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Pengaruh Metode Game Based Learning Terhadap Peningkatan Motivasi Belajar Siswa Pada Mata Pelajaran Akidah Akhlaq Kelas VIII A Di Mts Hidayatul Mubtadiin Desa Sidoharjo Kecamatan Jati Agung Lampung Selatan Ofriantika, Septi; Pujianti, Etika; Mashurin, Mashurin
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2559

This study aims to analyze in depth the effect of Game-Based Learning implementation on improving student learning motivation in the Aqidah Akhlaq subject in class VIII A at MTs Hidayatul Mubtadiin, South Lampung. This study used a quantitative approach with a quasi-experimental design to analyze the effect of the Game-Based Learning (GBL) method on student learning motivation in the Aqidah Akhlaq subject at MTs Hidayatul Mubtadiin, South Lampung. The sample consisted of 22 students in the experimental class and 20 students in the control class, determined through purposive sampling. The independent variable was GBL, while learning motivation was measured through a Likert questionnaire, observation, and documentation. Data were analyzed using normality tests, homogeneity tests, and independent samples t-tests to examine differences in motivation between groups. This study shows that the implementation of the Game-Based Learning (GBL) method has a positive effect on student learning motivation in the Aqidah Akhlaq subject. The experimental group participating in game-based learning had higher average motivation than the control group. The results of the normality and homogeneity of variance tests indicate that the data meets most of the assumptions of the parametric analysis, thus validating the Independent Samples t-test. GBL increases student interest, engagement, and enthusiasm through interactive, collaborative, and reflective learning experiences, in line with constructivist and active learning principles. This method also supports affective motivation by creating a fun learning environment, reducing boredom, and strengthening social and academic interactions, making it a suitable strategy for effective and holistic Islamic religious learning.ABSTRAKPenelitian ini bertujuan untuk menganalisis secara mendalam pengaruh penerapan Game Based Learning terhadap peningkatan motivasi belajar siswa pada mata pelajaran Akidah Akhlaq kelas VIII A di MTs Hidayatul Mubtadiin Lampung Selatan. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen semu untuk menganalisis pengaruh metode Game Based Learning (GBL) terhadap motivasi belajar siswa mata pelajaran Akidah Akhlaq di MTs Hidayatul Mubtadiin, Lampung Selatan. Sampel terdiri dari 22 siswa kelas eksperimen dan 20 siswa kelas kontrol, ditentukan melalui purposive sampling. Variabel bebas adalah GBL, sedangkan motivasi belajar sebagai variabel terikat diukur melalui angket Likert, observasi, dan dokumentasi. Data dianalisis menggunakan uji normalitas, homogenitas, dan independent samples t-test untuk menguji perbedaan motivasi antar kelompok. Penelitian ini menunjukkan bahwa penerapan metode Game Based Learning (GBL) berpengaruh positif terhadap motivasi belajar siswa pada mata pelajaran Akidah Akhlaq. Kelompok eksperimen yang mengikuti pembelajaran berbasis permainan memiliki rata-rata motivasi lebih tinggi dibandingkan kelompok kontrol. Hasil uji normalitas dan homogenitas varians menunjukkan data memenuhi sebagian besar asumsi analisis parametrik, sehingga uji Independent Samples t-test dapat dilakukan secara valid. GBL meningkatkan ketertarikan, keterlibatan, dan antusiasme siswa melalui pengalaman belajar interaktif, kolaboratif, dan reflektif, sejalan dengan prinsip constructivist dan active learning. Metode ini juga mendukung motivasi afektif dengan menciptakan lingkungan belajar menyenangkan, mengurangi kejenuhan, serta memperkuat interaksi sosial dan akademik, sehingga layak dijadikan strategi pembelajaran agama Islam yang efektif dan holistik.

Implementation of the Socratic Question Learning Model in Developing Critical Thinking Skills of Grade XI Students in Fiqh Learning at Madrasah Aliyah Hidayatul Mubtadiin South Lampung Faturrahman, Faturrahman; Pujianti, Etika; Widiastuti, Nur
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.1422

This study aims to describe the implementation of the Socratic Question Learning Model in developing critical thinking skills of grade XI students in Fiqh learning at Madrasah Aliyah Hidayatul Mubtadiin, and to identify supporting and inhibiting factors in its implementation. The research method used is a qualitative approach with a descriptive research type. Data collection techniques include observation, in-depth interviews, and documentation, while data validity is obtained through triangulation of sources and techniques. The results of the study indicate that the implementation of the Socratic Question Learning Model is able to improve students' critical thinking skills, which is characterized by increased ability to analyze Fiqh law, compile logical arguments, contextualize Islamic law with contemporary issues, and internalize tabayyun attitudes and intellectual humility. The main supporting factors include Islamic boarding school culture (bahtsul masail), managerial policy support, and the availability of learning resources, while inhibiting factors include time constraints, differences in students' verbal abilities, and the influence of digital instant culture. This study concludes that the Socratic Question Learning Model is effective for use as a Fiqh learning strategy to develop students' critical thinking skills comprehensively and sustainably

Implementation of the Socratic Question Learning Model in Developing Critical Thinking Skills of Grade XI Students in Fiqh Learning at Madrasah Aliyah Hidayatul Mubtadiin South Lampung Faturrahman, Faturrahman; Pujianti, Etika; Widiastuti, Nur
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.1422

This study aims to describe the implementation of the Socratic Question Learning Model in developing critical thinking skills of grade XI students in Fiqh learning at Madrasah Aliyah Hidayatul Mubtadiin, and to identify supporting and inhibiting factors in its implementation. The research method used is a qualitative approach with a descriptive research type. Data collection techniques include observation, in-depth interviews, and documentation, while data validity is obtained through triangulation of sources and techniques. The results of the study indicate that the implementation of the Socratic Question Learning Model is able to improve students' critical thinking skills, which is characterized by increased ability to analyze Fiqh law, compile logical arguments, contextualize Islamic law with contemporary issues, and internalize tabayyun attitudes and intellectual humility. The main supporting factors include Islamic boarding school culture (bahtsul masail), managerial policy support, and the availability of learning resources, while inhibiting factors include time constraints, differences in students' verbal abilities, and the influence of digital instant culture. This study concludes that the Socratic Question Learning Model is effective for use as a Fiqh learning strategy to develop students' critical thinking skills comprehensively and sustainably

PENGEMBANGAN KURIKULUM INOVATIF PENDIDIKAN AGAMA ISLAM DALAM MENJAWAB TANTANGAN ERA DISRUPSI Etika Pujianti; Heri Apriandi; Desti Afrika; Desmala Dewi; Yeti Hartati; Purnomo Purnomo
Ambarsa : Jurnal Pendidikan Islam Vol. 5 No. 2 (2025): Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Togo Ambarsari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59106/abs.v5i2.350

Penelitian ini bertujuan utuk menganalisis model inovasi kurikulum Pendidikan Agama Islam (PAI) yang mampu menjawab tantangan era disrupsi melalui integrasi nilai-nilai Islam, kompetensi abad 21, dan teknologi digital. Masalah yang menjadi fokus penelitian ini adalah kurangnya kurikulum PAI yang holistik dan adaptif terhadap perkembangan zaman serta kebutuhan generasi muslim yang kompeten secara religius dan profesional. Penelitian ini menggunakan metode studi kepustakaan dengan pendekatan kualitatif deskriptif. Instrumen penelitian berupa analisis literatur yang mencakup buku, artikel ilmiah, serta dokumen kebijakan kurikulum. Data dianalisis secara tematik dengan mengidentifikasi pola, tren, dan praktik terbaik dalam pengembangan kurikulum PAI inovatif. Hasil penelitian menunjukkan bahwa kurikulum PAI inovatif harus menghubungkan aspek religiusitas dengan keterampilan berpikir kritis dan analitis. Kurikulum tersebut perlu menanamkan kreativitas, kemampuan kolaborasi, komunikasi efektif, dan literasi digital pada peserta didik. Kurikulum PAI juga harus responsif terhadap isu kontemporer seperti moderasi beragama, etika digital, dan kesadaran ekologis. Selain itu, pengembangan kurikulum harus melibatkan pemangku kepentingan untuk memastikan relevansi dan keberlanjutan implementasinya. Perancangan kurikulum yang transformatif akan mendukung pembentukan karakter muslim yang adaptif, inovatif, dan kompetitif di tingkat global. Integrasi praktik pembelajaran aktif dan berbasis proyek dapat meningkatkan keterlibatan siswa secara signifikan. Penekanan pada literasi digital dan etika teknologi memperkuat kesiapan peserta didik menghadapi tantangan era informasi. Kurikulum PAI yang holistik dan adaptif juga membuka peluang bagi pengembangan evaluasi berbasis kompetensi. Penelitian ini merekomendasikan studi lanjutan untuk menguji implementasi model kurikulum inovatif secara empiris melalui penelitian tindakan kelas dan evaluasi efektivitas pembelajaran.

Strategic Development of Multidisciplinary-Based Islamic Education Curriculum: Approaches and Implications Etika Pujianti; Subagiyo Subagiyo; Siti Salbiah; Dewi Nisrina; Hairul Fahmi; Ihsan Saifullah
Ambarsa : Jurnal Pendidikan Islam Vol. 6 No. 1 (2026): Islamic Religion Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Togo Ambarsari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59106/abs.v6i1.352

This study aims to explore the strategic development of a multidisciplinary-based Islamic education curriculum, focusing on the approaches and implications for effective educational practices. The problem addressed is the challenge of integrating various disciplines within the Islamic education curriculum while maintaining the core values and objectives of Islamic teachings. The research adopts a qualitative case study approach, utilizing interviews, focus group discussions, and document analysis as data collection instruments. Data analysis follows the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings indicate that the integration of multiple disciplines within Islamic education enhances students' critical thinking, problem-solving skills, and broader knowledge application. Teachers face challenges in adapting traditional teaching methods to interdisciplinary approaches, requiring ongoing professional development and curriculum support. The curriculum development process must consider local cultural contexts and the specific needs of students, ensuring relevance and engagement. Collaborative efforts between educational institutions, scholars, and policymakers are crucial to successfully implementing multidisciplinary-based Islamic education. Additionally, there is a need for further research to explore the long-term impact of such a curriculum on students' academic and personal development. Future studies should focus on evaluating the effectiveness of the multidisciplinary approach in various educational settings.

Islamic Religious Education Learning Strategy Pujianti, Etika; Mutoharoh, Latifatul; Wahidatussa'diyah, Binti; Sari, Maya; Padilah, Siti; Maulana, Rizki
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1540

Islamic Religious Education (PAI) plays a strategic role in shaping students' character to become faithful, pious, and morally upright individuals. However, in practice, PAI learning still faces various challenges, such as the dominance of conventional teaching methods, low student participation, and a lack of innovation in the use of instructional strategies. This study aims to analyze effective PAI learning strategies, including approaches, models, methods, and their implementation in improving the quality of learning in the modern era. This research employs a qualitative approach using a library research method, drawing on books, scientific journals, and other relevant references. The findings indicate that effective PAI learning strategies must integrate contextual, humanistic, and spiritual approaches, and be supported by active learning models such as cooperative learning, problem-based learning, and inquiry learning. In addition, the utilization of educational technology is a crucial factor in enhancing learning effectiveness. In conclusion, the success of PAI learning is highly dependent on teachers' creativity in designing innovative, adaptive, and relevant strategies in accordance with contemporary developments

Reconstruction of the Paradigm of Islamic Religious Education Learning Based on the Qur'an and Hadith: An Integrative, Contextual, and Transformative Approach Pujianti, Etika; Auliya, Arifah Feby; Rozi, Fakhru; Tarmizi, Ahmad; Puspitasari, Riska; Kurniati, Lisa
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1586

This study aims to construct a conceptual framework for Islamic Religious Education learning based on the Qur'an and Hadith in an integrative and contextual manner, emphasizing the interconnectedness of students' cognitive, affective, and psychomotor dimensions in facing moral challenges in the contemporary era. This study uses a qualitative approach with a library research method to examine the foundations of the Qur'an and Hadith in Islamic Religious Education learning and their relevance to contemporary pedagogy. The primary data are verses of the Qur'an and Hadith, supported by relevant scientific literature. Data collection is carried out through documentation and systematic literature searches. Analysis uses content analysis with a thematic approach through the stages of reduction, presentation, and conclusion drawing. Data validity is maintained through source triangulation and a hermeneutic approach to produce contextual and comprehensive meaning. The results of this study indicate that Islamic Religious Education (PAI) learning based on the Qur'an and Hadith requires an integrative, contextual, and transformative paradigm reconstruction. Pedagogical principles such as wisdom, role models, dialogue, and habituation demonstrate that Islamic teachings are not merely normative but also methodological. The integration of the cognitive, affective, and psychomotor domains emphasizes the importance of holistic personality development. Furthermore, a shift from a textual to a contextual-reflective approach is necessary for more relevant and meaningful learning. Thus, Islamic Religious Education (PAI) has the potential to become an adaptive, humanistic educational model capable of shaping students' character holistically and sustainably.

Transforming the Islamic Religious Education Curriculum Through a Digital and Contextual Approach Pujianti, Etika; Husaini, Fahri; Batubara, Abdul Rohimil Mahdi; Ridhoan, Ahmad; Kusmahadi, Kusmahadi; Hasibuan, Nur Annisa; Atmasari, Siti
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1239

The transformation of the Islamic Religious Education (PAI) curriculum is an urgent necessity in facing the digital era and global disruption. The PAI curriculum can no longer focus solely on the transfer of normative knowledge but must also be responsive to technological developments and the demands of 21st-century competencies. This study aims to analyze strategies for transforming the PAI curriculum through digital and contextual approaches and to propose an applicable, transformative, and relevant curriculum model for modern education. The research employed a library research method by analyzing relevant primary and secondary sources, including books, journals, and recent research reports. The findings indicate that the integration of digital technology into the PAI curriculum enhances students' digital literacy, creativity, collaboration, and critical thinking skills. Meanwhile, the contextual approach plays a significant role in connecting Islamic values with the social and cultural realities of Indonesia's plural society. In conclusion, a PAI curriculum that combines digital and contextual approaches not only increases the relevance of religious education but also shapes inclusive, adaptive, and competitive Muslim generations in the global era. The study recommends teacher training in digital literacy, the provision of adequate educational infrastructure, and the design of teaching materials that balance normative aspects with 21st-century skills

Developing a Responsive Islamic Education Curriculum to the Issues of Religious Moderation and Tolerance Pujianti, Etika; Syafi'I, Ahmad; Al-Ansori, M. Zein; Javan, Muhammad Kamal Akbar; Nasution, M. Rifai; Sulaiman, Dedek; Hasibuan, Abdul Rahman
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1240

The development of the Islamic Religious Education (PAI) curriculum in Indonesia faces significant challenges in addressing issues of religious moderation and tolerance within a diverse society. PAI is required not only to emphasize normative aspects but also to foster inclusive, tolerant attitudes and social skills among students to live harmoniously in the global era. The aim of this study is to analyze strategies for developing a PAI curriculum that is responsive to religious moderation, focusing on the integration of moderate Islamic values with multicultural education needs, and to propose an applicable and contextual curriculum model. This study employed a qualitative approach with library research methods, collecting data from relevant literature such as books, journal articles, and educational policies. The findings reveal that a PAI curriculum responsive to religious moderation can serve as a transformative instrument in shaping a generation of Muslims who are inclusive, tolerant, and contributive to social harmony. In conclusion, the PAI curriculum should be designed in a multidisciplinary manner and supported by educational policies and teacher capacity building to ensure effective and sustainable implementation.

Implementation of the Socratic Question Learning Model in Developing Critical Thinking Skills of Grade XI Students in Fiqh Learning at Madrasah Aliyah Hidayatul Mubtadiin South Lampung Faturrahman, Faturrahman; Pujianti, Etika; Widiastuti, Nur
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.1422

This study aims to describe the implementation of the Socratic Question Learning Model in developing critical thinking skills of grade XI students in Fiqh learning at Madrasah Aliyah Hidayatul Mubtadiin, and to identify supporting and inhibiting factors in its implementation. The research method used is a qualitative approach with a descriptive research type. Data collection techniques include observation, in-depth interviews, and documentation, while data validity is obtained through triangulation of sources and techniques. The results of the study indicate that the implementation of the Socratic Question Learning Model is able to improve students' critical thinking skills, which is characterized by increased ability to analyze Fiqh law, compile logical arguments, contextualize Islamic law with contemporary issues, and internalize tabayyun attitudes and intellectual humility. The main supporting factors include Islamic boarding school culture (bahtsul masail), managerial policy support, and the availability of learning resources, while inhibiting factors include time constraints, differences in students' verbal abilities, and the influence of digital instant culture. This study concludes that the Socratic Question Learning Model is effective for use as a Fiqh learning strategy to develop students' critical thinking skills comprehensively and sustainably

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