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All Journal Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Action Research Journal Indonesia (ARJI) Cultura Islamica: Journal of Islamic Studies, Management, and Culture
Nurul Azizah
Universitas Islam Negeri Raden Intan Lampung
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Ability to Memorize the Qur’an: How Does the Effectiveness of the Wahdah and Sima’i Methods? Syifa Adilla Zahra; Nurul Azizah; Imam Syafe’i; Syaiful Anwar; Erni Yusnita
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 5 No. 1 (2025): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2025 (1)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v5i1.937

Abstract

The purpose of this study is to assess the effectiveness of the Wahdah and Sima’i methods in enhancing the ability to memorize the Qur'an, as well as to examine the differences in effectiveness between these two methods. This research employs a quantitative approach with a quasi-experimental design. The population in this study consists of eighth-grade students who use the Wahdah method, Sima’i method, and conventional methods. "The Wahdah method is a memorization technique where the verses to be memorized are learned one by one. The Wahdah method is a memorization approach in which the verses to be committed to memory are studied individually, one at a time. The sample for the study includes eighth-grade students who are willing to complete the distributed questionnaire. The sampling technique used in this study is a probability sampling technique with the type of simple random sampling, which involves randomly selecting samples from class H, where the researcher selects two classes consisting of an experimental class and a control class. The questionnaire is designed to uncover the success of a study, with statements based on a Likert scale consisting of five response options: Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D), and Strongly Disagree (SD) to measure the attitudes, opinions, and perceptions of the participants. The instrument in this study includes statements based on the Likert scale according to the indicators proposed by Toyyib, which consist of three indicators: (1) The fluency of reading the memorized Qur'an, (2) The accuracy of applying the tajwid rules in reading the memorized Qur'an, (3) The fluency in reading the memorized Qur'an. There are 21 items in the questionnaire, which have been validated by a validator. The questionnaire was then pilot tested on a class outside the sample, after which the pilot test data was analyzed for validity. The number of valid statements identified was 14, and the questionnaire was subsequently distributed to respondents in the experimental and control classes. The data collected will undergo validity and reliability testing. Validity reflects how well the measurement instrument is able to measure what it is intended to measure and how relevant the instrument is to the measurement goals. Reliability is used to evaluate whether the data collection tool shows consistency, accuracy, stability, or reliability in revealing certain phenomena. Cronbach’s Alpha is used to evaluate the consistency of the results. Normality and homogeneity tests will then be conducted to determine if the data is normally distributed and to assess whether the data has similar characteristics. To assess the significance level, this study will perform a One-Way ANOVA test to determine the significant differences between the experimental and control groups. The analysis results show that both the Wahdah and Sima’i memorization methods have a positive impact on students' memorization abilities, although not all statistical analyses reveal significant differences. This study concludes that the application of innovative memorization methods can enhance the quality of memorization skills, particularly in the subjects of Quran and Hadith.
Student Learning Outcomes: Innovative Learning with an Experimentation Blended Learning Model Anggraini Pratiwi; Nurul Azizah; Baharudin Baharudin; M. Indra Saputra; Muhammad Mustofa
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 5 No. 1 (2025): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2025 (1)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v5i1.938

Abstract

This study aims to evaluate the effectiveness of using a blended learning model in improving students' learning outcomes in Islamic Education at SMA Negeri 1 Katibung. The research followed a quantitative approach with an experimental design and a post-test only control group method. The sample included two classes: a control group using traditional teaching methods and an experimental group applying the blended learning model. A multiple-choice test, which was validated for reliability and validity, was used to assess students' learning outcomes after the treatment. The data collected was analyzed using a t-test to compare the learning outcomes between the groups. Normality tests for both groups showed that the data followed a normal distribution, with a significance value of 0.060 (greater than 0.05). Homogeneity tests confirmed the data was homogeneous, with a significance value of 0.212 (greater than 0.05). The t-test results, including Levene’s Test for Equality of Variances, indicated a significance value of 0.113 (greater than 0.05). Based on these results, it was concluded that the Quizizz-based blended learning model did not have a significant impact on students’ learning outcomes, suggesting that the model was not effective.
Learning Interest: How Does the Effective of the Game-Based Learning and Team Games Tournament Models? Alfina Amalia Azizah; Nurul Azizah; Baharudin Baharudin; Nur Asiah; Jamal Fakhri
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 5 No. 1 (2025): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2025 (1)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v5i1.939

Abstract

Education in Indonesia is a fundamental right crucial for national development. Despite continuous progress, the quality of education still faces significant challenges, such as a lack of facilities, infrastructure, and professional educators. In the 5.0 era, education must become more inclusive, skill-based, and relevant to current developments. Teachers are required to develop engaging learning models to enhance students’ motivation, interest, and active participation. This study aims to determine the effectiveness of implementing Game-Based Learning (GBL) and Team Games Tournament (TGT) models on students’ interest in learning Islamic Education (IE) at SMP Negeri 23 Bandar Lampung. The research employed a quantitative approach with a quasi-experimental design. The experimental classes were VIII E and VIII F, while VIII H served as the control class. Post-test data collection used non-test instruments (questionnaires). The tests conducted included instrument tests (validity and reliability), prerequisite tests (normality and homogeneity), and hypothesis testing (One-Way ANOVA). The study results showed a reliability value of 0.696 > 0.6. In hypothesis testing using One-Way ANOVA, the significance value obtained was 0.001 < 0.005, leading to the rejection of H₀. It can be concluded that the GBL and TGT models are more effective in enhancing learning interest compared to conventional teaching methods. The implications of this study highlight the importance of integrating technology into ISLAMIC EDUCATIONlearning and the necessity for teachers to design adaptive and responsive teaching strategies. This study proposes a unique approach by combining Wordwall-based GBL and Educaplay-based TGT models, focusing on enhancing students' interest in learning Islamic education.
Team Assisted Individualization: Efektivitas Model Pembelajaran Cooperative Terhadap Minat Belajar Peserta Didik Pitra Gosha Patriasya Nurul; Hauzzan Felgiansyah; Intan Indah Maharany; Endhah Tryadumawati; Jeny Almira; Nurul Azizah
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.405

Abstract

The low interest and academic performance of students are often caused by the use of conventional teaching methods, differences in student backgrounds, low motivation, and a lack of flexibility in the learning process. This study aims to examine the effect of the Team Assisted Individualization (TAI) learning model on students' interest in Islamic Religious Education at SMP Negeri 23 Bandar Lampung. A quantitative approach was employed using a quasi-experimental design. The research population consisted of 250 eighth-grade students, with the sample selected randomly using the Spin the Wheel application. Class VIII F was designated as the experimental group, while Class VIII E served as the control group. Data were collected through a post-test questionnaire and analyzed using normality, homogeneity, and t-tests. The results showed that students who participated in learning through the TAI model demonstrated a higher level of interest compared to those who experienced conventional learning. This was evidenced by a significance value of 0.000 < 0.05. These findings indicate that the TAI learning model is effective in enhancing students’ learning interest. Therefore, it is recommended that teachers begin implementing models such as TAI to create a more engaging and collaborative learning environment, which can ultimately have a positive impact on overall academic achievement.
Artificial Intelligence: The Correlation Between AI Usage and Learning Interest Akbar Fauzi; Putri Ayu Kinasih; Okky Damayanti; Putri Maharani Kay; Puji Munawaroh; Nurul Azizah
Action Research Journal Indonesia (ARJI) Vol. 7 No. 2 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i2.406

Abstract

Perkembangan teknologi digital, termasuk kecerdasan buatan (AI), memberikan peluang baru dalam proses pembelajaran. Namun, pengaruhnya terhadap minat belajar mahasiswa masih belum banyak diteliti. Tujuan dari penelitian ini adalah untuk mengkaji pengaruh penerapan Artificial Intelligence (AI) terhadap tingkat minat belajar mahasiswa Pendidikan Agama Islam (PAI). Penelitian ini menggunakan pendekatan kuantitatif dengan metode ex-post facto. Sampel dalam penelitian ini adalah 81 mahasiswa PAI di UIN Raden Intan Lampung yang dipilih secara acak dari populasi 414 mahasiswa. Instrumen pengumpulan data berupa angket skala Likert yang telah divalidasi dan diuji reliabilitasnya. Data dianalisis menggunakan uji normalitas, homogenitas, linearitas, uji-t, dan uji koefisien determinasi. Hasil penelitian menunjukkan adanya hubungan positif dan signifikan antara penggunaan AI dengan minat belajar mahasiswa. Uji-t menghasilkan nilai signifikansi 0,000, yang berarti terdapat pengaruh yang sangat signifikan secara statistik antara penggunaan AI dan tingkat minat belajar mahasiswa (karena p < 0,05). Nilai koefisien determinasi sebesar 33,5% menunjukkan bahwa penggunaan AI berkontribusi dalam menjelaskan variasi minat belajar mahasiswa. Temuan ini mengindikasikan bahwa AI dapat meningkatkan aspek-aspek minat belajar seperti keterlibatan, perhatian, ketertarikan, dan perasaan senang dalam belajar. Sebagai tindak lanjut, disarankan agar institusi pendidikan tinggi mengintegrasikan AI secara lebih sistematis melalui pelatihan terstruktur, pengembangan kompetensi digital, dan pembaruan kurikulum guna mendukung penerapan AI secara optimal dan berkelanjutan dalam kegiatan pembelajaran.
Learning Outcomes: How is the FERA Learning Model Experimentation in Islamic Religious Education Learning? Nadya Ranialini; Erlando Dimas Dwi Putra; Eva Amelia; Istiqomah Istiqomah; Halimatus Sadiyah; Nurul Azizah
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.413

Abstract

Teachers who frequently rely on lecturing as a teaching method often cause students to become passive in class and struggle to understand the material. As a result, student learning outcomes tend to decline. Traditional teaching models such as lectures and assignments often have minimal impact on improving students’ academic performance. This study aims to analyze the experimentation of the Focus, Explore, Reflect, Apply (FERA) learning model in enhancing students’ learning outcomes in Islamic Religious Education (PAI) at SMP Negeri 29 Bandar Lampung. The FERA learning model encourages students to be active, think critically, reflect, and apply knowledge in their daily lives. This research used a quantitative approach with a quasi-experimental design. The sample consisted of one experimental group and one control group. Data collection was carried out using a test instrument. Data analysis techniques included normality tests, homogeneity tests, and hypothesis testing.The results of the data analysis show that the FERA learning model had a significant effect on student learning outcomes. The test results yielded a significance value of 0.020. Since this value is less than the significance threshold (< 0.05), it can be concluded that there is a significant difference in the average scores between the experimental and control groups. These findings demonstrate that the use of innovative learning models such as FERA can contribute to improving students' academic performance, particularly in Islamic Religious Education.The FERA model successfully encouraged students to be more active and participative in the learning process, deepened their understanding of concepts, and fostered positive attitudes such as confidence and responsibility. This model also addresses the shortcomings of conventional teaching methods, which are often monotonous and fail to motivate students. Therefore, implementing the FERA model is highly recommended to make learning more innovative, meaningful, and aligned with Islamic educational values that emphasize reflection and the application of knowledge in daily life.This research is beneficial in helping students become more active learners, supporting teachers in selecting appropriate teaching models, and serving as a reference for other researchers in developing relevant instructional approaches.Top of Form
The Relationship between Flexible and Adaptive Behaviour Ability and Students' Tolerance Attitude: A Correlational Approach Vera Sapitri; M. Nurudin; Muhammad Arham Prasetyo; M.Yusuf Qordowi; Muhammad Hafiz Putra; Nurul Azizah
Action Research Journal Indonesia (ARJI) Vol. 7 No. 2 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i2.414

Abstract

The level of tolerance among students is an important issue in the midst of social diversity today. Flexibility and adaptability are often considered as supporting factors for tolerant attitudes. This study aims to analyse the correlation between skills in being flexible and adaptable and the level of tolerance of students at SMA Negeri 15 Bandar Lampung. The method used was quantitative correlation with a sample of 74 randomly selected respondents. Data were collected through a Likert scale questionnaire, then analysed with non-parametric tests considering the data were not normally distributed. The results of the analysis showed no significant correlation between flexibility and adaptability with tolerance (significance value above 0.05). This suggests that other factors, such as environmental influences, multicultural learning, and the cultivation of Pancasila values are more dominant in shaping tolerance. The implications of this study emphasise the need for educators to develop comprehensive character building programmes, not limited to flexibility training, but also including other dimensions such as empathy training and real social interaction. Future research is expected to explore other factors that could potentially influence students' tolerance levels, such as the role of character education, family environment, and cross-cultural experiences. In addition, it is recommended to use a mixed methods approach to gain a deeper understanding of the dynamics of tolerance attitude formation among students.
The Construction of Religious Identity Among Islamic Education Students Amid the Current of Modern Islamic Thought Nabilla Marsya Nada; Rafi Andika; Pitra Arya Oktama; Nurul Rahmad Ramadhan; Nurpitri Ikmalia; Nurul Azizah
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.415

Abstract

In today's era of globalization, shaping religious identity poses a significant challenge, particularly due to the influence of technology such as social media. Many students become negligent in performing religious practices as they get too absorbed in using social media. Additionally, the campus peer environment also plays a crucial role in shaping their character and habits, as peers can strongly influence changes in one’s attitude. Therefore, this study aims to understand how students of Islamic Religious Education (PAI) maintain a strong religious identity amid the currents of modern Islamic thought. This research employs a descriptive qualitative method and was conducted at UIN Raden Intan Lampung, involving second-semester PAI students as respondents. Data were collected through in-depth interviews using the snowball sampling technique and analyzed using the Miles & Huberman model. 1. Data Recuction 2. Data Presentation 3. Drawing Conclusions and Verivication.  The findings indicate that PAI students’ religious identity has developed positively through campus learning processes, supportive peer environments, and the wise use of social media. These results demonstrate that PAI students are capable of firmly maintaining their religious identity despite the influences of globalization and contemporary Islamic thought. This research shows that Islamic Education students have a high enthusiasm for religious teachings, are motivated to learn, and are able to use technology well. They are also open to differences, establish good social relationships, and have awareness to learn independently.
Innovations in 21st Century Education: An Experimental Investigation of the Effect of Problem Based Learning on Students’ Learning Autonomy Jihan Novita Sari; Nur Hiqma; Niken Aufa Rafiki; Nur Aisyah Finanda Harahap; Nirwana Damayanti; Nurul Azizah
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.416

Abstract

Fostering learning independence is a crucial element of the educational process. Nonetheless, many students continue to exhibit a high degree of dependency during learning. This research investigates the impact of the Problem-Based Learning (PBL) approach on the academic performance of 10th-grade students at MAN 2 Bandar Lampung in the Akidah Akhlak subject.Employing a quantitative method, the study adopts a quasi-experimental design known as the Pretest-Posttest Nonequivalent Control Group Design. The research population comprises all 310 students enrolled in the 10th grade. The class was selected using a simple random sampling method X.H as the experimental group and class X.I as the control group.Data collection was conducted using a non-test questionnaire consisting of 20 statements aligned with the indicators of self-confidence, activeness, discipline, and responsibility. Data analysis involved normality testing, homogeneity testing, and t-tests.The normality test yielded a significance value of 0.89, while the homogeneity test produced a value of 0.386, confirming that the data met the assumptions of normal distribution and homogeneity. The t-test results showed a t-value of 1.090 with 61 degrees of freedom and a significance level (Sig. 2-tailed) of 0.280 and 0.288—both exceeding the 0.05 threshold. These findings suggest that the experimental and control groups did not differ significantly in statistical terms. Given the findings that the PBL model did not significantly enhance students’ learning independence, it is recommended that educators refine the implementation of PBL by tailoring teaching strategies to the learners' needs and levels of preparedness. Providing more structured guidance is also essential. Integrating PBL with complementary learning models may further support the development of student autonomy. Additionally, schools are advised to offer professional development for teachers on effective PBL application. Future studies should consider longer implementation periods and include variables such as student motivation and the learning environment to produce more comprehensive insights
Implementing the MEA Learning Model to Foster Meaningful Learning: An Evaluation of Its Effectiveness on Student Achievement Ulfah Hidayati; Fahrian Akbar Hidayah; Kharisma Kharisma; Gusti Ayu Nur Muthmainah; Fikri Aziz; Nurul Azizah; Riyan Terna Kuswanto
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.417

Abstract

This study was conducted because many students still face difficulties in learning, as the instructional methods used have not yet been implemented in ways that facilitate student understanding. Therefore, the Means-Ends Analysis (MEA) learning model was employed to guide students through a step-by-step thinking process, aiming to make it easier for them to achieve their learning goals and improve their academic performance. The purpose of this study was to examine the effect of the Means-Ends Analysis (MEA) learning model on students' learning outcomes in Islamic Religious Education (PAI) at SMA Negeri 10 Bandar Lampung. The research employed a quantitative method with a quasi-experimental design. The sample was selected randomly, with class X.5 assigned as the experimental group and class X.1 as the control group, each consisting of 30 students. The instrument used was a multiple-choice test. The data analysis began with tests for normality and homogeneity, followed by hypothesis testing using the Independent Samples T-Test if the data were normally distributed and homogeneous, or the Mann-Whitney U Test if the data were not normally distributed, to determine the effectiveness of the MEA learning model on student learning outcomes. The normality test results indicated that the data were not normally distributed (sig. 0.000 < 0.05), so the Mann-Whitney U Test was used, yielding a value of 347.500. The homogeneity test showed that the data were homogeneous (sig. 0.309 > 0.05). The hypothesis test results revealed a significance value of 0.757 (> 0.05), indicating that there was no significant difference between the experimental and control groups. Therefore, the MEA model has not been proven effective in improving learning outcomes in Islamic Religious Education. Other contributing factors, such as student motivation and the teacher’s instructional approach, also need to be considered. The research findings suggest that the implementation of the Means-Ends Analysis (MEA) learning model did not significantly influence the improvement of students’ academic performance. This may be due to several factors, including students’ limited understanding of the steps involved in the MEA model, restricted instructional time, or suboptimal implementation by the teacher. It is suspected that the application was either not optimal or not well aligned with students’ characteristics. Therefore, it is recommended that teachers adopt instructional models that are better suited to students' needs and engage in evaluation and training efforts to enhance the quality of instruction.
Co-Authors Adilah Afanin Akbar Fauzi Alfina Amalia Azizah Anggraini Pratiwi Anna Sintia Baharudin Baharudin Beti Susilawati Desma Hemaliyah Apita Endhah Tryadumawati Erlando Dimas Dwi Putra Erni Yusnita Esha Aulia Septia Putri Eti Rahmawati Eva Amelia Fadli Fadli Fahrian Akbar Hidayah Falah Aulia Sani Fan Kurniawati Sukma Bulan Fauziah Ahmad Fikri Aziz Fintia Monica Sari Fitri Khairunisa Ganis Novitriani Gusti Ayu Nur Muthmainah Halimatus Sadiyah Hauzzan Felgiansyah Helvita Helvita Hilda Aulia Zahra Icha Kurniawati Imam Syafe'i Indi Maulida Indri Dwina Ines Putri Nirwani Intan Indah Maharany Istiqomah Istiqomah Jamal Fakhri Jaya Gusnanda Jeny Almira Jihan Novita Sari Khairunnisa Khairunnisa Kharisma Kharisma Kharisma Rizki Aulia Kiki Nazira Kurnia Khoirun Nisa Lepi Maya Sari M. Indra Saputra M. Nurudin M.Yusuf Qordowi Mahfudh Shodiq Malsha Shofa Papat Limo Marina Wati Mar’atuzzakiyyah Mar’atuzzakiyyah Merda Arnelita Meri Aryani Michellona Erza Pramugita Mona Agustina Muhammad Alif Akbar Muhammad Arham Prasetyo Muhammad Arif Sobar Muhammad Hafiz Putra Muhammad Haikal El-Khoiri Nazrika Muhammad Idri Utama Muhammad Mustofa Nabilla Marsya Nada Nachua Qinanthi Nadia Eka Sauwitri Nadya Ranialini Naista Fabella Sari Nalita Azzura Nanda Rezky Ramadhani Niken Aufa Rafiki Niken Diah Warastri Ningrum Ningrum Nirwana Damayanti Nirwana Nirwana Nopa Nur Khadriah Nur Aditiya Nur Afifah Nur Aisyah Finanda Harahap Nur Asiah Nur Hauna Nur Hiqma Nuril Laili Qomarul Husna Nurilmi Hidayah Nurpitri Ikmalia Nursilawati Nursilawati Nurul Dwi Novita Nurul Rahmad Ramadhan Okky Damayanti Oktavia Intan Isyadi Pina Rama Deani Pitra Arya Oktama Pitra Gosha Patriasya Pitra Gosha Patriasya Nurul Puji Munawaroh Putri Ayu Kinasih Putri Maharani Kay Putri Perli Marjusa Putri Putri Putri Susanti Rafi Andika Refty Ani Arum Daty Risqiya Qurrota A’yun Riyan Terna Kuswanto Robi Zulfikar Syaiful Anwar Syifa Adilla Zahra Ulfah Hidayati Vera Sapitri