cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
MUHAMMAD IQBAL AL GHOZALI
Contact Email
tugasku44@gmail.com
Phone
+628998894014
Journal Mail Official
tugasku44@gmail.com
Editorial Address
Blok Selasa RT/RW 01/03 NO. 73, Desa Jatitengah Kecamatan Jatitujuh , Kab. Majalengka, Provinsi Jawa Barat, 45458
Location
Kab. majalengka,
Jawa barat
INDONESIA
Action Research Journal Indonesia (ARJI)
Published by PT. Pusmedia Group Indonesia
ISSN : 27749290     EISSN : 27750787     DOI : 10.61227
Core Subject : Education,
Education
ARJI is a journal that publishes the results of scientific research in the field of education using classroom action research methods. The ARJI journal is published every 3 months, namely in March, June, September and December. The ARJI journal has been published since March 2019. The ARJI journal already has the E-ISSN (2775-0787) and P-ISSN (2774-9290) numbers.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 346 Documents
 31   32   33   34   35 
Pengembangan Aplikasi Smart Apps Creator pada Pembelajaran IPAS Berbasis Android untuk Meningkatkan Hasil Belajar Kognitif Siswa di Sekolah Dasar Sulistiawan, Beny
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.386

Abstract

Penelitian ini memiliki tujuan mengembangkan sebuah aplikasi pembelajaran interaktif yang dapat digunakan di Android melalui Smart Apps Creator (SAC) untuk mata pelajaran IPAS dengan fokus materi "Bumi Kita Terancam Bahaya" khususnya subtopik "Ragam Permasalahan Lingkungan Akibat Perbuatan Manusia" untuk siswa kelas VI SD. Latar belakang penelitian didasari oleh capaian nilai siswa yang tergolong rendah adapun rata-ratanya hanya 60,35 dan itu belum memenuhi standar KKM 70,00, serta proses pembelajaran yang masih menggunakan media tradisional seperti buku teks yang kurang mampu membangkitkan minat dan memperdalam pemahaman siswa terhadap permasalahan lingkungan yang rumit. Metodologi penelitian menggunakan Research and Development (R&D) dengan model ADDIE dengan lima fase yaitu: Analisis, Desain, Pengembangan, Implementasi, dan Evaluasi. Lokasi penelitian di SDN Rinjani dengan 31 siswa kelas VI B sebagai partisipan. Hasil penelitian menunjukkan media pembelajaran yang dihasilkan memiliki tingkat validitas sangat tinggi dengan persentase validasi media 98,8% dan validasi materi 95,6%. Aspek praktikalitas mendapat respons sangat baik dari guru dan siswa dengan pencapaian 100% dalam kategori sangat praktis. Keefektifan media terbukti melalui peningkatan hasil belajar siswa yang signifikan berdasarkan uji nonparametrik Wilcoxon dengan nilai signifikansi 0,000 < 0,05, serta nilai N-Gain 0,735 yang mengindikasikan peningkatan kategori tinggi. Seluruh siswa menunjukkan peningkatan skor dari pretest ke posttest tanpa ada yang mengalami kemunduran. Keunggulan media pembelajaran Android ini meliputi fleksibilitas akses tanpa terbatas ruang dan waktu karena dapat beroperasi secara offline, kelengkapan elemen pembelajaran terintegrasi mencakup materi, kuis interaktif, dan simulasi percobaan, serta fitur audio narasi yang mendukung beragam gaya belajar siswa. Penelitian ini berkontribusi pada transformasi digital pendidikan dengan menyajikan alternatif media pembelajaran yang inovatif, praktis, dan efektif untuk meningkatkan mutu pembelajaran IPAS di jenjang pendidikan dasar.
Team Assisted Individualization: Efektivitas Model Pembelajaran Cooperative Terhadap Minat Belajar Peserta Didik Nurul, Pitra Gosha Patriasya; Felgiansyah, Hauzzan; Maharany, Intan Indah; Tryadumawati, Endhah; Almira, Jeny; Azizah, Nurul
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.405

Abstract

The low interest and academic performance of students are often caused by the use of conventional teaching methods, differences in student backgrounds, low motivation, and a lack of flexibility in the learning process. This study aims to examine the effect of the Team Assisted Individualization (TAI) learning model on students' interest in Islamic Religious Education at SMP Negeri 23 Bandar Lampung. A quantitative approach was employed using a quasi-experimental design. The research population consisted of 250 eighth-grade students, with the sample selected randomly using the Spin the Wheel application. Class VIII F was designated as the experimental group, while Class VIII E served as the control group. Data were collected through a post-test questionnaire and analyzed using normality, homogeneity, and t-tests. The results showed that students who participated in learning through the TAI model demonstrated a higher level of interest compared to those who experienced conventional learning. This was evidenced by a significance value of 0.000 < 0.05. These findings indicate that the TAI learning model is effective in enhancing students’ learning interest. Therefore, it is recommended that teachers begin implementing models such as TAI to create a more engaging and collaborative learning environment, which can ultimately have a positive impact on overall academic achievement.
Learning Outcomes: How is the FERA Learning Model Experimentation in Islamic Religious Education Learning? Ranialini, Nadya; Putra, Erlando Dimas Dwi; Amelia, Eva; Istiqomah, Istiqomah; Sadiyah, Halimatus; Azizah, Nurul
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.413

Abstract

Teachers who frequently rely on lecturing as a teaching method often cause students to become passive in class and struggle to understand the material. As a result, student learning outcomes tend to decline. Traditional teaching models such as lectures and assignments often have minimal impact on improving students’ academic performance. This study aims to analyze the experimentation of the Focus, Explore, Reflect, Apply (FERA) learning model in enhancing students’ learning outcomes in Islamic Religious Education (PAI) at SMP Negeri 29 Bandar Lampung. The FERA learning model encourages students to be active, think critically, reflect, and apply knowledge in their daily lives. This research used a quantitative approach with a quasi-experimental design. The sample consisted of one experimental group and one control group. Data collection was carried out using a test instrument. Data analysis techniques included normality tests, homogeneity tests, and hypothesis testing.The results of the data analysis show that the FERA learning model had a significant effect on student learning outcomes. The test results yielded a significance value of 0.020. Since this value is less than the significance threshold (< 0.05), it can be concluded that there is a significant difference in the average scores between the experimental and control groups. These findings demonstrate that the use of innovative learning models such as FERA can contribute to improving students' academic performance, particularly in Islamic Religious Education.The FERA model successfully encouraged students to be more active and participative in the learning process, deepened their understanding of concepts, and fostered positive attitudes such as confidence and responsibility. This model also addresses the shortcomings of conventional teaching methods, which are often monotonous and fail to motivate students. Therefore, implementing the FERA model is highly recommended to make learning more innovative, meaningful, and aligned with Islamic educational values that emphasize reflection and the application of knowledge in daily life.This research is beneficial in helping students become more active learners, supporting teachers in selecting appropriate teaching models, and serving as a reference for other researchers in developing relevant instructional approaches.Top of Form
The Construction of Religious Identity Among Islamic Education Students Amid the Current of Modern Islamic Thought Nada, Nabilla Marsya; Andika, Rafi; Oktama, Pitra Arya; Ramadhan, Nurul Rahmad; Ikmalia, Nurpitri; Azizah, Nurul
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.415

Abstract

In today's era of globalization, shaping religious identity poses a significant challenge, particularly due to the influence of technology such as social media. Many students become negligent in performing religious practices as they get too absorbed in using social media. Additionally, the campus peer environment also plays a crucial role in shaping their character and habits, as peers can strongly influence changes in one’s attitude. Therefore, this study aims to understand how students of Islamic Religious Education (PAI) maintain a strong religious identity amid the currents of modern Islamic thought. This research employs a descriptive qualitative method and was conducted at UIN Raden Intan Lampung, involving second-semester PAI students as respondents. Data were collected through in-depth interviews using the snowball sampling technique and analyzed using the Miles & Huberman model. 1. Data Recuction 2. Data Presentation 3. Drawing Conclusions and Verivication.  The findings indicate that PAI students’ religious identity has developed positively through campus learning processes, supportive peer environments, and the wise use of social media. These results demonstrate that PAI students are capable of firmly maintaining their religious identity despite the influences of globalization and contemporary Islamic thought. This research shows that Islamic Education students have a high enthusiasm for religious teachings, are motivated to learn, and are able to use technology well. They are also open to differences, establish good social relationships, and have awareness to learn independently.
Innovations in 21st Century Education: An Experimental Investigation of the Effect of Problem Based Learning on Students’ Learning Autonomy Novita Sari, Jihan; Hiqma , Nur; Rafiki, Niken Aufa; Harahap, Nur Aisyah Finanda; Damayanti, Nirwana; Azizah, Nurul
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.416

Abstract

Fostering learning independence is a crucial element of the educational process. Nonetheless, many students continue to exhibit a high degree of dependency during learning. This research investigates the impact of the Problem-Based Learning (PBL) approach on the academic performance of 10th-grade students at MAN 2 Bandar Lampung in the Akidah Akhlak subject.Employing a quantitative method, the study adopts a quasi-experimental design known as the Pretest-Posttest Nonequivalent Control Group Design. The research population comprises all 310 students enrolled in the 10th grade. The class was selected using a simple random sampling method X.H as the experimental group and class X.I as the control group.Data collection was conducted using a non-test questionnaire consisting of 20 statements aligned with the indicators of self-confidence, activeness, discipline, and responsibility. Data analysis involved normality testing, homogeneity testing, and t-tests.The normality test yielded a significance value of 0.89, while the homogeneity test produced a value of 0.386, confirming that the data met the assumptions of normal distribution and homogeneity. The t-test results showed a t-value of 1.090 with 61 degrees of freedom and a significance level (Sig. 2-tailed) of 0.280 and 0.288—both exceeding the 0.05 threshold. These findings suggest that the experimental and control groups did not differ significantly in statistical terms. Given the findings that the PBL model did not significantly enhance students’ learning independence, it is recommended that educators refine the implementation of PBL by tailoring teaching strategies to the learners' needs and levels of preparedness. Providing more structured guidance is also essential. Integrating PBL with complementary learning models may further support the development of student autonomy. Additionally, schools are advised to offer professional development for teachers on effective PBL application. Future studies should consider longer implementation periods and include variables such as student motivation and the learning environment to produce more comprehensive insights
Implementing the MEA Learning Model to Foster Meaningful Learning: An Evaluation of Its Effectiveness on Student Achievement Hidayati, Ulfah; Hidayah, Fahrian Akbar; Kharisma, Kharisma; Muthmainah, Gusti Ayu Nur; Aziz, Fikri; Azizah, Nurul; Kuswanto, Riyan Terna
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.417

Abstract

This study was conducted because many students still face difficulties in learning, as the instructional methods used have not yet been implemented in ways that facilitate student understanding. Therefore, the Means-Ends Analysis (MEA) learning model was employed to guide students through a step-by-step thinking process, aiming to make it easier for them to achieve their learning goals and improve their academic performance. The purpose of this study was to examine the effect of the Means-Ends Analysis (MEA) learning model on students' learning outcomes in Islamic Religious Education (PAI) at SMA Negeri 10 Bandar Lampung. The research employed a quantitative method with a quasi-experimental design. The sample was selected randomly, with class X.5 assigned as the experimental group and class X.1 as the control group, each consisting of 30 students. The instrument used was a multiple-choice test. The data analysis began with tests for normality and homogeneity, followed by hypothesis testing using the Independent Samples T-Test if the data were normally distributed and homogeneous, or the Mann-Whitney U Test if the data were not normally distributed, to determine the effectiveness of the MEA learning model on student learning outcomes. The normality test results indicated that the data were not normally distributed (sig. 0.000 < 0.05), so the Mann-Whitney U Test was used, yielding a value of 347.500. The homogeneity test showed that the data were homogeneous (sig. 0.309 > 0.05). The hypothesis test results revealed a significance value of 0.757 (> 0.05), indicating that there was no significant difference between the experimental and control groups. Therefore, the MEA model has not been proven effective in improving learning outcomes in Islamic Religious Education. Other contributing factors, such as student motivation and the teacher’s instructional approach, also need to be considered. The research findings suggest that the implementation of the Means-Ends Analysis (MEA) learning model did not significantly influence the improvement of students’ academic performance. This may be due to several factors, including students’ limited understanding of the steps involved in the MEA model, restricted instructional time, or suboptimal implementation by the teacher. It is suspected that the application was either not optimal or not well aligned with students’ characteristics. Therefore, it is recommended that teachers adopt instructional models that are better suited to students' needs and engage in evaluation and training efforts to enhance the quality of instruction.
Learning Cycle 9E Learning Model: How Does it Affect Students' Problem Solving Skills? Sintia, Anna; Nursilawati, Nursilawati; Deani, Pina Rama; Warastri, Niken Diah; Apita, Desma Hemaliyah; Azizah, Nurul; Susilawati, Beti
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.418

Abstract

Problem-solving skills are essential for achieving optimal learning outcomes. However, student participation in activities that develop these skills remains low, with only about 9% of students actively involved. This indicates a lack of self-confidence and a reluctance to express opinions or participate in discussions, which hinders the development of their problem-solving abilities. The Learning Cycle 9E instructional model is considered effective in enhancing these skills due to its clearly structured learning stages. This study aims to examine the effectiveness of the model in increasing student learning engagement at SMA Negeri 15 Bandar Lampung. The study employed a quantitative approach with a quasi-experimental design, involving class XII F1 as the experimental group and class XII F2 as the control group, both of which were randomly selected using the simple random sampling technique. The results of the normality test showed that the data in both groups were normally distributed (significance values of 0.077 for the experimental group and 0.647 for the control group). The t-test revealed a significance value of 0.590, indicating no significant difference between the two groups. However, students who were taught using the Learning Cycle model demonstrated better problem-solving abilities, were more engaged, and were more capable of applying their knowledge in real-life situations compared to those taught using direct instruction
The Course Review Horay Learning Model: Its Effectiveness on the Indicator of Self-Confidence in One's Abilities Afanin, Adilah; Mar’atuzzakiyyah, Mar’atuzzakiyyah; Limo, Malsha Shofa Papat; Nazrika, Muhammad Haikal El-Khoiri; Shodiq, Mahfudh; Azizah, Nurul
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.419

Abstract

This research was motivated by the low level of students’ self-confidence, which is partly due to the continued use of conventional teaching methods. The aim of this study is to determine whether there is a significant difference in the effect of the Course Review Horay learning model on students' self-confidence in Islamic Religious Education (PAI) at SMAN 12 Bandar Lampung. This study used a quantitative approach with a Quasi-Experimental Design. The sampling technique used was simple random sampling, as it is considered fair and minimizes bias, giving all students an equal chance to be selected. The population of this study consisted of all Grade X students, totaling 341 students. The selected sample consisted of Class X.KP.1.1 with 33 students as the experimental group, which used the Course Review Horay model, and Class X.KP.1.2 with 32 students as the control group, which used the conventional learning method. Data were collected using a self-confidence questionnaire. The data analysis technique used was a simple analysis method to examine the relationship between the independent and dependent variables. The results of the Independent Samples T-Test showed a significance value of 0.000 < 0.05, indicating that the Course Review Horay model is significantly more effective in improving students’ self-confidence compared to the conventional method. This study contributes to the development of innovative learning models, especially in the field of Islamic Religious Education. The implementation of the cooperative-based Course Review Horay model creates a more supportive learning environment, thus playing an important role in enhancing students' self-confidence.
Experimentation of the Auditory, Intellectuality, Repetition Model : How are Students' Analytical Abilities in the Material on the Success of the Prophet Muhammad SAW ? Khadriah, Nopa Nur; Ramadhani, Nanda Rezky; Husna, Nuril Laili Qomarul; Novita, Nurul Dwi; Isyadi, Oktavia Intan; Azizah, Nurul; Kuswanto, Riyan Terna
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.421

Abstract

The background of this study is the low achievement of students towards the Minimum Completion Criteria (KKM) and the weak ability to think at a high level, especially at the cognitive level C4 (analysis). This study aims to evaluate the effect of the AIR (Auditory, Intellectuality, Repetition) learning model on students' analytical skills in the material of the Success of the Prophet Muhammad SAW in the subject of Islamic Cultural History. This study uses a quantitative approach with a quasi-experimental design of the posttest only control group type. The sample consists of two classes: one experimental class that applies the AIR model and one control class that uses the conventional learning model. The instrument used is a descriptive test arranged based on the analysis indicators. The data were not analyzed using a normality test because they did not meet the normality assumption; therefore, the Mann-Whitney test was used as an alternative. The results of the analysis showed a significance value (Sig. 2-tailed) of 0.512 (> 0.05), which indicates that there is no statistically significant difference between the two groups. This means that the application of the AIR model has not provided a better effect on students' analytical skills than the conventional model. However, the AIR model has the potential to increase students' learning engagement and critical thinking skills. This study shows that the AIR (Auditory, Intellectuality, Repetition) learning model is effective in improving students’ analytical abilities on the topic of The Success of Prophet Muhammad (PBUH). Its implications suggest that the model can serve as an alternative learning approach that is more active, contextual, and meaningful in Islamic Religious Education. Teachers are encouraged to be more creative in designing lessons that promote critical thinking. Additionally, the AIR model contributes to the development of students’ religious character through a deeper understanding of the Prophet’s exemplary values. These findings also open opportunities for further research on different topics and educational levels. Therefore, further research is needed by paying attention to factors such as implementation duration, teacher readiness, and the suitability of the material and student characteristics.
Learning Interest: How Does the Experimentation of the Technology-Enhanced Learning (TEL) Models? Novitriani, Ganis; Sari, Naista Fabella; Arnelita, Merda; Aulia, Kharisma Rizki; Wati, Marina; Azizah, Nurul
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.423

Abstract

This study aims to examine the effectiveness of the Technology Enhanced Learning (TEL) model in increasing students’ learning interest in Islamic Education (PAI) at SMP Negeri 23 Bandar Lampung. The research employed a quantitative method with a quasi-experimental design. The sample consisted of class VIII D as the experimental group and class VIII E as the control group. Data were collected using questionnaires, and the data analysis techniques included normality tests, homogeneity tests, and an independent sample t-test. The findings indicate that the TEL learning model has a positive and significant effect on students’ learning interest, with a significance value of 0.000 (<0.05). Institutionally, this research contributes to the development of learning models that are adaptive to technological advancements and may serve as a reference for schools and teachers in designing technology-integrated curricula. Furthermore, this study enriches the academic literature on the effectiveness of TEL within the specific context of Islamic Education, an area that has received relatively little attention, thereby opening opportunities for further research in technology-based learning innovations.

Page 33 of 35 | Total Record : 346

 31   32   33   34   35 

Filter by Year

2020 2025


Reset
Filter By Issues
All Issue Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI) Vol. 7 No. 2 (2025): Action Research Journal Indonesia (ARJI) Vol. 7 No. 1 (2025): Action Research Journal Indonesia (ARJI) Vol. 6 No. 4 (2024): Action Research Journal Indonesia (ARJI) Vol. 6 No. 3 (2024): Action Research Journal Indonesia (ARJI) Vol. 6 No. 2 (2024): Action Research Journal Indonesia (ARJI) Vol. 6 No. 1 (2024): Action Research Journal Indonesia (ARJI) Vol. 5 No. 4 (2023): Action Research Journal Indonesia (ARJI) Vol. 5 No. 3 (2023): Action Research Journal Indonesia (ARJI) Vol. 5 No. 2 (2023): Action Research Journal Indonesia (ARJI) Vol. 5 No. 1 (2023): Action Research Journal Indonesia (ARJI) Vol. 4 No. 4 (2022): Action Research Journal Indonesia (ARJI) Vol. 4 No. 3 (2022): Action Research Journal Indonesia (ARJI) Vol. 4 No. 2 (2022): Action Research Journal Indonesia (ARJI) Vol. 4 No. 1 (2022): Action Research Journal Indonesia (ARJI) Vol. 3 No. 4 (2021): Action Research Journal Indonesia (ARJI) Vol. 3 No. 3 (2021): Action Research Journal Indonesia (ARJI) Vol. 3 No. 2 (2021): Action Research Journal Indonesia (ARJI) Vol. 3 No. 1 (2021): Action Research Journal Indonesia (ARJI) Vol. 2 No. 4 (2020): Action Research Journal Indonesia (ARJI) Vol. 2 No. 3 (2020): Action Research Journal Indonesia (ARJI) Vol. 2 No. 1 (2020): Action Research Journal Indonesia (ARJI) More Issue