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Adam Mudinillah
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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 112 Documents
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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.
AI-BASED ADAPTIVE LEARNING SYSTEMS TO SUPPORT THE MERDEKA CURRICULUM: PERSONALIZING MATHEMATICS LEARNING AT THE JUNIOR HIGH SCHOOL LEVEL Rustiyana Rustiyana; Peter Wapun; João Lima; Haji Ahmad Makie
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.v4i3.1085

Abstract

Indonesia’s Kurikulum Merdeka (Merdeka Curriculum) demands personalized mathematics learning, but teachers in heterogeneous junior high school classrooms lack scalable tools. This creates a critical “implementation gap” between the policy’s differentiation ideals and classroom reality. This study aimed to design, develop, and evaluate a bespoke AI-Based Adaptive Learning System (ALS) natively aligned with the Merdeka Curriculum’s “Fase D” framework to enhance student achievement. A mixed-methods, quasi-experimental pre-test/post-test control group design (N=435) was employed over 14 weeks. The treatment group (n=232) used the ALS. Effectiveness was measured by an ANCOVA on mathematics achievement scores, supplemented by usability surveys (SUS) and qualitative data from teachers and students. The ALS group demonstrated significantly superior mathematics achievement (F(1, 432) = 121.4, p < .001, \eta_p^2 = .219). Qualitative data confirmed the system enabled “Targeted Differentiation” for teachers and provided “Personalized Pacing and Safety” for students, reducing peer anxiety. The context-aligned ALS is a highly effective, usable (SUS=79.5), and feasible tool. It successfully provides the scalable, individualized support required to operationalize the pedagogical philosophy of the Kurikulum Merdeka.
IMPLEMENTATION OF THE INDEPENDENT CURRICULUM IN PAI-BP LEARNING AT SMA N 3 PANYABUNGAN Khoirul Amri Rambe; Muhammad Ikbal; Melda Diana 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.v4i3.1091

Abstract

SMA Negeri 3 Panyabungan is one of the schools that has implemented the Independent Curriculum starting from the 2022/2023 school year and is one of the driving schools in Mandailing Natal Regency. This study discusses: 1) How to apply the Independent Curriculum in PAI-BP learning at SMA Negeri 3 Panyabungan, 2) Supporting and inhibiting factors for the implementation of the Independent Curriculum in PAI-BP learning at SMA Negeri 3 Panyabungan. The purpose of this study is to find out the application and the supporting and inhibiting factors. This type of research is classified as qualitative research with primary and secondary data sources. The data collection method uses observation, interviews, and documentation. The results of the study show that the implementation of the Independent Curriculum at SMA Negeri 3 Panyabungan has reached the highest option, namely independent sharing. In this option, schools have the flexibility to implement the Independent Curriculum by developing their own teaching tools, which show the school's full readiness. This readiness is also reflected in the existing human resources, where many students produce innovative works. Supporting factors include its status as a driving school, the number of driving teachers, and the balance between projects and character cultivation. However, there are challenges such as lack of student motivation, limited time and teacher readiness, limited learning media, and the need to improve evaluation.
CYBER WELLBEING IN THE PESANTREN ENVIRONMENT: STRATEGIES TO PREVENT CYBERBULLYING AND GADGET ADDICTION AMONG SANTRI Sutipyo Ru'iya; Fatima Malik; Hassan Ali
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.v4i3.1103

Abstract

The rapid expansion of digital technology has reshaped communication and learning practices in pesantren, creating both opportunities and risks for santri. Increasing access to smartphones and social media exposes students to cyberbullying, excessive screen time, and gadget dependency, which threaten their psychological wellbeing and disrupt the pesantren’s disciplined learning culture. These challenges highlight the urgent need for a culturally appropriate cyber-wellbeing framework tailored to Islamic boarding schools. This study aims to identify effective strategies for preventing cyberbullying and gadget addiction among santri through a holistic approach that integrates digital literacy, moral education, and behavioral regulation. A mixed-methods design was employed, combining surveys of 312 santri from three pesantren, focus group discussions with ustadz/ustadzah, and observational analysis of daily digital practices. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were thematically coded to capture contextual nuances. The findings reveal that cyberbullying incidents primarily occur through group-chat interactions and anonymous messaging channels, often triggered by peer conflicts and lack of digital etiquette. Gadget addiction was strongly associated with unrestricted device use and absence of structured digital routines. Implementation of three core strategies—digital adab training, gadget-use time management, and monitoring systems involving peer mentors—significantly reduced risky online behaviors. The study concludes that cyber-wellbeing efforts in pesantren must be grounded in Islamic values, community discipline, and collaborative monitoring between teachers and peers. These culturally embedded strategies offer a comprehensive model for strengthening digital resilience among santri in the evolving digital era.
THE EFFECT OF VIDEO TUTORIAL MEDIA ON STUDENTS’ PRACTICAL UNDERSTANDING OF TUNE-UP PROCEDURES FOR THE 2010 TOYOTA AVANZA ENGINE Yanari Rizki Utomo; Dwi Jatmoko; Aci Primartadi
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.v4i3.1114

Abstract

As a vocational automotive teacher from SMK Muhammadiyah Larangan, the authors often find chapter trials of Grade XI students (TKR) they have had trouble memorizing the correct sequence of stages tuning?motors for eg 2010 Toyota Avanza EFI engine, especially in determining the function TPS, MAP and IACV. A single live example from the teacher is often not enough: students?might miss some crucial part of it while taking notes, or be too shy to ask questions when they don’t understand something. To address this problem, the researcher used a classroom action research with 12 minute video?instructional media using smartphone creations and Avanza engine 2010 in school. Sixty Grade XI TKR students were selected for this study, divided into an Experimental Group (video learning method) and a Control Group (traditional demonstration method). The results showed: Mean of Experimental group: 85.0, average of the control group : 67.3. A total of 83.3% of the experimental group received marks for the category of Excellent, while the control group received 0%. The result of the independent t-test showed that there is a significant difference between the means of the two groups, since t(58) = 8.21 The aforementioned findings prove the effect of the use of cheap instructional videos prepared by lecturers to address the issue of resource equality for better access to independent learning for the students, which lies squarely within the principle of autonomy of the students under the Merdeka Curriculum of Indonesia.
THE ROLE OF ISLAMIC RELIGIOUS EDUCATION IN CHILDREN'S CHARACTER FORMATION St. Wardah Hanafie Das; Nafsia Marasabessy; Sudirman Herman
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.v4i3.1118

Abstract

This research explores the fundamental role of Islamic Religious Education (IRE) as a strategic instrument in constructing noble character personalities in children amidst the dynamics of contemporary digital transformation. Utilizing a qualitative approach with a comprehensive literature review method, this study profoundly analyzes the mechanisms of internalizing Islamic values in the character formation process of the younger generation. The research findings indicate that Islamic Religious Education plays a vital role as a spiritual foundation in instilling principles of morality such as honesty (shiddiq), trustworthiness (amanah), intelligence (fathonah), and communicative ability (tabligh), which are integrated into both intracurricular and extracurricular learning. Essential Islamic character values include patience, integrity, empathy, responsibility, and discipline, which shape the students' holistic personality. Effective implementation in the digital era necessitates adaptive strategies that integrate learning technology with pedagogical approaches based on the values of the Qur'an and Hadith, through synergistic collaboration between educators, families, and the community. This study offers a theoretical contribution to the development of a contemporary Islamic education paradigm that is responsive to the challenges of modernity while maintaining the authenticity of Islamic teachings in forming a generation with noble character, high individual and social piety.Character Building
THE ROLE OF FAMILY-BASED CHARACTER EDUCATION IN CHILDREN’S PERSONALITY DEVELOPMENT St. Wardah Hanafie Das; Raden Muliana; Nur Aisyah Ustar; Abdul Assam
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.v4i3.1124

Abstract

Parents are obligated to teach noble morals to their children as the foundation of their personality development. Parents must be able to serve as role models and examples that can be imitated by children within the family environment. The family plays a very significant role in character education because children spend most of their time at home. The family becomes the first institution of character education before children receive formal education at school. Parents, especially mothers, have an undeniable role in educating children. The function of the mother as an educator within the family environment cannot be replaced, as the mother carries, gives birth to, and breastfeeds the child. For this reason, the mother is often referred to as the first and primary school for the child. Nevertheless, fathers also bear responsibility in educating their children. One of the most important factors determining the success of a child’s life is the effort made by parents. Therefore, parents must strive to create a peaceful and supportive atmosphere for their children. Providing enjoyable time together should not only involve staying at home but also engaging in enthusiastic learning processes through the use of various strategies. The success of children’s education greatly depends on the responsibility of parents in fulfilling their roles. The role of parents as motivators in shaping children’s character at home becomes a strategic effort in creating a learning process that encourages children to be active, enabling them to acquire attitudes and behaviors that continue to develop over time. Character education implemented from an early age within the family serves as a foundation for children’s future development. The family is also the first institution where children receive education and serves as a place for the growth and formation of children’s personality traits.
THE ROLE OF EMOTIONAL INTELLIGENCE IN EDUCATIONAL COMMUNICATION WITHIN THE LEARNING PROCESS OF ISLAMIC RELIGIOUS EDUCATION St. Wardah Hanafie Das; M. Muharrir Na'iem; Nurhidaya Da’te
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.v4i3.1139

Abstract

Emotional intelligence has increasingly gained attention as a crucial psychological competence in educational studies, particularly in relation to the effectiveness of communication between educators and learners. This article aims to provide an in-depth analysis of the role of emotional intelligence in educational communication within the learning process of Islamic Religious Education (IRE), emphasizing the integration of educational psychology, pedagogical perspectives, and Islamic values. This study employs a qualitative method with a library research approach by critically reviewing relevant academic literature, educational journals, and Islamic sources, including the Qur’an, Prophetic traditions, and classical Islamic scholars’ works. The findings reveal that emotional intelligence plays a strategic role in shaping effective, humane, and character-oriented educational communication. Educators with high emotional intelligence are better able to regulate emotions, develop empathy, and create a psychologically safe learning environment, thereby preventing verbal and non-verbal violence in educational settings. Furthermore, the integration of emotional intelligence into IRE learning communication significantly contributes to strengthening moral internalization, role modeling, and positive discipline among students. The novelty of this article lies in its comprehensive conceptual framework that integrates emotional intelligence theory with Islamic educational values and classical scholarly perspectives, an area that has received limited scholarly attention. This article is expected to serve as both a theoretical reference and a practical guideline for Islamic education educators in developing emotionally intelligent and character-based educational communication practices.
THE TRANSFORMATION OF ISLAMIC EDUCATION THROUGH TECHNOLOGY INTEGRATION IN THE DIGITAL ERA St. Wardah Hanafie Das; Muhammad Zaid; Muminayah; Rahmaniah
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.v4i3.1140

Abstract

The rapid advancement of technology in the digital era has fundamentally transformed various aspects of human life, particularly in the way information is created, stored, and disseminated. In the context of Islamic education, this digital transformation presents both significant opportunities and complex challenges. This study explores the urgency of adapting Islamic education to technological progress to ensure its relevance for "digital native" generations. The findings indicate that digital technology serves as a powerful tool to expand accessibility to Islamic teachings through e-learning, mobile applications, and online platforms, while also fostering 21st-century skills such as critical thinking and digital literacy. However, this shift necessitates rigorous oversight to combat the spread of inaccurate or distorted content that may conflict with Islamic principles. This research provides a conceptual framework for integrating technology into Islamic Religious Education (PAI) and identifies strategic solutions to overcome the barriers of digital transformation, aiming to produce a generation that is both spiritually grounded and technologically proficient.

Page 10 of 12 | Total Record : 112

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