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All Journal Al-Mau'izhoh: Jurnal Pendidikan Agama Islam Master of Civic Innovation and Education Technology.
Watia, Larasi
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Religion Humanities Education Social Sciences Other

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Penerapan Ice Breaking Dan Implikasinya Terhadap Motivasi dan Minat Belajar Pada Mata Pelajaran PAI di SDIT Khoiru Ummah Watia, Larasi; Warsah, Idi; Amrullah
Al-Mau'izhoh: Jurnal Pendidikan Agama Islam Vol. 7 No. 01 (2025): In Press Edisi Juni 2025
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/am.v7i01.10434

Abstract

This study aims to explore the implementation of ice breaking activities and their implications for students’ motivation and interest in learning Islamic Religious Education at SDIT Khoiru Ummah. Using a qualitative descriptive approach, data were collected through observation, interviews, and documentation. The findings reveal that students showed low enthusiasm and interest in PAI lessons, especially during less favorable time slots. Ice breaking activities were implemented at the beginning, during, and end of lessons to create a more engaging and positive learning atmosphere. These activities, both spontaneous and planned, helped boost students’ motivation, concentration, social interaction, and active participation. The study concludes that well-integrated ice breaking techniques can significantly enhance students’ learning motivation and interest in PAI, leading to a more dynamic and effective classroom environment.
Transformasi Profesionalisme Guru di Era Disrupsi: Tinjauan Kritis terhadap Kebijakan Pendidikan Digital AULIA, RIDHA; B.Fernandez, Reyneldis; Yuliana, Gina; Aribah, Lutfina; Watia, Larasi
Master of Civic Innovation and Education Technology Vol. 2 No. 1 (2026): Master of Civic Innovation and Education Technology (Civic-Edutech)
Publisher : CV. Master Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63461/civic-edutech.v21.322

Abstract

Digital education transformation is often misinterpreted as limited to the provision of infrastructure and bureaucratic digitalization, which ironically burdens educators. This article aims to critically analyze the synergy between digital education policy and the transformation of teacher professionalism in the era of disruption. Using the library study method with a qualitative content analysis approach, this study dissects the picture between the regulatory text and the reality in the field. The results of the study show three main findings. First, teachers are required to evolve from mere application operators to digital learning designers. Second, regulations centered on the provision of application administration have triggered the pressure of technology and performative work culture, thereby eroding the fundamental essence of teaching activities. Third, a reorientation towards adaptive and humanist policies is needed. At the macro level, the government needs to debureaucratize through integrated data integration, while at the micro level, school leadership must be present as a protective shield that ensures the psychological well-being of teachers. In conclusion, policy synergy that favors the welfare of educators is an absolute prerequisite for technology to function as an instrument of empowerment, not a rigid supervisory tool that shuts down pedagogical innovation.
Co-Authors Amrullah Aribah, Lutfina Aulia, Ridha B.Fernandez, Reyneldis Gina Yuliana, Gina Idi Warsah