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All Journal COMPETITIVE: Journal of Education ATTAQWA: Jurnal Pendidikan Islam dan Anak Usia Dini Kasyafa: Jurnal Pendidikan Agama Islam Public Service: Jurnal Ilmu Sosial dan Pendidikan Responsive: Jurnal Manajemen Pendidikan Islam
Euis Latipah
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Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Teacher Creativity in Utilizing Technology as a Media for Islamic Religious Education Learning at SDN Pasirtaman Euis Latipah; Salsabila Muthmainah; Siti Mulyanah; Syifa Nuriah
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 2 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v2i2.89

Abstract

This study aims to explore the creativity of teachers in utilizing technology as a learning medium for Islamic Religious Education (PAI) at SDN Pasir Taman. The research was conducted using a qualitative descriptive method through observations, interviews, and documentation. The findings reveal that teachers at SDN Pasir Taman demonstrate high creativity in designing technology-based learning that suits the characteristics of elementary school students who tend to be easily distracted, enjoy hands-on activities, and exhibit high levels of classroom activity. Teachers use various digital tools such as educational videos, interactive presentations, learning applications, and virtual simulations to deliver PAI materials in ways that are more engaging and easier to understand. The use of technology is not limited to content delivery but is also integrated with active and participatory learning models. Moreover, teachers are able to overcome limitations in infrastructure by developing alternative media and utilizing offline resources creatively. This study highlights that teacher creativity in integrating technology is crucial in enhancing student motivation and comprehension, especially in subjects like religious education that require contextual and value-based understanding.
Obstacles and Solutions in Islamic Religious Education Learning: Case Study at Al Fajar Maleber Islamic Middle School Romi Maulana; Siti Aripah; Siti Rubaiah; Euis Latipah
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 2 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v2i2.90

Abstract

This study aims to reveal and analyze the various obstacles that arise in the learning process of Islamic Religious Education (PAI) at the Junior High School (SMP) level, as well as formulate appropriate solutions to overcome them. The approach used is descriptive qualitative, with data collection techniques through interviews, observation, and documentation. The research findings show that the main challenges in PAI learning include low student motivation, limited technology facilities, lack of parental involvement, and teachers' difficulties in adjusting learning methods to the characteristics of today's students. However, this study also identified a number of solutions that can be applied, including understanding individual student characteristics and needs, applying innovative approaches, utilizing educational technology media to create a more interesting and interactive learning atmosphere, and consistently giving appreciation to students to increase their motivation. Support from the school and good collaboration with parents are also important factors in supporting the success of PAI learning. This study recommends that schools strengthen technology facilities and organize training for teachers to be more proficient in using technology-based learning media. In addition, it is necessary to build closer cooperation between teachers and students, schools, parents, and the surrounding community to create a conducive learning environment. With these steps, it is expected that the PAI learning process at Al Fajar Islamic Junior High School in Maleber can take place more effectively and have a positive impact on strengthening students' religious values.
Utilization of Animated Videos as Microteaching Media to Increase Student Learning Interest Adam Supyadin; Euis Latipah; Aliman Alfalah; Deden Abdurahman
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 2 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v2i2.93

Abstract

Microteaching is a small-scale teaching practice designed to enhance the pedagogical competence of prospective teachers. Through this activity, education students develop skills in lesson planning, material delivery, and learning evaluation. One critical aspect of microteaching is the selection of appropriate and engaging learning media tailored to student characteristics. This article aims to examine the use of animated videos as a medium in microteaching and its effect on students’ learning interest. This study employs a descriptive-reflective method based on the direct experience of students conducting microteaching in a guided academic setting. Observations revealed that the use of animated videos created a more interactive, visual, and enjoyable learning environment. Students showed higher focus, enthusiasm, and participation during lessons delivered with animated content compared to conventional methods. Beyond its positive effect on students, animated video media also increased the confidence and creativity of student-teachers in delivering learning materials. This type of media allows them to present abstract concepts more concretely through easily understandable visual illustrations. These findings align with previous research, which indicates that visual media significantly improves student motivation and academic performance. Therefore, animated videos are not only effective in microteaching contexts but also serve as innovative instructional tools in actual classroom practice. This article recommends the use of animated videos as a modern learning innovation that integrates technology with student learning needs effectively.
Classroom Management Strategies to Create an Active and Enjoyable Learning Atmosphere for Teachers and Students Wildan Solihin; Euis Latipah; M Nawal Hotami; M Rizki Maulana
Public Service: Jurnal Ilmu Sosial dan Pendidikan Vol. 2 No. 1 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/service.v2i1.26

Abstract

Classroom management is a crucial aspect of the learning process, as a well-organized and enjoyable classroom environment can enhance students’ participation and concentration. This article discusses various classroom management strategies that can create an active and engaging learning atmosphere. Through communicative approaches, the use of diverse teaching methods, and the reinforcement of positive discipline, teachers are able to build a conducive classroom climate. This study is expected to serve as a practical reference for prospective teachers during Microteaching or Field Teaching Practice (PPL).
Effective Learning Strategies to Improve Learning Outcomes Euis Latipah; Harlyan Nurpatimah; Nisrina Syahla; Siti Jenab Setiawati
Responsive: Jurnal Manajemen Pendidikan Islam Vol. 1 No. 3 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/responsive.v1i3.30

Abstract

Learning strategies are plans and methods used by educators to facilitate students' learning processes and effectively achieve learning objectives. This article discusses various learning strategies that can be implemented in the classroom, such as cooperative learning, problem-based learning, and contextual learning. Cooperative learning emphasizes collaboration among students in small groups to build shared understanding. Problem-based learning encourages students to actively seek solutions to real-life problems, thereby enhancing critical and creative thinking skills. Meanwhile, contextual learning connects subject matter with everyday life situations to facilitate students' understanding and application. Furthermore, this article highlights the importance of selecting strategies that are appropriate to student characteristics, learning objectives, and available resources. With appropriate learning strategies, it is hoped that student motivation, participation, and learning outcomes can be significantly improved. Research and practice show that learning success is greatly influenced by teachers' ability to manage and implement varied and adaptive learning strategies. Therefore, the development of teacher competency in learning strategies needs to be continuously encouraged to create an effective and enjoyable learning process for students.
The Microteaching Simulation Model as an Effective Approach to Improving the Teaching Skills of Islamic Religious Education Students at STAI Al-Azhary Cianjur Muhamad Yusup Maulana; Siti Nurkasyifah; Mutia Selma Nafis; Euis Latipah
ATTAQWA: Jurnal Pendidikan Islam dan Anak Usia Dini Vol. 4 No. 4 (2025): Islamic Education and Early Childhood Innovation
Publisher : STIT Attaqwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/attaqwa.v4i4.177

Abstract

Microteaching is a highly essential approach in developing fundamental teaching competencies for prospective educators. This study aims to examine the effectiveness of the microteaching simulation model in enhancing the teaching skills of students in the Islamic Education (PAI) Study Program at STAI Al-Azhary Cianjur. Utilizing a descriptive qualitative method, data were collected through classroom observations, interviews with students and lecturers, and documentation. The findings indicate that the implementation of microteaching simulations significantly supports the improvement of students' skills, particularly in lesson openings, classroom management, providing feedback or reinforcement, and systematically closing lessons. Additionally, students demonstrated increased self-confidence and enhanced ability to reflect on their teaching practices. Based on these results, this model is recommended for consistent implementation in teacher education programs, especially in microteaching courses.
Gamification Pedagogy: Innovative Teaching Strategies to Increase Holistic Learning Engagement in the Classroom Fadia Zahra Yuliannisa; Intan Robiatu Solihah; Euis Latipah; Neng Zuhrotu Diniah
COMPETITIVE: Journal of Education Vol. 5 No. 1 (2026): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v5i1.198

Abstract

21st-century education demands innovative strategies to holistically increase student engagement in the classroom. One relevant approach is gamification pedagogy, which involves applying game design elements and principles within a learning context to stimulate intrinsic motivation and active participation. This article aims to analyze the potential of gamification pedagogy in enhancing students' cognitive, emotional, and social engagement, and its role in addressing 21st-century learning challenges. The method employed is a systematic literature review of various relevant scholarly publications. The study findings indicate that gamification effectively creates a dynamic and interactive learning environment, significantly boosts learning interest, and fosters critical thinking, collaboration, and self-directed learning skills, particularly for Generation Alpha. Therefore, gamification is recommended as an innovative pedagogical strategy to optimize student learning potential.  
Micro-Teaching Strategy for Effective Yellow Book Learning in Formal Educational Environments Muhammad Rizaludin; Euis Latipah; Muhammad Yusu Rivaldi; Sahlal Ma`ruf Basyir
Responsive: Jurnal Manajemen Pendidikan Islam Vol. 2 No. 1 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/responsive.v2i1.37

Abstract

Learning the yellow book is an integral part of the Islamic educational tradition in Indonesia. However, integrating this learning method into formal educational environments presents its own challenges. This paper aims to describe the micro-teaching strategy as a practical and innovative approach to increasing the effectiveness of yellow book learning. This article uses a qualitative-descriptive approach with a literature review and observations of the PPL 1 practice. The results indicate that through micro-teaching, students are able to practice teaching skills systematically and reflectively, and are able to structure and implement yellow book learning in a contextual, active, and enjoyable manner. The addition of educational technology and authentic evaluation also helps strengthen students' understanding of classical Arabic texts.
Collaborative Learning Strategies in Improving Students' Thinking Skills Abdil latif; Intan Purnama; Nenden Hayati; Euis Latipah
Public Service: Jurnal Ilmu Sosial dan Pendidikan Vol. 3 No. 1 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/service.v3i1.23

Abstract

Collaborative learning strategies have become a major focus in efforts to improve students' thinking comprehension at various levels of education. This approach involves students in interactive activities with peers that allow them to share ideas, discuss, and solve problems together. This study aims to measure the effectiveness of collaborative learning strategies in improving students' critical and creative thinking skills. Through qualitative methods, data were collected from classroom observations, interviews with students and teachers, and analysis of learning documents. The results showed that students involved in collaborative learning showed significant improvements in analytical thinking and problem-solving skills. In addition, collaborative learning also contributed to the development of students' social and communication skills, which are very important in the context of 21st century education. Reflections from this practice indicate that a collaborative learning environment creates a more dynamic and interactive atmosphere, so that students are more motivated to learn. Thus, collaborative learning strategies not only improve understanding of the material but also equip students with the thinking skills needed to face future challenges. This study supports the wider application of collaborative learning strategies in the education curriculum.
Co-Authors Abdil latif Adam Supyadin Aliman Alfalah Deden Abdurahman Fadia Zahra Yuliannisa Harlyan Nurpatimah Intan Purnama Intan Robiatu Solihah M Nawal Hotami M Rizki Maulana Muhamad Yusup Maulana Muhammad Rizaludin Muhammad Yusu Rivaldi Mutia Selma Nafis Nenden Hayati Neng Zuhrotu Diniah Nisrina Syahla Romi Maulana Sahlal Ma`ruf Basyir Salsabila Muthmainah Siti Aripah Siti Jenab Setiawati Siti Mulyanah Siti Nurkasyifah Siti Rubaiah Syifa Nuriah Wildan Solihin