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All Journal JURNAL IQRA´ Jurnal Bina Ummat: Membina dan Membentengi Ummat
Mu’allimah Rodhiyana
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Religion Education Environmental Science Social Sciences

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THE POTENTIAL OF DAIYAH (WOMAN RELIGIOUS PREACHERS) TO HARNESS THE POWER OF RELIGIOUS PREACHING ON SOCIAL MEDIA Badrah Uyuni; Mu’allimah Rodhiyana; Syarifah Soraya
Jurnal Bina Ummat: Membina dan Membentengi Ummat Vol. 6 No. 2 (2023): Jurnal Bina Ummat: Membina dan Membentengi Ummat
Publisher : Program Studi Pengembangan Masyarakat Islam STID Mohammad Natsir

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38214/jurnalbinaummatstidnatsir.v6i2.256

Abstract

This article explores the evolving landscape of religious preaching in the digital age, focusing on women religious preachers. In today's world, religious discourse increasingly unfolds on various social media platforms, and the internet has become an integral part of daily life. Social media, once primarily a virtual social network, has now assumed a significant role in various aspects of society. Women religious preachers have taken center stage on social media platforms. They employ diverse communication styles and cover various topics, all aiming to promote good and prevent evil under Islamic values. This research employs qualitative methods and focuses on five prominent female daiyahs active on various social media platforms. We conducted an extensive online survey to assess their impact, audience engagement, and user preferences. Social media analytics tools were used to gather insights into reach, engagement, and emerging trends related to their content. Content analysis was conducted to unveil recurring themes, messaging strategies, and overall influence on their audience. Importantly, these women are engaging in religious discourse and shaping their Islamic identities through their distinct preaching styles. It discusses the adaptability of media technology in the Indonesian context, where global mobile phone practices have been localized and Islamized. This article sheds light on the profound impact of social media on religious preaching and underscores the crucial role of women religious preachers in this evolving landscape. It provides insights into their diverse activities and contributions to religious discourse in the digital age.
Implementation of Problem-Solving Learning Model in Improving Learning Outcomes at Islamic Education : A Classroom Action Research Sutiono; Ifham Choli; Mu’allimah Rodhiyana
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 1 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i1.6093

Abstract

In general, students' perceptions of Islamic religious education subjects tend to be negative. So far, students consider Islamic religious education as the least favorite subject. This type of research is descriptive. (Classroom Action Research, Problem Solving Model with two cycles) Descriptive research describes or answers problems of phenomena or events that occur today, both about phenomena in single variables and correlations and/or comparisons in various variables. Based on the implementation and results of the study, students' learning activities in the Islamic Religious Education (PAI) learning process using the problem solving model (Cycle I) showed that out of 30 students, in terms of the readiness of the Islamic Religious Education learning process, 7 students (23.3%) were classified as strong, 12 students (40%) were classified as moderate, and 11 students (36.6%) were classified as weak. In terms of concentration during the Islamic Religious Education learning process, 11 students (36.6%) were classified as strong, 10 students (33.3%) were classified as moderate, and 9 students (30%) were classified as weak. In terms of motivation during the Islamic Religious Education learning process, 5 students (16.6%) were classified as strong, 14 students (46.6%) were classified as moderate, and 11 students (36.6%) were classified as weak. Meanwhile, in terms of learning achievement measured by grades or report cards, the average score of Islamic Religious Education was 61.3. In terms of motivation during the Islamic Religious Education learning process, 8 students (26.6%) were classified as strong, 9 students (30%) were classified as moderate, and 13 students (43.3%) were classified as weak. Meanwhile, in terms of achievement measured by grades or numbers, the average score of Islamic Religious Education was 80. Thus, the researcher found that there was a significant achievement so that the application of the problem-solving method was considered successful.
Co-Authors Badrah Uyuni Ifham Choli Sutiono Syarifah Soraya