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All Journal Managere: Indonesian Journal of Educational Management Jurnal Tarbiyatuna
Suciani, Sri
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Social Sensitivity Improvement through Collaborative Learning Models in Islamic Religious Education Luthfiyah, Luthfiyah; Suciani, Sri; Ruslan, Ruslan
Jurnal Tarbiyatuna Vol 13 No 1 (2022)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/tarbiyatuna.v13i1.5809

Abstract

The social awareness of students is seemingly diminishing, as indicated by the lack of care and respect for others, alongside individualism and tendencies to act emotionally and swear. These attitudes have engendered insensitive, intolerant, and uncaring behaviors amongst students. Therefore, social sensitivity is a critical attitude that should be instilled in schools. This is because education facilitates the academic, psychological, and social growth of children and ensures they become smarter, wiser, and more humane. Using a collaborative learning approach in the Islamic Religious Education discipline, the research aimed to build students' social sensitivity by activating learning activities that motivate mutual help, respect, honesty, and collaboration. The participants in this Classroom Action Research (CAR) were 24 students from class X MIA2 Senior High School State 2 Bima City. The data collection was conducted via the test approach, comprising a pre-test and post-test, and complemented by observations, interviews, and documentation. Quantitative and quantitative techniques were used to analyze the results of the primary and secondary data sources, respectively. Subsequently, the research findings indicated that the students' social sensitivity increased by 20.84% from cycle I (70.83%) to cycle II (91.67%). In the pre-test, 8 students (33.33%) showed complete learning, increasing to 13 students (54.17%) in the first cycle (I) and 21 students (87.5%) in the second cycle (II). These findings can help Islamic Religious Education teachers understand the importance of new context-based learning methodologies and models. Allowing students to explore and discuss ideas in groups can also stimulate a love of learning and increase their social awareness. As a result, classroom experience and the importance of content in everyday life can serve as the basis for students' understanding and can be directly applied in their social life.
Gamification-Based Emotional Connectivity Model: Strengthening Positive Classroom Relationships to Reduce Student Academic Burnout BZ, Zakiyah; Fitriatin, Devi; Suciani, Sri; Kholisa, Siti Nur
Managere: Indonesian Journal of Educational Management Vol. 7 No. 4 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v7i4.1305

Abstract

Academic burnout is a complex emotional condition that arises from prolonged learning pressure and weak social connections in the classroom. This study examines the effectiveness of a Gamification-Based Emotional Connectivity Model as an innovative management strategy to enhance emotional bonds between teachers and students, while reducing symptoms of academic burnout. Using a qualitative approach that incorporated participatory observation, in-depth interviews, and documentation, the research was conducted in classrooms where students had previously exhibited signs of emotional fatigue and disengagement. The gamification model integrates game-based learning elements—such as points, badges, and collaborative challenges—with emotional reinforcement through empathy, positive feedback, and reflective sharing. The findings suggest that gamification has a significant impact on enhancing the classroom climate, thereby creating a more supportive and participatory learning environment. Students who were previously passive became more active and confident in expressing their ideas, while teachers acted as emotional facilitators rather than mere instructors. The study identifies four key dimensions that support emotional well-being in learning: emotional safety, positive reinforcement, collaborative interaction, and teacher emotional presence. Through these dimensions, the gamification model transforms learning into a psychologically safe, socially engaging, and intrinsically motivating process. The results indicate that integrating emotional connectivity into gamified learning not only increases motivation and engagement but also serves as a preventive framework against academic burnout. This model offers a practical contribution to developing emotionally intelligent classrooms and advancing the pedagogy of well-being in modern education.
Co-Authors Fitriatin, Devi Kholisa, Siti Nur Luthfiyah Luthfiyah Ruslan Ruslan Zakiyah BZ