Article Per Year (5 Year)
p-Index From 2021 - 2026
1.168
P-Index
This Author published in this journals
All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Alibbaa': Jurnal Pendidikan Bahasa Arab TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Jurnal Kajian Ilmu Pendidikan (JKIP) Jurnal Bilqolam Pendidikan Islam
Robiyah Nur
Universitas Islam Negeri Raden Intan Lampung
Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 7 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 7 Documents
Search

 1 
IMPLEMENTASI PROGRAM ILSC (ISLAMIC LANGAGE AND SPEECH COMPETITION) DALAM PENINGKATAN MAHARAH KALAM PESERTA DIDIK PONDOK PESANTREN MODERN JABAL AN-NUR AL-ISLAMI nur azizah wulandari; robiyah nur; ahmad iqbal; intan muflihah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.37403

Abstract

Penelitian ini bertujuan untuk menganalisis pelaksanaan program Kompetisi Bahasa dan Pidato Islam (KBPI) di Pondok Pesantren Jabal An-Nur Al-Islami dan dampaknya terhadap peningkatan keterampilan berbicara (maharah kalam) para santri. Penelitian ini mengeksplorasi efektivitas program ini dengan berfokus pada empat faktor kunci dalam teori implementasi kebijakan yang dikemukakan oleh George C. Edward III: komunikasi, sumber daya, disposisi, dan struktur birokrasi. Pendekatan deskriptif kualitatif digunakan, memanfaatkan wawancara, observasi, dan analisis dokumen untuk mengumpulkan data dari informan kunci, termasuk instruktur bahasa, administrator program, dan santri. Temuan menunjukkan peningkatan yang signifikan dalam kepercayaan diri, kelancaran, dan kosakata santri setelah mengikuti KBPI. Komunikasi yang efektif antar peserta, sumber daya yang memadai, dan sikap positif siswa berkontribusi pada keberhasilan program. Namun, tantangan seperti tingkat kemahiran berbahasa yang bervariasi di antara siswa dan terbatasnya waktu latihan teridentifikasi. Studi ini menyimpulkan bahwa program ILSC merupakan metode yang efektif untuk meningkatkan keterampilan berbicara bahasa Arab, tetapi rekomendasinya mencakup perpanjangan sesi latihan dan penyesuaian materi untuk mengakomodasi beragam kemampuan siswa. Penelitian ini menawarkan wawasan baru tentang integrasi teori implementasi kebijakan ke dalam lingkungan pendidikan, khususnya dalam meningkatkan keterampilan berbahasa melalui lingkungan belajar yang kompetitif.
THE IMPLEMENTATION OF THE NUMBERED HEADS TOGETHER (NHT) MODEL BASED ON QUESTION CARD MEDIA: IMPROVING IRE LEARNING OUTCOMES Eka Aryani; Farida Farida; Robiyah Nur
Jurnal Bilqolam Pendidikan Islam Vol. 7 No. 1 (2026): Januari-Juni 2026
Publisher : Prodi PAI Sekolah Tinggi Agama Islam Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/jbpi.v7i1.917

Abstract

This study investigates the effect of implementing the Numbered Heads Together (NHT) cooperative learning modelsupported by Question Card media on students’ learning outcomes in Islamic Religious Education (PAI) at SMP Negeri 1 Ambarawa. A quasi-experimental design was employed involving two groups: an experimental group receiving instruction through the NHT model assisted by Question Card media and a control group taught using the conventional lecture-based method. Students’ learning outcomes were assessed through a post-test designed to measure conceptual understanding and critical thinking skills. The data were analyzed using both descriptive and inferential statistics to identify differences in learning outcomes between the two groups. The findings indicate that the NHT model assisted by Question Card media has a statistically significant positive effect on students’ learning outcomes, particularly in promoting classroom engagement and enhancing critical thinking skills. The implementation of this model also fostered a more interactive and collaborative learning environment, enabling students to participate more actively in the learning process and to develop a deeper understanding of the instructional material. This study offers practical and theoretical contributions to the development of media-assisted cooperative learning approaches for improving the quality of Islamic Religious Education instruction at the secondary school level.
Integrating Active Learning within an AI-Supported Gamified Environment through Zep Quiz to Improve Arabic Language Achievement Ahmad Sucipto Mulyo Utomo; Robiyah Nur; Damanhuri; Erni Zuliana
Alibbaa': Jurnal Pendidikan Bahasa Arab Special Issue 2026 Vol. 01 | Artificial Intelligence in Arabic Language Education: Pedagogy, Media,
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.vi.24896

Abstract

This study investigates the integration of Active Learning into an AI-supported gamified environment through Zep Quiz to improve Arabic language achievement among seventh-grade students at MTs Negeri 1 Bandar Lampung. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, consisting of two cycles involving 32 students. Data were collected through classroom observations, learning achievement tests, and documentation. Quantitative data were analyzed using mean scores, classical mastery percentages, and N-Gain, while qualitative data were analyzed through observations of student engagement during the learning process. The findings reveal that the integration of Active Learning and Zep Quiz successfully enhanced both student engagement and Arabic language achievement. The average score increased from 52.38 in the pre-cycle stage to 78.13 in Cycle I and 87.50 in Cycle II. Similarly, classical mastery improved from 28.13% to 65.63% and eventually reached 90.63%, exceeding the predetermined success criterion of 85%. The N-Gain score of 0.74 indicates a high level of improvement. These findings suggest that AI-supported gamified learning environments can effectively support Active Learning and foster meaningful improvements in Arabic language learning outcomes.
Motivasi Belajar : Penerapan Model ARCS Sebagai Strategi Inovasi Dalam Pembelajaran PAI Meri Aryani; A. Fatoni; Robiyah Nur
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 1 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i1.1917

Abstract

Penelitian ini dimaksudkan guna menganalisis efektivitas model pembelajaran berbasis ARCS (Attention, Relevance, Confidence, and Satisfaction) sebagai strategi untuk meningkatkan motivasi belajar siswa dalam pelajaran Pendidikan Agama Islam (PAI), terutama pada aspek kesenangan bekerja mandiri siswa SMKN 8 Bandar Lampung. Dalam penelitian ini diterapkan metode kuasi eksperimen menggunakan desain posttest-only control group, di mana kelas eksperimen menerima penerapan model ARCS sementara kelas control tetap menggunakan pendekatan konvensional. Data dikumpulkan melalui instrumen angket motivasi belajar yang telah melalui uji validitas dan reliabilitas, selanjutnya data dianilisis dengan uji t-test pooled variance. Berdasarkan hasil penelitian, penerapan model ARCS secara signifikan meningkatkan motivasi belajar Siswa dibandingkan pembelajaran konvensional. Siswa menunjukkan peningkatan perhatian, relevansi materi dengan kehidupan nyata, kepercayaan diri dalam menyelesaikan tugas, serta kepuasan belajar yang mendorong kemandirian. Kebaruan kajian ini terletak pada penerapan model ARCS dalam konteks pembelajaran PAI di SMK dengan fokus pada motivasi belajar mandiri yang jarang dikaji dalam penelitian sebelumnya. Implikasi penelitian ini menunjukkan bahwa model ARCS dapat menjadi alternatif strategis dalam pengembangan pembelajaran PAI yang bersifat lebih kontekstual, motivasional, dan berorientasi pada pengembangan karakter serta kemandirian belajar siswa, sehingga berkontribusi pada pengembangan kajian pedagogik berbasis motivasi dalam pendidikan agama.
Motivasi Belajar: Inovasi Pembelajaran Pai Dengan Model Pembelajaran Cooperatif Integrated Reading And Composition (CIRC) Michellona Erza Pramugita; A. Fatoni; Robiyah Nur
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 2 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i2.1967

Abstract

Penelitian ini bertujuan untuk menguji efektivitas model pembelajaran Cooperative Integrated Reading and Composition (CIRC) terhadap motivasi belajar Pendidikan Agama Islam (PAI) peserta didik SMP Negeri 31 Bandar Lampung. Latar belakang penelitian didasari oleh rendahnya motivasi belajar siswa, khususnya pada aspek ulet menghadapi kesulitan yang hanya mencapai 15% berdasarkan hasil pra-penelitian. Metode yang digunakan adalah quasi experimental design dengan model posttest-only control group design. Sampel ditentukan melalui simple random sampling, dengan kelas VII G sebagai kelas eksperimen yang diajar menggunakan CIRC dan kelas VII J sebagai kelas kontrol dengan metode ceramah. Instrumen penelitian berupa angket motivasi belajar dengan 15 item pernyataan skala Likert yang telah diuji validitas dan reliabilitasnya (α = 0,823). Analisis data menggunakan uji t-test pooled variance setelah memenuhi asumsi normalitas dan homogenitas. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan antara motivasi belajar siswa pada kelas eksperimen dan kelas kontrol. Penerapan CIRC terbukti mampu meningkatkan motivasi belajar, terutama pada aspek ulet menghadapi kesulitan, serta mendorong keterlibatan aktif siswa dalam diskusi, kerja sama kelompok, dan penyelesaian tugas. Kebaruan penelitian ini terletak pada penerapan CIRC dalam pembelajaran PAI di tingkat SMP, yang umumnya masih didominasi metode konvensional. Implikasi penelitian ini menegaskan bahwa CIRC dapat menjadi alternatif strategi pembelajaran inovatif untuk meningkatkan motivasi belajar PAI sekaligus memperkuat nilai kolaborasi, tanggung jawab, dan ketekunan siswa.
Meningkatkan Minat Belajar Pendidikan Agama Islam: Evektifitas Model Pembelajaran Kooperatif Talking Stick dalam Konteks Sekolah Menengah Kejuruan mona agustina; Ahmad Fatoni; Robiyah Nur
Jurnal Bilqolam Pendidikan Islam Vol. 6 No. 2 (2025): Desember 2025
Publisher : Prodi PAI Sekolah Tinggi Agama Islam Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/jbpi.v6i2.838

Abstract

This study aims to analyze the effectiveness of the cooperative learning model Talking Stick in enhancing students' learning interest in Islamic Religious Education (PAI) at SMK Negeri 7 Bandar Lampung. The research employed a quasi-experimental design with a pretest–posttest approach involving 24 students. The learning-interest questionnaire instrument was validated, resulting in 12 valid items with a reliability coefficient of 0.861. The learning process was implemented through several sessions following the structured stages of the Talking Stick model and subsequently analyzed using statistical tests to examine significant differences between pretest and posttest scores. The findings indicate an increase in learning interest, particularly in student engagement, confidence in answering questions, and interest in PAI content. The novelty of this research lies in the application of the Talking Stick model to strengthen religious learning interest at the vocational high school level, as well as in improving the previously weak indicator of learning interest, namely “interest.” These findings contribute to the development of more engaging, collaborative activity-based instructional strategies for PAI that align with the characteristics of vocational students and effectively support the formation of religious attitudes and understanding.
INTEGRASI CULTURALLY RESPONSIVE TEACHING PADA MODEL PROBLEM-BASED LEARNING: DAMPAKNYA TERHADAP KETERLIBATAN SISWA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM Marina Wati; Saiful Bahri; Robiyah Nur
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.9896

Abstract

This study aims to examine the impact of integrating the Culturally Responsive Teaching (CRT) approach into the Problem-Based Learning (PBL) model on student engagement in Islamic Education (PAI). The primary issue addressed is the low level of student engagement caused by the dominance of conventional methods and a lack of relevance between the material and the students' cultural backgrounds. Utilizing a Quasi-Experimental design with a Posttest-Only Control Group Design, this research involved 69 tenth-grade students at SMKN 8 Bandar Lampung, divided into a control group (36 students) and an experimental group (33 students). Data on student engagement were collected using a questionnaire instrument (15 items, Cronbach's Alpha α = 0,782) and analyzed using an independent sample t-test. The results of the analysis showed a t-value of t = -4,925 with a significance of 0,000 (p < 0,05), and a Mean Difference of 6.414. These findings confirm a significant difference, where the class implementing the PBL-CRT integration demonstrated higher engagement levels compared to the control group. The synergy between problem-solving in PBL and the cultural aspects of CRT is proven to create a more interactive, contextual, and meaningful learning experience. The novelty of this research lies in the integrative application of these two models within the context of Islamic Education at the vocational school (SMK) level. Practically, this study provides a guide for teachers in designing innovative learning strategies capable of enhancing both student engagement and religious understanding in the contemporary era.
Co-Authors A. Fatoni Ahmad Iqbal Ahmad Sucipto Mulyo Utomo Damanhuri Eka Aryani Erni Zuliana Farida, Farida intan muflihah Marina Wati Meri Aryani Michellona Erza Pramugita mona agustina nur azizah wulandari Saiful Bahri