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This Author published in this journals
All Journal Journal of Islamic Education Research Journal of Pedagogical and Teacher Professional Development
Samira Agoro
National Institute of Educational Sciences, University of Lomé
Religion Humanities Education Other

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Implementation of the Project-Based Experiential Learning Model in Religious Education at Elementary Schools Zakiyah BZ; Wiwis Rohmatul Ummah; Zulfa Umi Zakiyah; Lailatul Muarifah; Samira Agoro
Journal of Islamic Education Research Vol. 5 No. 3 (2024): Journal of Islamic Education Research
Publisher : Faculty of Education and Teacher Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v5i3.451

Abstract

This article explores the application of the project-based experiential learning cycle (ELC) model in religious education subjects at MI Nurul Mun'im, Karanganyar, Paiton, Probolinggo, Indonesia. The ELC model, emphasizing experiential processes, facilitates education and fosters a deeper understanding of Islamic religious studies. The implementation involves six stages: the preliminary (opening stage), experiencing (experience), reflection, discussion, exploration, and concluding (closing stage). This study employs a qualitative descriptive approach with action research as the research type, where the researcher serves as both a key instrument and an active participant. Data collection methods include interviews, documentation, and observations. The research was conducted at Madrasah Ibtidaiyah Nurul Mun'im, Paiton, Probolinggo, using a random sampling technique to select students from grades V and VI. The study also highlights the dynamic and innovative development processes, curriculum advancements, and the transformation of scientific approaches at Elementary Schools.
Implementing the Problem-Based Learning Model to Enhance Critical Thinking Skills on the Theme of Environmental Diversity in Junior High School Students Arfiany Nur Amalia; Fakhriyatus Shofa Alawiyah; Samira Agoro
Journal of Pedagogical and Teacher Professional Development Vol. 1 No. 2 (2025): Journal of Pedagogical and Teacher Professional Development, January 2025
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v1i2.243

Abstract

This study aim to enhance critical thinking skills among Grade VII C students at State Junior High School Lumajang 2 during the 2023/2024 academic year through the implementation of the Problem-Based Learning (PBL) model. The subject was about environmental diversity, encompassing subtopics such as environmental comprehension, advocacy for preservation practices, sustainable development, and resource scarcity. The study was carried out in three cycles involving 32 students, with every cycle comprising two sessions. Data was gathered via questionnaires and processed with SPSS, assuring both validity and reliability. Descriptive statistics, frequency distribution, and validity and reliability tests were employed to analyze the data. The findings indicated advancements in students' critical thinking skills: Cycle I recorded scores of 68.75% in the first session and 81.25% in the second session. Cycle II recorded scores of 87,5% in the first session and 62.5% in the second session. Cycle III demonstrated improvements, with scores of 90.62% in the first session and 87.5% in the second session. The research determined that PBL effectively improved students' critical thinking skills.
Co-Authors Arfiany Nur Amalia Fakhriyatus Shofa Alawiyah Lailatul Muarifah Wiwis Rohmatul Ummah Zakiyah BZ Zulfa Umi Zakiyah