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All Journal Al Ishlah Jurnal Pendidikan
Qolbi Khairi
Universitas Islam Negeri Fatmawati Sukarno Bengkulu
Education Languange, Linguistic, Communication & Media Mathematics Other

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Enhancing Students' ICT Literacy Through a Web-Based Project Learning Model Rahayu Rahayu; Qolbi Khairi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6443

Abstract

The integration of content components and ICT technology in education is crucial for enhancing student competencies. This study examines the effectiveness of a web-based learning model using project-based learning (PjBL) to improve ICT literacy skills. A quasi-experimental design with a non-equivalent control group was employed. The experimental group was taught using the web-based project learning model, while the control group received traditional instruction. The study involved 60 tenth-grade students from MAN 2 Kota Bengkulu, selected through cluster sampling. Data were collected using a questionnaire, with instrument validity evaluated using the Aiken index and reliability assessed through the Cronbach’s alpha coefficient. Descriptive quantitative analysis was used to interpret the results. The findings indicate a significant difference in ICT literacy skills between the experimental and control groups, as evidenced by a p-value 0.05. This suggests that the web-based project learning model effectively enhances students' ICT competencies. The results highlight the positive impact of integrating web-based project learning on student engagement and ICT skill development. This underscores the necessity of modern teaching approaches in adapting to digital learning environments. The study concludes that web-based project-based learning significantly improves ICT literacy skills. It recommends teacher training programs and curriculum development policies to enhance educators' competencies in technology-enhanced learning. Future research should explore its application across various subjects and educational levels.
Enhancing Pedagogical and Content Knowledge through Preservice Training: A Study on Islamic Religious Teacher Candidates Hendri Kuswiran; Qolbi Khairi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6466

Abstract

Improving the competencies of future teachers requires innovative approaches, including preservice training aimed at strengthening Pedagogical Content Knowledge (PCK)—a fusion of subject matter expertise and pedagogical skills. This study investigates the effectiveness of preservice training in enhancing PCK among prospective Islamic Religion teachers. A quantitative, one-group pre-test–post-test design was implemented involving 45 students from the Islamic Education Department at Fatmawati Sukarno State Islamic University, Bengkulu, Indonesia. Participants were selected using purposive sampling to target a specific population. Data were collected through tests measuring both content and pedagogical knowledge and analyzed using paired sample t-tests and descriptive statistics. Post-test results indicated a significant improvement in both content and pedagogical knowledge compared to pre-test scores. Statistical analysis yielded a significance value of 0.000 (p 0.05), confirming the training's effectiveness in developing students' PCK. The findings demonstrate that preservice training plays a vital role in advancing prospective Islamic teachers' integrated understanding of subject matter and pedagogy. These results support the inclusion of structured PCK-focused training in teacher education curricula. Preservice training significantly enhances the PCK of future Islamic Religion teachers. Future research could explore the development of a digital literacy-based PCK model to inform the design of effective, subject-specific training programs across various educational disciplines.
Co-Authors Hendri Kuswiran Rahayu Rahayu