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All Journal Takuana: Jurnal Pendidikan, Sains, dan Humaniora Action Research Journal Indonesia (ARJI)
Eti Rahmawati
Universitas Islam Negeri Raden Intan Lampung
Arts Humanities Education Social Sciences

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When Da'wah Content Becomes a Trend: IRE Students’ Perspectives on the Phenomenon of Digital Da'wah on Campus Nurul Azizah; Eti Rahmawati; Esha Aulia Septia Putri; Indri Dwina; Icha Kurniawati; Alfina Amalia Azizah
Action Research Journal Indonesia (ARJI) Vol. 7 No. 2 (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.v7i2.439

Abstract

This study was conducted to examine the low level of active involvement among Islamic Religious Education (IRE) students in producing valid and responsible digital da'wah content, despite their religious background and access to social media. This study aims to explore the perspectives of Islamic Education (IE) students on the growing phenomenon of digital da'wah on social media. Using a descriptive qualitative approach, data were collected through in-depth interviews, participatory observation, and documentation involving fifteen IRE students at the State Islamic University Raden Intan Lampung. The data analysis technique used was snowball sampling, which is effective for exploring IRE students' perspectives on their involvement in producing digital da'wah content. The findings reveal that digital da'wah through platforms such as TikTok, Instagram, and YouTube has a positive impact in strengthening students' religious understanding and behavior. Students appreciate the delivery of da'wah content that is creative, concise, and easy to understand. However, the study also identifies significant challenges, including the spread of unverified content, negative audience responses, and the low level of active participation of IRE students in producing da'wah content. This study indicates that students need to be further encouraged to enhance their skills and understanding of digital da'wah, so they can be more active and responsible in creating quality content that has a positive impact. This research recommends strengthening digital da'wah literacy, providing creative content training, and integrating the IRE curriculum with digital communication skills so that students can become not only consumers but also active and responsible producers of da'wah.
Efektivitas Model Pembelajaran Tipe Talking Stick terhadap Keaktifan Belajar di SMP Negeri 11 Bandar Lampung Eti Rahmawati; Jamal Fakhri; Fitriani Fitriani
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 4 (2026): Takuana (January-March)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i4.415

Abstract

The following study aims to examine the effect of the Talking Stick cooperative learning model on student learning engagement in Islamic Religious Education (IRE) at SMPN 11 Bandar Lampung. The study used a quantitative approach with a quasi-experimental posttest-only control group design. The research sample consisted of 60 students divided into an experimental class and a control class, each with 30 students. Data were obtained through a Likert scale questionnaire that had been tested for validity and reliability. The analysis results showed that the data had a normal and homogeneous distribution. However, the t-test results obtained a significance value of 0.131 (p > 0.05), which indicated that the application of the Talking Stick model did not significantly affect student learning engagement. This finding indicates that the Talking Stick model does not automatically increase learning engagement in the affective domain in IRE learning. This study emphasizes the importance of using a more adaptive, contextual learning approach that is aligned with student characteristics and value-based learning objectives. Therefore, IRE teachers who wish to continue using this model are advised to integrate it with reflective activities and value reinforcement strategies to ensure that classroom interactions are not only participatory but also affectively meaningful.
Co-Authors Alfina Amalia Azizah Esha Aulia Septia Putri Fitriani Fitriani Icha Kurniawati Indri Dwina Jamal Fakhri Nurul Azizah