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All Journal Jurnal Sosial dan Teknologi Journal of Science and Education (JSE)
Ahmad Sukandar
Nusantara Islamic University, Bandung, Indonesia
Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics

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Hubungan Sikap Guru Dalam Mengajar dan Motivasi Belajar dengan Prestasi Siswa Pada Mata Pelajaran Aqidah Akhlaq Sunandar Sunandar; Rahmat Syafe; Ahmad Sukandar
Jurnal Sosial Teknologi Vol. 2 No. 8 (2022): Jurnal Sosial dan Teknologi
Publisher : CV. Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/jurnalsostech.v2i8.393

Abstract

Penelitian ini dilatar belakangi oleh pengalaman ketika peneliti mengajar di MI Thariqul Jannah Pangalengan. didalam dunia pendidikan guru memegang peranan penting, karena guru salah satu yang terlibat langsung dalam pembentukan dan pengembangan intelektual dan kepribadian siswa. Oleh karena itu, guru sering dijadikan tokoh teladan bahkan dijadikan tokoh identitas diri. Dengan demikian guru harus memiliki perilaku, keterampilan dan kemampuan yang mendasar untuk melaksanakan tugasnya dengan baik. Tujuan penelitian ini adalah untuk mengetahui: realitas sikap guru dalam mengajar, realitas motivasi belajar siswa, realitas prestasi belajar siswa, signifikansi hubungan sikap guru dalam mengajar dengan prestasi belajar siswa, signifikansi hubungan motivasi belajar siswa dengan prestasi belajar siswa, signifikansi hubungan sikap guru dalam mengajar dan motivasi belajar siswa dengan prestasi belajar siswa. Penelitian ini menggunakan penelitian eksplanatoris (explanatory research) dengan pendekatan kuantitatif serta menggunakan rumus product moment. Pengumpulan data dilakukan dengan menggunakan angket yang ditujukan kepada peserta didik. Adapun populasinya adalah peserta didik MI Thariqul Jannah Pangalengan kelas V dan kelasVI yang diambil sampelnya sebanyak 43 orang. Hubungan sikap guru dalam mengajar dan motivasi belajar siswa secara simultan (bersama- sama) dengan prestasi belajar siswa kelas V dan kelas VI MI Thariqul Jannah Pangalengan mendapatkan hasil hipotesis satu (H1) diterima yaitu: Terdapat hubungan yang positif dan signifikan secara bersamaan dari sikap guru dalam mengajar dan motivasi belajar siswa dengan prestasi belajar siswa kelas V dan kelas VI MI Thariqul Jannah nilai koefisien korelasi 0,412 atau 41,2% , artinya terdapat hubungan yang sedang antara sikap guru dalam mengajar dan motivasi belajar siswa dengan prestasi belajar siswa.
Implementation of Practical Religious Skills Assessment in Fiqh Learning on the Topic of Thaharah in the Merdeka Curriculum Abdah Muhammad Hasan; Ahmad Sukandar
Journal of Science and Education (JSE) Vol. 6 No. 1.1 (2025): SPECIAL COLLECTION IN ISLAMIC EDUCATION
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i1.1.608

Abstract

This study examines the implementation of practical Thaharah assessment within the context of the Merdeka Curriculum at the junior secondary school level. Employing a qualitative approach with a comparative case study design, the research was conducted at MTs An-Nur 1 and MTs An-Nur 3 in Malangbong, Garut. Research subjects included Islamic studies teachers, school principals, and relevant instructional and assessment documents. Data were collected through participatory observation, in-depth interviews, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña.The findings reveal that the quality of rubric design and the consistency of assessment implementation play a crucial role in enhancing students’ religious practice skills. MTs An-Nur 1 demonstrated a high level of implementation fidelity, with assessments embedded in routine instruction, immediate feedback, and well-documented student portfolios. In contrast, MTs An-Nur 3 conducted assessments in a more administrative and less reflective manner. The success of assessment practices at MTs An-Nur 1 was supported by internal factors such as teacher competence, a strong religious school culture, instructional leadership, and adequate infrastructure. The study concludes that the effectiveness of authentic assessment in religious education depends on three key components: instrument validity, implementation consistency, and a supportive school ecosystem. These findings highlight the importance of community-based collaboration and instructional leadership in transforming assessment into a formative and character-building process, rather than a mere administrative procedure.
The Efforts of Islamic Religious Education Teachers to Foster Students’ Religious Character through Religious Extracurricular Practices in Schools Junaedi; Ahmad Sukandar
Journal of Science and Education (JSE) Vol. 6 No. 1.1 (2025): SPECIAL COLLECTION IN ISLAMIC EDUCATION
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i1.1.621

Abstract

This study examines the efforts of Islamic Religious Education (PAI) teachers in fostering students’ religious character through religious extracurricular practices in two high schools with different contexts: SMA Karya Pembangunan 2 (general school) and SMA Muhammadiyah 4 (faith-based school) in Bandung City. Using a qualitative case study design, data were collected through in-depth interviews, participant observation, and document analysis, involving PAI teachers, extracurricular advisors, and active student participants. The findings reveal that SMA Karya Pembangunan 2 adopts a contextual and inclusive approach, integrating religious values with contemporary social issues and promoting tolerance through activities such as interfaith seminars. This model enhances students’ moral reasoning, empathy, and respect for diversity. In contrast, SMA Muhammadiyah 4 emphasizes structured habituation, including daily muhasabah, peer mentoring, and a tahfidz program requiring one juz memorization per year. This approach cultivates discipline, responsibility, and consistency in religious practice.Key supporting factors include stakeholder collaboration, notably in SMA Muhammadiyah 4 through home visit programs involving teachers, parents, and community members. The main challenge in SMA Karya Pembangunan 2 is the variation in students’ religious understanding, requiring differentiated instructional strategies. The study concludes that combining inclusivity with spiritual depth can offer a holistic framework for religious character development, aligning with the Penguatan Pendidikan Karakter (PPK) initiative.
Islamic Education in the Digital Era: Pedagogical Competence, Technology Acceptance, and Managerial Supervision Indra Azwar Mawardi; Ahmad Sukandar
Journal of Science and Education (JSE) Vol. 6 No. 1.1 (2025): SPECIAL COLLECTION IN ISLAMIC EDUCATION
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i1.1.642

Abstract

The rapid advancement of digital technology in the 21st century has significantly influenced the landscape of education, including Islamic Religious Education (PAI). Teachers are expected not only to master basic knowledge but also to integrate critical thinking, creativity, and adaptability into their instructional practices. This study aims to analyze the implementation of digital transformation in Islamic education through the lens of pedagogical competence, managerial supervision, and cultural adaptation. A qualitative approach with a case study design was employed, focusing on purposively selected institutions that demonstrate initiatives in digital Islamic learning. Data were collected through literature review, document analysis, and triangulation with empirical findings from recent studies. The researcher acted as the primary instrument, supported by systematic coding and thematic matrices, while trustworthiness was ensured using credibility, transferability, dependability, and confirmability criteria. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that the integration of the TPACK (Technological Pedagogical Content Knowledge) and TAMISE (Technology Acceptance Model in Islamic Education) frameworks significantly improved the effectiveness of PAI learning. Student engagement increased by 41% through augmented reality and gamification, while 89% of teachers successfully developed adaptive learning modules using AI-based tools. The MTDPI (Model Transformasi Digital Pendidikan Islam), which incorporates a maqāṣid shariah-based technocultural foundation, hybrid pedagogy, and a scholar-technocrat ecosystem, proved effective in aligning innovation with Islamic values. However, implementation challenges persist. Only 29% of madrasahs in rural areas have adequate internet access compared to 89% in urban areas, highlighting infrastructural inequality. Moreover, 34% of senior teachers resisted the use of gamification, citing concerns over the sacredness of Islamic knowledge. Governance issues, particularly the absence of content verification mechanisms, were also identified as barriers. Nonetheless, blockchain-based evaluation systems demonstrated potential by reducing verification time from seven days to two hours while ensuring content authenticity.  
Revisiting Islamic Religious Education in the Digital Era: A Systematic Literature Review on Pedagogical Innovations and Challenges R Riki; Ahmad Sukandar
Journal of Science and Education (JSE) Vol. 6 No. 1.2 (2025): SPECIAL COLLECTION IN ISLAMIC EDUCATION
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i1.2.657

Abstract

This study explores the transformation of Islamic Education (PAI) in the digital era and its implications for pedagogy, ethics, and teacher professionalism. Using a systematic literature review of studies published between 2015 and 2025, it analyzes technological innovations, pedagogical challenges, and the emergence of a new theoretical framework integrating digital literacy with Islamic values. Data were collected from indexed international and national databases and analyzed through qualitative synthesis focusing on instructional innovation, ethical alignment, and ecosystem readiness. The findings reveal that digital PAI innovations such as interactive dakwah videos, VR-based worship simulations, project-based learning, and LMS-supported hybrid models enhance engagement and access when accompanied by dual-layered content curation and explicit value alignment. However, issues of infrastructure inequity, teacher competence, online safety, and assessment misalignment remain pressing challenges. The study proposes the Value-Embedded Digital Pedagogy for PAI (VEDiP) framework, which integrates cognitive, affective, and ethical dimensions into digital learning design. VEDiP emphasizes four interdependent principles: epistemic–ethical alignment, networked curation and safety, motivational scaffolding, and formative evidence of character. This framework provides a practical and theoretical pathway for developing an Islamically grounded, context-sensitive digital pedagogy. The research concludes that digital transformation in Islamic Education must be guided by ethical intentionality and systemic coherence to ensure technology serves as a vehicle for both learning excellence and moral cultivation
Co-Authors Abdah Muhammad Hasan Indra Azwar Mawardi Junaedi R Riki Rahmat Syafe Sunandar Sunandar