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All Journal Jurnal Ilmiah Research Student JURNAL ILMIAH PENELITIAN MAHASISWA
Yeti Hikmawati
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Religion Computer Science & IT Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Library & Information Science Mathematics Medicine & Pharmacology

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Penerapan Model Make A Match dalam Meningkatkan Kerjasama Tim pada Pembelajaran Pendidikan Agama Islam (PAI) Yeti Hikmawati; H Sukidi; Sumiyati; Ana Shawamah; Siti Zulaicha; Syaiful Bahri
JURNAL ILMIAH RESEARCH STUDENT Vol. 2 No. 2 (2025): September
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jirs.v2i2.5530

Abstract

. Team collaboration in the learning process is crucial for students' character development. One teaching model that fosters teamwork is the Make A Match model. This research aims to describe the steps, advantages, and disadvantages of applying the Make A Match learning model in Islamic Education (PAI) classes at Madrasah Aliyah Negeri 1 Kebumen dan Madrasah Tsanawiyah Negeri 5 Kabupaten Karanganyar. This study uses a qualitative approach, with the research subjects being teachers at Madrasah Aliyah Negeri 1 Kebumen dan Madrasah Tsanawiyah Negeri 5 Kabupaten Karanganyar. The informants are PAI teachers. Data collection techniques include interviews, observations, and documentation. The results of this study are as follows: 1) The steps of the Make A Match model include stating the objectives, organizing students into learning teams, assisting team work, and providing rewards; 2) The advantages of the Make A Match model are that it creates an active and enjoyable atmosphere, presents engaging material, influences learning outcomes, and fosters teamwork among students; 3) The disadvantages include the need for strong teacher guidance, the need for time management, the necessity for preparation of materials and equipment, and potential classroom noise that could disrupt other classes. The conclusion of this study is that the Make A Match model can be effectively implemented in the learning process as an effort to enhance team collaboration and improve PAI learning outcomes at the Madrasah or School.
Penerapan Model Differentiated Instruction untuk Meningkatkan Aktivitas Belajar Siswa pada Pembelajaran Pendidikan Agama Islam (PAI) Muhammad Irhamuddin; Ahmad Muslih; Khalimatul Hidayah; Naila Faizatur Rohmah; Muhammad Syarifudin; Yeti Hikmawati
JURNAL ILMIAH PENELITIAN MAHASISWA Vol 3 No 5 (2025): Oktober
Publisher : Kampus Akademik Publiser

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jipm.v3i5.1477

Abstract

Student engagement in the learning process is significantly influenced by the strategies implemented by teachers. Students' learning activities not only reflect their understanding of the material but also indicate their motivation and interest, which are shaped by a supportive learning environment. One instructional model that can foster active learning is the Differentiated Instruction model. The purpose of this study is to describe the steps, strengths, and weaknesses of implementing the Differentiated Instruction model in Islamic Education (PAI) learning at Madrasah Aliyah Negeri 2 Rembang, Madrasah Tsanawiyah Negeri 4 Klaten dan Madrasah Aliyah Negeri 1 Kebumen. This research employs a qualitative approach. The research subjects are teachers at Madrasah Aliyah Negeri 2 Rembang, Madrasah Tsanawiyah Negeri 4 Klaten and Madrasah Aliyah Negeri Sukoharjo, with Islamic Education teachers serving as the informants. Data collection techniques include interviews, observations, and documentation. The findings of this study are: (1) The steps of the Differentiated Instruction model include identifying student needs, grouping students, designing flexible learning activities, utilizing technology, employing diverse assessments, and evaluating understanding and internalization of values through questioning or assignments; (2) The advantages of the Differentiated Instruction model include enhanced material comprehension, appreciation of student diversity, avoidance of labeling students as weak or smart, and increased motivation and interest in learning; (3) The weaknesses of the Differentiated Instruction model involve time and resource limitations, teacher readiness, and limited facilities. The conclusion of this study is that the Differentiated Instruction model can be applied in the learning process as an effort to improve student engagement during the learning process at the Madrasah level.
Co-Authors Ahmad Muslih Ana Shawamah H Sukidi Khalimatul Hidayah Muhammad Irhamuddin Muhammad Syarifudin Naila Faizatur Rohmah Siti Zulaicha Sumiyati Syaiful Bahri