Article Per Year (5 Year)
p-Index From 2021 - 2026
2.286
P-Index
This Author published in this journals
All Journal Irfani Pendas : Jurnah Ilmiah Pendidikan Dasar NUR EL-ISLAM : Jurnal Pendidikan dan Sosial Keagamaan ALAYYA: Jurnal Pendidikan Islam Anak Usia Dini MUTAADDIB: Islamic Education Journal
Noviriani
Unknown Affiliation
Religion Economics, Econometrics & Finance Education Neuroscience Social Sciences Other

Published : 14 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 14 Documents
Search

 1   2 
IMPLEMENTASI PROYEK PENGUATAN PROFIL PELAJAR PANCASILA (P5) DALAM PEMBELAJARAN PAI: STUDI KASUS DI SMP NEGERI 7 MUARA BUNGO akbar, Imam; khamim, siti; Noviriani; Baili; Mabruri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume10 Nomor 2, Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The Independent Curriculum positions the Pancasila Student Profile Strengthening Project (P5) as a strategic instrument for character development through project-based learning. However, the integration of P5 into Islamic Religious Education (PAI) still faces conceptual and operational challenges, particularly at the junior high school level. This study aims to describe and analyze the implementation of P5 in PAI learning at SMP Negeri 7 Muara Bungo, Bungo Regency, Jambi Province. The research employs a qualitative case study design with a phenomenological-interpretive approach. Data were collected through in-depth interviews, participatory observation, and document analysis (lesson plans, project portfolios, student reflection journals, and teacher reflection notes). Informants included PAI teachers, curriculum coordinators, the principal, and eighth-grade students. Data analysis followed the interactive model of Miles, Huberman, and Saldaña. Results indicate that P5 implementation in PAI at this school is structured through three annual thematic projects aligned with the six dimensions of the Pancasila Student Profile. Integration is carried out via an embedded project approach, where PAI values (monotheism, morality, brotherhood, and social responsibility) are operationalized in concrete project activities. Positive impacts are observed in enhanced character awareness, student collaboration, and contextual internalization of Pancasila values. However, significant challenges include limited time allocation, teachers' capacity in holistic assessment, and minimal systematic community involvement. This study recommends strengthening teacher training based on design thinking for P5-PAI, developing integrated authentic assessment rubrics, and fostering multi-stakeholder collaboration for project sustainability. These findings provide empirical and practical contributions to developing P5 integration models in religious education within public schools.
EFEKTIVITAS MODEL FLIPPED CLASSROOM BERBASIS PLATFORM DIGITAL TERHADAP HASIL BELAJAR KOGNITIF DAN MOTIVASI SISWA PADA PAI KELAS X SMA N 1 RANTAU PANDAN Moh Rafi Khatami; Noviriani; Khamim, Siti; Mabruri; Baili
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume 10 No. 2 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53065

Abstract

Islamic Religious Education (PAI) at the high school level is often still dominated by teacher-centered conventional approaches, resulting in low cognitive learning outcomes and students' intrinsic motivation. This study aims to examine the effectiveness of a digital platform-based Flipped Classroom model on cognitive learning outcomes and learning motivation of Grade X PAI students at SMA N 1 Rantau Pandan. The research employed a quasi-experimental design with a pretest-posttest control group design. The sample consisted of 64 students divided into an experimental class (n=32) and a control class (n=32) selected through cluster random sampling. Data collection instruments included a cognitive achievement test (content validity and reliability α=0.87) and a learning motivation questionnaire (α=0.89). Data were analyzed using prerequisite tests (normality and homogeneity), independent and paired sample t-tests, Normalized Gain (N-gain), and Cohen’s d effect size. Results indicate that (1) there was a significant improvement in cognitive learning outcomes in the experimental class (p=0.001 < 0.05) with a moderate gain category (N-gain=0.58) and a large effect size (d=1.24); (2) learning motivation in the experimental class increased significantly compared to the control class (p=0.000 < 0.05) with a high category. These findings confirm that integrating the Flipped Classroom model with digital platforms effectively improves cognitive domains and PAI learning motivation. This study recommends structured implementation supported by teacher training and school infrastructure, as well as further research combining qualitative approaches to explore student learning experiences in depth.
PENGARUH SPIRITUALITAS ISLAM DAN REGULASI EMOSI TERHADAP KETAHANAN BELAJAR (ACADEMIC RESILIENCE) SISWA SMP N 1 JUJUHAN DALAM MENGHADAPI TEKANAN AKADEMIK PAI Baili; Mabruri; Zulfayat; Khamim, Siti; Noviriani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 8 No. 01 (2023): Volume 08 No. 01 Juni 2023
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v8i01.53591

Abstract

Academic pressure in Islamic Religious Education (PAI) at the junior high school level often triggers stress, cognitive fatigue, and reduced academic resilience among students. This study aims to examine the influence of Islamic spirituality and emotion regulation on students' academic resilience at SMP N 1 Jujuhan in facing PAI academic pressure. The research employed a quantitative explanatory design with a cross-sectional survey approach. The sample consisted of 124 seventh to ninth-grade students selected through proportional random sampling. Instruments included an Islamic spirituality scale (α=0.89), an emotion regulation scale (ERQ, α=0.87), and an academic resilience scale (α=0.91). Data were analyzed using classical prerequisite tests and multiple linear regression. Results indicate that (1) Islamic spirituality positively and significantly affects academic resilience (β=0.43; p=0.000); (2) emotion regulation positively and significantly affects academic resilience (β=0.37; p=0.001); (3) simultaneously, both variables explain 59.2% of the variance in academic resilience (R²=0.592; F=86.34; p=0.000). No multicollinearity (VIF<2.1) or heteroscedasticity was detected. Findings confirm that the internalization of Islamic spiritual values and adaptive emotion management function as psychological resources that strengthen students' academic resilience under PAI-related pressure. The study recommends integrating Islamic positive psychology approaches and emotion regulation training into guidance counseling services and holistic PAI pedagogy.
LITERASI DIGITAL DAN ETIKA BERMEDIA SOSIAL PERSPEKTIF ISLAM: HUBUNGANNYA DENGAN SIKAP KRITIS DAN TANGGUNG JAWAB SISWA DALAM PEMBELAJARAN PAI DARING Mabruri; Baili; Yanti, Ely; Khamim, Siti; Noviriani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.53608

Abstract

The digital transformation of online Islamic Religious Education (PAI) presents both accessibility opportunities and ethical-cognitive challenges for students. This study aims to examine the relationship between digital literacy and Islamic perspective-based social media ethics with students' critical attitudes and responsibility in the context of online PAI learning. The research employed a quantitative correlational-explanatory design with a cross-sectional survey approach. The sample consisted of 186 junior and senior high school students participating in online/hybrid PAI learning, selected through proportional stratified random sampling. Instruments included scales for digital literacy (α=0.89), Islamic perspective-based social media ethics (α=0.91), critical attitude (α=0.88), and digital responsibility (α=0.90). Data were analyzed using Pearson correlation, multiple linear regression, and classical assumption tests. Results indicate that (1) digital literacy positively and significantly correlates with critical attitude (r=0.52; p=0.000) and responsibility (r=0.49; p=0.000); (2) Islamic perspective-based social media ethics shows a stronger positive correlation with critical attitude (r=0.58; p=0.000) and responsibility (r=0.63; p=0.000); (3) simultaneously, both predictor variables explain 68.4% of the variance in students' critical attitude and responsibility (R²=0.684; F=98.72; p=0.000), with Islamic ethics demonstrating more dominant predictive power (β=0.45–0.51). Findings confirm that the internalization of Islamic values in digital space functions as a moral compass that strengthens students' critical dispositions and accountability, surpassing mere technical digital literacy competencies. The study recommends integrating an Islamic digital adab framework into online PAI modules, teacher training based on digital citizenship, and strengthening school-family collaboration in ethical mentoring.  
Co-Authors Adilla, Ulfa ahmad yani Anasru Andryadi Aulia, Nila Baili Elaniati Erwindi Farizi, Ahmad Al Imam Akbar, Imam Juliana, Rina Khamim, Siti Mabruri Moh Rafi Khatami Muallim, M. Nuri Muhammad Solihin, Muhammad Nadiroh, Reva Safa’atun Pajrini, Ani Puji Lestari, Devi Sarianti, Winta Sulistia, Nita Sungkowo Wiwin Narti Yanti, Ely Yuisman, Dedi Yulia Friska, Sonia Zulfayat