Garuda - Garba Rujukan Digital

Program parenting islami untuk orang tua siswa SMK Informatika Hamdan Abdul Aziz; Wisber Wiryanto; Santi Lisnawati
Idarah Tarbawiyah: Journal of Management in Islamic Education Vol. 7 No. 8 (2026)
Publisher : Program Studi Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/itjmie.v7i8.22977

This study aims to design and examine the feasibility of an Islamic parenting program for parents of Informatics Vocational High School (SMK) students to overcome moral degradation in the digital disruption era. The phenomenon of digital delinquency such as online gambling, pornography, and cyberbullying is vulnerable to students due to their high technical competence which is not balanced with adequate supervision. This study uses a qualitative method with a library research approach that combines the concept of Tarbiyatul Aulad fil Islam by Abdullah Nashih Ulwan with the eight family functions of the Bina Keluarga Remaja (BKR) program by BKKBN. Product validation was carried out through Focus Group Discussion (FGD) with curriculum, Islamic religion, and language experts. The results showed that the "Madrasah Walidain Digital" product consisting of four main sessions was rated as highly feasible. The curriculum expert assessment reached 96.4%, religious experts 82.1%, and language experts 100%. In conclusion, this program is theoretically valid and applicable as a strategic guide for schools and families in shaping digitally competent and spiritually solid student characters. Abstrak Penelitian ini bertujuan merancang dan menguji kelayakan program parenting Islami untuk orang tua siswa Sekolah Menengah Kejuruan (SMK) Informatika guna mengatasi degradasi moral di era digital. Fenomena kenakalan digital seperti judi Online, pornografi, dan cyberbullying rentan dialami siswa karena tingginya kompetensi teknis yang tidak diimbangi pengawasan memadai. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kepustakaan (library research) yang memadukan konsep Tarbiyatul Aulad fil Islam karya Abdullah Nashih Ulwan dengan delapan fungsi keluarga program Bina Keluarga Remaja (BKR) BKKBN. Validasi produk dilakukan melalui Focus Group Discussion (FGD) bersama ahli kurikulum, ahli materi agama, dan ahli bahasa. Hasil penelitian menunjukkan bahwa produk "Madrasah Walidain Digital" yang terdiri atas empat sesi utama dinilai sangat layak. Penilaian ahli kurikulum mencapai 96,4%, ahli agama 82,1%, dan ahli bahasa 100%. Kesimpulannya, program ini valid secara teoritis dan aplikatif sebagai panduan strategis sekolah dan keluarga dalam membentuk karakter siswa yang cakap digital sekaligus kokoh secara spiritual.

Program pembinaan kepribadian Islami pendidik dan tenaga kependidikan sekolah menengah pertama Azmi Zahruddin Thohir; Santi Lisnawati; Abdul Hayyie Al-Kattani
Idarah Tarbawiyah: Journal of Management in Islamic Education Vol. 7 No. 8 (2026)
Publisher : Program Studi Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/itjmie.v7i8.23698

Islamic education in the current era is faced with fundamental changes, especially in preparing humans who will later integrate with society with diverse religious, cultural, ethnic, and scientific backgrounds. The most important thing is about the existence of Islamic education and Islamic educational institutions, how they can provide answers to all the problems currently faced by humans (Minarti, 2016). The purpose of this study is to analyze the need for an Islamic personality development program for educators and junior high school education personnel. The method used in this study is Research and Development (R&D) because it aims to produce educational products in the form of assessment instruments for the development of educators and junior high school education personnel. The development program for educators and education personnel must be carried out consciously, planned, regularly, and directed to improve attitudes, skills and actions, direction, guidance, development, stimulation, and supervision to achieve a goal. In implementing the program, there are several management processes such as planning, implementation, and evaluation. Islamic personality development programs can use several approaches, namely: Development through advice, development through role models, and developmnet through habitutaion. Abstrak Pendidikan Islam di era saat ini dihadapkan kepada perubahan yang mendasar, khususnya dalam mempersiapkan manusia yang nantinya akan berintegrasi dengan masyarakat dengan latar belakang agama, budaya, suku, serta wawasan ilmu pengetahuan yang berbeda-beda. Hal yang paling utama adalah tentang eksistensi pendidikan Islam dan lembaga pendidikan Islam bagaimana bisa memberikan jawaban terhadap segala problematika yang sedang dihadapi oleh manusia saat ini (Minarti, 2016). Tujuan dari penelitian ini adalah untuk menganalisis kebutuhan program pembinaan kepribadian Islami pendidik dan tenaga kependidikan sekolah menegah pertama. Metode yang digunakan dalam penelitian ini adalah menggunakan Research and Development (R&D) karena bertujuan untuk menghasilkan produk pendidikan berupa instrumen penilaian pembinaan pendidik dan tenaga kependidikan sekolah menengah pertama. Program pembinaan terhadap pendidik dan tenaga kependidikan memang harus dilakukan secara sadar, terencana, teratur, serta terarah untuk meningkatkan sikap keterampilan dan tindakan-tindakan, pengarahan, pembimbingan, pengembangan, stimulasi, serta pengawasan untuk mencapai suatu tujuan.. Dalam melaksanakan program terdapat beberapa pengelolaan seperti perencanaan, pelaksanaan, serta evaluasi. Program pembinaan kepribadian Islami dapat menggunakan beberapa pendekatan, yaitu: Pembinaan dengan nasehat, pembinaan dengan keteladanan, dan pembinaan dengan pembiasaan.

Respons afektif dan dinamika spiritualitas siswa dalam penggunaan Kahoot! pada pembelajaran Aqidah Akhlak Nur Ayisya Rosyida; Masnor Maltufah; Indah Aminatuz Zuhriyah; Luthfiyah Fathi Pusposari
Idarah Tarbawiyah: Journal of Management in Islamic Education Vol. 7 No. 8 (2026)
Publisher : Program Studi Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/itjmie.v7i8.24008

Aqidah Akhlak learning plays an important role in shaping students' faith, attitudes, and character. However, its implementation still tends to focus on the cognitive aspect, so that the development of the affective domain is not optimal. In addition, the use of less varied learning methods can reduce student motivation and engagement. This study aims to explore students' affective experiences in using Kahoot! gamification in Aqidah Akhlak learning and analyze the influence of the competitive element on the internalization of spiritual values. The study used a qualitative case study approach involving 28 seventh-grade students of MTs Al-Ma'arif as participants. Data were collected through learning observations, documentation of Kahoot! game results, and written reflections. Data validity was carried out through triangulation of techniques and sources, while data analysis used thematic analysis. The results showed that Kahoot! was able to increase students' enthusiasm, learning motivation, active participation, and emotional involvement. The competitive element elicited various affective responses, such as joy, confidence, and enthusiasm for learning, although some students experienced pressure due to rankings and scores. Research findings show that gamification can support the internalization of Aqidah Akhlak values if balanced with teacher guidance that emphasizes spiritual meaning and character building. Abstrak Pembelajaran Aqidah Akhlak memiliki peran penting dalam membentuk keimanan, sikap, dan karakter peserta didik. Namun, pelaksanaannya masih cenderung berfokus pada aspek kognitif sehingga pengembangan ranah afektif belum optimal. Selain itu, penggunaan metode pembelajaran yang kurang variatif dapat menurunkan motivasi dan keterlibatan siswa. Penelitian ini bertujuan untuk mengeksplorasi pengalaman afektif siswa dalam penggunaan gamifikasi Kahoot! pada pembelajaran Aqidah Akhlak serta menganalisis pengaruh unsur kompetisi terhadap internalisasi nilai-nilai spiritual. Penelitian menggunakan pendekatan studi kasus kualitatif dengan melibatkan 28 siswa kelas VII MTs Al-Ma’arif sebagai partisipan. Data dikumpulkan melalui observasi pembelajaran, dokumentasi hasil permainan Kahoot! dan refleksi tertulis siswa. Keabsahan data dilakukan melalui triangulasi teknik dan sumber, sedangkan analisis data menggunakan analisis tematik. Hasil penelitian menunjukkan bahwa Kahoot! mampu meningkatkan antusiasme, motivasi belajar, partisipasi aktif, dan keterlibatan emosional siswa. Unsur kompetisi memunculkan respons afektif yang beragam, seperti rasa senang, percaya diri, dan semangat belajar, meskipun sebagian siswa mengalami tekanan akibat peringkat dan skor. Temuan penelitian menunjukkan bahwa gamifikasi dapat mendukung internalisasi nilai-nilai Aqidah Akhlak apabila diimbangi dengan pendampingan guru yang menekankan makna spiritual dan pembentukan karakter.

Integrasi kecerdasan artifisial dan data raya dalam pendidikan agama Islam: Tinjauan pustaka sistematis dan rekonstruksi kerangka konseptual Saleh; Hadi Machmud; Nurdin; Imelda Wahyuni
Idarah Tarbawiyah: Journal of Management in Islamic Education Vol. 7 No. 8 (2026)
Publisher : Program Studi Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/itjmie.v7i8.24062

The acceleration of digital ecosystems forces a radical deconstruction of conventional Islamic Education (PAI) models. However, contemporary literature remains trapped in instrumentalist-technical approaches, failing to address students' affective-spiritual dimensions. This study aims to formulate a holistic-humanistic reconstruction model for PAI learning through the convergence of Artificial Intelligence (AI) and Big Data analytics. Employing a qualitative approach with a philosophical-critical study, this research dissects Islamic epistemology in the cyber era. The findings reveal that integrating these technologies offers strategic opportunities for personalized character (akhlaq) curricula based on students' digital footprints. Nevertheless, implementation faces serious challenges, particularly the crisis of educators' spiritual authority and algorithmic bias risks. The pedagogical implications demand a radical reorientation of PAI teachers' roles, shifting from knowledge communicators to ethical curators and spiritual mentors. This research contributes a scientific blueprint for future prophetic Islamic pedagogy that pairs predictive intelligence with the ethics of ta’dib without diminishing the sacredness of religious values. Abstrak Akselerasi ekosistem digital memaksa rekonstruksi radikal terhadap model Pendidikan Agama Islam (PAI) konvensional. Namun, literatur kontemporer masih terjebak dalam pendekatan teknis-instrumentalis, sehingga gagal menyentuh dimensi afektif-spiritual siswa. Penelitian ini bertujuan untuk merumuskan model rekonstruksi pembelajaran PAI yang holistik-humanis melalui konvergensi Artificial Intelligence (AI) dan analisis Big Data. Menggunakan pendekatan kualitatif dengan studi filosofis-kritis, penelitian ini membedah epistemologi Islam di era siber. Temuan menunjukkan bahwa integrasi teknologi ini menawarkan peluang strategis untuk personalisasi kurikulum karakter (akhlak) berdasarkan jejak perilaku digital siswa. Meskipun demikian, implementasinya menghadapi tantangan serius, terutama krisis otoritas spiritual pendidik dan risiko bias algoritma. Implikasi pedagogisnya menuntut reorientasi radikal peran guru PAI, yang harus beralih dari sekadar komunikator pengetahuan menjadi kurator etis dan mentor spiritual. Penelitian ini berkontribusi dalam memberikan cetak biru ilmiah bagi pedagogi Islam profetik masa depan yang memadukan kecerdasan prediktif dengan etika ta’dib tanpa mengurangi kesakralan nilai-nilai agama.

Peran guru TPA dalam meningkatkan kemampuan tahsin tilawah santri Ahmad Purqon; Anwar Hadi; Jamaludin
Idarah Tarbawiyah: Journal of Management in Islamic Education Vol. 7 No. 8 (2026)
Publisher : Program Studi Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/itjmie.v7i8.24198

This study aims to analyze the role of Islamic Qur'anic School (TPA) teachers in improving students' tahsin and tilawah skills at TPA Bustanul Athfal, Tanjung Agas Village. Using a qualitative descriptive approach with a case study design, data were collected through observation, in-depth interviews, and documentation involving two teachers. The findings reveal three main results. First, teachers' efforts include applying gradual teaching methods (talaqqi and Iqra), habituation of regular Qur'anic reading, providing correct reading examples, and conducting direct evaluations of students' recitations. Second, supporting factors include adequate facilities, parental support, and student motivation, while inhibiting factors include limited learning time, varying student abilities, lack of discipline, and insufficient teaching staff. Third, the impact of teachers' roles is evident in improved students' makhraj (pronunciation), tajwid application, reading fluency, self-confidence, and ease in memorizing the Qur'an. This study implies that competent and dedicated TPA teachers significantly contribute to enhancing Qur'anic reading quality among students, and their role should be strengthened through continuous training and parental involvement. Abstrak Penelitian ini bertujuan untuk menganalisis peran guru Taman Pendidikan Al-Qur'an (TPA) dalam meningkatkan kemampuan tahsin dan tilawah santri di TPA Bustanul Atfal Desa Tanjung Agas. Menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus, data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi terhadap dua orang guru. Hasil penelitian mengungkap tiga temuan utama. Pertama, upaya guru meliputi penerapan metode pembelajaran bertahap (talaqqi dan Iqra), pembiasaan membaca Al-Qur'an secara rutin, pemberian contoh bacaan yang benar, serta evaluasi langsung terhadap bacaan santri. Kedua, faktor pendukung meliputi sarana prasarana yang memadai, dukungan orang tua, dan motivasi santri, sedangkan faktor penghambat meliputi keterbatasan waktu belajar, perbedaan kemampuan santri, kurangnya kedisiplinan, dan keterbatasan jumlah guru. Ketiga, dampak peran guru terlihat pada peningkatan makhraj, penerapan tajwid, kelancaran membaca, kepercayaan diri, serta kemudahan menghafal Al-Qur'an santri. Penelitian ini mengimplikasikan bahwa guru TPA yang kompeten dan dedikatif memiliki kontribusi signifikan dalam meningkatkan kualitas bacaan Al-Qur'an santri.

Strategi guru PAI memotivasi siswa gemar membaca Al-Qur'an melalui metode iqro' Azizah; Sayid Habiburrahman; Hoirul Amri
Idarah Tarbawiyah: Journal of Management in Islamic Education Vol. 7 No. 8 (2026)
Publisher : Program Studi Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/itjmie.v7i8.24199

This study aims to analyze the strategies of Islamic Religious Education (PAI) teachers in motivating students to enjoy reading the Qur'an using the Iqro' method at SD Negeri 196 Palembang. The research is motivated by the phenomenon of students' low interest and ability in reading the Qur'an, necessitating effective and sustainable learning strategies from PAI teachers. Using a qualitative descriptive approach with a phenomenological design, data were collected through observation, in-depth interviews, and documentation involving PAI teachers, principals, students, and parents. The findings reveal three main results. First, six strategies are implemented: habituation of reading Iqro' every morning, providing rewards (praise, stickers, small gifts), peer tutoring, integrating Iqro' with religious activities (tadarus, congregational prayers), using varied learning media (letter cards, audio recordings), and establishing collaboration with parents. Second, supporting factors include teacher competence, a religious school environment, parental involvement, and religious habituation programs. Third, inhibiting factors include limited facilities, limited learning time, students' varying abilities, lack of parental support, and unsupportive social environment. This study implies that a combination of consistent habituation, reward systems, peer tutoring, and parental collaboration is an effective strategy for building students' motivation to read the Qur'an in elementary schools. Abstrak Penelitian ini bertujuan untuk menganalisis strategi guru Pendidikan Agama Islam (PAI) dalam memotivasi siswa agar gemar membaca Al-Qur'an melalui metode Iqro' di SD Negeri 196 Palembang. Penelitian dilatarbelakangi oleh masih rendahnya minat dan kemampuan siswa sekolah dasar dalam membaca Al-Qur'an. Menggunakan pendekatan kualitatif deskriptif dengan desain fenomenologi, data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi terhadap guru PAI, kepala sekolah, siswa, dan orang tua. Hasil penelitian mengungkap tiga temuan utama. Pertama, terdapat enam strategi yang diterapkan guru PAI: pembiasaan membaca Iqro' setiap pagi, pemberian penghargaan (pujian, stiker, hadiah), tutor sebaya, integrasi dengan kegiatan keagamaan sekolah, penggunaan media pembelajaran variatif, serta kerja sama dengan orang tua. Kedua, faktor pendukung meliputi kompetensi guru, lingkungan sekolah religius, peran orang tua, dan program pembiasaan religius. Ketiga, faktor penghambat meliputi keterbatasan sarana, waktu terbatas, perbedaan kemampuan siswa, kurangnya dukungan orang tua, dan lingkungan sosial kurang mendukung. Penelitian ini menyimpulkan bahwa kombinasi pembiasaan konsisten, pemberian reward, tutor sebaya, dan kolaborasi orang tua merupakan strategi efektif membangun motivasi membaca Al-Qur'an siswa di sekolah dasar.

Development of integrative inclusive Islamic jurisprudence and Islamic cultural history materials: Contextual, historical critical, and social religious relevance approaches Kamila Anjali; Muhammad Bintang Satriawan; Muhammad Fakhrur Rizal; Mita Tamaminni’mah; Mahin Anas Romadona; Muhammad Misbah
Idarah Tarbawiyah: Journal of Management in Islamic Education Vol. 7 No. 8 (2026)
Publisher : Program Studi Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/itjmie.v7i8.24239

Islamic Religious Education (PAI) plays a vital role in shaping students’ religious understanding, character, and social attitudes. However, in practice, PAI instruction—particularly in the subjects of Fiqh and Islamic Cultural History (SKI)—is still often presented in a fragmented, text-based manner and lacks relevance to the ever-evolving realities of society. This paper aims to analyze the development of Fiqh and SKI materials based on an integrative-inclusive approach through contextual, historical-critical, and socio-religious relevance perspectives. The method used in this study is a qualitative approach involving a literature review through the analysis of various concepts and research findings related to the development of Islamic Education (PAI) instruction. The study’s findings indicate that the development of integrative and inclusive Fiqh and SKI curriculum materials is a key strategy for creating a more comprehensive, adaptive, and meaningful religious education. Fiqh curriculum materials need to be developed not only to provide a normative understanding of Islamic law but also to address social issues and keep pace with the times. Meanwhile, Islamic Studies instruction should be guided by a historical-critical approach so that students do not merely memorize historical events but are able to understand the values, context, and lessons contained within the development of Islamic civilization. A contextual approach to learning allows students to connect Islamic teachings with real-life experiences, while an inclusive approach instills the values of religious moderation, tolerance, and respect for diversity. Thus, the development of Fiqh and SKI materials based on an integrative-inclusive approach can make Islamic Education (PAI) more humanistic, relevant, and responsive to today’s socio-religious challenges. This learning model is not only oriented toward enhancing cognitive aspects but also contributes to shaping students who possess a broad understanding of religion, a critical mindset, a moderate character, and the ability to apply Islamic values in social life. Abstrak Pendidikan Agama Islam (PAI) memiliki peran penting dalam membentuk pemahaman keagamaan, karakter, dan sikap sosial peserta didik. Namun, dalam praktiknya pembelajaran PAI, khususnya materi Fikih dan Sejarah Kebudayaan Islam (SKI), masih sering disajikan secara parsial, tekstual, dan kurang memiliki keterkaitan dengan realitas kehidupan masyarakat yang terus berkembang. Makalah ini bertujuan untuk menganalisis pengembangan materi Fikih dan SKI berbasis integratif-inklusif melalui pendekatan kontekstual, historis-kritis, dan relevansi sosial keagamaan. Metode yang digunakan dalam kajian ini adalah pendekatan kualitatif dengan metode studi literatur melalui analisis berbagai konsep dan hasil penelitian yang berkaitan dengan pengembangan pembelajaran PAI. Hasil kajian menunjukkan bahwa pengembangan materi Fikih dan SKI integratif-inklusif menjadi strategi penting dalam menciptakan pembelajaran agama yang lebih komprehensif, adaptif, dan bermakna. Materi Fikih perlu dikembangkan tidak hanya sebagai pemahaman hukum Islam secara normatif, tetapi juga dikaitkan dengan persoalan kehidupan sosial dan perkembangan zaman. Sementara itu, pembelajaran SKI perlu diarahkan melalui pendekatan historis-kritis agar peserta didik tidak hanya menghafal peristiwa sejarah, tetapi mampu memahami nilai, konteks, serta hikmah yang terkandung dalam perkembangan peradaban Islam. Pendekatan kontekstual dalam pembelajaran memungkinkan peserta didik menghubungkan ajaran Islam dengan pengalaman nyata, sedangkan pendekatan inklusif menanamkan nilai moderasi beragama, toleransi, dan penghargaan terhadap keberagaman. Dengan demikian, pengembangan materi Fikih dan SKI berbasis integratif-inklusif mampu menjadikan pembelajaran PAI lebih humanis, relevan, dan responsif terhadap tantangan sosial keagamaan masa kini. Model pembelajaran ini tidak hanya berorientasi pada peningkatan aspek kognitif, tetapi juga berkontribusi dalam membentuk peserta didik yang memiliki pemahaman agama yang luas, sikap kritis, karakter moderat, serta kemampuan menerapkan nilai-nilai Islam dalam kehidupan bermasyarakat.

Model pembelajaran DIGI-COL untuk meningkatkan kolaborasi digital siswa dalam pembelajaran PAI Lailatul Munaweroh; Abdus Syakur
Idarah Tarbawiyah: Journal of Management in Islamic Education Vol. 7 No. 8 (2026)
Publisher : Program Studi Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/itjmie.v7i8.24257

Islamic Education (PAI) learning at SMPN 4 Pamekasan is still dominated by the one-way lecture method which makes students passive, coupled with the challenge of smartphone misuse during class hours. This study aims to develop a feasible, practical, and effective DIGI-COL (Digital Collaborative Learning) model to improve group activities and students' cognitive learning outcomes. The method used is Research and Development (R&D) by applying the ADDIE development model to a trial subject of 26 eighth-grade students. Data were collected using expert validation sheets, student response questionnaires, activity observation sheets, and learning outcome tests. The results showed that the DIGI-COL model was highly feasible theoretically with a percentage of 91.17% and highly practical to use with a practicality score of 83.82%. This model also proved effective in activating group collaboration by 84.0% and was able to increase the average cognitive score of students from an initial score of 61.20 to 85.60, with an N-Gain index of 0.63 in the medium category. In conclusion, the DIGI-COL model successfully overcomes student passivity and shifts the function of smartphones into a productive collaborative learning tool by integrating Islamic socio-religious values into digital technology platforms. Abstrak Pembelajaran Pendidikan Agama Islam (PAI) di SMPN 4 Pamekasan masih didominasi metode ceramah satu arah yang membuat siswa pasif, ditambah dengan adanya tantangan penyalahgunaan gawai saat jam pelajaran. Penelitian ini bertujuan untuk mengembangkan model pembelajaran DIGI-COL (Digital Collaborative Learning) yang layak, praktis, dan efektif guna meningkatkan aktivitas kelompok dan hasil belajar kognitif siswa. Metode yang digunakan adalah penelitian pengembangan (Research and Development) dengan menerapkan model ADDIE pada subjek uji coba sebanyak 26 siswa kelas VIII. Data dikumpulkan menggunakan instrumen lembar validasi ahli, angket respons siswa, lembar observasi aktivitas, serta tes hasil belajar. Hasil penelitian menunjukkan bahwa model DIGI-COL sangat layak secara teoretis dengan persentase 91,17% dan sangat praktis digunakan dengan skor kepraktisan mencapai 83,82%. Model ini juga terbukti efektif mengaktifkan kolaborasi kelompok sebesar 84,0% serta mampu menaikkan nilai rata-rata kognitif siswa dari skor awal 61,20 menjadi 85,60, dengan indeks N-Gain sebesar 0,63 dalam kategori sedang. Simpulannya, model DIGI-COL berhasil mengatasi pasivitas siswa dan mengalihkan fungsi gawai menjadi alat belajar kolaboratif yang produktif dengan menyatukan nilai sosioreligius Islam ke dalam platform teknologi digital.

Pengaruh game Online terhadap motivasi belajar murid: Studi kasus pada pengguna Roblox Raudhatul Husna Amelia Zahra; Nur Halimah; Aslihatul Rahmawati
Idarah Tarbawiyah: Journal of Management in Islamic Education Vol. 7 No. 8 (2026)
Publisher : Program Studi Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/itjmie.v7i8.24259

The high intensity of playing the Online game Roblox among students raises concerns regarding its potential to disrupt focus and decrease learning motivation if not properly managed. This study aims to determine the existence and extent of the influence of the Online game Roblox on the learning motivation of eighth-grade students at SMP Negeri 27 Kota Tangerang. The method employed is an ex post facto quantitative approach, utilizing simple linear regression analysis via SPSS version 27 software. Data were gathered using printed questionnaires and documentation from 123 samples selected through a purposive sampling technique. The regression test results showed a t-value of 1.632 with a significance level of 0.105 (> 0.05), indicating that there is no significant influence between playing Roblox and students' learning motivation. Furthermore, the coefficient of determination (R2) of 0.022 indicates that Roblox only contributes 2.2% to learning motivation, while the remainder is influenced by other factors. This study concludes that the Null Hypothesis (H0) is accepted and the Alternative Hypothesis (Ha) is rejected, with the level of influence falling into the very low category. Abstrak Tingginya intensitas bermain game Online Roblox di kalangan murid dikhawatirkan dapat mengganggu fokus dan menurunkan motivasi belajar jika tidak dikelola dengan baik. Penelitian ini bertujuan untuk mengetahui keberadaan dan besarnya pengaruh game Online Roblox terhadap motivasi belajar murid kelas VIII SMP Negeri 27 Kota Tangerang. Metode yang digunakan adalah pendekatan kuantitatif ex post facto dengan analisis regresi linier sederhana melalui perangkat lunak SPSS versi 27. Data dikumpulkan menggunakan angket cetak dan dokumentasi dari 123 sampel yang dipilih melalui teknik purposive sampling. Hasil uji regresi menunjukkan nilai t sebesar 1,632 dengan signifikansi 0,105 (> 0,05), yang berarti tidak terdapat pengaruh signifikan antara aktivitas bermain Roblox dengan motivasi belajar murid. Selain itu, nilai koefisien determinasi (R2) sebesar 0,022 mengindikasikan bahwa Roblox hanya berkontribusi sebesar 2,2% terhadap motivasi belajar, sementara sisanya dipengaruhi faktor lain. Simpulan dari penelitian ini adalah Hipotesis Nol (H0) diterima dan Hipotesis Alternatif (Ha) ditolak, dengan tingkat pengaruh yang berada pada kategori sangat rendah.

Peningkatan kemampuan berpikir kritis anak usia dini melalui pendekatan multisensori pada pembelajaran PAI Yesi Ulandari; Zulfani Sesmiarni
Idarah Tarbawiyah: Journal of Management in Islamic Education Vol. 7 No. 8 (2026)
Publisher : Program Studi Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/itjmie.v7i8.24267

This study was motivated by the low critical thinking ability of early childhood learners in Islamic Religious Education (PAI) learning. This condition was reflected in children’s limited ability to observe, ask questions, respond to questions, express opinions, and provide simple reasoning based on the information obtained during the learning process. Therefore, an instructional approach that actively engages children and provides meaningful learning experiences is needed. One of the approaches that can be implemented is the multisensory approach. This study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of four stages: planning, action implementation, observation, and reflection. The research was conducted in two cycles during Islamic Religious Education learning at TK Surya Kids Bukittinggi, involving 20 children from Group B as research subjects. Data were collected through observation, documentation, and critical thinking ability assessment sheets. The data were analyzed using descriptive quantitative and qualitative approaches. The implementation of the multisensory approach involved various sensory modalities, including visual activities through pictures, picture cards, and Islamic learning videos; auditory activities through teacher explanations, stories of the prophets’ exemplary behaviors, and Islamic songs; kinesthetic activities through educational games and practical worship activities; and tactile activities through the use of concrete learning media that children could touch and manipulate. These learning experiences encouraged children to observe, ask questions, express opinions, answer questions, and provide simple reasoning related to the learning materials. The results showed that the implementation of the multisensory approach improved children’s critical thinking abilities in Islamic Religious Education learning. The percentage of children’s critical thinking ability increased from 40.28% in the pre-action stage to 61.91% in Cycle I and further increased to 76.06% in Cycle II. This achievement exceeded the predetermined success indicator of 75%. Therefore, it can be concluded that the multisensory approach is effective in improving early childhood critical thinking abilities in Islamic Religious Education learning at TK Surya Kids Bukittinggi. Abstrak Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis anak usia dini dalam pembelajaran Pendidikan Agama Islam (PAI), yang terlihat dari keterbatasan anak dalam mengamati, bertanya, menjawab pertanyaan, mengemukakan pendapat, serta memberikan alasan sederhana terhadap informasi yang diperoleh. Kondisi tersebut menunjukkan perlunya pendekatan pembelajaran yang mampu melibatkan anak secara aktif dan memberikan pengalaman belajar yang bermakna. Salah satu pendekatan yang dapat diterapkan adalah pendekatan multisensori. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) dengan model Kemmis dan McTaggart yang meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Penelitian dilaksanakan dalam dua siklus pada pembelajaran Pendidikan Agama Islam di TK Surya Kids Bukittinggi dengan subjek penelitian sebanyak 20 anak kelompok B. Teknik pengumpulan data menggunakan observasi, dokumentasi, dan lembar penilaian kemampuan berpikir kritis anak. Data dianalisis menggunakan pendekatan deskriptif kuantitatif dan kualitatif. Penerapan pendekatan multisensori dilakukan melalui keterlibatan berbagai indera anak, yaitu visual melalui gambar, kartu bergambar, dan video pembelajaran Islami; auditori melalui penjelasan guru, cerita keteladanan nabi, dan lagu Islami; kinestetik melalui permainan edukatif dan praktik ibadah; serta taktil melalui penggunaan media konkret yang dapat disentuh dan dimanipulasi anak. Hasil penelitian menunjukkan adanya peningkatan kemampuan berpikir kritis anak, yaitu dari 40,28% pada pra tindakan menjadi 61,91% pada Siklus I dan meningkat menjadi 76,06% pada Siklus II. Persentase tersebut telah mencapai indikator keberhasilan sebesar 75%. Dengan demikian, dapat disimpulkan bahwa pendekatan multisensori efektif dalam meningkatkan kemampuan berpikir kritis anak usia dini pada pembelajaran Pendidikan Agama Islam di TK Surya Kids Bukittinggi.

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Admin Idarah

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jurnal.idarah@uika-bogor.ac.id

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+62251-7559354

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jurnal.idarah@uika-bogor.ac.id

Editorial Address
Sekolah Pascasarjana UIKA Gedung Pascasarjana K.H. Sholeh Iskandar Lt. 2 Kampus Universitas Ibn Khaldun Jl. K.H. Sholeh Iskandar Km. 2, Kec. Tanah Sereal, Kota Bogor, Jawa Barat 16164

Location
Kota bogor,

Jawa barat

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Admin Idarah

Contact Email jurnal.idarah@uika-bogor.ac.id

Phone +62251-7559354

Journal Mail Official jurnal.idarah@uika-bogor.ac.id

Editorial Address Sekolah Pascasarjana UIKA Gedung Pascasarjana K.H. Sholeh Iskandar Lt. 2 Kampus Universitas Ibn Khaldun Jl. K.H. Sholeh Iskandar Km. 2, Kec. Tanah Sereal, Kota Bogor, Jawa Barat 16164

Location Kota bogor, Jawa barat INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Admin Idarah

Contact Email
jurnal.idarah@uika-bogor.ac.id

Phone
+62251-7559354

Journal Mail Official
jurnal.idarah@uika-bogor.ac.id

Editorial Address
Sekolah Pascasarjana UIKA Gedung Pascasarjana K.H. Sholeh Iskandar Lt. 2 Kampus Universitas Ibn Khaldun Jl. K.H. Sholeh Iskandar Km. 2, Kec. Tanah Sereal, Kota Bogor, Jawa Barat 16164

Location
Kota bogor,

Jawa barat

INDONESIA