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All Journal PEDAGOGIA Jurnal Pendidikan Teknologi Informasi dan Komunikasi Quranic Edu
Gifari, Muhamad Kosim
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Religion Computer Science & IT Education Other

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Need Analysis of Sundanese Cultural Infusion: Peaceful Education in Early Childhood Education Based Gifari, Muhamad Kosim
PEDAGOGIA Vol 22, No 3 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v22i3.75764

Abstract

Peace education in early childhood is essential for fostering values such as self-awareness and conflict resolution from an early age. This study analyzed the need for integrating Sundanese culture-based peace education into early childhood education. A quantitative descriptive method was employed, utilizing a survey distributed to teachers and school principals in Soreang, Bandung Regency, through convenience sampling. The respondents, primarily teachers, completed a questionnaire via Google Forms. The findings indicated that most respondents viewed Sundanese cultural elements—such as the values of silih asah, silih asih, and silih asuh, along with traditional games—as effective mediums for teaching peace values to young children. However, respondents identified the need for additional resources, specialized training, and the integration of Sundanese cultural components into the curriculum to enhance implementation. In conclusion, the study underscores the urgency of incorporating Sundanese culture-based peace education into early childhood curricula. Ensuring its success requires adequate training, sufficient resources, and curriculum integration to equip educators with the tools and knowledge necessary for effective implementation.
Persepsi Guru PAI Terhadap Penggunaan Canva sebagai Media Pembelajaran di SDIT Fitrah Insani 2 Dewi, Ratna; Fathony, Aditya Achmad; Gifari, Muhamad Kosim; Gunadi, Rustian Akbar
QuranicEdu: Journal of Islamic Education Vol. 5 No. 2 (2025): QuranicEdu: Journal of Islamic Education
Publisher : IIQ An Nur Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37252/quranicedu.v5i2.1867

Abstract

This study aims to analyze the perceptions of Islamic Education / Pendidikan Agama Islam (PAI) teachers at Fitrah Insani 2 Integrated Islamic Elementary School (SDIT) regarding the use of the Canva application as a learning medium. The background of this study is based on the importance of innovative learning media that suit the characteristics of elementary school students in adapting to the development of digital technology. The study employed a descriptive quantitative approach with a questionnaire as the instrument, distributed to all PAI teachers. The results showed that most teachers held a positive view of Canva. Specifically, 89.6% of teachers stated that Canva makes it easier for teachers to create engaging, efficient, and student-appropriate learning materials. Teachers also reported feeling more confident in their teaching and that Canva helps in conveying abstract concepts through engaging visuals. In conclusion, the Canva application has the potential to be an effective tool for enhancing the quality of PAI learning media at SDIT.
Implications of Gamification for Student Learning Motivation: Meta-Analysis Study Emilzoli, Mario; Hernawan, Asep Herry; R. Nadia, Hanoum; Rullyana, Gema; Saidah, Zahrani Putri; Susanti, Lia; Gifari, Muhamad Kosim
JENTIK : Jurnal Pendidikan Teknologi Informasi dan Komunikasi Vol. 4 No. 2 (2025): Jurnal Pendidikan Teknologi Informasi dan Komunikasi
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/jentik.v4i2.579

Abstract

Background of the study: Gamification is increasingly applied in education to stimulate engagement and motivation, yet empirical findings on its effectiveness remain mixed.Aims: This study aims to determine the overall effect of gamification on students’ learning motivation and to examine whether education level, sample size, and publication year moderate this effect.Methods: A meta-analysis was conducted using Scopus-indexed journal articles published between 2015–2024. Studies were included if they reported motivation outcomes with sample size, mean, and standard deviation. Effect sizes (Hedges’ g) were calculated and synthesized using a random-effects model with OpenMEE.Results: Twenty-five articles (26 outcomes) met the criteria. Gamification demonstrated a significant and very strong overall effect on learning motivation (ES = 1.061). Moderator analysis showed stronger effects at the senior high school level, while the influences of sample size and publication year were comparatively smaller.Conclusion: Gamification substantially enhances students’ learning motivation compared with non-gamified approaches. These results support the careful and contextual integration of gamified elements in teaching to optimize learner engagement and instructional quality.
Co-Authors Asep Herry Hernawan Emilzoli, Mario Fathony, Aditya Achmad Gema Rullyana Gunadi, Rustian Akbar R. Nadia, Hanoum Ratna Dewi Saidah, Zahrani Putri Susanti, Lia