarding the significance of religious moderation.

Implementation of Religious Moderation Values in Students' Social Interactions: A Case Study at SMP Negeri 02 Seputih Banyak Fauzi Ahmad Nur Alif; Hasyim Asy'ari; Lutfi Fadilah
Journal of Research in Islamic Education Vol. 8 No. 2 (2026): In Press Issue
Publisher : Institut Agama Islam Ma`arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jrie.v8i2.7788

Religious diversity in Indonesian schools creates both opportunities for intercultural learning and challenges related to intolerance, social segregation, and exclusive attitudes. This study examines how religious moderation values are implemented in students’ everyday social interactions at SMP Negeri 02 Seputih Banyak and identifies the institutional, pedagogical, familial, and digital factors that support or constrain their implementation. A qualitative case study approach was employed through classroom and school observations, semi-structured interviews, and document analysis. The participants comprised the principal, an Islamic Religious Education (PAI) teacher, and Class VII A students. The findings indicate that religious moderation is implemented primarily through teacher modeling, integration of moderation values into PAI learning, school routines, interpersonal guidance, and interfaith activities. Tolerance, justice, balance, respect for differences, and non-violent interaction were not delivered as a stand-alone subject but were embedded within everyday school practices. Interfaith activities provided opportunities for students from different religious backgrounds to interact beyond routine classroom encounters, although such interaction remained uneven. The implementation was supported by school commitment, teacher involvement, inclusive activities, and parental support. However, the absence of a dedicated moderation program, limited teacher training, restricted cross-religious interaction outside the classroom, and exposure to polarizing religious content through social media remained important challenges. The findings suggest that religious moderation in public junior secondary schools should move beyond normative instruction toward sustained school-wide practices that combine teacher modeling, structured intergroup contact, curriculum integration, digital literacy, and collaboration between schools, families, and communities.

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