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All Journal Pedagogik Journal of Islamic Elementary School Al-Ashr : Jurnal Pendidikan dan Pembelajaran Dasar Insight: Islamic Education and Learning
Hafilatul Hasanah
Universitas Nurul Jadid
Religion Education

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INNOVATION IN ISLAMIC RELIGIOUS EDUCATION LEARNING IN ELEMENTARY SCHOOLS: ENHANCING STUDENT CREATIVITY WITH CANVA MEDIA Ahmad Zubaidi; Hafilatul Hasanah
Al-Ashr : Jurnal Pendidikan dan Pembelajaran Dasar Vol 11 No 1 (2026): Maret
Publisher : PGMI Fakultas Tarbiyah Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/alashr.v11i1.4835

Abstract

The transformation of digital-based learning in elementary schools is an inevitable requirement in facing the dynamics of 21st-century education, including in the teaching of Islamic Religious Education (PAI). This study aims to explore strategies for utilizing Canva media by teachers to enhance student creativity in PAI learning at Cahaya Cendekia Elementary School. This study uses a qualitative case study approach with data collection techniques in the form of in-depth interviews, classroom observations, and visual documentation. The results show that Canva is effectively utilized by teachers to create visually appealing Student Worksheets (LKPD), thereby stimulating students' attention and participation. Students' creativity develops through non-digital activities such as describing religious illustrations, composing narratives of prophets' stories, coloring, and verbally conveying moral messages. In addition, the use of Canva also had an impact on improving teacher professionalism and strengthening institutional identity through published visual documentation. Although students were not directly involved in using the application due to age and facility limitations, this approach succeeded in creating a contextual, enjoyable learning environment that encouraged the creative expression of religious values. Thus, Canva has become a relevant and transformative visual medium in the development of Islamic Education learning at the elementary school level.
Transformasi Pendidikan Karakter dalam Mewujudkan Kesadaran Diri Siswa Fathor Rozi; Hafilatul Hasanah; Tsulusil Lailatir Rohmah; Siska Nur Jannah; Rohimatul Maulani
Pedagogik Journal of Islamic Elementary School Vol. 8 No. 1 (2025): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v8i1.6400

Abstract

Penelitian ini bertujuan untuk mengetahui konsep transformasi pendidikan karakter dalam mewujudkan kesadaran diri siswa. Pendekatan kualitatif dengan jenis studi kasus digunakan dalam penelitian ini. Teknik pengumpulan data menggunakan observasi non partisipan, wawancara mendalam terhadap 5 orang informan, dan dokumentasi. Analisis data menggunakan kondensasi, penyajian data, dan penarikan simpulan. Hasil penelitian ini menunjukkan bahwa strategi dalam melaksanakan transformasi pendidikan karakter dalam mewujudkan kesadaran diri siswa adalah melalui 1) Metode pembelajaran berbasis nilai dengan mengintegrasikan pendidikan karakter ke dalam kurikulum, khususnya pada mata pelajaran agama dan kewarganegaraan; 2) Kegiatan ekstrakurikuler berbasis karakter, dan 3) Keterlibatan orang tua dan masyarakat yang melibatkan mereka dalam diskusi rutin tentang pendidikan karakter sehingga menunjukkan hasil yang lebih positif. Kendala dalam proses ini meliputi kurangnya pelatihan guru, keterbatasan waktu dan beban kurikulum, dan kurangnya partisipasi orang tua. Namun demikian, ada tantangan yang harus diatasi, seperti pengaruh negatif media sosial dan kurangnya pelatihan bagi pendidik. Oleh karena itu, diperlukan strategi yang lebih komprehensif dan berkelanjutan, termasuk peningkatan kompetensi guru, penguatan peran keluarga, dan pemanfaatan teknologi secara bijak untuk memaksimalkan efektivitas pendidikan karakter dalam membangun kesadaran diri siswa.
The Effectiveness of Mind Mapping in Improving Understanding of Ethical Values in Islamic Religious Education Learning Hafilatul Hasanah
Khatulistiwa Insight: Islamic Education and Learning Vol 1 No I (2025): Maret
Publisher : CV Narasi Khatulistiwa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The challenge in Islamic Education learning is a deep understanding of Islamic ethical values. However, the challenge faced in this education is how to deliver the material effectively so that students not only understand the religious concepts but are also able to apply those ethical values in their practice. One method that has emerged as an alternative in improving learning effectiveness is Mind Mapping. Despite the use of learning media, the lack of variety in teaching methods often reduces student activity and makes the learning atmosphere less interesting. Learning methods that focus on lectures and memorization make it difficult for students to understand the material deeply, so students' understanding of ethical values in PAI learning becomes less than ideal. This study aims to evaluate the effectiveness of mind mapping as a method to improve understanding of ethical values in PAI learning at SMPN 2 Krejengan. The research method used qualitative research with a case study approach carried out at SMPN 2 K Rejengan, while the stages in the research were observation, interviews and documentation and then processed using data. Data were collected through tests of understanding of ethical values before and after the intervention, as well as collecting students' perceptions of the use of mind mapping in PAI learning. The results of the study showed that the use of mind mapping significantly improved the understanding of Islamic ethical values. However, the use of mind mapping at SMPN 2 Krejengan not only increased students' understanding of ethical values in Islam, but also received positive support from students as an effective and fun learning tool. And there are some students who consider mind mapping as a less effective technique in certain cases, especially if it is not supported by adequate teaching or if there are obstacles in understanding the mind map structure created by the teacher.
Co-Authors Ahmad Zubaidi Rohimatul Maulani Rozi, Fathor Siska Nur Jannah Tsulusil Lailatir Rohmah