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Rizki Putri Ramadhani
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JPLED
Published by Global Action and Education for Society
ISSN : -     EISSN : 28091205     DOI : 10.58737
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Journal of Practice Learning and Educational Development is an open access, peer-reviewed, scientific journal published by GAES (Global Action and Education for Society). The aim of this journal is to publish articles dedicated to the latest outstanding developments in the field of education. It includes teaching practice and educational development in early childhood education, basic education, secondary education, higher education, and vocational education in formal, non-formal, and informal education systems. This journal was first published in March 2021, publish quarterly (March, May, August, and November). Changes have been published quarterly since 2023.
Arjuna Subject : Umum - Umum
Articles 717 Documents
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Strategies of Quran and Hadith Subject Teachers in the Tahfidz Program Nur Astuty Laba; Kasim Yahiji; Sitti Rahmawati Talango; Moh. Sain
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.1481

Abstract

This study aims to describe the strategies employed by Al-Qur’an Hadis teachers in the tahfidz program at MAN 1 Kabupaten Gorontalo and to identify the obstacles encountered in its implementation. This research employed a qualitative method with a phenomenological approach. Data were collected through observation, in-depth interviews, and documentation involving the head of the madrasah, Al-Qur’an Hadis teachers, program coordinators, and tahfidz students as informants. The data were analyzed through data reduction, data display, and conclusion drawing and verification. Data validity was strengthened through source triangulation, technique triangulation, and member checking. The findings show that the tahfidz program at MAN 1 Kabupaten Gorontalo is implemented regularly and systematically, particularly through additional memorization and murojaah activities. Al-Qur’an Hadis teachers function as mentors, motivators, and facilitators who guide students in increasing memorization, maintaining previous memorization, improving recitation quality, and developing discipline. The main obstacles include limited memorization time, varied student memorization abilities, less supportive home environments, and fluctuating student motivation and consistency in murojaah. This study emphasizes that the success of a tahfidz program is determined not merely by the quantity of memorization, but also by teacher strategies, continuous guidance, institutional support, and students’ commitment to sustained engagement with the Qur’an.
The Use of Quizizz-Based Digital Learning Media in Increasing Interest in Learning PAI on the Topic of Deepening Faith in the Books of Allah SWT for Eighth Grade Nandar Prasetyo Wijaya Mamonto; Razak Umar; Mariyati Podungge; Saifullah
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.1482

Abstract

This study aims to determine the effectiveness of Quizizz-based digital learning media in increasing students’ interest in learning Islamic Religious Education (PAI) in class VIII of SMP Negeri 3 Bolaang Mongondow Utara. This research used Classroom Action Research (CAR) consisting of two cycles, namely planning, implementation, observation, and reflection. The subjects of this study were 22 class VIII students. Data collection techniques were carried out through observation, questionnaires, documentation, and learning outcome evaluations. The results showed that the use of Quizizz media was able to increase students’ learning interest significantly. Students became more active, enthusiastic, and involved during the learning process. In addition, Quizizz created an interactive and enjoyable learning atmosphere through gamification features such as leaderboard, instant feedback, and points. The percentage of students’ learning interest increased from 51.18% in cycle I to 79.22% in cycle II. Thus, Quizizz-based digital learning media can be an innovative solution in improving students’ interest in learning PAI in the digital era.
The Influence of Using the Project Based Learning (PjBL) Method on Students' Creative Thinking Skills in the Subject of Akidah Akhlak Adrianto Satingi; Razak H. Umar; Mariaty Podungge; Nurul Lutfiah Nusi
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.1483

Abstract

This study aims to examine the effect of the Project Based Learning (PjBL) method on students’ creative thinking skills in the subject of Akidah Akhlak at MTs Negeri 1 Bolaang Mongondow Selatan. This research employed a quantitative approach with a pre-experimental design using a one group pretest-posttest design. The sample consisted of 21 seventh-grade students selected based on the suitability of the class and learning material. Data were collected through a creative thinking skills questionnaire, documentation, and project assessment. The instrument measured four indicators of creative thinking, namely fluency, flexibility, originality, and elaboration. The reliability test showed a Cronbach’s Alpha value of 0.823, indicating that the instrument was reliable. The Shapiro-Wilk normality test showed that both pretest and posttest data were normally distributed, with significance values of 0.784 and 0.478, respectively. The results revealed that the mean pretest score of 53.4286 increased to 63.8095 in the posttest. The Paired Sample t-Test obtained a t value of -5.249 with a significance value of 0.000 < 0.05. Therefore, the use of the Project Based Learning method had a significant effect on improving students’ creative thinking skills in Akidah Akhlak learning.
Teacher Competency, Work Motivation, and Teacher Performance in BOS Kinerja Recipient Elementary Schools: A Systematic Literature Review Rizqa Alfina Sahalia; Nuphanudin; Ainur Rifqi
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.1555

Abstract

This study systematically examines the relationship between teacher competency and work motivation and teacher performance in elementary schools receiving the BOS Kinerja (Performance School Grant) program. In this review, BOS Kinerja is positioned as a policy context that provides resource support for developing teacher competency and work motivation. Using a Systematic Literature Review (SLR) based on the PRISMA 2020 protocol, this review analyzes 32 scientific articles published between 2018 and 2025 from five databases: Google Scholar, Sinta, Garuda, Scopus, and ERIC. The review findings indicate that teacher competency particularly pedagogical and professional competency and work motivation are consistently reported to have positive relationships with teacher performance. In the context of BOS Kinerja recipient schools, financial support has the potential to strengthen professional development and work motivation through the provision of resources, training, and supporting facilities. However, empirical evidence specifically testing BOS Kinerja as a moderating variable remains limited; therefore, interpretations in this review are contextual rather than causal.
Analysis of Mathematical Representation Skills in Fraction for Madrasah Ibtidaiyah (MI) Students by Interactive Media Nibras Alhama Najwa; Abid Ainur Rofi; Nur Hanafik; Lailatul Maghfiroh; Retno Widya Ningsih; Desi Permatasari; Annisa Nurul 'Ain; Aldila Devi Hidayati
Journal of Practice Learning and Educational Development Vol. 4 No. 4 (2024): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v4i4.1556

Abstract

This study aimed to describe an overview of the representational ability of fractional material using interactive media in the form of the "Fraction Representation" application. In this study, the approach used is qualitative. The data collection process is by providing test questions on fractional material that include indicators of mathematical representation ability. The study was conducted at Madrasah Ibtidaiyah (MI) in Madiun City, with fourth-grade students as respondents. The research subject was one of the well-known elementary schools in Madiun City, and grade IV students at the school were assigned as responders since the fraction material was studied within the class. And the school used as the research subject is one of the well-known schools in Madiun City. The results of this study are the average representation ability of students who meet the three indicators, namely visual representation, verbal representation, and symbolic representation in the medium category.
Analysis of Deep Learning Approaches to Student Learning Experiences in Elementary Schools Anis Binti Salamah; Dimas Dwi Andika; Siti Khodijah; Salwa Amirotul Hannan; Ulfia Wafiya Nurul; Frennanda Rahmadani; Nadya Nasywa Luthfiyah; Ainun Ayu Novyanti
Journal of Practice Learning and Educational Development Vol. 4 No. 4 (2024): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v4i4.1557

Abstract

This study aims to analyze the application of the learning process through a deep learning approach on student learning experiences in elementary schools using a descriptive qualitative research method. Data were obtained through interviews with teachers at SDIT Al Akbar who had implemented deep learning in schools, then the data were analyzed by reducing, presenting, drawing conclusions, and verifying the data. The results of the study found three main categories, namely: increased student learning engagement, increased critical and reflective thinking skills of students, and increased student self-confidence. The study concluded that deep learning not only enriches the learning process but also helps students develop higher-order thinking skills that are important for academic success and long-term development. These findings recommend the consistent and targeted application of deep learning strategies to improve the quality of student learning experiences in elementary schools.
The Relationship Between Tahfidz Learning Strategies and Students' Academic Achievement Levels Nur Tsani Nailal Farohah; Mulyani; Ricky Setiawan; Fiena Saadatul Ummah
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.1561

Abstract

This study aims to analyze the relationship between Tahfidz learning strategies and students’ academic achievement at SD Tahfidz Al-Aziz Jogotrunan Lumajang. This research employed a quantitative approach with a correlational design. The population consisted of all 80 students of SD Tahfidz Al-Aziz in the 2025/2026 academic year, while the sample included 40 third- and fourth-grade students selected using purposive sampling. Data were collected through questionnaires, observation, and documentation of students’ report scores. Data analysis was conducted using univariate and bivariate analysis with the Chi-Square test. The results showed that most students were in the high category of Tahfidz learning strategy, totaling 28 students (70.00%), and 21 students (52.50%) had high academic achievement. The Chi-Square test obtained a p-value of 0.008, indicating a significant relationship between Tahfidz learning strategies and students’ academic achievement.

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