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All Journal HEUTAGOGIA: Journal of Islamic Education Jurnal Pendidikan Agama Islam Indonesia (JPAII)
Mardiah, Desni
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Website Based Digital Assessment Model Jogja Madrasah Digital (JMD) in Learning Evaluation in Madrasah Ibtidaiyah Negeri 1 Yogyakarta Mardiah, Desni
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 6 No. 2 (2025): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v6i2.1333

Abstract

Purpose of the study: This study aims to identify challenges and opportunities in the Jogja Madrasah Digital (JMD) website as an assessment model in learning evaluation at Madrasah Ibtidiyah Negeri 1 Yogyakarta. Methodology: Using descriptive qualitative research method, data were obtained through interviews, observations and literature studies. Main Findings:The results showed that the Jogja Madrasah Ditigal (JMD) website was efficient enough to be used for assessment in learning evaluation at Madrasah Ibtidaiyah Negeri 1 Yogyakarta, but there were still technical obstacles such as lack of support for essay questions and Arabic fonts and inadequate infrastructure. Therefore, further development of the Jogja Madrasah Digital (JMD) website is needed. Novelty/Originality of this study: This study opens new insights into the importance of integrating learning evaluation using multimedia, so that evaluation is more effective and efficient.
Integrating Wordwall in Islamic Religious Education: A Phenomenological Study of Pedagogical Transformation in Indonesian Primary Schools Adzibah, Salsabila I'tilaful; Mardiah, Desni; Gasmi, Nur Muhammad
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 1 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.51-02

Abstract

The integration of digital technology in education has driven pedagogical innovation across various disciplines, including Islamic Religious Education (IRE). This study investigates the lived experiences of primary school IRE teachers in using Wordwall, a web-based interactive learning platform. Employing a descriptive phenomenological approach, the research explores teachers’ motivations, classroom implementations, and perceived impacts on student engagement and understanding. Data were collected through in-depth interviews, classroom observations, and document analyses involving two purposively selected educators from different institutional contexts. The findings reveal three key themes: a shift in teachers’ perceptions toward technology, with increased confidence and digital self-efficacy; the emergence of a more adaptive and creative professional identity; and the transformation of pedagogical practices from conventional content delivery to participatory, game-based learning. Despite notable challenges, such as limited infrastructure and initial unfamiliarity with digital tools, the study underscores Wordwall's role as a catalyst for pedagogical reflection and renewal. These findings suggest that targeted institutional support, including training and peer collaboration, is essential for sustainable digital innovation in IRE. Limitations include the small sample size and localized setting. Future research should expand to diverse educational contexts to further explore scalable models of technology integration in religious instruction.
Co-Authors Adzibah, Salsabila I'tilaful Gasmi, Nur Muhammad