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All Journal EduReligia : Jurnal Pendidikan Agama Islam Ar-Rasyid: Jurnal Pendidikan Agama Islam YASIN: Jurnal Pendidikan dan Sosial Budaya ALSYS : Jurnal Keislaman dan Ilmu Pendidikan
Sulfaningsih, Evi
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Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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ENHANCING STUDENTS’ LEARNING INTEREST THROUGH GAMESHOW-BASED QUIZ MEDIA IN QUR’ANIC LEARNING CENTERS Latif, Abdul; Setiyawan, Adhi; Djakfar, Muhammad Zaki Ridho; Alamsyah, Dani; Sulfaningsih, Evi
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 9, No 2 (2025)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v9i2.12589

Abstract

This study aimed to compare students’ learning interest before and after the use of Wordwall (Gameshow Quiz) and to examine its effectiveness in enhancing learning interest in non-formal Qur’anic education. A quantitative approach was employed using a pre-experimental design with a one-group pretest–posttest model. Data were analyzed using a paired sample t-test and n-gain analysis. The results revealed a statistically significant difference between pretest and posttest scores, with a p-value of 0.000 < 0.05, indicating an increase in students’ learning interest after the intervention. The average n-gain score was 0.43, which falls within the moderate effectiveness category. These findings suggested that interactive digital media such as Wordwall can meaningfully enhance students’ learning interest in Qur’anic instruction. The study implied that integrating technology-based learning media in QLCs might serve as an effective pedagogical strategy to improve student engagement in non-formal Islamic education settings.
The Urgency of Diagnostic Assessment in Improving the Quality of Learning in Islamic Religious Education Sulfaningsih, Evi; Hamami, Tasman; Nurhidayat, Nurhidayat; Sahra, Siti; Purnawati, Retno Try
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Publisher : AR-RASYID : Jurnal Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/arrasyid.v6i1.29497

Abstract

This study aims to analyze the urgency of diagnostic assessment in improving the quality of Islamic Religious Education (PAI) learning. The background of this research lies in the low quality of PAI learning, which remains predominantly cognitive-oriented while neglecting the integration of knowledge, religious attitudes, and worship skills. This study employed a library research method with content analysis using the Miles Huberman interactive model. The findings reveal four main urgencies of diagnostic assessment. First, it supports differentiated learning by mapping students’ initial abilities. Second, it provides the foundation for remediation and enrichment according to learners’ needs. Third, it increases learning motivation by aligning instruction with students’ conditions. Fourth, it fosters Islamic character formation through the integration of cognitive and non-cognitive. These results affirm that diagnostic assessment is not merely a technical tool but a fundamental strategy to achieve national education goals and support the implementation of the Merdeka Curriculum.
Approaches and Models in the Development of Islamic Religious Education Curriculum Sulfaningsih, Evi; Nurhidayat, Nurhidayat
YASIN Vol 6 No 1 (2026): FEBRUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i1.9214

Abstract

Curriculum reform in Islamic Religious Education (PAI) has attracted significant scholarly attention in recent years; however, comprehensive studies that systematically integrate curriculum approaches and development models within a unified analytical framework remain limited. This study aims to analyze the dominant approaches and curriculum development models in PAI and to examine their interrelationship in responding to contemporary educational challenges. Employing a qualitative approach with a library research design, the study draws on primary and secondary academic sources related to curriculum theory and Islamic education, which were examined using an interactive content analysis process involving data reduction, categorization, and conclusion drawing. The findings indicate that four major approaches—academic subject, humanistic, social reconstruction, and technological—shape the philosophical orientation of PAI curriculum development. In addition, classical models such as those of Tyler and Taba remain structurally relevant, while contemporary models, including competency-based, integrative, and school-based curriculum development, provide adaptive and contextual frameworks for current educational needs. The study concludes that effective PAI curriculum development requires a hybrid model that integrates epistemological stability with methodological flexibility. The implications include theoretical clarification of the relationship between curriculum approaches and models, as well as practical recommendations for curriculum developers and policymakers to design adaptive, competency-oriented, and value-based PAI curricula in Indonesia.
Analisis Nilai-Nilai Karakter dalam Al-Qur’an dan Hadis serta Relevansinya terhadap Pendidikan Karakter di Era Modern Sulfaningsih, Evi; Santosa, Sedya; Alamsyah, Dani
ALSYS Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i1.8870

Abstract

The moral crisis of the modern era, marked by declining honesty, empathy, and responsibility, as well as pervasive violence and intolerance among young people, underscores the urgency of strengthening character education grounded in Islamic values. This study aimed to identify Islamic character values in the Qur’an and Hadith, the methods for instilling these values, and their relevance to contemporary character education. A qualitative library research method was employed, drawing on Qur’anic verses, hadiths of the Prophet Muhammad, works of Qur’anic exegesis, hadith commentaries, and literature on Islamic education. The data were analyzed using content analysis and thematic descriptive techniques. The findings indicate seven core character values—gratitude, patience, honesty, compassion, justice, responsibility, and sincerity, which encompass both vertical–spiritual and horizontal–social dimensions. In addition, six methods of value internalization were identified, namely role modeling, guidance, motivation, sustained habituation, advice, and organizational structuring, all of which are consistent with modern educational approaches such as role modeling, mentoring, and school culture formation. The study concludes that Qur’anic and Prophetic character values are highly relevant for addressing contemporary moral problems such as dishonesty, low empathy, violence, and intolerance. Its theoretical implications enrich the discourse of Islamic education through the formulation of a comprehensive conceptual framework of Islamic character, while its practical implications include the development of character education policies, the design of a more applicative Islamic Religious Education (PAI) curriculum, value-based instructional strategies, and the strengthening of school–family collaboration in character formation. The study also recommends further empirical research to test the effectiveness of these value internalization methods in real classroom contexts and to develop integrative models of character education.
Co-Authors Abdul Latif Alamsyah, Dani Djakfar, Muhammad Zaki Ridho Hamami, Tasman Nurhidayat Nurhidayat Purnawati, Retno Try Sahra, Siti Santosa, Sedya Setiyawan, Adhi