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All Journal Al-MIKRAJ: Jurnal studi Islam dan Humaniora ISTIFHAM Journal of Conflict and Social Class (JCSC)
Moh. Muslih
UIN K.H. Abdurrahman Wahid Pekalongan, Indonesia
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Penggunaan exambro sebagai evaluasi Pembelajaran PAI Anisatul Mufidah; Moh. Muslih; Titien Soewastiningsih Soebari
Journal of Conflict and Social Class (JCSC) Vol. 1 No. 02 (2024): Journal of Conflict and Social Class (JCSC)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcsc.v1i02.430

Abstract

The aim of this research is to examine the use of the exambro application as an evaluation of PAI learning at MTs Al-Istiqomah Banyuputih. The method used in this research uses a qualitative descriptive approach, with the type of field research. The research objects were teachers and students of MTs Al-Istiqomah Banyuputih. The research results show that the Exambro application is very effective as a medium for assessing and evaluating PAI learning at MTs Al-Istiqomah Banyuputih. The Exambro application was developed to assist in learning evaluation activities. This application has high security features to prevent cheating in the exam. During the exam, students cannot browse, search on the internet, chat on WhatsApp and anything related to social media, students also cannot open other applications during the exam. Assessments using the Exambro application are more effective than conventional assessments that use paper. Assessments using paper require greater costs, but the quality of the writing is sometimes unclear and blurry. Meanwhile, assessment using the Exambro application is more effective in terms of costs and energy and efficient in terms of time. The weakness of using the Exambro application is that when signal problems occur, this application cannot be used properly
Evaluasi Model Pembelajaran Discovery Learning Berbasis Penilaian Diri Dalam Meningkatkan Prestasi Belajar Siswa Di MTs Agung Alim Blado Pada Mata Pelajaran Al-Quran Hadits Asari Asari; Moh. Muslih; Titien Soewastiningsih soebari
AL-MIKRAJ Jurnal Studi Islam dan Humaniora (E-ISSN 2745-4584) Vol. 4 No. 02 (2024): AL-Mikraj Jurnal Studi Islam dan Humaniora
Publisher : Pascasarjana Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/almikraj.v4i02.5434

Abstract

The aim of this research is to describe the evaluation of the Discovery Learning learning model in improving student learning outcomes in the Al-Quran Hadith subject, in this research using the classroom action research method or PTK. Observations were carried out to determine the learning process using the Discovery Learning model, student learning motivation, and student learning outcomes. The research results show that the learning process with Discovery Learning includes asking questions, formulating hypotheses, designing and making observations, collecting data, analyzing data, and making conclusions. There were improvements in implementation from cycle 1 to cycle 2. Student motivation increased from the initial conditions to the first cycle and the second cycle. The percentage of students with low motivation decreased from 40% (initial condition) to 17.90% (cycle 1) and 0% (cycle 2). Motivation is decreasing from 50% (initial condition) to 42.90% (first cycle) and 13.58% (second cycle). High motivation increased from 10% (initial condition) to 39.20% (first cycle) and 86.31% (second cycle). Student learning outcomes also increased. The percentage of students who had not yet completed decreased from 50% (first cycle) to 8.33% (second cycle). Students who completed and exceeded the KKM increased from 50% (cycle 1) to 91.67% (cycle 2). The indicator of the success of this classroom action research is the percentage of students completing at least 80%, which has been achieved at 91.67%. So, this PTK was declared successful.
Transformation of Islamic Education Learning Models Through a Constructivist Approach Mohammad Syaifuddin; Moh. Muslih; Arif Chasanul Muna; Nur Khikmah; Arditya Prayogi
ISTIFHAM Vol 4 No 2 (2026): ISTIFHAM: Journal of Islamic Studies
Publisher : Seutia Hukamaa Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71039/istifham.v4i2.140

Abstract

This study describes the transformation of the Islamic Religious Education (PAI) learning model through a constructivist approach at SMP Negeri 1 Pekalongan. The study departs from the persistence of lecture-oriented, memorization-based PAI learning, which often limits students' opportunities to construct meaning, discuss religious values, and connect Islamic teachings to daily life as Gen Alpha learners. A qualitative case study design was used, with two PAI teachers as the only informants, purposively selected because they directly design and implement PAI learning. Empirical data were enriched through in-depth interviews with the two teachers, classroom observations, and documentation of teaching modules, learning activities, and student learning products. The data were analyzed using Miles and Huberman's interactive model through data condensation, data display, and conclusion drawing, while validity was strengthened through technique triangulation, member checking, and peer discussion. The findings show three main forms of transformation: a gradual shift from teacher-centered explanations to guided, student-centered learning; the use of cooperative, project-based, and problem-based learning, as well as inquiry, in selected PAI materials; and stronger student participation, collaboration, and reflective understanding of Islamic values. The implementation remains constrained by limited time, heterogeneous student readiness, classroom management demands, and the need for more consistent reflective assessment. This study confirms that constructivism is relevant for contextual and value-oriented PAI learning when guided by clear Islamic educational objectives.
Co-Authors Anisatul Mufidah Arditya Prayogi Arif Chasanul Muna Asari Asari M. Umar Mahmudi Mohammad Syaifuddin Nur Khikmah Titien Soewastiningsih Soebari