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Journal International Inspire Education Technology (JIIET)
Published by Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar
ISSN : 28301021     EISSN : 28301013     DOI : https://doi.org/10.55849/jiiet
Core Subject : Science, Education, Social,
Computer Science & IT Education Social Sciences
Journal International Inspire Education Technology (JIIET) is an international peer-reviewed open-access journal dedicated to interchange for the results of high-quality research in all aspect of Educational Technology (Learning). The scope of Journal International Inspire Education Technology is not only in the form of study, research, or development, but also book review on education technology. But also focused on: Distant and Open Learning, Information and Communication Technology (ICT) for Education, Learning Strategy, Learning Media, Innovative Learning System or Model, Development of Digital Learning Content, Utilization of ICT and other media for Education (Learning). The journal publishes state-of-art papers in fundamental theory, experiments, and simulation, as well as applications, with a systematic proposed method, sufficient review on previous works, expanded discussion, and concise conclusion. As our commitment to the advancement of science and technology, the JIIET follows the open access policy that allows the published articles freely available online without any subscription. Submitted papers must be written in English for initial review stage by editors and further review process by minimum two international reviewers.
Arjuna Subject : Umum - Umum
Articles 24 Documents
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Search results for , issue "vol. 4 no. 3 (2025)" : 24 Documents clear
PROBLEMATIKA PENDIDIKAN AGAMA ISLAM DI ERA DIGITAL: ANALISIS DARI PERSPEKTIF IDEOLOGIS DAN INSTITUSIONAL Nur Afni Oktavia; Lailan Najmi; Fadriati Fadriati; Ermis Suryana
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1187

Abstract

The rapid development of digital technology has brought significant transformations to various aspects of human life, including the implementation of Islamic Religious Education (PAI). Nevertheless, the implementation of PAI in the digital era encounters a range of complex challenges, both ideologically and institutionally. This study aims to critically examine the dynamics and challenges of PAI implementation within the context of educational digitalization, with particular attention to how religious ideology and institutional policies shape the direction and quality of religious instruction in educational institutions. The research adopts a library-based methodology with a qualitative analytical approach, drawing on a variety of primary and secondary sources, including peer-reviewed academic journals, scholarly books, and national education policy documents. The findings reveal that digitalization offers substantial opportunities to enhance access and foster innovation in PAI learning; however, it simultaneously generates ideological concerns in the form of fragmented religious understanding, as well as institutional challenges related to regulatory frameworks, educators’ digital competencies, and the authenticity of digital instructional resources. The study concludes by emphasizing the urgent need for a reconstruction of PAI paradigms and policies that prioritize religious moderation, strengthen digital literacy, and integrate spiritual values with technological advancement, ensuring that Islamic religious education remains relevant and meaningful in the digital era.
STRUKTUR ILMU DALAM ISLAM DAN IMPLIKASINYA TERHADAP PENGEMBANGAN PENDIDIKAN ISLAM Yoprisya Yoprisya; Kevin Ariful Fikri; Fadriati Fadriati; Ermis Suryana
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1224

Abstract

This study examines the structure of knowledge in Islam and its implications for the development of Islamic education within contemporary educational contexts. The background of this research is rooted in the ongoing epistemological crisis in Islamic education, particularly the persistence of the dichotomy between religious and secular sciences, which has weakened the integrative and value-oriented nature of Islamic education. The aim of this paper is to analyze the Islamic conception of the structure of knowledge and to explain how this structure provides a foundational framework for reconstructing the goals, curriculum, and pedagogical orientation of Islamic education. This study employs a qualitative approach through library research, utilizing classical and contemporary scholarly works on Islamic epistemology, philosophy of education, and Islamic educational thought. Data were analyzed using descriptive-analytical and comparative methods to identify core concepts, patterns, and relationships among key ideas. The findings reveal that the structure of knowledge in Islam is inherently integrative, grounded in the principle of tawhid, and unites revelation, reason, and empirical reality within a coherent epistemological system. This structure positions knowledge not only as a means of intellectual development but also as a moral and spiritual guide for human life. The study concludes that understanding and applying the Islamic structure of knowledge is essential for developing Islamic education that is holistic, value based, and responsive to modern challenges without losing its normative and spiritual foundations.
IMPLEMENTATION OF DEEP LEARNING BASED PEER TEACHING IN DESCRIPTIVE TEXT WRITING LEARNING FOR STUDENTS OF STATE JUNIOR HIGH SCHOOL Joko Purwanto; Umi Faizah; Eriana Eriana; Rita Ferina; Dia Widyawati Amat
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1039

Abstract

This study examines how well State Junior High School 4 Purworejo pupils’ descriptive writing abilities are improved by peer instruction based on deep learning. While prior research has looked at peer teaching to improve collaborative learning and deep learning to foster higher order thinking, there are still few studies that combine both strategies in the context of descriptive text writing. This gap makes the current study a unique contribution. A quasi experimental non equivalent control group design was combined with a qualitative examination of students’ views in a mixed method methodology. Purposive sampling was used to choose 60 students, who were split evenly between the experimental and control groups. An analytical rubric comprising topic, structure, vocabulary, grammar, and mechanics was used to assess writing skills. Compared to the control group (74.2), the experimental group’s mean posttest score was higher (83.4). The superior efficacy of the suggested model was demonstrated by an independent t-test, which yielded a significant value of 0.003 (p< 0.05). Students in the experimental group reported more knowledge (87%), greater writing confidence (81%), and higher motivation (90%), according to qualitative results from surveys and interviews. These findings demonstrate that incorporating deep learning concepts knowledge construction, reflective inquiry, and meaningful collaboration into peer instruction provides a pedagogically sound and theoretically sound strategy for enhancing descriptive writing abilities.
EFFECTS OF SCAFFOLDING ON STUDENTS’ EXTRANEOUS COGNITIVE LOAD IN THE DEEP LEARNING APPROACH Eri Hasna Safira; Ismail Fikri Natadiwijaya
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1047

Abstract

This study explores how scaffolding, when blended with a deep learning approach, can ease students’ extraneous cognitive load during junior high school science lessons. A quasi-experimental Nonequivalent Control Group Design was used because the research took place in real classroom settings, where random assignment was not possible. To reduce potential selection bias, both classes were matched based on prior science achievement and taught by the same teacher using comparable learning materials. A total of 62 seventh-grade students participated, with 31 in the experimental group and 31 in the control group. In the experimental class, scaffolding was implemented through step-by-step guidance, worked examples, prompts, and gradually reduced support as students progressed through deep learning activities such as exploring problems, connecting concepts, and reflecting on their thinking. Data were collected using an Extraneous Cognitive Load Questionnaire adapted from Paas, van Merriënboer, and Sweller (2021) and analyzed with an Independent Samples t-test. The findings revealed a significant difference between the two groups, t(60) = 9.03, p < .001, with the experimental class (M = 2.52) reporting a substantially lower cognitive load than the control class (M = 4.41). The 1.89-point decrease reflects a meaningful practical improvement, showing that students experienced less unnecessary mental effort while engaging with complex material. Overall, the study shows that combining scaffolding with deep learning strategies not only strengthens students’ understanding but also makes the learning process mentally more manageable, leading to a more effective and engaging science learning experience.
EVALUATING THE EFFECTIVENESS OF DEEP LEARNING BASED ASSESSMENT IN VOCATIONAL EDUCATION: A META ANALYSIS Dwi Jatmoko; Aci Primartadi; Akhmad Nurwahid; Akhmad Baihaqi; Muhammad Nasrul Musefi
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1048

Abstract

This study examines the effectiveness of a deep learning–based assessment system in vocational education, focusing on its implementation at SMK Negeri 8 Purworejo. To build a strong evidence base, the research first conducted a meta-analysis of earlier studies on automated deep learning assessment systems, selecting only those that used deep learning for performance-based evaluation, reported measurable accuracy or efficiency outcomes, and aligned with vocational or practical task contexts. The empirical phase tested a prototype system designed for productive Teknik Kendaraan Ringan (TKR) subjects, particularly for evaluating engine tune-up, component inspection, and basic troubleshooting practices. The system utilized video and image-based deep learning models to analyze student performance during hands-on activities. Data were collected from learning outcome documents, teacher interviews, student perception questionnaires, and observations of assessment duration. The results show that the deep learning–based system improves scoring precision, shortens evaluation time, and is positively received by both teachers and students. These practical gains support the meta-analytic findings and highlight the system’s potential to automate aspects of vocational assessment that were previously difficult to evaluate objectively. The study’s contribution lies in combining meta-analysis with real classroom implementation, offering a meaningful step toward AI-driven adaptive assessment in vocational education.
HADITH-BASED TARGHIB AND TARHIB AS MOTIVATION STRATEGIES IN IMAM AL-MUNDHIRI’S DIDACTIC WORK Nelmi Hayati Nelmi; Nur Hamidah Pulungan; Fuji Pratami; Edriagus Saputra; Muhajirah Binti Jamaluddin
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1056

Abstract

This study explores the concepts of targhib (motivation through promises and hope) and tarhib (motivation through warnings and threats) as reflected in Imam al-Mundhiri’s didactic work Al-Targhib wal-Tarhib, which compiles Prophetic hadiths on encouragement and deterrence. Using a qualitative descriptive approach through library research, this study analyzes selected hadiths thematically to identify their educational and psychological implications. The findings reveal that the targhib–tarhib framework represents a balanced motivational system in Islamic education, combining positive reinforcement with moral awareness and behavioral control. Imam al-Mundhiri’s work demonstrates how the Prophet Muhammad (peace be upon him) utilized emotional and spiritual stimuli to nurture faith, discipline, and ethical conduct among learners. In the perspective of educational psychology, this method aligns with reinforcement and behavior modification theories but extends beyond them by integrating spiritual and moral dimensions. The implementation of targhib–tarhib principles in contemporary learning environments can serve as an effective strategy to enhance students’ intrinsic motivation, character formation, and emotional intelligence, contributing to the development of holistic and value-based education.
A IMPLEMENTATION OF THE STRENGTHENING PANCASILA STUDENT PROFILE PROJECT IN THE ISLAMIC RELIGIOUS EDUCATION AND CHARACTER (PAI-BP) SUBJECT AT SMA 2 PLUS PANYABUNGAN Zainul Arifin; Nabilah Lubis; Irma Suryani Siregar; Suryadi
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1057

Abstract

This study discusses the implementation of the Strengthening Pancasila Student Profile Project (P5) in the Islamic Religious Education and Character (PAI-BP) subject at SMA 2 Plus Panyabungan. The research focuses on describing the application of the P5 project in PAI-BP learning. This study employed a qualitative approach, with data collection techniques including observation, interviews, and documentation. The findings reveal that PAI-BP teachers developed contextual teaching modules using the theme “Build Their Soul and Body” through issues such as bullying, which were linked to Islamic values. The school also provided support for the project’s implementation. As a result, the project has begun to foster students’ awareness of religious values and character traits such as empathy and social care. However, the project’s implementation still requires improvement, particularly regarding school policy, scheduling, teacher training, and sustainable character building to optimally achieve the goal of forming the Pancasila student profile. The novelty of this research lies in connecting the contextual issue of bullying with the PAI-BP subject, positioning Islamic values as a practical solution to ethical problems faced by students. Nonetheless, the findings also indicate that the P5 integration process has not yet run optimally.
OPTIMIZATION OF TEAM QUIZ STRATEGY IN ISLAMIC RELIGIOUS AND CHARACTER EDUCATION LEARNING AT SMP NEGERI 2 PANYABUNGAN Indah Permatasari; Syafri Martabe Rizka Nasution
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1066

Abstract

This research is motivated by the challenge of increasing students’ active participation in Islamic Religious and Character Education (PAI-BP) learning at the junior high school level, which impacts their understanding of the material and the development of collaborative skills. This study aims to examine the optimization of the team quiz strategy in PAI-BP learning, identify effective implementation steps, and analyze the supporting and inhibiting factors in its application. The research adopted a descriptive qualitative design with a purposive sample involving the school principal, 2 PAI-BP teachers, and 10 students at SMP Negeri 2 Panyabungan. Data were collected through in-depth interviews, participatory observation, and documentation, then analyzed using Miles and Huberman’s data analysis techniques with source triangulation to ensure data validity. Findings reveal that the optimization of the team quiz strategy was carried out through random grouping of students considering ability diversity, efficient time management, and clear role distribution within groups. The main supporting factors include full support from the school through regular socialization, teacher competence in designing innovative learning strategies, and high student enthusiasm for interactive learning. Identified obstacles include limited learning time and differences in understanding levels among students. This study concludes that the team quiz strategy plays a crucial role in increasing students’ active engagement, cooperation, and understanding of PAI-BP material. The research implications include a theoretical contribution to enriching active learning literature, particularly in PAI-BP subjects, and practical recommendations for teachers to implement random grouping, clear role division, and gradual implementation of team quizzes to overcome time limitations. This study also identifies opportunities for future research related to the development of technology-integrated team quiz models and their implementation in different learning contexts.
IMPLEMENTING DEEP LEARNING BASED LEARNING MANAGEMENT TO IMPROVE LEARNING QUALITY AT SD IT ULUL ALBAB 2 PURWOREJO Nurhidayati Nurhidayati; Titi Anjarini; Ma’rifat Nur Adeli; Dufiana Tofani; Basuki Basuki
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1076

Abstract

Improving learning quality in Islamic elementary schools requires management strategies that are both pedagogically strong and sensitive to the school’s religious identity. This study examines how deep learning based learning management is applied at SD IT Ulul Albab 2 Purworejo Regency using a descriptive qualitative design supported by observations, informal teacher interviews, and document analysis. Deep learning is understood as an approach that emphasizes conceptual understanding, inquiry, collaboration, reflection, and the integration of Islamic character values. The thematic analysis, supported by triangulated data sources, shows that the school implements this framework through contextual curriculum planning, active collaborative learning, value-based routines, and authentic assessment practices. While not making causal claims, the findings reveal emerging indications of increased student engagement, stronger critical thinking tendencies, and the reinforcement of Islamic behavior. Overall, the study suggests that deep learning based learning management offers a promising model for Islamic integrated schools seeking to enhance educational quality and nurture Qur’anic and 21st century competencies.
THE EFFECTIVENESS OF CANVA-BASED E-MODULES IN ISLAMIC EDUCATION LEARNING AT SMA NEGERI 1 TAMBANGAN Muhammad Alwi Nasution; Ali Jusri Pohan; Anni marhamah; Aisah
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1079

Abstract

This study aimed to determine the effectiveness of using Canva-based e-modules in Islamic Education (PAI) learning at SMA Negeri 1 Tambangan. The background of this research lies in the need to create innovative and interactive learning media that enhance students interest and understanding of Islamic Education materials. This qualitative research used observation, interviews, and documentation as data collection techniques. The data were analyzed through data reduction, dwasplay, and verification using source, technique, and time triangulation. The results showed that Canva-based e-modules improved students motivation, participation, and comprehension in PAI learning. The modules appealing vwasuals and multimedia elements such as images, videos, and animations made the material easier to understand and encouraged active learning. Supporting factors include accessibility and interactive design, while challenges include limited internet access and digital literacy among teachers and students. Overall, the Canva-based e-module was proven to be an effective innovative learning medium for improving the quality of Islamic Education at the senior high school level.

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