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All Journal TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Action Research Journal Indonesia (ARJI)
Wati, Marina
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Education

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Learning Interest: How Does the Experimentation of the Technology-Enhanced Learning (TEL) Models? Novitriani, Ganis; Sari, Naista Fabella; Arnelita, Merda; Aulia, Kharisma Rizki; Wati, Marina; Azizah, Nurul
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (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.v7i3.423

Abstract

This study aims to examine the effectiveness of the Technology Enhanced Learning (TEL) model in increasing students’ learning interest in Islamic Education (PAI) at SMP Negeri 23 Bandar Lampung. The research employed a quantitative method with a quasi-experimental design. The sample consisted of class VIII D as the experimental group and class VIII E as the control group. Data were collected using questionnaires, and the data analysis techniques included normality tests, homogeneity tests, and an independent sample t-test. The findings indicate that the TEL learning model has a positive and significant effect on students’ learning interest, with a significance value of 0.000 (<0.05). Institutionally, this research contributes to the development of learning models that are adaptive to technological advancements and may serve as a reference for schools and teachers in designing technology-integrated curricula. Furthermore, this study enriches the academic literature on the effectiveness of TEL within the specific context of Islamic Education, an area that has received relatively little attention, thereby opening opportunities for further research in technology-based learning innovations.
INTEGRASI CULTURALLY RESPONSIVE TEACHING PADA MODEL PROBLEM-BASED LEARNING: DAMPAKNYA TERHADAP KETERLIBATAN SISWA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM Wati, Marina; Bahri, Saiful; Nur, Robiyah
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.9896

Abstract

This study aims to examine the impact of integrating the Culturally Responsive Teaching (CRT) approach into the Problem-Based Learning (PBL) model on student engagement in Islamic Education (PAI). The primary issue addressed is the low level of student engagement caused by the dominance of conventional methods and a lack of relevance between the material and the students' cultural backgrounds. Utilizing a Quasi-Experimental design with a Posttest-Only Control Group Design, this research involved 69 tenth-grade students at SMKN 8 Bandar Lampung, divided into a control group (36 students) and an experimental group (33 students). Data on student engagement were collected using a questionnaire instrument (15 items, Cronbach's Alpha α = 0,782) and analyzed using an independent sample t-test. The results of the analysis showed a t-value of t = -4,925 with a significance of 0,000 (p < 0,05), and a Mean Difference of 6.414. These findings confirm a significant difference, where the class implementing the PBL-CRT integration demonstrated higher engagement levels compared to the control group. The synergy between problem-solving in PBL and the cultural aspects of CRT is proven to create a more interactive, contextual, and meaningful learning experience. The novelty of this research lies in the integrative application of these two models within the context of Islamic Education at the vocational school (SMK) level. Practically, this study provides a guide for teachers in designing innovative learning strategies capable of enhancing both student engagement and religious understanding in the contemporary era.
Co-Authors Arnelita, Merda Aulia, Kharisma Rizki Novitriani, Ganis Nur, Robiyah NURUL AZIZAH Saiful Bahri Sari, Naista Fabella