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All Journal International Journal of Teaching and Learning (INJOTEL) ADIBA (JOURNAL OF EDUCATION) International Journal of Social and Education (INJOSEDU) Indonesian Journal of Education (INJOE)
Rusiadi
Universitas Sultan Muhammad Syafiuddin Sambas
Education Mathematics Other

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STRATEGI GURU PAI DALAM MENGATASI KESULITAN MEMBACA AL-QURAN PADA SISWA KELAS V SD NEGERI 17 PIMPINAN PARIT KECAMATAN TELUK KERAMAT TAHUN PELAJARAN 2023/2024 Dwita Amanda; Rusiadi; Muhammad Asyura
ADIBA : JOURNAL OF EDUCATION Vol. 4 No. 4 (2025): JULI
Publisher : CV. ADIBA AISHA AMIRA

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This study discusses the strategies used by Islamic Education teachers in overcoming difficulties in reading the Quran among fifth-grade students. This study has three objectives, including the following: first, to analyse the planning of Islamic Education teachers in overcoming difficulties in reading the Quran among fifth-grade students at State Elementary School 17 Pimpinan Parit. Second, to analyse the implementation of PAI teachers' strategies in overcoming difficulties in reading the Quran among fifth-grade students at State Elementary School 17 Pimpinan Parit. Third, to analyse the implications of the use of PAI teachers' strategies in overcoming difficulties in reading the Quran among fifth-grade students at State Elementary School 17 Pimpinan Parit. Information obtained from Islamic Education (PAI) teachers at State Elementary School 17 Pimpinan Parit indicates that they have strategies that can help students who experience difficulties in reading the Quran. According to these teachers, most students still experience difficulties in reading the Quran. This is based on an interview with the Islamic Education Teacher (PAI) Habibah S.Pd.I, who said that previously many students still had difficulty reading the Quran due to a lack of guidance and encouragement from their parents at home to teach their children to read the Quran. Furthermore, the teacher revealed that the lack of guidance and supervision from parents regarding the development of their children's ability to read the Quran is one of the causes of their inability to read the Quran. In addition, there are other factors that underlie the students' difficulty in reading the Quran, such as the lack of Islamic Education (PAI) lessons at school and environmental factors, where their friends often invite them to play games, causing the students to be lazy to learn to read the Quran.
IBN SINA'S PHILOSOPHICAL THOUGHT: CONTRIBUTIONS AND INFLUENCES IN ISLAMIC PHILOSOPHY Muhammad Alfian Tuflih; Rusiadi
INJOSEDU: International Journal of Social and Education Vol. 2 No. 5 (2025): MAY
Publisher : Adisam Publisher

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The philosophical thought of Ibn Sina (Avicenna) contributed greatly to the development of Islamic philosophy by integrating various disciplines such as metaphysics, logic, psychology, and medicine into a systematic framework. His concepts such as “Wujud Wajib” explain the existence of God as an absolute entity, providing an important basis for subsequent philosophers. His influence can be seen in the scientific method that prioritizes reason and empirical observation. Ibn Sina's intellectual legacy connected the Greek tradition of thought with Islamic teachings, had a broad impact on the development of philosophy in both the Islamic world and medieval Europe, and became an important reference for subsequent generations in the pursuit of harmony between science and spirituality.
OPTIMISING THE USE OF MEDIA AND LEARNING TECHNOLOGY IN EDUCATION: A LITERATURE REVIEW OF FACTORS AFFECTING THE ADOPTION AND DIFFUSION OF INNOVATION IN IMPROVING THE EFFECTIVENESS OF THE TEACHING AND LEARNING PROCESS Ismaul Fitroh; Rusiadi
Indonesian Journal of Education (INJOE) Vol. 5 No. 1 (2025): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

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This study is a literature review that analyses the optimisation of the use of learning media and technology in educational settings through an understanding of the factors that influence the adoption and diffusion of innovation to improve the effectiveness of the teaching and learning process. Based on a review of Rogers' Diffusion of Innovations theory, the Technology Acceptance Model (TAM), and TPACK, it was found that the main factors include performance expectancy, effort expectancy, social influence, facilitating conditions, and obstacles such as infrastructure limitations and digital skills. Optimisation strategies include continuous teacher training, inclusive infrastructure development, blended learning, and national policies such as Merdeka Belajar (Freedom of Learning) that support pedagogical-technological integration. The results of the study show that a multifactorial holistic approach can accelerate the S-shaped adoption curve, increase student engagement, academic achievement, and personalisation of learning through data-driven evaluation. The practical implications provide recommendations for educators and policymakers to address the digital divide, while the theoretical implications enrich the framework of educational technology adoption in the Indonesian context. This study emphasises the need for evidence-based interventions for adaptive and inclusive 21st-century educational transformation.
VR/AR-BASED INTERACTIVE MULTIMEDIA CONTENT: A SYSTEMATIC REVIEW OF ITS IMPACT ON ENGAGEMENT AND LEARNING OUTCOMES IN THE AI ERA Didik Cahyono; Rusiadi
Indonesian Journal of Education (INJOE) Vol. 5 No. 2 (2026): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19493963

Abstract

The development of Virtual Reality (VR) and Augmented Reality (AR) technologies integrated with artificial intelligence (AI) has opened up a new paradigm in interactive and adaptive immersive learning. This article presents a systematic review of the latest empirical evidence regarding the impact of VR/AR-based interactive multimedia content on learner engagement and learning outcomes in the AI era. The research findings indicate that VR/AR can enhance engagement across its three dimensions—cognitive, affective, and behavioural—through mechanisms such as a sense of presence, deep interactivity, and AI-facilitated adaptive personalisation. In terms of learning outcomes, VR/AR produces medium to large effect sizes (g = 0.50–0.85) on conceptual understanding, procedural skills, and knowledge transfer, particularly in domains requiring spatial visualisation and the simulation of complex procedures. The integration of AI reinforces these effects through adaptive learning pathways, real-time feedback, and precise learning analytics. However, this effectiveness is moderated by critical factors such as task type, students’ prior knowledge, duration of exposure, instructional design quality, and infrastructure readiness. In conclusion, the synergy between VR/AR and AI holds transformative potential for education, yet requires a holistic, pedagogy-based implementation approach that considers ethical and social sustainability aspects.
THE ROLE OF THE TEACHER AS A FACILITATOR IN THE LEARNING PROCESS: A REVIEW OF EDUCATIONAL PSYCHOLOGY Didik Cahyono; Rusiadi
International Journal of Teaching and Learning Vol. 4 No. 2 (2026): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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Abstract

This research examines the role of the teacher as a facilitator in the learning process from the perspective of educational psychology. This role reflects a shift from traditional teaching methods towards a more interactive and student-centred approach, in line with constructivism theory which emphasises the importance of active learning and students' personal experiences. In addition, the social and collaborative aspects of learning are recognised through the creation of a learning environment that supports interaction and cooperation between students, in line with social constructivism theory. Finally, the teacher as facilitator also plays an important role in providing emotional support and constructive feedback, which contributes to students' emotional well-being and the improvement of the learning process. Thus, teachers‘ adoption of the facilitator role can enhance learning effectiveness and develop students’ skills and attitudes that are essential for their future success.
Co-Authors Didik Cahyono Dwita Amanda Ismaul Fitroh Muhammad Alfian Tuflih Muhammad Asyura