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p-Index From 2020 - 2025
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All Journal ARABIYAT JIE (Journal of Islamic Education) Journal of Islamic Education
Rinawati, Tiara Eki Wahyu
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Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Implementation of Scaffolding Learning Strategy in Learning Ashari, Riza; Rinawati, Tiara Eki Wahyu
JIE (Journal of Islamic Education) Vol. 9 No. 2 (2024): JIE: (Journal of Islamic Education) July-December
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Muhammadiyah Bangil in collaboration with Letiges & Association of Muslim Community in ASEAN (AMCA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52615/jie.v9i2.538

Abstract

This study aims to describe the application of scaffolding learning strategies in Fiqh material for Class 3F at the Modern Islamic Boarding School Darussalam Gontor for Girls Campus 2 which is expected to improve Student Activity and Learning Outcomes. This study is a classroom action research. Data collection instruments use interview sheets, observation sheets, field notations, and exam questions. The analysis adopts the Kemmis & Mc Taggart model, with two cycles, each consisting of planning, action, observation and reflection, which are carried out in two cycles to determine student activity and learning outcomes. The results of this study indicate that in cycle I student activity reached 53% and in cycle II student learning activity reached 94%. The application of scaffolding learning strategies can improve female students' learning outcomes in Fiqh subjects in cycle I with learning achievements of 53%, in cycle II reaching a learning outcome percentage of 100%. Scaffolding strategies can improve students' learning activity. It can be seen from the following Activity indicators such as involvement in problem-solving, resilience in joint discussions, courage in expressing opinions, and increased use of strategies in learning.
Using Kahoot Application as Interactive Media in the Arabic Speaking Skills Development Yasin, Agus; Rinawati, Tiara Eki Wahyu; Putri, Nabila Rahayu
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol 12, No 1 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v12i1.41276

Abstract

This study examines the impact of using the Kahoot! application as an interactive learning medium for teaching Arabic, focusing on developing students' speaking skills and learning motivation. The background highlights the need to enhance student engagement and motivation, which is often limited by traditional teaching methods. The research employs a descriptive qualitative approach based on literature, analyzing studies related to Kahoot! in language learning contexts. Results indicate that Kahoot! is effective in boosting student engagement through its interactive and enjoyable gamification approach. It provides immediate feedback, accelerating students' understanding of their mistakes, and fosters a healthy competitive atmosphere in the classroom, significantly enhancing learning motivation. In conclusion, Kahoot! proves to be an effective interactive tool that improves language skills, particularly speaking, and creates a dynamic, non-monotonous learning environment, showing great potential for integrating Kahoot! into Arabic teaching, especially in the digital era.
Implementation of Scaffolding Learning Strategy in Learning Ashari, Riza; Rinawati, Tiara Eki Wahyu
Journal of Islamic Education Vol. 9 No. 2 (2024): JIE: (Journal of Islamic Education) July-December
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52615/jie.v9i2.538

Abstract

This study aims to describe the application of scaffolding learning strategies in Fiqh material for Class 3F at the Modern Islamic Boarding School Darussalam Gontor for Girls Campus 2 which is expected to improve Student Activity and Learning Outcomes. This study is a classroom action research. Data collection instruments use interview sheets, observation sheets, field notations, and exam questions. The analysis adopts the Kemmis & Mc Taggart model, with two cycles, each consisting of planning, action, observation and reflection, which are carried out in two cycles to determine student activity and learning outcomes. The results of this study indicate that in cycle I student activity reached 53% and in cycle II student learning activity reached 94%. The application of scaffolding learning strategies can improve female students' learning outcomes in Fiqh subjects in cycle I with learning achievements of 53%, in cycle II reaching a learning outcome percentage of 100%. Scaffolding strategies can improve students' learning activity. It can be seen from the following Activity indicators such as involvement in problem-solving, resilience in joint discussions, courage in expressing opinions, and increased use of strategies in learning.
Co-Authors Agus Yasin Ashari, Riza Putri, Nabila Rahayu