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DAYAH: Journal of Islamic Education
Published by Universitas Islam Negeri Ar-Raniry Banda Aceh
ISSN : 26142686     EISSN : 26142694     DOI : http://dx.doi.org/10.22373/jie
Core Subject : Education,
Education
DAYAH: Journal of Islamic Education is an open access, peer-reviewed journal that will consider any original scientific article that expands the field of study in Islamic pedagogy and various other related education issues. The journal publishes research articles of interest to education practitioners, teachers, education policy makers, and researchers. Article submitted must be based on research, original and educationally interesting to the audience in the field. The goal is to disseminate new concepts and research findings developed in this area of study by publishing relevant peer-reviewed scientific information and discussions. The main aims are to promote best-practices in advancing sustainable Islamic education and highlight research key-findings to develop better Islamic education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 153 Documents
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Developing Sociodrama-Based Islamic Education and Character Education Learning Module for Junior High School Students Yacob, Fakhri; Mardhatillah, Liza Safira
DAYAH: Journal of Islamic Education Vol. 8 No. 2 (2025): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v8i2.35006

Abstract

This study was motivated by the limited emotional and social engagement of students in Islamic Education and Character Education (PAI-BP) learning, which often results in learning experiences that are less active, communicative, and meaningful. This study aimed to develop a sociodrama-based PAI-BP learning module for Grade VIII junior secondary school students in Banda Aceh. The sociodrama approach was selected because it allows students to engage with religious and moral values through structured role-playing, social interaction, reflection, and contextual learning activities. The novelty of this study lies in the systematic development of a sociodrama-based PAI-BP module that is contextualized within the Islamic educational environment of Banda Aceh and designed to support active learning and character-oriented instruction. This study employed a Research and Development (R&D) method using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The development process involved expert validation, practitioner-based practicality testing, and effectiveness testing. The research instruments consisted of expert validation sheets, practitioner response questionnaires, and learning outcome tests administered through pretests and posttests. The data were analyzed using percentage scores to assess validity and practicality, and the N-Gain formula to measure effectiveness. The results show that the sociodrama-based learning module has very high quality. The validity score increased from 89.68% in the first validation stage to 94.51% in the second validation stage, both categorized as highly valid. The practicality test obtained a score of 96.25%, categorized as highly practical, while the effectiveness test showed an N-Gain score of 0.83, categorized as high. These findings indicate that the module is valid, practical, and effective in improving students’ learning outcomes. In addition, its structured sociodrama activities have pedagogical potential to support students’ social interaction, interpersonal communication, empathy, and internalization of religious moral values. Therefore, the module is feasible for use as an innovative instructional material in PAI-BP learning at the junior secondary school level.
Creativity and Soft Skills in Relation to Self-Reported Public Speaking Ability among Islamic Religious Education Teachers in Public Junior High Schools in Agam Regency Fadillah, Yarhami; Afrinaldi
DAYAH: Journal of Islamic Education Vol. 9 No. 2 (2026): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v9i2.34149

Abstract

This study examined the relationships of creativity and soft skills with self-reported public speaking ability among Islamic Religious Education (Pendidikan Agama Islam [PAI]) teachers at public junior high schools in Agam Regency, Indonesia. A quantitative correlational design was employed. The population comprised 75 PAI teachers, all of whom participated through total population sampling. Creativity, soft skills, and public speaking ability were measured using three self-report questionnaires, each consisting of 20 items rated on a five-point Likert scale. Internal consistency was high, with Cronbach’s alpha coefficients of 0.908, 0.950, and 0.947, respectively. Data were analyzed using descriptive statistics, Pearson correlations, and multiple linear regression in IBM SPSS Statistics version 24. Creativity was positively associated with self-reported public speaking ability (r = 0.657, r² = 0.432, p < 0.001), as were soft skills (r = 0.764, r² = 0.584, p < 0.001). The joint model yielded R = 0.781, R² = 0.610, and adjusted R² = 0.599 (p < 0.001), indicating that creativity and soft skills jointly accounted for 61.0% of the observed variance in self-reported public speaking ability. The findings indicate that both creativity and soft skills are meaningfully associated with how PAI teachers evaluate their public speaking ability, with soft skills showing the stronger bivariate relationship.
Predicting Academic Achievement from Organizational Involvement and Study Discipline among HMPS Officers Khairunnisa, Khairunnisa; Iswantir, Iswantir
DAYAH: Journal of Islamic Education Vol. 9 No. 2 (2026): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v9i2.34158

Abstract

This study examined the predictive relationships of organizational involvement and study discipline with academic achievement among undergraduate students serving as officers of Study Program Student Associations (Himpunan Mahasiswa Program Studi [HMPS]) in education-related study programs at the Faculty of Tarbiyah and Teacher Training (FTIK), UIN Sjech M. Djamil Djambek Bukittinggi. The study employed a quantitative ex post facto correlational design. The population comprised 205 active HMPS officers, all of whom were included through total population sampling. Organizational involvement and study discipline were measured using questionnaires with five-point Likert-type response scales, while academic achievement was measured using students’ semester grade point average (GPA). Data were analyzed using simple and multiple linear regression. In the multiple-regression model, organizational involvement was not a statistically significant predictor of academic achievement (β = −0.130, p = 0.065), whereas study discipline showed a positive and statistically significant predictive relationship with academic achievement (β = 0.231, p = 0.001). The overall model was statistically significant (F = 6.108, p = 0.003) but explained only 5.7% of the variance in academic achievement (R² = 0.057), indicating limited explanatory power. Within the present model, study discipline showed a more consistent predictive relationship with academic achievement than organizational involvement. The findings are limited to HMPS officers in education-related study programs at FTIK, UIN Sjech M. Djamil Djambek Bukittinggi, and should be interpreted within this specific institutional context.

Page 16 of 16 | Total Record : 153

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