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All Journal Irfani Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL AKSIOMA AL-ASAS Iqtishaduna : Jurnal Ilmiah Mahasiswa Hukum Ekonomi Syariah Journal Indonesia Law and Policy Review (JILPR) Journal of Education and Teaching Learning
Mabruri
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Religion Humanities Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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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.  
STRATEGI INKLUSIF GURU PAI DALAM MENGAKOMODASI GAYA BELAJAR DAN KEBUTUHAN SPESIFIK SISWA DI SEKOLAH REGULER: STUDI FENOMENOLOGI DI TIGA SMA INKLUSI DI KABUPATEN BUNGO, JAMBI Kurniawan, Sugeng; Sriani; Mulyani, Ranti; Baili; Sabli, Muhammad; Mabruri
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.v10i2.53614

Abstract

The implementation of inclusive education in regular schools requires Islamic Religious Education (PAI) teachers to develop pedagogical strategies responsive to diverse learning styles and specific student needs. This study aims to explore the lived experiences of PAI teachers in designing, implementing, and reflecting on inclusive strategies in regular classrooms that accommodate students with special needs in Bungo Regency, Jambi. The research employed a qualitative descriptive phenomenology design using Colaizzi’s seven-step analysis procedure. Subjects consisted of 12 PAI teachers from three inclusive public high schools in Bungo Regency, selected through purposive sampling based on criteria of at least three years of experience and teaching load in inclusive classes. Data were collected through semi-structured in-depth interviews, participatory observation, learning document analysis, and member checking. Analysis revealed four essential themes: (1) diagnostic mapping that transcends clinical labels toward holistic learning profiles, (2) flexible instructional design based on Universal Design for Learning (UDL) with contextual adaptations in worship and moral content, (3) structured collaborative ecosystems adapted to regional resource constraints, and (4) spiritual-emotional anchoring integrating Islamic values with Malay-Jambi local wisdom. Findings indicate that PAI teachers' inclusive strategies are not merely technical-pedagogical but transformative practices that unify differentiation competencies, multiprofessional collaboration, and internalization of religious values to create equitable, meaningful, and humane learning spaces in a semi-urban context. The study recommends strengthening inclusive pedagogical competencies in teacher professional education, developing contextual UDL-based PAI adaptation modules, and Bungo Regency Education Office policies that facilitate collaboration time and sustained mentoring. Results contribute to enriching the literature on inclusive PAI pedagogy and strengthening inclusive education policy implementation in the Jambi region.
PEMBELAJARAN PAI BERBASIS PROYEK (PROJECT-BASED LEARNING) UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN KETERAMPILAN SOSIAL-EMOSIONAL SISWA MTs KECAMATAN BUNGO: EKSPERIMEN KUASI Baili; Paradila; Mabruri; Andryadi; Kurniawan, Sugeng; Sabli, Muhammad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 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.v10i02.53860

Abstract

ABSTRACT Islamic Religious Education (PAI) at Islamic junior high schools (MTs) still tends to focus on normative knowledge transmission and memorization, resulting in suboptimal development of students' critical thinking and social-emotional learning (SEL) skills. This study aims to examine the effectiveness of Project-Based Learning (PjBL) in improving both variables among MTs students in Bungo District, Jambi. The research employed a quasi-experimental design with a pretest-posttest control group design. The sample consisted of 64 eighth-grade students selected through cluster random sampling from two MTs, divided into an experimental group (n=32) and a control group (n=32). Instruments included a critical thinking test (25 items, α=0.88) and an SEL questionnaire (24 items, α=0.91). Data were analyzed using prerequisite tests, MANOVA, paired and independent sample t-tests, Normalized Gain (N-gain), and Cohen’s d effect size. Results indicate that (1) PjBL significantly improves critical thinking skills (p=0.000; N-gain=0.58; d=1.21), (2) PjBL significantly improves SEL (p=0.000; N-gain=0.52; d=1.32), and (3) simultaneously, PjBL explains significant variance in both dependent variables (Wilks’ Λ=0.412; F=34.67; p=0.000). Findings confirm that PjBL in PAI not only activates higher-order cognition through contextual problem-solving but also facilitates the development of self-regulation, empathy, collaboration, and responsible decision-making. The study recommends integrating structured PjBL into PAI Learning Modules, strengthening teachers' facilitative competencies, and supporting policies that provide collaboration time and authentic assessment. Results contribute to the development of 21st-century PAI pedagogy aligned with the Merdeka Curriculum and Pancasila Student Profile.
the PENERAPAN METODE TANYA JAWAB UNTUK MENINGKATKAN KEAKTIFAN SISWA SD/MI Marsya Selvia; Sasqia Andara; Elva Rahma; Mabruri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54055

Abstract

Student activeness during the learning process is one of the important factors influencing learning success; however, learning activities in elementary schools are still frequently dominated by lecture-based teaching, which causes students to become passive and less involved in classroom activities, leading to low student participation. One method that can be applied to improve student activeness is the question and answer method, which provides opportunities for students to interact directly through asking and answering questions so that the learning process becomes more communicative and participatory. This study aims to examine the implementation of the question and answer method in improving student activeness at the elementary school or madrasah ibtidaiyah level, using a qualitative approach with a library research design in which data were collected through documentation of relevant scholarly literature and analyzed descriptively-qualitatively. The findings show that the implementation of the question and answer method can increase student participation in the learning process, including asking questions, answering questions, and expressing opinions, and that this method can be considered an effective learning strategy to enhance student activeness in classroom learning.
INSPIRASI DAN MOTIVASI BAGI GURU MADRASAH IBTIDAIYAH Syahrul Mubarok, Febrian; Rahmat Dani; Wafiq Maulana; Mabruri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.58951

Abstract

Penelitian ini mengeksplorasi peran inspirasi dan motivasi dalam meningkatkan kinerja dan profesionalisme guru Madrasah Ibtidaiyah. Permasalahan yang diangkat dalam penelitian ini adalah kurangnya motivasi berkelanjutan di kalangan guru yang berdampak pada kualitas pengajaran dan hasil belajar siswa. Tujuan penelitian ini adalah untuk menganalisis bagaimana faktor inspirasi dan strategi motivasi berkontribusi dalam meningkatkan efektivitas guru dalam proses pembelajaran. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi literatur dan analisis deskriptif, yang bersumber dari berbagai referensi akademik, teori pendidikan, dan hasil penelitian sebelumnya yang relevan dengan motivasi dan pengembangan guru profesional. Hasil penelitian menunjukkan bahwa motivasi intrinsik dan ekstrinsik yang didukung oleh kepemimpinan inspiratif, pengembangan profesional berkelanjutan, serta lingkungan sekolah yang kondusif berpengaruh signifikan terhadap semangat, kreativitas, dan komitmen guru dalam menjalankannya. Selain itu, penerapan praktik-praktik motivasional dalam manajemen sekolah terbukti mampu membangun budaya mengajar yang positif dan meningkatkan kualitas pendidikan secara keseluruhan. Oleh karena itu, Penguatan inspirasi dan motivasi menjadi hal yang sangat penting dalam memberdayakan guru Madrasah Ibtidaiyah guna mencapai hasil pendidikan yang lebih baik.
Co-Authors Adilla, Ulfa Agustina, Juli ahmad yani Alacuba, Sovia Anasru Andryadi Anshori, Ayyub Al Asnawati Azila, Zufa Baili Delvika Dhinika, Rahma Duama Zunin Triana Elva Rahma Farizi, Ahmad Al Halim, Paisal HAMIDAH HENDRIYADI Imam Akbar, Imam Khamim, Siti Khotip, Andriyus M. Ridho Marsya Selvia Moh Rafi Khatami Mualimin Mubarok, Al Muhammad Solihin Muhammad Zaki Mulyani, Ranti Nadiroh, Reva Safa’atun Ningrum, Silvya Norullah Noviriani Nurul Auliyana Paradila Pratama, Prandika Rahmat Dani RAHMI, ELVI Rayadi Retika Sabli, Muhammad Sasqia Andara Sopian Ali Sriani Sugeng Kurniawan Supran Titis Ishaq, Maula Swasono Adhi, Bangun Syahrul Mubarok, Febrian Ulqolbi Abdullah, Syifa Wafiq Maulana Yanti, Ely Yanto, Dapis Yulia Friska, Sonia Zulfayat