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All Journal ELT Worldwide: Journal of English Language Teaching Didaktik : Jurnal Ilmiah PGSD STKIP Subang Quranic Edu
Dedeh Kurniasih
Institut Agama Islam Rakeyan Santang Karawang
Religion Humanities Education Languange, Linguistic, Communication & Media

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PENDIDIKAN ISLAM BERBASIS KARAKTER SEBAGAI STRATEGI PENCEGAHAN PERILAKU MENYIMPANG Susilawati; Diah Widiawati; Wiwin Winarti; Warsali; Dedeh Kurniasih
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11774

Abstract

This study addresses the increasing prevalence of deviant behaviors among students in the digital era, such as cyberbullying, exposure to inappropriate online content, and weakened self-control, which pose serious challenges to moral and character development in educational settings. The purpose of this research is to examine the role of character-based Islamic education as a preventive strategy against deviant behavior and to analyze the strategies implemented by Islamic Education (PAI) teachers in fostering students’ moral, spiritual, and social awareness. This study employed a qualitative approach using a descriptive method to obtain an in-depth and holistic understanding of the phenomenon. Data were collected through interviews, observations, and documentation involving PAI teachers and students in madrasah settings, and were analyzed thematically to identify key patterns and meanings. The findings indicate that character-based Islamic education plays a significant role in preventing deviant behavior by strengthening internal moral awareness, self-control, and ethical decision-making rooted in faith (iman) and piety (taqwa). Effective strategies include teacher role modeling (uswah hasanah), habituation of positive religious practices, integration of moral values into daily learning activities, and collaboration between schools, families, and communities. These strategies contribute to the development of positive social behavior, responsibility, discipline, and resilience against negative digital influences. The study concludes that character-based Islamic education offers a holistic and contextual preventive approach, emphasizing internal moral formation rather than external control, and is highly relevant for addressing contemporary behavioral challenges faced by students in the digital age.
The Effect of Islamic Education Learning Activities and Student Learning Motivation on Student Character at MTs Negeri 2 Jatisari Karawang Saepudin; Dedeh Kurniasih; Susilawati; Irena Laras; Muhamad Hanifah
QuranicEdu: Journal of Islamic Education Vol. 6 No. 1 (2026): QuranicEdu: Journal of Islamic Education
Publisher : IIQ An Nur Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37252/quranicedu.v6i1.2459

Abstract

This study examines the effects of Islamic Religious Education (IRE/PAI) learning activities and students’ learning motivation on students’ character at MTs Negeri 2 Jatisari, Karawang. A quantitative approach with a correlational survey design was employed. The population comprised 777 students, and a 15% proportional sample yielded 117 respondents. Data were collected using Likert-scale questionnaires (15 items each) measuring PAI learning activities (X?), learning motivation (X?), and students’ character (Y). Reliability testing indicated adequate internal consistency (? X?=0.762; ? X?=0.850; ? Y=0.811). Multiple linear regression was conducted after meeting classical assumptions (Tolerance=0.962; VIF=1.039; Durbin–Watson=2.037). The findings show that PAI learning activities and learning motivation jointly have a significant effect on students’ character (F(2,114)=3.426; p=0.036; R²=0.057). Partially, PAI learning activities do not significantly predict students’ character (B=0.072; p=0.455), whereas learning motivation has a significant positive effect (B=0.183; p=0.022). These results suggest that character development in the madrasa context is more sensitive to students’ motivational factors. Therefore, improving PAI instruction should prioritize meaningful learning experiences, consistent value habituation, and need-supportive classroom practices to strengthen character outcomes.
Enhancing Tenses Proficiency and Instructional Skills in Early Childhood Educators via Cyclical Wayground Method Irena Laras; Cindy Febrianthy; Dedeh Kurniasih; Susilawati Susilawati; Agus Agus
ELT Worldwide: Journal of English Language Teaching Vol 13, No 2 (2026)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v13i2.84619

Abstract

This study aims to examine the effectiveness of cyclical training using the Wayground platform in improving students’ professional competence, particularly in digital literacy and the development of interactive learning media in the context of Teaching English to Young Learners (TEYL). The research employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages. The subjects of the study were 72 sixth-semester students of the Early Childhood Islamic Education (PIAUD) program. The findings revealed a significant improvement in students’ competencies across cycles. In the pre-cycle stage, most students demonstrated low digital literacy, with only 3 students familiar with the application. In Cycle I, students began to actively engage in exploring the application and creating simple quizzes, although challenges remained in aligning pedagogical aspects. In Cycle II, students showed substantial improvement in integrating technology, pedagogy, and content, producing more interactive and developmentally appropriate learning media. Quantitatively, the average competency score increased from 55 in the pre-cycle stage to 63 in Cycle I, and significantly to 82 in Cycle II. Additionally, 85% of students achieved scores above the minimum mastery criteria. These results indicate that cyclical training using Wayground is effective in enhancing students’ digital competence, creativity, and pedagogical skills. The study concludes that a structured, reflective, and practice-based training approach can significantly improve the professional competence of prospective early childhood educators in the digital era.
Co-Authors Agus Agus Cindy Febrianthy Diah Widiawati Diah Irena Laras Muhamad Hanifah Saepudin Susilawati Susilawati Susilawati Susilawati Warsali Wiwin Winarti