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Journal of Islamic Education Students
Published by Universitas Islam Negeri Mahmud Yunus Batusangkar
ISSN : 27970116     EISSN : 27970108     DOI : http://dx.doi.org/10.31958/jies
Core Subject : Education,
Education
Journal of Islamic Education Students (JIES) with ISSN 2797-0108 (Online) and 2797-0116 (Print), published by the Faculty of Education and Teacher Training of Universitas Islam Negeri Mahmud Yunus batusangkar. Journal of Islamic Education Students (JIES) is published twice a year; in May and November. The manuscript will be reviewed by at least two reviewers prior to publishing. It is a double-blind review process. The first edition of JIES will publish in 2021.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 256 Documents
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Food Pedagogy and Parenting Programs In Improving Food Literacy of Early Childhood: A Systematic Literature Review Maria Sembiring, Jennita; Siti Syarah, Erie; Roudhotul Jannah, Siti
Journal of Islamic Education Students (JIES) Vol. 6 No. 1 (2026): Inpress
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v6i1.16716

Abstract

The increasing exposure of children to ultra-processed foods highlights the importance of developing food literacy from early childhood. This study aims to identify food pedagogy strategies applied in early childhood education, examine parenting-based nutrition programs influencing children’s food literacy, evaluate their effectiveness based on Scopus-indexed empirical studies, and identify research gaps in integrated school–family intervention models. This research employed a Systematic Literature Review guided by the PRISMA 2020 framework. Literature searches were conducted in Scopus and Web of Science for articles published between 2014 and 2025. After screening and eligibility assessment, twelve empirical studies were included in the analysis. The findings indicate that experiential food pedagogy approaches such as cooking activities, gardening, and project-based learning effectively enhance children’s food knowledge, skills, and attitudes toward healthy eating. Parenting-based nutrition programs also contribute significantly to improving children’s dietary behaviors through parental modeling and family engagement. However, most interventions are implemented separately within school or family contexts, indicating the need for integrated school–family intervention models to strengthen sustainable food literacy development in early childhood.
Kahoot-Based Play Learning to Improve Students’ Interest in Islamic Religious Education: A Classroom Action Research Fadillah, Fadillah; Jamilah, Sri; Irwan, Irwan
Journal of Islamic Education Students (JIES) Vol. 6 No. 1 (2026): Inpress
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v6i1.16727

Abstract

Students’ learning interest in Islamic Religious Education (PAI) often tends to be low when the learning process is dominated by conventional teaching methods that provide limited interaction and engagement. The integration of digital learning media and play-based learning approaches is considered a promising strategy to create more engaging and participatory classroom environments. This study aims to analyze the implementation of the Kahoot application based on play-based learning to improve students’ learning interest in Islamic Religious Education. This research employed a Classroom Action Research (CAR) design involving 35 students of class XI.4 at State Senior High School 4 Bima City, West Nusa Tenggara, Indonesia. Data were collected through participatory observation, open-ended interviews, and documentation. The findings show that the integration of Kahoot with play-based learning strategies significantly increased students’ participation and engagement in PAI learning. Participation increased from 20% in the pre-cycle stage to 77.14% in Cycle I, although it decreased to 62.86% in Cycle II due to technical constraints and student absenteeism. Overall, the learning process became more interactive and students showed greater enthusiasm toward the subject. Therefore, the implementation of Kahoot-based play learning can support the improvement of students’ learning interest in Islamic Religious Education. Future learning practices are recommended to strengthen technological infrastructure and classroom management to optimize the effectiveness of digital game-based learning.
Canva AI Interactive Quizzes to Improve Participation in Formative Assessment of Islamic Jurisprudence: A Classroom Action Research Farhaty, Mutiah; Luthfiyah, Luthfiyah; Nasaruddin, Nasaruddin
Journal of Islamic Education Students (JIES) Vol. 6 No. 1 (2026): Inpress
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v6i1.16728

Abstract

Low student participation in formative assessment often occurs when assessment practices rely on conventional methods that are less engaging for digital-native learners. Integrating artificial intelligence–based learning media can create more interactive and motivating assessment environments. This study aims to examine the effectiveness of Canva AI interactive quizzes in improving student participation and cognitive learning outcomes in Islamic Jurisprudence (Fikih). This research employed a Classroom Action Research (CAR) design conducted in two cycles involving 78 students. Data were collected through classroom observation, learning outcome tests, and documentation of assessment activities. The results indicate a substantial increase in students’ participation and learning outcomes after the implementation of Canva AI quizzes. Quantitatively, the average score improved from 52.56% in the pre-test of Cycle I to 88.21% in the post-test of Cycle I, achieving 100% classical mastery. In Cycle II, the average score increased further to 89.36, with more students achieving perfect scores. Qualitative observations also show that the intervention successfully transformed previously passive learners into active participants during formative assessment activities. These findings suggest that Canva AI interactive quizzes serve as an effective strategy to enhance participation and engagement in Fikih learning assessments. Therefore, the integration of AI-based tools in classroom assessment is recommended to support more interactive and student-centered learning in the digital era.
Educational Puzzle Strategies for Managing Hyperactive Children and Enhancing Learning Concentration: A Qualitative Study Wulandari , Astrid; Syarifuddin, Syarifuddin; Kusumawati, Yayuk
Journal of Islamic Education Students (JIES) Vol. 6 No. 1 (2026): Inpress
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v6i1.16729

Abstract

This study aims to analyze how puzzle-based learning activities can support teachers in directing the excessive energy of hyperactive children into more focused learning tasks. This research employed a qualitative descriptive approach. Data were collected through classroom observations, interviews with teachers, and documentation of learning activities involving students who exhibit hyperactive tendencies. The results show that educational puzzles provide structured and engaging stimulation that encourages children to focus on problem-solving tasks. Through puzzle activities, students gradually develop patience, self-control, and sustained attention during classroom learning. In addition, the strategy helps teachers create a more conducive learning environment by channeling students’ active behavior into meaningful activities. These findings indicate that educational puzzle strategies contribute positively to improving students’ learning concentration and participation in the classroom. Therefore, teachers are encouraged to integrate puzzle-based activities as an alternative strategy to support the management of hyperactive behavior in early childhood learning settings.
Resilience of Islamic Religious Education (PAI) Teachers in the Hyperconnected Era in Addressing Students’ Low Learning Interest Mujakir, M. All; Ruslan, Ruslan; Ihlas, Ihlas
Journal of Islamic Education Students (JIES) Vol. 6 No. 1 (2026): Inpress
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v6i1.16732

Abstract

This study aims to analyze the resilience of Islamic Religious Education (PAI) teachers in the era of hyperconnected society in overcoming the problem of low student interest in learning. The rapid development of digital technology, intensive use of social media, and constant online connectivity have affected students' learning patterns and often reduced their focus and involvement in the classroom learning process. This condition requires teachers to have adaptability, innovative pedagogical strategies, and professional and emotional resilience so that learning continues to take place effectively and meaningfully. This research uses a qualitative approach with a descriptive-analytical design. Data was collected through learning observations, in-depth interviews, and documentation involving PAI teachers as the main participants. Data analysis is carried out through the process of coding, categorization, and theme discovery using the help of NVivo software to systematically identify patterns and relationships between data. The results of the study show that the resilience of PAI teachers is reflected in the ability to adapt to technological developments, the effective use of digital learning media, the implementation of interactive and reflective learning strategies, and professional commitment in facing learning challenges in an increasingly digitally connected environment. These findings confirm that teacher resilience has a strategic role in increasing student engagement and interest in learning and supporting a more adaptive PAI learning quality in the digital era.
Deep Learning Approach in IPAS Instruction: Enhancing Elementary School Students’ Skills and Competencies Rosa, Nila; Masita, Masita; Ramadhan, Syahru
Journal of Islamic Education Students (JIES) Vol. 6 No. 1 (2026): Inpress
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v6i1.16733

Abstract

This study aims to examine the implementation of IPAS learning through a deep learning approach in enhancing students’ skills and competencies at the elementary school level. IPAS learning requires instructional strategies that promote active student engagement while fostering higher-order thinking skills. This research describes how the deep learning approach is applied in the learning process and how it influences the development of students’ skills. The study employs a qualitative approach with a case study design. Data were collected through classroom observations, interviews with teachers and students, and analysis of instructional documents. Data analysis was conducted through data reduction, data display, and interpretative analysis to understand the dynamics of the learning process. The findings indicate that the implementation of a deep learning approach in IPAS learning creates a more active, reflective, and collaborative learning environment. Learning activities involving concept exploration, group discussions, and observation of real-life phenomena help students develop a deeper understanding of the subject matter. In addition, this approach contributes to the development of critical thinking skills, problem-solving abilities, and collaborative competencies among students. Instructional strategies that emphasize active participation and contextual learning experiences provide greater opportunities for students to construct meaningful conceptual understanding in IPAS learning.

Page 26 of 26 | Total Record : 256

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