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INDONESIA
Journal in Teaching and Education Area
Published by Yayasan Al Hidayah
ISSN : -     EISSN : 30477034     DOI : 10.69673
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media Mathematics Other
Journal in Teaching and Education Area is a double-blind, peer-reviewed, open-access journal in the Education and Teaching area. This journal is initialled as JITERA. JITERA journal provides an academic forum for researchers interested in discussing current and future educational and teaching issues. Experts will review all articles before they are accepted for publication. The JITERA journal is published annually in February, June and October. The Al Hidayah Foundation, Indonesia, publishes the JITERA journal. The Al Hidayah Foundation was established in 1998 based on notarial deed number 8, 1998 concerning the Ratification of the Establishment of a Legal Entity, the Al Hidayah Foundation.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 88 Documents
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Analisis Konten Buku Akidah Akhlak Sekolah Dasar Kelas 4 Terhadap Representasi Nilai Amanah dan Kejujuran Subhan, Fatih; Madjid, Abdul
Journal in Teaching and Education Area Vol. 3 No. 1 (2026): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/nh8f3a27

Abstract

Penelitian ini bertujuan menganalisis representasi nilai amanah dan kejujuran dalam buku ajar AKIDAH Akhlak Sekolah Dasar kelas IV semester I. Penelitian menggunakan pendekatan kualitatif dengan metode analisis konten terhadap buku yang digunakan secara resmi dalam pembelajaran madrasah ibtidaiyah. Analisis difokuskan pada cara penyajian nilai melalui uraian konsep, ilustrasi, cerita teladan, aktivitas pembelajaran, dan latihan evaluatif. Hasil penelitian menunjukkan bahwa buku AKIDAH Akhlak telah memuat nilai amanah dan kejujuran secara konsisten dan selaras dengan tuntutan kurikulum, baik dari segi cakupan materi, akurasi konsep, maupun struktur penyajian. Nilai-nilai tersebut disampaikan melalui beragam bentuk, mulai dari penjelasan normatif hingga contoh kontekstual yang dekat dengan kehidupan siswa. Namun demikian, kedalaman penyajian nilai belum merata; sebagian materi masih bersifat deskriptif dan kurang mendorong internalisasi nilai secara reflektif dan aplikatif. Temuan ini mengindikasikan bahwa efektivitas pendidikan karakter tidak hanya ditentukan oleh keberadaan nilai dalam buku ajar, tetapi juga oleh kualitas kontekstualisasi dan keterkaitannya dengan pengalaman nyata peserta didik. Penelitian ini memberikan kontribusi dalam memetakan kekuatan dan kelemahan penyajian nilai akhlak dalam buku ajar, serta menjadi dasar bagi pengembangan materi pembelajaran AKIDAH Akhlak yang lebih aplikatif dan berorientasi pada pembentukan karakter siswa.
Internalisasi Nilai-nilai Moderasi Beragama Melalui Pendidikan Islam Integratif di SMP Al-Madina Boarding School Wonosobo Arifin, Faizal; Ali, Mudzakkir; Syaifudin, Muh
Journal in Teaching and Education Area Vol. 3 No. 1 (2026): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/yd6n0z74

Abstract

Perkembangan globalisasi dan kemajuan teknologi informasi menghadirkan tantangan serius dalam kehidupan keberagamaan generasi muda, antara lain menguatnya sikap eksklusif dan intoleran. Kondisi ini menuntut peran strategis lembaga pendidikan Islam dalam menanamkan nilai-nilai moderasi beragama sejak dini. Penelitian ini bertujuan menganalisis implementasi dan internalisasi nilai moderasi beragama di SMP Al-Madina Boarding School Wonosobo sebagai lembaga pendidikan Islam berbasis pesantren. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus. Pengumpulan data dilakukan melalui observasi, wawancara mendalam, dan studi dokumentasi terhadap kurikulum, program pendidikan, serta budaya sekolah. Hasil penelitian menunjukkan bahwa internalisasi moderasi beragama dilakukan secara integratif melalui sistem all days school yang memadukan pendidikan formal dan pesantren. Nilai moderasi beragama, meliputi nilai komitmen kebangsaan, toleransi, sikap anti-kekerasan, dan akomodatif terhadap budaya lokal, ditanamkan melalui kurikulum integratif, pembiasaan ibadah, kajian keislaman berbasis ahlussunnah wal jama’ah, penguatan karakter, serta pengembangan life skill dan budaya sekolah. Model ini efektif membentuk peserta didik yang religius, moderat, dan berwawasan kebangsaan.
Implementation of the Moving Class System in the Hadith Learning Process at MTsS MILBoS Septoyadi, Zikry; Candrawati, Vita Lastriana; Naknawa, Dulyawit; Agusalim
Journal in Teaching and Education Area Vol. 3 No. 1 (2026): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/tn5st293

Abstract

The moving class system is a strategy to improve the quality of learning, aiming to create a more engaging and innovative learning environment, and reduce student boredom. Furthermore, this system is designed to address the limited learning resources often found in static classrooms. The primary objective of implementing a moving class is to create an ideal educational environment by providing specially designed thematic classrooms equipped with various learning media tailored to the characteristics of each subject. In the context of Hadith learning, classrooms are specifically designed by providing educational games, television (TV), and reference books to enhance students' understanding and memorization of hadith. This study uses a qualitative approach with research subjects involving the principal, five teachers, and five students at MTsS Maghfirah Islamic Leadership Boarding School (MILBoS). This study aims to describe the empirical reality related to the implementation of the Moving Class System in Hadith learning at MTsS MILBoS. The results show that the role of teachers in implementing the moving class concept is not limited to being educators alone, but also as facilitators in the implementation of the system. Teachers are required to be more proactive and creative in managing classrooms and utilizing learning resources, particularly in adapting the room design to the characteristics of the subjects being taught. Infrastructure and learning media have proven to play a strategic role in supporting the teaching and learning process, so each classroom needs to be equipped with relevant media. This system is implemented through a class transfer mechanism every time a subject changes, so students learn in a space that has been tailored to their material needs.
The Effect of A Chatgpt-Assisted Problem-Based Learning Model on Digital Literacy Skills and Learning Outcomes of Eleventh-Grade Senior High School Students Hendrika, Tasya Putri; Habibah, Laila Badriyatul; Azzah S , Iftinan R
Journal in Teaching and Education Area Vol. 3 No. 1 (2026): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/nv5mb077

Abstract

This study was motivated by students’ low levels of digital literacy and learning outcomes resulting from limited active engagement in the learning process. The study aimed to examine the effect of a ChatGPT-assisted Problem-Based Learning (PBL) model on the digital literacy skills and learning outcomes of eleventh-grade senior high school students. A quantitative approach with a quasi-experimental nonequivalent control group design was employed. The participants consisted of two groups: an experimental group that received ChatGPT-assisted PBL and a control group that received PBL without ChatGPT. Pretest results indicated that the initial abilities of both groups were relatively equivalent. Following the intervention, the experimental group achieved a higher posttest mean score (87.50) than the control group (81.30). The Independent Samples t-test revealed a statistically significant difference between the two groups (p < 0.05). N-Gain analysis showed a moderately effective improvement in the experimental group (65.3%) and a low improvement in the control group (38.7%). These findings indicate that integrating ChatGPT into PBL is effective in enhancing students’ digital literacy and learning outcomes in line with the demands of twenty-first-century education.
Exploring the Uses and gratifications of Youtube, Instagram, and Tiktok among Undergraduate Students of Abubakar Tafawa Balewa University, Bauchi Kayode Sunday John Dada; Yunana Gladys MUSA
Journal in Teaching and Education Area Vol. 3 No. 2 (2026): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/sx8wfy09

Abstract

This quantitative study explores the uses and gratifications of YouTube, Instagram, and TikTok among 387 undergraduate students at Abubakar Tafawa Balewa University (ATBU). Using a survey design with a 5-point Likert scale questionnaire, data were analyzed with descriptive statistics. Findings indicate YouTube is preferred for educational purposes (M = 4.13, SD = 0.92), followed by Instagram (M = 2.90, SD = 1.10) and TikTok (M = 2.68, SD = 1.15) for entertainment. YouTube has the highest academic benefit (M = 3.59, SD = 1.18) and lowest distraction (M = 2.09, SD = 0.97), while Instagram and TikTok are more distracting (M = 2.64, SD = 1.07; M = 2.63, SD = 1.11). YouTube is widely used for academic tasks (M = 3.74, SD = 1.04) and information access (M = 3.85, SD = 1.03), unlike Instagram (M = 2.71, SD = 1.12) and TikTok (M = 2.62, SD = 1.17). Missed deadlines are minimal across platforms (M = 2.09–2.33). YouTube’s primary motivation is learning (M = 3.95, SD = 1.00), while Instagram and TikTok excel in entertainment (M = 3.56, SD = 1.08; M = 3.66, SD = 1.13) and creativity (M = 3.54, SD = 1.09; M = 3.76, SD = 1.07). the study recommends the integratation YouTube into academic curricula.
Utilization of Social Media as a Tool for Learning Islamic Religious Education for Generation Z Munawaroh; Kholid Musadad; Akhmad Khoiri; M. Supangat; Janiansyah Rani; Amanda Caprista
Journal in Teaching and Education Area Vol. 3 No. 2 (2026): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/qfaa6541

Abstract

The development of digital technology has changed the paradigm of Islamic Religious Education (PAI) learning, especially for Generation Z, who are familiar with social media. This study aims to analyze the use of social media as a means of Islamic Religious Education (PAI) learning at IAI Darul Fattah Lampung and identify opportunities and challenges. The study used a descriptive qualitative approach with observation, interviews, and documentation techniques. The results show that YouTube, WhatsApp, Instagram, and TikTok are actively utilized in Islamic Religious Education (PAI) learning. YouTube is used to deliver video-based materials, WhatsApp as a communication and discussion medium, while Instagram and TikTok are used to reinforce Islamic values ​​through creative content. The use of social media increases student motivation, participation, and understanding and supports both synchronous and asynchronous learning. However, the study also identified challenges such as distraction from non-academic content, limited digital literacy among lecturers, and students' difficulty in selecting valid and moderate religious content. Therefore, targeted learning strategies and lecturer guidance are needed to make social media use more effective and educational for students.
Sustainable Education in Natural Sciences, Economics and Technology Angelos Stoumpos; Rodanthi Stoumpou; Vassilis Tsiantos
Journal in Teaching and Education Area Vol. 3 No. 2 (2026): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/vr2p8648

Abstract

The sustainability of knowledge is a critical factor for natural sciences, technology and economic education, as it is directly linked to the creation and management of innovation and the support of sustainable development. The article examines the dimensions of knowledge – explicit and tacit – and their role in the learning process and in educational ecosystems. This study adopts a qualitative research approach based on a narrative literature review and conceptual analysis. It synthesizes existing literature on knowledge creation, knowledge management, sustainability, and educational systems in order to explore the role of sustainable knowledge in modern education. The importance of knowledge management and the preservation of intellectual capital in educational organizations is analyzed, as well as the human, organizational and environmental factors that influence the transfer and exchange of knowledge. In addition, the relationship between knowledge, technology, innovation and sustainable development is explored, with an emphasis on the challenges of less developed countries and the transition to a global knowledge economy. The framework of the knowledge economy is presented and the role of education, innovation and information technologies as fundamental pillars for sustainability is highlighted. Finally, it emerges that the success of educational organizations depends on their ability to create, disseminate and utilize sustainable knowledge, creating a competitive advantage and contributing to the formation of creative, innovative and socially responsible citizens.
Hasan Basri Agus' Contribution to Islamic Education Policy: An Anxiology study on the Development of Quality Human Resources in Jambi Rizky Firnanda; Irfan Maulana Adnan; Muhammad Ridwan Faqih; Naseh Ulwan
Journal in Teaching and Education Area Vol. 3 No. 2 (2026): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/z42xzh64

Abstract

This study aims to analyze the contribution of Hasan Basri Agus (HBA) in the formulation and implementation of Islamic religious education policy in Jambi province, with an axiological approach that emphasizes the formation of character and development of Human Resources (HR) quality. HBA's background as a bureaucrat and pesantren alumni provides its own color in the public policies that he promulgated, especially by combining religious values and nationalism in regional development strategies. This study uses descriptive qualitative methods with data collection techniques through in-depth interviews, participatory observation, and documentation of policy archives and other supporting documents. The results showed that the policy of Islamic religious education during the leadership of HBA focused on three main things: strengthening access and quality of madrasah and pesantren, granting scholarships abroad for teachers and students, as well as the construction of Islamic education support facilities such as student dormitories and learning facilities in the villages. Axiological values such as justice, equality, scholarship, and spirituality form the basis of the policy. The real impact of this policy is reflected in the increase in Jambi's Human Development Index (HDI) and the emergence of a diaspora of Muslim intellectuals from Jambi who are active at the national and international levels. This study concluded that the value-based approach undertaken by HBA in the field of Islamic religious education is not only relevant, but also effective in forming superior human resources and character. These findings make an important contribution to the discourse of Islamic education policy in Indonesia, as well as offering transformative policy models that can be applied in different regions with similar socio-religious contexts

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