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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Kuttab: Jurnal Ilmu Pendidikan Islam At-Ta'dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam JURNAL PENDIDIKAN TAMBUSAI FIKRAH IJoASER (International Journal on Advanced Science, Education, and Religion) Cakrawala Pedagogik Indonesian Journal of Innovation Studies Indonesian Journal of Research and Educational Review (IJRER) Jurnal Al-Qiyam Jurnal Tana Mana Journal of Educational Sciences Journal of Innovation and Research in Primary Education Riwayat: Educational Journal of History and Humanities Reflektika Fikrah : Jurnal Pendidikan Agama Islam
Saputra, M. Indra
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Religion Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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Think Pair Share Strategy Supports Student Engagement in Islamic Education Lessons Pajri, Sahrul; Sai'dy, Sai'dy; Azizah, Nurul; Saputra, M. Indra; Asyha, Agus Faisal
Indonesian Journal of Innovation Studies Vol. 26 No. 3 (2025): July
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i3.1441

Abstract

General Background: Student engagement is critical in ensuring effective learning outcomes, particularly in cooperative learning settings. Specific Background: The Think Pair Share (TPS) strategy has been recognized for promoting active participation, especially in student-centered pedagogies. Knowledge Gap: However, limited empirical studies have explored the application of TPS within the context of Islamic Education (IE), which is often delivered through normative, didactic methods. Aims: This study investigates the effectiveness of the TPS strategy in enhancing students’ learning activeness in IE classes at SMP Negeri 16 Bandar Lampung. Results: Employing a quasi-experimental design, the study found no statistically significant difference between the TPS and control groups in learning activeness (Sig. 2-tailed = 0.104, > 0.05). Novelty: The research highlights contextual limitations—including students' unfamiliarity with interactive models, the brief duration of the intervention, and the normative character of IE content—as possible inhibitors to TPS effectiveness. Implications: Although the TPS model did not yield statistically significant results in this case, it remains a valuable pedagogical tool for fostering collaboration and engagement. Future studies should consider prolonged implementation and strategic alignment between TPS elements and the characteristics of IE content to optimize impact. Highlights: TPS promotes collaboration but may not suit all subject contexts. Short intervention and lack of familiarity limit its impact. Alignment with content and extended use is recommended. Keywords: Think Pair Share, Learning Activeness, Islamic Education, Cooperative Learning, Student Engagement  
The Conceptual Relationship of Law of Attraction with Islamic Spirituality: A Study of the Quranic Law of Attraction Arub, Rafa; Saputra, M. Indra; Hasanah, Uswatun; Baharudin, Baharudin; Susanti, Agus
Riwayat: Educational Journal of History and Humanities Vol 8, No 2 (2025): April
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jr.v8i2.44887

Abstract

This study examines the concept of Law of Attraction (LoA) and its relationship with Islamic spirituality, focusing on the comparison of the basic principles of LoA and Islamic teachings in building a positive mindset, affirmation, visualization, and confidence in the desired results. This study uses a qualitative method with a descriptive-analytical approach through a literature review of the concept of LoA explained in the book The Secret by Rhonda Byrne and Quranic Law of Attraction by Rusdin S. Rauf. The analysis was carried out by comparing the principles of LoA with values in Islamic teachings, such as prayer, tawakkal, and gratitude. The results show that LoA and Islam have similarities in emphasizing the importance of positive thinking, focusing on goals, and affirmation and visualization as tools to strengthen beliefs. However, there are fundamental differences in the sources of power that are believed; LoA relies on the energy of the universe, while Islam affirms that everything happens by Allah's will. Therefore, the application of LoA for a Muslim must remain within the framework of the Islamic faith, without replacing belief in Allah with belief in the power of the mind alone. The principles of LoA can be applied in the life of a Muslim as long as it remains in harmony with the teachings of Islam, namely by understanding that human efforts must be accompanied by prayer and tawakkal to Allah. This study is expected to be a reference for the development of a more balanced understanding of LoA from an Islamic perspective. Further research is suggested to explore the application of this concept in practical aspects of life as well as how LoA can contribute to improving the motivation and spiritual well-being of Muslims.
EVALUASI PROGRAM LAYANAN PENGADUAN DIGITAL PERUNDUNGAN SISWA DI DENPASAR Yani, Erna; Patimah, Siti; Saputra, M. Indra; Warisno, Andi; Putri, Ni Putu Laksmi Resti
FIKRAH Vol 9 No 1 (2025): JUNI
Publisher : Ibn Khaldun University, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/fikrah.v9i1.20631

Abstract

This study evaluates the anti-bullying digital complaint service program "SiLaMis" at SD Negeri 11 Padangsambian Denpasar, Bali, which aims to create a safe and comfortable learning environment for students. Using the CIPP program evaluation model, this study found that the SILAMIS program is aligned with the school's vision, has quality resources, innovative features, and adequate training. This program is also carried out according to procedures and is effective in suppressing bullying cases, and shows a positive impact on reducing bullying cases, increasing student comfort, and service user satisfaction. The results of the study recommend that the SILAMIS program be continued by strengthening the existing advantages and improving the quality and efficiency of the program.
Snowball Throwing Instructional Model: Middle School Students’ Learning Interest in Islamic Education Mutmainah, Siti; Makbuloh, Deden; Saputra, M. Indra
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i1.4291

Abstract

This study intends to determine the effect of the snowball-throwing learning model on students' learning interest in Islamic religious education at the middle school level. The initial problem was low student interest and attention due to monotonous learning methods. This research employed a quantitative approach with a post-test-only control group type of quasi-experimental design. The method of sampling involved one experimental class using the Snowball Throwing model and one control class using conventional methods at Middle School 1 Waway Karya. The instrument used was a learning interest questionnaire that had been tested for validity and reliability. Data analysis was conducted through normality tests, homogeneity tests, and t-tests. The results indicated that the data were normally distributed and homogeneous. The t-test yielded a significance value of 0.008, which is less than 0.05 (p < 0.05), indicating a significant difference in learning interest between the two groups. Students who learned using the snowball-throwing model had a higher learning interest compared to students who learned with conventional methods. The activity of making and throwing questions in the form of paper balls was proven to be able to increase students' interest and attention in learning. The contribution of this research is to offer the snowball throwing model as an effective alternative learning strategy to increase students' learning interest in Islamic religious education subjects.
THE MAKE A MATCH MODEL AT THE COGNITIVE LEVEL OF ANALYZING (C4): HOW DOES IT CONTRIBUTE TO LEARNING OUTCOMES? Damayanti, Andelina; Anwar, Syaiful; Saputra, M. Indra; Baharudin, Baharudin
Reflektika Vol 20, No 2 (2025)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/reflektika.v20i2.2478

Abstract

Ideally, Islamic Religious Education (IRE) should develop students’ analytical thinking skills at the C4 cognitive level. However, the learning process at SMA Negeri 1 Abung Semuli is still dominated by monotonous lecturing, resulting in low student engagement, difficulty in analyzing religious concepts, and an inability to relate the material to real-life contexts. This situation leads to low learning outcomes, particularly on tasks that require analytical skills. Based on these issues, this study aims to examine the effectiveness of the Make-a-Match type of Cooperative Learning in improving PAI learning outcomes, specifically in the C4 cognitive domain. The study employed a quantitative approach with involving two Grade X classes: an experimental class that received the Make-a-Match treatment and a control class that was taught using conventional methods. The learning outcome test instrument consisted of 15 questions that were validated and tested for reliability, and subsequently used in both pre-tests and post-tests. Data were analyzed using normality and homogeneity tests, Mann–Whitney, and independent t-tests according to the data distribution characteristics. The results indicated a significant difference between the experimental and control classes. The Mann–Whitney test yielded a significance value of 0.012, while the independent t-test yielded 0.013 (< 0.05), indicating that the Make-a-Match model has a positive effect on improving students’ learning outcomes. The card-matching activities encouraged students to analyze, compare concepts, and identify material relationships more critically, thereby enhancing C4-level abilities. In conclusion, the Make-a-Match type of Cooperative Learning is effective in improving PAI learning outcomes, particularly students’ analytical skills. This model is recommended as an innovative and interactive instructional strategy to enhance the quality of PAI learning in senior high schools
Process Oriented Guided Inquiry Learning (POGIL) Model: Optimizing Student Learning Interest Maspupah, Siti Rohimah; Makbuloh, Deden; Saputra, M. Indra
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 2 (2026): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i2.4677

Abstract

Islamic boarding schools like MTS Walisongo, Central Lampung, succeed when students are interested in learning, especially Islamic law. Initial observations indicated that students showed little interest in learning, particularly in paying attention. This phenomenon was evident from the lack of student interaction, limited interest in the topic, and the prominence of conventional learning approaches. This study tests whether the POGIL (Process Oriented Guided Inquiry Learning) learning approach increases student interest in Islamic jurisprudence. This quantitative study was quasi-experimental and used a post-test-only control group design. Class VIII C was the experimental class, and VIII D was the control class in the research sample, obtained by simple random sampling. The POGIL model has five steps: orientation, exploration, concept invention, application, and closure. The non-test questionnaire had 16 statement items that measured student attention. The results of data analysis using the t-test showed a significant value of 0.001 (p < 0.05), indicating a significant difference between the experimental and control classes. Thus, the POGIL learning model has proven effective in increasing student interest in learning, particularly in the aspect of attention. This study concludes that the implementation of POGIL makes a positive contribution to creating an active, collaborative, and enjoyable learning atmosphere and can be used as an innovative learning alternative to improve the quality of education in madrasah environments.
Learning Outcomes of Islamic Education and Character Building: How Effective Is the Aptitude-Treatment Interaction (ATI) Model? Suci Amellia; Baharudin; Deden Makbuloh; Saputra, M. Indra
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i1.28892

Abstract

This study examines the pedagogical value of the Aptitude–Treatment Interaction (ATI) learning model in supporting higher-order evaluative thinking skills (C5) within Islamic Religious Education (IRE). A quantitative quasi-experimental design with a posttest-only control group was employed to compare learning outcomes between students taught using the ATI model and those taught through a conventional expository approach at SMP Negeri 21 Bandar Lampung. Data were analyzed using an independent sample t-test. The results indicated no statistically significant difference in evaluative learning outcomes between the experimental and control groups (p = 0.279). Nevertheless, classroom implementation revealed that the ATI model enhanced student engagement, participation, and motivation by aligning instructional treatments with students’ aptitude levels. These findings suggest that the instructional benefits of ATI may not be fully reflected through outcome-based statistical comparisons alone, particularly when assessing complex cognitive processes such as evaluative thinking. The theoretical contribution of this study lies in extending the ATI framework to higher-order cognitive assessment (C5) within IRE, an area that has received limited empirical attention. Rather than functioning solely as an outcome-enhancing model, ATI is positioned as an adaptive instructional mechanism that supports differentiated learning processes and meaningful engagement in value-oriented subjects.
Flashcard-Based Think-Pair Share Cooperative Learning Model: Interest in Learning Aqidah and Morals Febhiyanti, Suci; Makbuloh, Deden; Saputra, M. Indra
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 2 (2026): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i2.4719

Abstract

Learning interest is a crucial factor in the educational process because it plays a major role in student engagement in understanding the material. Based on the results of pre-research at MA Al Hikmah Bandar Lampung, it is known that student learning interest in the subject of Akidah Akhlak is still relatively low, especially in the aspects of attention and involvement, which is caused by the dominance of conventional methods and the lack of variety of learning media. This study aims to test the effectiveness of the cooperative learning model of the Think-Pair-Share (TPS) type assisted by flashcards media on increasing student learning interest. The approach used is quantitative with a quasi-experimental method of post-test only control group design. The research sample consisted of two classes, namely class X.A as the experimental group and class X.B as the control group. The data collection instrument used a non-test questionnaire that focused on indicators of attention in learning interest. The results of data analysis using the t-test showed a significance value of 0.001 (p < 0.05), which confirmed a significant difference in learning interest between the two groups. These findings prove that the combination of the TPS model and flashcards is effectively able to overcome the obstacles of low student attention and involvement. The synergy between independent thinking, pair discussions, and idea sharing, supported by visualization of material through flashcards, creates a more active and innovative learning environment. This study concludes that the flashcard-based TPS approach is an effective alternative learning strategy for increasing student motivation and interest in deepening the material on Aqidah and Akhlak.
Talking Stick-Based Team Games Tournament Learning Model on Students' Interest in Learning Akidah Akhlak Kholifah, Siti Umi; Makbuloh, Deden; Saputra, M. Indra
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 2 (2026): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i2.4726

Abstract

This research is driven by the low interest of students in the subject of Aqidah Akhlak at MTs Darul Huda Bandar Lampung, specifically characterized by minimal engagement and attention. Preliminary findings indicated that while students experienced feelings of enjoyment, their enthusiasm did not translate into active participation or optimal learning focus. This study aims to determine the effect of the Talking Stick-based Team Games Tournament (TGT) learning model on students' learning interests. The research involved class VIII D as the experimental group and class VIII C as the control group, using a quantitative quasi-experimental approach with a post-test-only control group design. The results of the independent sample t-test yielded a significance value (p-value) of 0.017, which is significantly below the 0.05 alpha threshold, confirming a substantial difference in engagement levels between the active experimental class and the passive control class. The combination of academic tournaments and Talking Stick media proved effective in creating a fun, competitive, and focused classroom atmosphere, thereby significantly increasing student involvement dynamics. This study contributes to the field of pedagogy by providing empirical evidence that integrating collaborative game-based models with interactive media can effectively address student passivity and enhance learning motivation in religious education contexts.
Co-Authors Agus Faisal Asyha Agus Susanti Andi Warisno Arub, Rafa Baharudin Baharudin Baharudin Damayanti, Andelina Deden Makbuloh Deden Makbuloh Defriyadi, Defriyadi Era Octafiona Farida Febhiyanti, Suci Istihana Istihana Jalaluddin Jannati, Nurbaiti Kholifah, Siti Umi Laila Maharani Mahardhika, Bimo Maspupah, Siti Rohimah Masykuri, Irham Adi Murtafiah, Nurul Hidayati Nirva Diana Nur Hidayah Nurhabibah, Desi NURUL AZIZAH Oktaviana. N, Shella Pajri, Sahrul Putri, Ni Putu Laksmi Resti Sai'dy, Sai'dy Sai’dy, Sai’dy Samsul Hidayat Saruji, Saruji Shabira , Qonita Siti Mutmainah Siti Patimah Suci Amellia Sunarto Sunarto Supriani, Yuli Syaiful Anwar Syamsuri Ali Uswatun Hasanah Yani, Erna