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Samsinar Samsinar
IAIN Bone, South Sulawesi, Indonesia
Education

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EXPLORATION OF THE USE OF AUTOPLAY LEARNING MEDIA IN INCREASING STUDENTS' INTEREST AND LEARNING OUTCOMES IN ISLAMIC EDUCATION SUBJECT AT MA NURUL AKBAR PONGKA, BONE REGENCY Asrul Asrul; Arisal Arisal; Samsinar Samsinar
Education Studies and Teaching Journal (EDUTECH) Vol. 2 No. 2 (2025): Education Studies and Teaching Journal (EDUTECH)
Publisher : Penelitian dan Pengembangan Ilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62207/qawsqt82

Abstract

This study explores the use of autoplay learning media to enhance student interest and learning outcomes in Islamic Religious Education (PAI) at MA Nurul Akbar Pongka, Bone Regency. Using a qualitative field research design with pedagogical and psychological approaches, data were collected through interviews, observations, and document analysis. Findings reveal that autoplay media facilitates engaging content delivery through integrated text, visuals, audio, and video. Its implementation spanning planning, execution, and evaluation positively influences student interest and supports cognitive, affective, and psychomotor learning outcomes. Supporting factors include adequate facilities and institutional backing, while challenges involve technical limitations and lack of training.
USE OF COLLABORATIVE LEARNING STRATEGIES IN FORMING INTERPERSONAL INTELLIGENCE WHERE IS NURUL AKBAR PONGKA KAB. BONE Hajar Humaera Cane; Samsinar Samsinar; Aminullah Aminullah
Education Studies and Teaching Journal (EDUTECH) Vol. 2 No. 2 (2025): Education Studies and Teaching Journal (EDUTECH)
Publisher : Penelitian dan Pengembangan Ilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62207/wkysyt65

Abstract

This study examines the application of collaborative learning strategies in developing students' interpersonal intelligence at MA Nurul Akbar Pongka, Bone Regency. Using a qualitative field research design and an educational approach, data were collected through interviews, observations, and documentation. The collaborative strategy was implemented through three stages: planning, implementation, and evaluation. The planning stage involved designing group work that focused on building social character; implementation encouraged positive interactions and joint decision-making; and evaluation included assessing group outcomes, individual participation, and social attitudes. The results showed that collaborative learning improved students' interpersonal intelligence, including self-confidence in communication, listening skills, and conflict resolution. This strategy also fostered cooperation, tolerance, and mutual support among students.
Co-Authors Aminullah Aminullah Arisal Arisal Asrul Asrul Hajar Humaera Cane