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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Tarbiyah: Jurnal Pendidikan Agama Islam
Noprianti
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Model Pembelajaran Inovatif Dalam Pendidikan Agama Islam Untuk Meningkatkan Motivasi Belajar Siswa Noprianti
Tarbiyah : Jurnal Pendidikan Agama Islam Vol. 2 No. 1 (2025): EDISI JANUARI-JUNI 2025
Publisher : STAI Bahriyatul Ulum Pandan

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Abstract

Penelitian ini bertujuan untuk menganalisis efektivitas model pembelajaran inovatif dalam Pendidikan Agama Islam (PAI) dalam meningkatkan motivasi belajar siswa. Metode penelitian yang digunakan adalah penelitian kualitatif dengan pendekatan studi kasus di beberapa sekolah menengah. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran inovatif seperti Problem-Based Learning (PBL), Project-Based Learning (PjBL), dan Flipped Classroom dapat meningkatkan motivasi belajar siswa secara signifikan. Model-model ini mendorong siswa untuk lebih aktif, kreatif, dan mandiri dalam memahami materi PAI. Selain itu, integrasi teknologi dalam pembelajaran juga menjadi faktor pendukung yang penting. Penelitian ini menyimpulkan bahwa model pembelajaran inovatif dapat menjadi solusi untuk mengatasi rendahnya motivasi belajar siswa dalam mata pelajaran PAI.
IMPLEMENTASI TAHAPAN PEMBELAJARAN MENDALAM (MEMAHAMI-MENERAPKAN-MEREFLEKSI) DALAM PENINGKATAN KUALITAS TULISAN NARATIF SISWA Noprianti; Fawilda Yanti, Nur; Silviyanti Saputri, Mince; Candra Dewi, Anita
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.12887

Abstract

This study aims to examine the implementation of the stages of deep learning, understanding, applying, and reflecting in improving the quality of students' narrative writing which is still low, especially in text structure, idea development, and language accuracy due to conventional approaches that focus on the final result. Using a literature study method with a descriptive-analytical approach, data was obtained from journals, books, and relevant research through the stages of identification, selection, analysis, and synthesis. The results of the study show that the three stages significantly improve the quality of narrative writing: the understanding stage strengthens the conceptual basis, the applying stage develops skills through structured practice, and the reflecting stage allows for evaluation and revision. The integration of the three not only improves the technical aspects of writing, but also creativity, critical thinking, and metacognitive awareness, so that deep learning is proven to be effective as an innovative, student-centered strategy and supports sustainable literacy development.
Co-Authors Candra Dewi, Anita Fawilda Yanti, Nur Silviyanti Saputri, Mince