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All Journal Journal on Education Jurnal Bilqolam Pendidikan Islam Permata : Jurnal Pendidikan Agama Islam
Ais Istiana
Universitas Islam Negeri Raden Intan Lampung
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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Upaya Guru PAI untuk Meningkatkan Literasi Keamanan Digital di SMPN 2 Jati Agung Beti Susilawati; Juni Hartiwi; Zahra Rahmatika; Ais Istiana
Journal on Education Vol 6 No 2 (2024): Journal on Education: Volume 6 Nomor 2 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i2.5252

Abstract

Digital security literacy is a concept and effort to give protection to the assets and digital information. The higher the information technology development, the more the use of tool and digital technology. Since the number of data theft, online fraud, and the hacking of data system increase day by day, the all users need to have competency in digital security. The role of Islamic education teachers as educators are not only to share knowledge, but they also have to be able to keep the environment around and the ability for teachers as skying on cyber world. Teachers should be literated with digital security as long they do the learning process. Based on the problems above, the writers aimed to know the efforts of teachers in increasing the competency of the teachers in using the digital security. This research used qualitative method, and it used observation, speech training, and simulation/direct practice in collecting the data. The result of research indicated that the Islamic education teachers are able to employ the digital information (E-resources) via internet access by using google application to seek the legal learning sources. The teachers are also able to use google form, google document, whatsapp and facebook well and safely.
Challenges and Opportunities for Islamic Religious Education in a Secular Environment in a Literature Review Sehan Rifky; Muhammad Ali Azmi Nasution; Devi Sela Eka Selvia; Ais Isti'ana; Erni Yusnita
Permata : Jurnal Pendidikan Agama Islam Vol 5 No 1 (2024): Permata : Jurnal Pendidikan Agama Islam
Publisher : Lembaga Publikasi Ilmiah Universitas Islam Bunga Bangsa Cirebon

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Abstract

Islamic religious education faces various challenges that develop along with the times and social changes. Globalization, technology, politicization of religion, multiculturalism, and exclusivism are some of the main factors influencing the dynamics of Islamic religious education today. This research aims to discover the challenges and opportunities of Islamic religious education in a secular environment. The methodology used in this research is a literature study. The research results show that Islamic religious education in a secular environment faces complex challenges such as globalization, technology, multiculturalism, and religious exclusivism. Globalization brings secular values that conflict with Islamic religious teachings, while multiculturalism demands interfaith tolerance. Changes in the educational paradigm also require Islamic religious education to adapt to more holistic learning. However, opportunities, such as interfaith collaboration and the use of technology in learning, can be exploited. With a holistic and adaptive approach, Islamic religious education can strengthen Islamic identity, improve teacher quality, utilize technology, involve parents and the community, and realize comprehensive learning. This will help Islamic religious education become an important instrument in shaping student character, building interfaith harmony, and facing various challenges in modern life.Keyword : Islamic Religious Education; Multiculturalism; Secularism; Opportunities and Challenges
Efektivitas Model Pembelajaran Problem Based Learning (PBL) dengan Pendekatan Teaching At The Right Level (TARL) Terhadap Kemandirian Belajar Pai dan Budi pekerti peserta didik oktavia intan isyadi; Ruswanto Ruswanto; Ais Istiana
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.v7i1.898

Abstract

This study aims to test the effectiveness of the Problem Based Learning (PBL) learning model combined with the Teaching at the Right Level (TaRL) approach on students' learning independence in Islamic Religious Education (PAI) and Character Building subjects at SMA Negeri 1 Tanjung Bintang. This study used a quasi-experimental design with two sample groups, namely the experimental class that implemented PBL-TaRL integration and the control class that used conventional learning. Data analysis was carried out through prerequisite tests (normality and homogeneity) and t-tests to identify differences in the average learning independence between the two groups. The results showed that the implementation of PBL integrated with the TaRL approach significantly increased students' learning independence compared to conventional learning. This increase was especially seen in the initiative and creativity indicators in the learning process. Pedagogically, the PBL-TaRL integration created a more participatory, collaborative, and adaptive learning environment to differences in students' ability levels, thus encouraging the development of self-regulation and learning responsibility. The novelty of this study lies in the integrative design between PBL and TaRL in the context of PAI learning at the high school level, which is still relatively limited in empirical studies. Theoretically, these findings expand the development of problem-based learning models combined with a differentiation approach, in line with the constructivist perspective and the concept of the zone of proximal development, which emphasizes the importance of learning support tailored to the student's ability level. Practically, the results of this study provide implications for Islamic Religious Education (PAI) teachers in developing more adaptive, inclusive, and contextual learning strategies, and serve as a basis for schools in designing learning policies oriented towards strengthening independent learning. Thus, this research contributes to the development of Islamic education theory and practice that is responsive to the needs of students in the 21st-century learning era.
Efektivitas model pembelajaran SAVI (Somatic,Auditory,Visualization,Intellectually) Terhadap motivasi belajar PAI dan budi pekerti peserta didik nursilawati; Ruswanto Ruswanto; Ais Istiana
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.v7i1.899

Abstract

This study aims to examine the effectiveness of the Somatic, Auditory, Visualization, Intellectually (SAVI) learning model on students’ learning motivation in Islamic Religious Education (PAI) at SMA Negeri 1 Tanjung Bintang. The research background was driven by the low level of students’ learning motivation, as indicated by limited active participation, minimal initiative to ask questions, and the low feedback indicators provided by teachers. The study employed a quasi-experimental design of the posttest-only control group, with two tenth-grade classes selected through simple random sampling. The experimental class received instruction using the SAVI model, which emphasizes multisensory engagement and interactive feedback, while the control class was taught through conventional methods. The research instrument consisted of a learning motivation questionnaire that had been tested for validity and reliability, with data analyzed using prerequisite tests (normality and homogeneity) and a t-test.The findings revealed that the implementation of the SAVI model had a significant effect on enhancing students’ motivation in learning PAI compared to conventional methods. Students in the experimental class demonstrated improvement in indicators such as perseverance, willingness to ask questions, and active participation, particularly in the aspect of feedback, which had previously been low. The novelty of this study lies in the application of the SAVI model in the context of PAI learning at the senior high school level, an area that has rarely been explored, thereby extending the existing literature by incorporating affective and religious dimensions.In terms of implications, this research contributes to the development of educational science by demonstrating that the multisensory SAVI approach is not only relevant for exact subjects but also effective in fostering students’ learning motivation and religious character. The findings provide valuable insights for teachers and schools in designing interactive, contextual learning and improving educational quality in the 21st-century learning era.
Co-Authors Devi Sela Eka Selvia Erni Yusnita Juni Hartiwi Muhammad Ali Azmi Nasution nursilawati Oktavia Intan Isyadi ruswanto ruswanto Sehan Rifky Susilawati, Beti Zahra Rahmatika