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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 855 Documents
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Implementation of Qowaid wa Tarjamah Method in Teaching Al-Ajurrumiyyah Nahwu Nurul Janah; Shodiqul Bahroyni
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (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.v6i3.1648

Abstract

This study aims to describe the implementation of the Qowaid wa Tarjamah method in teaching nahwu through Al-Ajurrumiyyah at grades 5 and 6 of Madrasah Diniyah Ula Al Hidayah Karanggupito and to identify the supporting and inhibiting factors affecting its implementation. This study employed a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation. The research participants consisted of the head of the madrasah, the nahwu teacher, and students of grades 5 and 6. Data were analyzed through data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings reveal that the implementation of the Qowaid wa Tarjamah method was carried out through six main stages: introduction, presentation of grammatical rules, text translation, i'rab analysis, memorization, and evaluation. The successful implementation of the method was supported by teacher competence, a strong tradition of kitab kuning learning, students’ learning motivation, institutional support, and the availability of learning resources. Meanwhile, the inhibiting factors included the abstract nature of nahwu materials, limited instructional time, differences in students’ prior abilities, limited learning media, and students’ dual learning burdens. The study concludes that the Qowaid wa Tarjamah method remains relevant for nahwu instruction in madrasah diniyah because it aligns with the objectives of kitab kuning learning and Arabic grammar mastery. However, its implementation requires continuous innovation to meet contemporary educational needs.
The Relationship Between the Ability to Read Qur’an and Interest in Learning Arabic Students Riris Tarisun Nisak
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (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.v6i3.1649

Abstract

Arabic indeed holds a strategic position in the constellation of Islamic education; however, the responsiveness of MTs Al-Hidayah Karanggupito Ngawi students toward learning Arabic still shows a relatively low tendency, even tho they have adequate Al-Qur'an literacy competence. This study aims to examine the relationship between the ability to read the Quran and the educational interest in the Arabic language among the student population. The methodology applied is a correlational quantitative approach with the implementation of saturated sampling techniques on all 50 students as research subjects. Data collection was carried out using the Al-Qur'an recitation practice test instrument and a Likert-scale learning interest questionnaire that had undergone a validation process. Data analysis was conducted using the Pearson Product Moment correlation test after the normality and linearity requirements were met. The research findings show a correlation coefficient value of r = 0.221, which is lower than the r-table (0.279) at a 5% significance level, thus H₀ is not rejected. In conclusion, no statistically significant relationship was found between the ability to read the Al-Qur'an and students' interest in learning Arabic. The implications of these results indicate that interest in Arabic education is more determined by complex affective factors, including intrinsic motivation, pedagogical methodology, and contextual environmental support. Therefore, it is necessary to develop learning strategies that explicitly integrate Quran reading practices with the substance of Arabic language material.
Modern Visual Aids in Classrooms: Enhancing EFL Vocabulary Retention Through Animated Videos in Satun, Thailand Sofia Faradilla Suandi; Diani Syahputri
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (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.v6i3.1653

Abstract

This study aims to investigate the effectiveness of animated videos as modern visual aids in improving vocabulary retention among ninth-grade EFL students at Thammasat Wittaya School, Satun, Thailand. This study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model consisting of planning, action, observation, and reflection stages conducted in two cycles. The participants were 20 ninth-grade students. Data were collected through vocabulary tests and classroom observations. The findings showed that students’ vocabulary retention improved from 65% in Cycle I to 71% in Cycle II. Student activity also increased from 62% to 78%, while teacher activity improved from 70% to 88%. The study concludes that animated videos effectively improved students’ vocabulary retention, classroom participation, and engagement during EFL learning activities. Therefore, animated videos are recommended as effective instructional media for vocabulary learning in EFL classrooms.
Dynamics of Arabic-to-Indonesian Machine Translation on Social Media: A Content Analysis of Al Jazeera Channel Afif Al Habib; Muhammad Azhar
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (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.v6i3.1654

Abstract

In the current era of globalization, translation plays a pivotal role in bridging cross-linguistic and cross-cultural communication across all sectors. The essence of translation lies in conveying the meaning and intent of the source language into the target language using equivalents that are accurate, clear, and natural. This research offers both theoretical and practical benefits. Theoretically, it is expected to enhance insights and scholarly discourse regarding the quality of Arabic-Indonesian machine translation on social media platforms. A descriptive qualitative method was employed in this study to collect and analyze descriptive data in the form of linguistic phenomena. By utilizing documentation and content analysis techniques on five news posts from the "Al Jazeera Channel" Facebook account, this study successfully interpreted the quality of machine translation as it occurs naturally. Based on the analysis of the machine-translated texts, the results indicate that the translation quality is categorized as less accurate with an average score of 2.2, less acceptable with a score of 2.0, and possesses a moderate level of readability with a score of 2.4. These issues stem from fatal lexical errors, contextually inappropriate word choices, and deviations from standard Indonesian grammatical rules. The conclusion of the analysis of machine translation on the "Al Jazeera Channel" Facebook account shows that the quality is less accurate, less acceptable, and moderately readable, necessitating a profound evaluation, particularly regarding diction selection and conformity with linguistic standards.
Social Ethical Values ​​and Their Implementation in the Contemporary Era: A Tahlili Study of Surah Al-An'am Verses 151-153 Rizka Fajri Indra; Mochammad Novendri S; Rudi Edwaldo Jasmit
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (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.v6i3.1656

Abstract

Social changes driven by technological advancement and globalization have generated moral challenges in modern society, including rising crime, behavioral deviation, and the weakening of spiritual values, thus requiring a strong ethical foundation as a normative response. This study aims to examine the social ethical values contained in Surah Al-An‘ām verses 151-153 and to analyze their relevance in addressing contemporary moral crises. The research employs a qualitative method using library research with a tahlili exegesis approach and comparative analysis of classical and contemporary Qur’anic commentators. The findings reveal that the ten divine commandments in these verses construct a systematic framework of social ethics encompassing theological foundations, individual morality, and just social relations. These values remain relevant for contemporary society when internalized through moral education, strengthening family roles, ethical leadership, and value-based public policies. The study concludes that Qur’anic social ethics are not merely normative but also practical guidelines for fostering a moral, just, and civilized society in the modern era.
The Effects of Problem-Based Learning on Scientific Reasoning in Science Subjects in Junior High School A Review Izza Fahrina Safitri; Sri Wahyuni; Siti Shofa Assyfaul Qulbi Barid; Sri Rejeki Dwi Astuti
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (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.v6i3.1010

Abstract

Education in the 21st century requires learning that builds students' scientific thinking skills, especially scientific reasoning. However, science learning in junior high schools still mostly uses conventional methods, which results in students' scientific reasoning skills remaining low. This study aims to explore the forms of PBL implementation, its impact on scientific reasoning, and the factors supporting its success through the Systematic Literature Review (SLR) method with selection following PRISMA 2020. The results obtained from 200 articles were 15 articles selected using Google Scholar and Publish or Perish (PoP) to analyze the implementation patterns, impacts, and factors supporting the success of PBL. The results show that PBL consistently improves scientific reasoning through real problem-solving activities, scientific exploration, and group discussions. Factors that promote success include problem design that is relevant to the context, the role of teachers as facilitators, the use of tools and technology, and student preparation in the investigation process. This study confirms that PBL is an effective model for improving scientific reasoning skills in junior high school students. Further research can focus on the development of digital technology integration in PBL, the impact of implementation duration on the sustainability of scientific reasoning skill improvement, and the evaluation of PBL effectiveness using teaching methods.
Islamic Education Policies in Indonesia, Malaysia, and Iran (A Comparative-Analytical Study) Muhaimin; Selvia Mei; Lu'lu'ah Luthfiyah; Khumedi; Sugianto
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (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.v6i3.1057

Abstract

This study provides a comparative analysis of Islamic education policies in Indonesia, Malaysia, and Iran, focusing on how ideological, political, social, and cultural factors shape their respective educational systems. Using a qualitative–comparative approach and policy analysis framework, the research examines three main dimensions: ideological foundations, institutional structures, and curricular orientations. The findings reveal that each country embodies a distinct model of the relationship between religion and the state: Indonesia adopts a plural-religious inclusive model integrating Islamic education into the national system through collaboration between the government and religious organizations; Malaysia applies an integrative-identitarian model in which Islamic education serves as a tool for national identity formation and moral development under strong state coordination; while Iran represents a theocratic-ideological model where Islamic education functions as an instrument for ideological reproduction and moral governance under clerical leadership. Despite their differences, all three systems share a common goal—to produce morally upright, knowledgeable, and socially responsible citizens. However, challenges persist regarding the balance between religious authenticity and modernization, as well as between state control and educational autonomy. This study contributes to comparative Islamic education research by highlighting the epistemological and ideological dynamics that shape educational reforms in diverse Muslim-majority contexts, offering a novel framework for understanding how Islamic education evolves amid globalization and modern statehood.
Method of Tafsir Bil Ma‘qul: A Rational Approach in the Interpretation of the Qur'an Mochamad Hariyadi; Ahmad Manshur
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (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.v6i3.1140

Abstract

The tafsir bil ma'qul method is a rational approach to interpreting the Quran that uses reason and logic as the basis for understanding revelation. This study aims to explain the definition, basic principles, and characteristics of the tafsir bil ma'qul method, and examine its strengths and weaknesses in the contemporary context. This method is considered relevant to current developments, considering social and cultural challenges, as well as rapid scientific advancements. Through this approach, the Quran can be understood more contextually, thus addressing contemporary issues such as technological ethics, gender equality, and human rights. However, this method has weaknesses, particularly related to the potential for high subjectivity if not guided by sharia principles and proper Arabic language rules. This study used a qualitative approach with a descriptive design and thematic analysis, which included interviews with tafsir experts and analysis of relevant tafsir documents. The results show that the tafsir bil ma'qul method opens up space for a more inclusive and adaptive understanding of the times without neglecting the spiritual values ​​of Islamic teachings. Therefore, this research makes an important contribution in developing interpretations that are more relevant to the current social and scientific context.
Analysis of Barriers to the Implementation of Augmented Reality as a Cutting-Edge Technology in Islamic Religious Education Learning Hilma Khoirunnisa; Zunita Intan Permatasari; Anggun; Luluk Ilmaknun
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (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.v6i3.1142

Abstract

The development of digital technology has driven transformation in the world of education, including in the learning of Islamic Religious Education (PAI). One of the cutting-edge technologies with great potential to enhance the quality of learning is Augmented Reality (AR). AR technology allows the integration of two-dimensional and three-dimensional virtual objects into the real environment in real-time, making learning more interactive and contextual. In PAI learning, AR can be utilized to visualize worship, creed, and Islamic history materials that have so far been abstract and normative. However, the implementation of AR in PAI learning in schools still faces various obstacles. This study aims to analyze the obstacles to the implementation of Augmented Reality in Islamic Religious Education through literature review and field observation data in the form of interviews with Islamic Religious Education teachers. The research method used is a qualitative approach with literature study and field observation techniques. Literature data is analyzed using content analysis, while observation data is analyzed thematically. The research results indicate that the main obstacles to the implementation of AR in Islamic Religious Education (PAI) learning include limited technological infrastructure, low digital competence among teachers, the unavailability of specific training related to AR, high costs of AR content development, and pedagogical and cultural challenges in religious education. The results of interviews with PAI teachers show that although AR has not been directly implemented, teachers have an open and positive attitude toward the use of AR technology if training and institutional support are available. This research is expected to serve as a theoretical and practical reference in the development of realistic and contextual AR implementation strategies in Islamic Religious Education.
Implementation of Ice Breaking as a Learning Strategy to Capture Students' Attention Musliha; Martha Martupa Sihombing; Mirnawati; Nazwa Qanaya Balqis; Yunita Sari; Riki Pratama; Ovenny Oktavia Ajli
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (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.v6i3.1143

Abstract

This study aims to analyze the implementation of ice breaking as a learning strategy to capture student attention at SMP Negeri 6 Tanjungpinang. The background of this study is based on low student attention and concentration during the learning process caused by boredom and a lack of varied learning methods. Ice breaking is seen as a learning strategy that can create a pleasant learning atmosphere and increase student focus and engagement. The type of research used in this study is qualitative, focusing on the experiences and meanings of the research subjects. Data collection techniques were conducted through direct observation in the school environment to clearly observe the implementation of ice breaking in learning activities. Observations were conducted by observing teacher and student activities during the teaching and learning process. Data analysis techniques were carried out through several stages: identifying phenomena relevant to the research title, reviewing previous research as references, conducting research in the field, analyzing the obtained data, and drawing conclusions based on the analysis results. The results indicate that the implementation of ice breaking can create a more conducive classroom atmosphere, increasing student attention, enthusiasm, and participation during learning. Thus, ice breaking can be used as an effective learning strategy to support the teaching and learning process in junior high schools.

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