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All Journal Jurnal Progress: Wahana Kreativitas dan Intelektualitas Journal of Noesantara Islamic Studies Islamic Studies in the World International Journal of Educational Narratives
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.    
Narrating Curriculum Transformation in Islamic Boarding School: Integrating Tradition and Digital Practices in Islamic Boarding School Education Salis Irvan Fuadi; Raharjo Raharjo; Ikhrom Ikhrom; Laila Ngindana Zulfa
International Journal of Educational Narratives Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i2.3477

Abstract

Background: Digital technology is an important part of Islamic boarding schools that need to pay attention to Islamic educational institutions in the archipelago. The rapid development of digital technology urges Islamic educational institutions, including salaf Islamic boarding schools, to transform curriculum design to remain relevant while preserving traditional identity. Integrating classical Islamic values with technological innovation presents both challenges and opportunities in pesantren education. Purpose: This study aims to analyze the curriculum design of Al-Asy’ariyyah Islamic Boarding School, Kalibeber Wonosobo, in adapting to technological developments in the digital era. Method: A mixed-methods approach was employed using questionnaires, interviews, observations, and documentation. Quantitative data were analyzed using descriptive statistics, while qualitative data were processed through data reduction, presentation, and conclusion drawing. Results: The findings indicate that the curriculum maintains traditional sorogan and bandongan learning methods while integrating digital technology utilization. Approximately 50% of respondents produced fiqh content, 23% moral content, 17% hadith content, and 10% interpretative content. The dominant media included images (63%), videos (26%), and animations (11%), while digital tools facilitated learning interaction and online academic communication. Conclusion: The pesantren curriculum demonstrates adaptive, flexible, and collaborative characteristics through integrating traditional Islamic education with digital technology while sustaining Islamic and local cultural values.
From Distraction to Dialogue: A Narrative Analysis of Classroom Management as an Act of Co-Constructing Mutual Respect Laila Ngindana Zulfa; Sota Yamamoto; Aung Myint
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3964

Abstract

Background. Classroom disruptions are often addressed through punitive or authoritarian strategies that suppress student agency rather than foster meaningful engagement. The prevailing discourse frames classroom management as a mechanism of control, largely neglecting its relational and dialogic dimensions. This study departs from that reductive view by examining how teachers and students collectively negotiate behavioral norms through sustained communicative interaction. Purpose. This study aims to explore how classroom management practices function as a co-constructive process through which mutual respect is dialogically produced between teachers and students. Method. A narrative inquiry design was employed, drawing on in-depth interviews, classroom observations, and reflective journals from six secondary school teachers across diverse institutional contexts. Data were analyzed through thematic narrative analysis, attending to relational episodes, turning points, and discursive patterns. Results. Findings reveal that effective classroom management transcends behavioral correction; it emerges as an ongoing, intersubjective dialogue in which teachers reframe disruptions as opportunities for relational repair and mutual recognition. Three narrative patterns were identified: repositioning authority through empathetic listening, transforming conflict into collaborative problem-solving, and sustaining respect through consistent communicative reciprocity. Conclusion. Classroom management, when approached dialogically, serves as a pedagogical act of co-constructing mutual respect rather than enforcing compliance. These findings call for a paradigmatic shift in teacher education toward relational and dialogic competencies.
Co-Authors Aom Thai Ariana Setyo Sejati Aung Myint Ikhrom Ikhrom Makhrus Ali Muhammad Mahfud Nur Rois Qonita Karima Raharjo Raharjo Salis Irvan Fuadi Sota Yamamoto