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All Journal Dinasti International Journal of Education Management and Social Science Journal of Innovation in Educational and Cultural Research
Dedi Kuswandi
Faculty of Education, Universitas Negeri Malang, Indonesia
Education

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Flipbook vs Presentation Media: Revisiting Empirical Studies and Literature Review in Islamic Education Miftah Hur Rahman ZH; Dedi Kuswandi; Muhibuddin Fadhli
Dinasti International Journal of Education Management And Social Science Vol. 6 No. 3 (2025): Dinasti International Journal of Education Management and Social Science (Febru
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v6i3.3826

Abstract

The rapid advancement of technology has profoundly influenced educational practices, particularly within the domain of Islamic education. The inherent complexity of Islamic Education (PAI) presents unique challenges for educators in selecting the most effective instructional media to facilitate learning. This study investigates the integration of technology in Islamic education, with a specific focus on the use of flipbooks and PowerPoint as instructional tools. Employing the PRISMA-based Systematic Literature Review (SLR) methodology, this research compiles and analyzes prior studies on the application of these two media in Islamic education contexts. This approach provides a structured and comprehensive insight into the effectiveness of instructional media in enhancing teaching quality. The findings reveal that utilizing flipbooks for content requiring deep comprehension, alongside PowerPoint for presenting well-structured information, significantly improves the overall learning experience. Moreover, regular evaluation of media usage by educators is essential to ensure their continued relevance and efficacy in achieving pedagogical objectives. The study further underscores the importance of tailoring media selection to students' learning styles—whether visual, auditory, or kinesthetic—to maximize learning outcomes. In conclusion, this research emphasizes the critical role of technology in Islamic education, advocating for an approach that considers student characteristics and instructional contexts in the digital era to foster an optimal learning experience.
Contribution of Metacognitive Skills to Students' Conceptual Understanding and Problem-Solving Skills in Elementary School Teacher Education Mumun Nurmilawati; Punadji Setyosari; Mohamad Amin; Dedi Kuswandi; Sulistiono Sulistiono; Agus Muji Santoso; Mohd Hanafi Mohd Yasin
Journal of Innovation in Educational and Cultural Research Vol 7, No 3 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i3.2995

Abstract

Metacognitive skills constitute one's cognitive awareness or affective experience that comes along with intellectual efforts. It represents one's awareness and knowledge about his/her own cognitive skills. Metacognitive skills affect one's conceptual understanding and problem-solving skills. Empirical researchanalyzinghow metacognitive skills specifically contribute to conceptual understanding and problem-solving skills through free inquiry-based learning is still lacking. This study aimed to examine how metacognitive skills contribute to individuals' conceptual understanding and problem-solving using free, inquiry-based learning strategies. To this end, a descriptive correlational study was applied.The independent variable in this study was metacognitive skills, and the dependent variables were conceptual understanding and problem-solving abilities. Thirty-five students from the Elementary School Teacher Education Department of Universitas Nusantara PGRI Kediri participated. Data wereanalyzedusing linear regression analysis. The result showed that metacognitive skills contribute 48.9% to students' conceptual understanding, higher than their contribution to problem-solving skills (i.e., 30.7%).These findings demonstrate the important role of metacognitive skills in shaping effective teacher preparation and fostering reflective and independent learners. This study provides empirical evidence for integrating metacognitive skill development into inquiry-based teacher education programs to enhance conceptual and problem-solving competencies.
Co-Authors Agus Muji Santoso Miftah Hur Rahman Zh Mohamad Amin Mohd Hanafi Mohd Yasin Muhibuddin Fadhli Mumun Nurmilawati Punadji Setyosari Sulistiono Sulistiono