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All Journal PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran Journal of Educational Sciences Action Research Journal Indonesia (ARJI)
Kuswanto, Riyan Terna
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Membangun Harmoni Intern dan Ekstern Umat Beragama Dalam Buku Ajar PAI-BP Kelas XI Ramadhani, Atikah Nurshofiyah; Baharudin, Baharudin; Sada, Heru Juabdin; Hasanah, Ida Faridatul; Kuswanto, Riyan Terna
PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran Vol 9, No 1 (2025): Volume 9 Nomor 1 April 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/pembelajar.v9i1.71357

Abstract

Penelitian ini bertujuan untuk membahas peran buku ajar PAI-BP Kelas XI dalam membangun harmoni intern dan ekstern umat beragama di SMK Negeri 2 Bandar Lampung. Penelitian ini menggunakan pendekatan kualitatif deskriptif, dengan metode studi pustaka dan wawancara. Hasil penelitian menunjukkan bahwa buku ajar PAI-BP telah menekankan pentingnya hidup rukun berdampingan dengan pemeluk agama lain, tetapi efektivitasnya masih bergantung pada metode pengajaran yang digunakan guru. Implementasi pembelajaran PAI-BP di SMK Negeri 2 Bandar Lampung juga mencakup berbagai strategi, seperti pendekatan interkatif, diskusi kelompok, menggunakan media social sebagai media dakwah serta sarana edukasi toleransi dan berbagai kegiatan yang mendukung keberagaman. Namun, masih terdapat tantangan seperti kurangya pemahaman sebagian siswa terhadap konsep moderasi beragama dan pengaruh eksternal yang dapat menimbulkan intoleransi. Oleh karena itu, diperlukannya penguatan dalam metode pembelajaran dan mengembangkan kurikulum agar nilai-nilai harmoni beragama dapat dipahami dan diterapkan dengan baik oleh peserta didik.
Student Learning Activeness: An Experimental Study on the Effectiveness of the 9E Learning Cycle Model Meldayani, Susi; Farida, Farida; Azizah, Nurul; Saputra, M.Indra; Kuswanto, Riyan Terna
Journal of Educational Sciences Vol. 9 No. 2 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.2.p.1008-1020

Abstract

Learning activeness is essential for achieving optimal educational outcomes. However, many students still demonstrate low levels of active participation, particularly in Islamic Religious Education. The Learning Cycle 9E model is considered a potential strategy to enhance learning activeness through structured learning stages. This study aims to examine its effectiveness in improving students' learning activeness at SMA Negeri 15 Bandar Lampung. This research employs a quantitative approach with a quasi-experimental design. The population consists of all 12th-grade students, with class XII F7 as the experimental group and class XII F8 as the control group, selected through simple random sampling. Normality tests show significance values of 0.92 (experimental) and 0.649 (control), both greater than 0.05, indicating normal data distribution. The t-test results show a significance value of 0.962 (>0.05), leading to the acceptance of H0. Findings indicate that the Learning Cycle 9E model does not significantly impact students' learning activeness. Other factors, such as motivation, classroom environment, and teacher involvement, may influence the results. Further research should explore modifications to the model or alternative cooperative learning strategies to optimize learning activeness in Islamic Religious Education.
Implementing the MEA Learning Model to Foster Meaningful Learning: An Evaluation of Its Effectiveness on Student Achievement Hidayati, Ulfah; Hidayah, Fahrian Akbar; Kharisma, Kharisma; Muthmainah, Gusti Ayu Nur; Aziz, Fikri; Azizah, Nurul; Kuswanto, Riyan Terna
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.
Experimentation of the Auditory, Intellectuality, Repetition Model : How are Students' Analytical Abilities in the Material on the Success of the Prophet Muhammad SAW ? Khadriah, Nopa Nur; Ramadhani, Nanda Rezky; Husna, Nuril Laili Qomarul; Novita, Nurul Dwi; Isyadi, Oktavia Intan; Azizah, Nurul; Kuswanto, Riyan Terna
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.v7i3.421

Abstract

The background of this study is the low achievement of students towards the Minimum Completion Criteria (KKM) and the weak ability to think at a high level, especially at the cognitive level C4 (analysis). This study aims to evaluate the effect of the AIR (Auditory, Intellectuality, Repetition) learning model on students' analytical skills in the material of the Success of the Prophet Muhammad SAW in the subject of Islamic Cultural History. This study uses a quantitative approach with a quasi-experimental design of the posttest only control group type. The sample consists of two classes: one experimental class that applies the AIR model and one control class that uses the conventional learning model. The instrument used is a descriptive test arranged based on the analysis indicators. The data were not analyzed using a normality test because they did not meet the normality assumption; therefore, the Mann-Whitney test was used as an alternative. The results of the analysis showed a significance value (Sig. 2-tailed) of 0.512 (> 0.05), which indicates that there is no statistically significant difference between the two groups. This means that the application of the AIR model has not provided a better effect on students' analytical skills than the conventional model. However, the AIR model has the potential to increase students' learning engagement and critical thinking skills. This study shows that the AIR (Auditory, Intellectuality, Repetition) learning model is effective in improving students’ analytical abilities on the topic of The Success of Prophet Muhammad (PBUH). Its implications suggest that the model can serve as an alternative learning approach that is more active, contextual, and meaningful in Islamic Religious Education. Teachers are encouraged to be more creative in designing lessons that promote critical thinking. Additionally, the AIR model contributes to the development of students’ religious character through a deeper understanding of the Prophet’s exemplary values. These findings also open opportunities for further research on different topics and educational levels. Therefore, further research is needed by paying attention to factors such as implementation duration, teacher readiness, and the suitability of the material and student characteristics.
Co-Authors AZIZ, FIKRI Baharudin Baharudin Farida Farida Heru Juabdin Sada Hidayah, Fahrian Akbar Husna, Nuril Laili Qomarul Ida Faridatul Hasanah Isyadi, Oktavia Intan Khadriah, Nopa Nur Kharisma, Kharisma M.Indra Saputra, M.Indra Meldayani, Susi Muthmainah, Gusti Ayu Nur Novita, Nurul Dwi NURUL AZIZAH Ramadhani, Atikah Nurshofiyah Ramadhani, Nanda Rezky Ulfah Hidayati