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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 263 Documents
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Food Pedagogy and Parenting Programs In Improving Food Literacy of Early Childhood: A Systematic Literature Review Jennita Maria Sembiring; Erie Siti Syarah; Siti Roudhotul Jannah
Journal of Islamic Education Students (JIES) Vol. 6 No. 1 (2026)
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; Sri Jamilah; Irwan Irwan
Journal of Islamic Education Students (JIES) Vol. 6 No. 1 (2026)
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 Mutiah Farhaty; Luthfiyah Luthfiyah; Nasaruddin Nasaruddin
Journal of Islamic Education Students (JIES) Vol. 6 No. 1 (2026)
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 Astrid Wulandari; Syarifuddin Syarifuddin; Yayuk Kusumawati
Journal of Islamic Education Students (JIES) Vol. 6 No. 1 (2026)
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 M. All Mujakir; Ruslan Ruslan; Ihlas Ihlas
Journal of Islamic Education Students (JIES) Vol. 6 No. 1 (2026)
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 Nila Rosa; Masita Masita; Syahru Ramadhan
Journal of Islamic Education Students (JIES) Vol. 6 No. 1 (2026)
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.
A Improving Student Self-Efficacy Through the Discovery Learning Model in Islamic Religious Education Sapna Adzhani; Totong Heri
Journal of Islamic Education Students (JIES) Vol. 6 No. 1 (2026)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v6i1.16700

Abstract

Low levels of students’ self-efficacy in Islamic Education (PAI) learning are reflected in limited classroom participation, low confidence in expressing ideas, and insufficient learning readiness. The condition indicates the need for instructional approaches that address not only cognitive achievement but also students’ psychological development. This study aims to examines the implementation of the Discovery Learning model in Pai learning and its contribution to students’ self-efficacy. The study aims to explore how Discovery Learning influences students’ learning activeness, conceptual understanding, and self-efficacy. A qualitative phenomenological approach was employed in this research. The participans consisted of Islamic Education teacher and tenth-grade students from a Muhammadiyah senior high school, selected through purposive sampling. Data were collcted using semi-structured interviews and analyzed through data reduction, thematic analysis, and interpretation of participants’ experiences. The findings reveal that the use of Discovery Learning encourages active student engagement, improves conceptual understanding, and enhances students’ self-efficacy. Increased self-efficacy is indicated by students’ greater confidence in asking questions, expressing opinions, and delivering presentations, which is influenced by mastery experiences, teacher encouragement, and emotional regulation during classroom activities. This study concludes that Discovery Learning represent a relevantinstructional alternative for PAI learning, as it supports both cognitive development and students’ psychological empowerment.
A Comparative Study of Character Education Models in Japan and Indonesia: Implications for Strengthening Islamic Education Nyimas Fakhriah; Maryamah Maryamah
Journal of Islamic Education Students (JIES) Vol. 6 No. 1 (2026)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v6i1.16714

Abstract

This study aims to analyze the comparison of character education models in Japan and Indonesia and their implications for strengthening Islamic education. Character education has become a central focus in global education systems as it plays a crucial role in developing students’ moral values and social responsibility beyond cognitive intelligence. This study employed a qualitative approach with a comparative method. Data were collected through documentation studies of books, scientific journals, and relevant policy documents and analyzed using content analysis. The findings reveal that both Japan and Indonesia place moral development as an essential component of their national education systems. However, each country demonstrates distinctive characteristics and approaches shaped by their philosophical, social, and cultural foundations. The comparison indicates that the effectiveness of character education is determined not merely by the number of instructional hours but by the consistency of implementation, the strength of supportive cultural environments, and the synergy among schools, families, and communities in fostering students’ character development. These character education models also have implications for strengthening Islamic education through curricular integration and the development of moderate, tolerant, and globally minded character.
Development of Parenting Card Media to Promote Positive Parenting among Parents of Young Children Ira Reski Awalia; ⁠Suardi ⁠Suardi; Kartini Marzuki; Herlina Marzuki; Rusmayadi Rusmayadi
Journal of Islamic Education Students (JIES) Vol. 6 No. 1 (2026)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v6i1.16718

Abstract

Positive parenting practices among parents are still relatively low and inconsistent, with a lack of practical tools to support positive parenting. Parenting classes are only offered through workshops, seminars, and other face-to-face sessions. This study aimed to develop a parenting card as an interactive educational media to foster positive parenting among parents of early childhood children. The research employed a Research and Development method using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The research subjects included 7 parents in a limited trial to determine the practicality of the media and 14 parents in the implementation stage to examine its effectiveness. The results showed that the parenting card media was categorized as very valid based on expert validation from material and media experts, with an average score of 3.63. The media was also categorized as very practical, with a practicality percentage of 85.11%, indicating that it was easy to use and beneficial for parents. Furthermore, the effectiveness test showed an increase in pre-test and post-test scores, with a significance value of 0.000 < 0.05 based on the paired sample t-test, indicating a significant difference before and after using the media. Based on these findings, it can be concluded that the developed parenting card media is valid, practical, and effective in fostering positive parenting among parents of early childhood children.
Evaluating the Effectiveness of Snakes and Ladders Media in Improving Algebra Learning Outcomes of Junior High School Students Hidayani Hidayani; Putri Dini R. P; Faisal Eka M; Nika F Trisnawati; Ruslan Layn
Journal of Islamic Education Students (JIES) Vol. 6 No. 1 (2026)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v6i1.16721

Abstract

Low algebra learning outcomes among junior high school students are often associated with the dominance of conventional lecture-based teaching methods that reduce student engagement and motivation during the learning process. Therefore, this study aims to evaluate the effectiveness of using snakes and ladders learning media to improve students’ algebra learning outcomes and classroom activity. This research employed a mixed-methods approach with a one-group pretest–posttest design involving 29 purposively selected grade VII A students of STATE JUNIOR HIGH SCHOOLNegeri 6 Kota Sorong in the 2024/2025 academic year. Data were collected through lesson plans, pretest and posttest assessments, student activity observation sheets, and documentation. Data analysis included Kolmogorov–Smirnov normality tests, mastery percentage analysis, N-Gain calculation, and classical observation percentages using SPSS. The results indicated an increase in the average student score from 7.72 in the pretest to 43.34 in the posttest, with student activity reaching 68% categorized as active and an N-Gain score of 0.41 indicating moderate improvement. However, the classical mastery level only reached 21%, which was still below the minimum mastery criterion (KKM) of 71. In conclusion, the snakes and ladders learning media was effective in increasing students’ motivation and participation in algebra learning, although further improvement is required to achieve optimal cognitive learning outcomes. Future studies are recommended to refine the instructional design, extend the implementation period, and involve larger samples to obtain stronger learning impacts. This study is limited by the use of a single-group design and a relatively small sample size, which may affect the generalizability of the findings.

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