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All Journal Journal of Education and Teaching Learning QOUBA : Jurnal Pendidikan Jurnal Ragam Pengabdian
Rahmi Anekasari
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Implementasi Layanan Bimbingan Literasi Digital Melalui Kegiatan “Edukasi Penggunaan Gadget” di SD Negeri Tanjungsari Kajen Aenun Nisa; Khusna, Mar'atul; Awalia, Fitrotul; Rahmi Anekasari
Quoba: Jurnal Pendidikan Vol 2 No 2 (2025): 2025
Publisher : PT.Hassan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/qb.v2i2.524

Abstract

Penelitian ini bertujuan untuk mengetahui bagaimana implementasi layanan bimbingan literasi digital melalui kegiatan “Edukasi Penggunaan Gadget” di SD Negeri Tanjungsari Kajen. Penelitian ini dilakukan dengan latar belakangi pada fenomena meningkatnya penggunaan gadget di kalangan peserta sekolah dasar, hal ini menuntut adanya pendampingan dan pemahaman yang tepat mengenai penggunaan teknologi secara bijak, aman, dan bertanggung jawab. Sebagai lembaga pendidikan dasar, sekolah memiliki peran strategis dalam memberikan layanan bimbingan yang tidak hanya menyasar peserta didik, tetapi juga melibatkan orang tua sebagai mitra utama dalam pengawasan penggunaan gadget di rumah. Penelitian ini menggunakan metode kualitatif deskriptif. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi. Fokus penelitian ini tertuju pada bentuk program, serta dukungan sekolah dalam memberikan pemahaman mengenai literasi digital. Hasil penelitian menunjukkan bahwa implementasi layanan bimbingan literasi digital di SD Negeri Tanjungsari Kajen dilaksanakan melalui beberapa kegiatan terstruktur. Kegiatan tersebut meliputi penyuluhan kepada orang tua mengenai pentingnya literasi digital dan edukasi penggunaan gadget, pembinaan kepada peserta didik melalui amanat upacara, serta integrasi pembelajaran dengan teknologi digital. Selain itu, sekolah juga memanfaatkan platform WhatsApp sebagai media komunikasi dan pelayanan yang menghubungkan guru dengan orang tua, bentuk dari penerapan cyber counseling sederhana di sekolah dasar, sehingga proses monitoring penggunaan gadget dapat dilakukan secara lebih efektif. Kesimpulannya, layanan bimbingan literasi digital di SD Negeri Tanjungsari Kajen telah diimplementasikan dengan baik melalui berbagai program yang melibatkan seluruh warga sekolah. Program tersebut berkontribusi dalam meningkatkan pemahaman siswa dan orang tua mengenai penggunaan gadget yang lebih positif, produktif, dan bertanggung jawab.
Analisis Penerapan Aturan dan Pembiasaan Kelas dalam Layanan BK untuk Meningkatkan Disiplin Siswa Kelas V MIS NU Al-Utsmani Aulia Isna Lutfiana; Ida Matul Izah; Ade Maya Widodo; Rahmi Anekasari
Quoba: Jurnal Pendidikan Vol 2 No 2 (2025): 2025
Publisher : PT.Hassan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/qb.v2i2.688

Abstract

Penelitian ini bertujuan untuk menganalisis penerapan aturan dan pembiasaan kelas dalam layanan Bimbingan dan Konseling (BK) untuk meningkatkan perilaku disiplin siswa kelas V di MIS NU Al-Utsmani. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Pengumpulan data dilakukan melalui observasi langsung terhadap pelaksanaan aturan dan pembiasaan kelas, wawancara mendalam dengan guru wali kelas yang sekaligus melaksanakan layanan BK, serta dokumentasi berupa tata tertib sekolah dan kesepakatan kelas. Hasil penelitian menunjukkan bahwa layanan BK di MIS NU Al-Utsmani tidak ditangani oleh guru BK khusus, melainkan diintegrasikan dalam kegiatan pembelajaran sehari-hari oleh guru wali kelas. Aturan kelas disusun melalui musyawarah bersama siswa dan diterapkan secara konsisten, serta dipajang di ruang kelas sebagai bentuk penguatan disiplin. Selain itu, pembiasaan kelas dilaksanakan melalui kegiatan rutin keagamaan yang dilakukan setiap pagi secara berkelanjutan. Penerapan aturan dan pembiasaan kelas memberikan dampak positif terhadap perilaku disiplin siswa, antara lain meningkatnya kepatuhan terhadap guru, kedisiplinan berpakaian, tanggung jawab dalam menyelesaikan tugas tepat waktu, serta keteraturan dalam kegiatan belajar dan ibadah. Meskipun demikian, pelaksanaan pembiasaan masih menghadapi tantangan yang berasal dari latar belakang keluarga siswa. Secara keseluruhan, penerapan aturan dan pembiasaan kelas dalam layanan BK berbasis kelas berperan penting dalam membentuk disiplin siswa secara bertahap dan berkelanjutan
Reconstruction of Differentiation-Based Islamic Religious Education Learning Strategies to Accommodate Cognitive and Social Diversity Mohammad Zakiyuddin; Muhlisin; Rahmi Anekasari
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.292

Abstract

This study aims to reconstruct a differentiation-based Islamic Religious Education (PAI) learning strategy to accommodate the cognitive and social diversity of students. The background of this research is based on the fact that PAI learning practices still tend to be uniform, while classroom conditions show a high level of heterogeneity. The approach used in this study is qualitative with a conceptual study through an analysis of relevant literature from the past five years. The results of the study indicate that differentiated learning can be a strategic solution through the development of three main aspects: content differentiation, process differentiation, and learning products. In addition, the implementation of this strategy is supported by the use of diagnostic assessments, flexible grouping, and adaptive adjustments to learning methods and media. The reconstruction of the PAI learning strategy also emphasizes the importance of integrating Islamic values in every learning process, thus not only improving cognitive learning outcomes but also strengthening the affective and spiritual dimensions of students. The role of the teacher as an adaptive facilitator is a key factor in the successful implementation of differentiated learning. Thus, this study concludes that a differentiation-based learning strategy can create PAI learning that is more inclusive, contextual, and oriented to the needs of students, and contributes to improving the overall quality of learning.  
Deep Learning-Based Learning Model Design: Efforts to Improve Critical Analysis Skills in Islamic Religious Education (PAI) Subjects Muhamad Ardha Niami; Muhlisin; Rahmi Anekasari
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.319

Abstract

This study discusses the development of a deep learning-based instructional design model as an effort to improve students' critical analytical skills in Islamic Religious Education (PAI). The study is motivated by the fact that PAI learning practices are still largely focused on rote memorization (surface learning), resulting in students' critical, reflective, and contextual thinking abilities not being optimally developed. Therefore, this research aims to develop and analyze the effectiveness of a deep learning-based instructional model in enhancing students' critical analytical skills, particularly in the aspects of interpretation, evaluation, and argumentation. This research employed a Systematic Literature Review (SLR) approach by examining national and international scholarly articles indexed in Google Scholar, SINTA, and GARUDA published between 2020 and 2025. The findings reveal that the implementation of deep learning is able to improve conceptual understanding, students' active engagement in learning, learning motivation, creativity, and critical thinking skills. In addition, this approach helps students internalize religious values more deeply and meaningfully. The deep learning approach is considered relevant to the demands of 21st-century learning and the implementation of the Merdeka Curriculum because it emphasizes active, reflective, and contextual learning processes. This study contributes to the development of a PAI instructional design that integrates cognitive, affective, and spiritual dimensions, making it a potential innovative alternative for improving the quality of Islamic education in the modern era  
Penilaian Autentik Berbasis Video Pendek dalam Mengukur Kompetensi Afektif pada Pembelajaran Pendidikan Agama Islam di Sekolah Dasar Lilik Qonitah; Muhlisin; Rahmi Anekasari
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/jk4y2h21

Abstract

Assessment in Islamic Religious Education (PAI) at the elementary level remains largely focused on written examinations that prioritize cognitive achievement, while affective competence is insufficiently evaluated because direct observation is limited and conventional assessment tends to be subjective. Previous studies have mostly treated video as a learning medium rather than an authentic assessment instrument. Therefore, this study analyzes the implementation of short video-based authentic assessment to measure students’ affective competence in Islamic Religious Education learning. The study used a mixed-methods sequential explanatory design involving 30 sixth-grade students at an elementary school in Batang Regency, Central Java, Indonesia. Data were collected through observation, video assessment, semi-structured interviews, and documentation using an affective rubric covering empathy, apologizing awareness, sincerity in forgiving, self-reflection, and authenticity of expression. The findings showed an average affective competence score of 13.95 out of 20, categorized as good. Authenticity of expression achieved the highest score, whereas self-reflection received the lowest. Overall, short video-based assessment provided more contextual, flexible, and objective evaluation than conventional methods while increasing student engagement and strengthening authentic assessment practices through digital technology integration. The approach also encouraged reflective learning, emotional expression, and meaningful participation during Islamic Religious Education activities among elementary students
Co-Authors Ade Maya Widodo Aenun Nisa Aulia Isna Lutfiana Awalia, Fitrotul Ida Matul Izah Khusna, Mar'atul Lilik Qonitah Mohammad Zakiyuddin Muhamad Ardha Niami Muhlisin