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All Journal Jurnal Progress: Wahana Kreativitas dan Intelektualitas Journal of Noesantara Islamic Studies Islamic Studies in the World
Laila Ngindana Zulfa
Universitas Wahid Hasyim
Religion Education Social Sciences Other

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IMPLEMENTASI PENGGUNAAN AKUN BELAJAR.ID DALAM PEMBELAJARAN JARAK JAUH PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI Ariana Setyo Sejati; Laila Ngindana Zulfa; Nur Rois
Jurnal Progress: Wahana Kreativitas dan Intelektualitas Vol 10, No 1 (2022)
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/pgrs.v10i1.6588

Abstract

ABSTRACTThe launch of a learning.id account which is expected to help learning activities, but in reality there are still many schools that do not activate a learning.id account and do not use the facility as well as possible. SMPN 1 Mranggen is one of the schools in Demak Regency where most of the educators, teaching staff and students have activated a learning.id account.The formulation of this research is to find out how the preparation, process and results of the Implementation of the Use of Learning Accounts. Id in Distance Learning in Islamic Religion and Moral Education Subjects at SMPN 1 Mranggen. The purpose of this study was to describe the preparation, process and results of the implementation of the Implementation of the Use of Learning Accounts. Id in Distance Learning in Islamic Religion and Character Education Subjects at SMPN 1 Mranggen. This research is a phenomenological qualitative research. The data in this study were obtained from observations, interviews, and documentation.The results of this study indicate that the application of learning accounts. en for distance learning in the subject of Islamic Religious Education and good manners in the subjects of Islamic Religious Education and manners at SMPN Mranggen are (1) the implementation of the learning.id account has been carried out at SMP N 1 Mranggen according to the plan. The plan begins by forming a special team that handles learning.id accounts, (2) In implementing distance learning on Islamic Religious Education subjects, educators and students have taken advantage of the features contained in the learning.id account, (3) Constraints The problem faced in implementing the learning.id account implementation for educators is the lack of mastery of knowledge about the use of information technology, while for students the obstacles are caused by a weak internet signal, limited internet quota, and student mastery in utilizing features. contained in the program. learning.id account and lack of student knowledge in changing settings on cellphones to change personal accounts to learning.id accounts.The conclusion from the research on the implementation of the use of learning.id accounts in distance learning in the subjects of Islamic Religious Education and Morals at SMPN 1 Mranggen shows that they have carried out learning activities by utilizing the learning.id account by using the google classroom, google meet, google form and google features. DriveKata Kunci: Implementation, belajar.Id, Distance Learning, PAI
Gamification in Islamic Education: Increasing Student Motivation Through Digital Platformsontent Laila Ngindana Zulfa
Islamic Studies in the World Vol. 2 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v2i2.2411

Abstract

Background. Traditional pedagogical approaches in Islamic education often face challenges in maintaining high levels of student motivation and engagement, particularly within digital learning environments. The integration of gamification, the application of game-design elements in non-game contexts, presents a promising strategy to address this issue by transforming the learning experience into a more interactive and rewarding process. Purpose. This research aims to investigate and measure the impact of a gamified digital learning platform on the intrinsic and extrinsic motivation of junior high school students in the context of Islamic education subjects, such as Qur’anic studies and Islamic history. Method. A quasi-experimental research design involving a pre-test and post-test control group was employed. The sample consisted of 120 junior high school students, who were divided into an experimental group that used a gamified digital platform and a control group that used a conventional digital platform. Results. The findings revealed a statistically significant increase in overall motivation scores for the experimental group compared to the control group. Specifically, the gamified elements of points, badges, and leaderboards were strongly correlated with higher levels of perceived competence and effort. The experimental group also improvement in learning outcomes, indicating a positive relationship between enhanced motivation and academic performance. Conclusion. Gamification serves as an effective pedagogical strategy to significantly enhance student motivation and engagement in Islamic education. The strategic implementation of game mechanics on digital platforms can create a more dynamic and compelling learning environment, leading to improved academic achievement.
THE ROLE OF ISLAMIC EDUCATION IN SHAPING SOCIAL IDENTITY IN CONTEMPORARY MUSLIM SOCIETIES Muhammad Mahfud; Laila Ngindana Zulfa; Qonita Karima; Makhrus Ali; Aom Thai
Journal of Noesantara Islamic Studies Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnis.v3i1.3373

Abstract

Islamic education has long served as a central institution for transmitting religious knowledge, moral values, and collective norms within Muslim societies. In contemporary contexts marked by globalization, social diversity, and identity contestation, the role of Islamic education in shaping social identity has gained renewed scholarly attention. This study aims to examine how Islamic education contributes to the formation of religious identity, social belonging, and civic orientation in contemporary Muslim societies. The research employed a quantitative cross-sectional design involving students from Islamic educational institutions across diverse social settings. Data were collected using validated questionnaires measuring educational exposure, religious identity, ethical orientation, and social engagement, and were analyzed through descriptive and inferential statistical techniques. The findings indicate that Islamic education significantly influences social identity formation by strengthening religious self-understanding, promoting shared moral values, and fostering a sense of communal belonging. Positive associations were also found between Islamic education and civic engagement, suggesting an integrative identity orientation rather than social withdrawal. The study concludes that Islamic education functions as a multidimensional socializing process that mediates between religious tradition and contemporary social realities.    
Co-Authors Aom Thai Ariana Setyo Sejati Makhrus Ali Muhammad Mahfud Nur Rois Qonita Karima