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PERBANDINGAN MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) DENGAN MODEL PEMBELAJARAN TEAM GAMES TOURNAMENT (TGT) TERHADAP HASIL BELAJAR PESERTA DIDIK PADA MATA PELAJARAN AL-QUR’AN HADITS KELAS VII Ahmad Faiz; Remiswal; Rivdya Eliza
Irfani (e-Journal) Vol. 21 No. 1 (2025): Irfani: (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/ir.v21i1.6203

Tujuan dari penelitian ini adalah untuk mengetahui perbedaan yang signifikan hasil belajar peserta didik yang belajar menggunakan model pembelajaran Think Pair Share (TPS) dengan hasil belajar peserta didik yang belajar menggunakan model pembelajaran Team Games Tournament (TGT) pada mata pelajaran Al-Qur’an Hadits kelas VII di MTsN 6 Agam. Jenis penelitian ini menggunakan penelitian kuantitatif. Metode yang digunakan adalah metode penelitian eksperimen. Adapun desain yang digunakan dalam penelitian ini adalah Quasi Eksperimen Design (eksperimen semu) bentuk non equivalent control group design. Hasil penelitian menunjukkan bahwa berdasarkan uji hipotesis dengan Uji Independent Sample T-test diperoleh nilai Sig. (2-tailed) sebesar 0.158 maka diambil keputusan bahwa (0.158 > 0.05). Hal ini berarti tidak terdapat perbedaan yang signifikan hasil belajar peserta didik yang belajar menggunakan model pembelajaran Think Pair Share (TPS) dengan hasil belajar peserta didik yang belajar menggunakan model pembelajaran Team Games Tournament (TGT) pada mata pelajaran Al-Qur’an Hadits dengan perolehan rata-rata post-test kelas eksperimen 2 VII.3 sebesar 89.06 dan rata-rata post-test kelas eksperimen 1 VII.4 sebesar 89.06. Perbedaan rata-rata kedua kelas tersebut sebesar 2.56, sehinnga diterima dan ditolak.

Keefektifan Model Pembelajaran Make A Match dan Card Sort Ditinjau dari Hasil Belajar Peserta Didik pada Mata Pelajaran Pendidikan Agama Islam dan Budi Pekerti di Kelas VIII SMP Negeri 10 Padang Ruri Albersa; Remiswal; Rozi Fitriza
Irfani Vol. 22 No. 1 (2026): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v22i1.7721

This study was motivated by the low level of student participation and learning outcomes in Islamic Religious Education and Character (PAIBP) among eighth-grade students at SMP Negeri 10 Padang, particularly in the Islamic Cultural History component on Muslim scholars during the Abbasid Dynasty. The research aimed to analyze the improvement in learning outcomes and to compare the effectiveness of the Make a Match and Card Sort cooperative learning models assisted by comic media. The study employed a quantitative approach using a quasi-experimental method with a non-equivalent control group design. The sample consisted of two experimental classes: Experiment 1 implemented the Make a Match model, while Experiment 2 applied the Card Sort model. Data were collected through objective pre-test and post-test instruments and analyzed using Paired Sample T-Test, Independent Sample T-Test, and N-Gain analysis with SPSS version 23. The findings revealed that both models significantly improved students’ learning outcomes (Sig. 0.000 < 0.05). However, a significant difference was found between the two classes (Sig. 0.047 < 0.05), with the Card Sort class achieving a higher post-test mean score (85.47) compared to the Make a Match class (81.06). The N-Gain results for both groups were in the moderate category, with Card Sort showing slightly higher effectiveness. These results indicate that while both cooperative models are effective, Card Sort is relatively more effective for factual and conceptual materials due to its emphasis on systematic classification and conceptual organization.

Implementasi Asesmen dan Tindak Lanjut Dalam Pembelajaran Tahfiz di SDN 21 Kota Pariaman Mutiara Heidi fernanda; Khadijah; Remiswal
Jurnal Ilmu Pendidikan Vol. 2 No. 3 (2026): Juni 2026
Publisher : PT. Nawa Edukasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67864/jip.v2i3.201

Tahfiz Al-Qur'an learning at the elementary school level faces major challenges related to limited teacher-student ratios and the diversity of students' initial abilities. This study aims to deeply explore the implementation of assessment and follow-up strategies in tahfiz learning at Sekolah Dasar Negeri (SDN) 21 Pariaman City. Utilizing a qualitative approach with a descriptive case study design, data were collected through in-depth interviews with a single tahfiz teacher. The results indicate that despite limited time and teacher ratios, learning is implemented effectively by integrating sama'i, talaqqi, tikrar, and tasmi' methods combined with the utilization of Smart TV as an interactive medium. Assessments are conducted periodically, covering fluency (hifzhon), tajwid accuracy, and articulation eloquence (fashohah). Follow-up strategies for students who do not achieve mastery are implemented through a persuasive-humanistic approach, offering flexible extended timeframes to complete targets gradually and establishing active collaboration with parents for muraja'ah at home. The novelty of this research lies in the assessment synchronization model based on students' field abilities combined with interactive technology to overcome teacher limitations. This study concludes that an approach prioritizing children's psychological comfort over curriculum targets successfully maintains the quality standards of Juz 30 memorization while sustaining students' learning motivation. This model can serve as a tactical reference for other elementary education institutions facing similar constraints.

Membangun sistem Evaluasi yang Humanis dan Adaptif Melalui Pengembangan Teknik Tes dan Non Tes Pada Pembelajaaran PAI di SMPN 02 Danau Kembar Sartika; Khadijah; Remiswal
Jurnal Ilmu Pendidikan Vol. 2 No. 3 (2026): Juni 2026
Publisher : PT. Nawa Edukasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67864/jip.v2i3.202

Learning evaluation is an essential component in determining the success of the educational process, particularly in Islamic Religious Education (PAI). However, evaluation practices in many educational institutions remain predominantly focused on test-based assessments that emphasize cognitive achievement, thereby failing to comprehensively measure students' affective, spiritual, and psychomotor development. This condition reflects a gap between the ideal objectives of PAI, which prioritize character building and moral development, and the reality of assessment practices that largely concentrate on academic performance. This study aims to analyze how the development of test and non-test assessment techniques can contribute to establishing a more humanistic and adaptive evaluation system in Islamic Religious Education. The study employs a qualitative approach*using the library research method by examining relevant books, national and international scholarly articles, and educational policy documents. Data were analyzed through data reduction, data display, interpretation, and descriptive-analytical conclusion drawing. The findings indicate that integrating test and non-test assessment techniques creates a more comprehensive, objective, authentic, and student-centered evaluation system. While test techniques effectively measure cognitive achievement, non-test techniques—including observation, portfolios, self-assessment, peer assessment, reflective journals, and interviews—provide a deeper evaluation of students' character, religious attitudes, and worship practices. A humanistic evaluation approach offers constructive feedback, appreciates individual differences, and promotes meaningful, inclusive learning experiences. Therefore, integrating test and non-test assessment techniques represents an effective strategy for developing an adaptive evaluation system that supports the holistic goals of Islamic education and aligns with contemporary educational demands. These findings are consistent with recent studies highlighting the importance of authentic assessment in integrating cognitive, affective, and psychomotor competencies within PAI learning.

Analysis of the Implementation of Learning Evaluation in Islamic Religious Education and Character Education for Grade X Phase E Students at SMAN 1 Luhak Nan Duo Harif Rahman Suyatno; Remiswal; Khadijah
International Journal of Teaching and Learning Vol. 4 No. 3 (2026): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21016254

Learning evaluation is an essential component in the educational process to determine the achievement of learning objectives and the development of students’ competencies. In Islamic Religious Education (IRE), evaluation covers cognitive, affective, and psychomotor aspects as an integral part of character building and religious skills development. This study aims to analyze the implementation of learning evaluation in Islamic Religious Education and Character Education for Grade X Phase E students at SMAN 1 Luhak Nan Duo, including the evaluation techniques and instruments used, the obstacles encountered, and the teachers’ efforts to overcome them. This research employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The informants consisted of Islamic Religious Education teachers and Grade X Phase E students. The data were analyzed through data reduction, data presentation, and conclusion drawing. The findings show that the learning evaluation was systematically carried out through diagnostic, formative, and summative stages. The evaluation techniques included written tests, attitude observation, and worship practices. The obstacles included time limitations, large class sizes, and students’ psychological factors. Teachers addressed these by applying varied evaluation methods, remedial teaching, and strengthening communication with parents.

Studi Kasus Pelaksanaan Evaluasi Pembelajaran Pendidikan Agama Islam (PAI) di SD N 22 V Koto Kampung Dalam Arbi Salam Ahmad; Remiswal; Khadijah
Indo-MathEdu Intellectuals Journal Vol. 7 No. 4 (2026): Indo-MathEdu Intellectuals Journal (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v7i4.6506

This study is motivated by the importance of conducting comprehensive and systematic evaluations in Islamic Religious Education (PAI) instruction, encompassing the cognitive, affective, and psychomotor domains. The study aims to describe the implementation of PAI learning evaluations at SD N 22 V Koto Kampung Dalam. A descriptive qualitative method with a case study approach was employed. The research subject was a single PAI teacher selected through purposive sampling. Data were collected via observation, in-depth interviews, and documentation, then analyzed using the interactive analysis model developed by Miles, Huberman, and Saldaña, which involves data condensation, data display, and conclusion drawing and verification. The results indicated that the learning evaluation is carried out in three stages: planning, implementation, and follow-up. Planning involves the preparation of evaluation tools; implementation entails assessing the cognitive, affective, and psychomotor domains; and follow-up is realized through remedial programs, enrichment activities, and instructional improvements. The study concludes that, while PAI evaluations at the school generally cover all three learning domains, there remains a need to develop assessment instruments, enhance consistency in affective and psychomotor assessments, and provide adequate learning facilities specifically, a prayer room (mushala) within the school premises

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