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Journal of Pedagogical and Teacher Professional Development
Published by Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
ISSN : -     EISSN : 30893798     DOI : -
Core Subject : Education,
Education Other
The Journal of Pedagogical and Teacher Professional Development aims to bridge the gap between practice and research by providing a platform for sharing information, views, opinions, and insights on teacher training programs, teaching methodologies, educational theories, classroom management strategies, curriculum development, and professional growth initiatives for educators. As a global publication, it welcomes submissions from around the world, with a primary focus on advancing pedagogical practices and teacher professional development. The journal also encourages research that explores the integration of these areas with other disciplines, such as STEM, geography, environmental studies, social sciences, and the arts. It seeks to publish articles that contribute to and expand our understanding of these topics, emphasizing innovative and unique research over the mere replication of existing studies. Submissions that do not align with these focuses will not be considered for publication.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 57 Documents
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Using Video Technology with Flipped Teaching to Explore University Students’ Perception of Their SRL and Instructors’ TPACK Jang, Syh-Jong
Journal of Pedagogical and Teacher Professional Development Vol. 2 No. 1 (2025): Journal of Pedagogical and Teacher Professional Development, July 2025
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v2i1.961

Abstract

This study determines how the use of videos and a blended flipped class model at a university affects university students’ self-regulated learning (SRL) and the instructor’s technological pedagogical and content knowledge (TPACK). The proposed flipped model uses videos in-class, instead of before class, as is the case for the traditional model. This study uses mixed-method research with a case study for one university course. The results indicate that there is a significant difference in SRL and TPACK and that the videos for flipped courses are diverse, rich, and attract students’ attention and interest. Watching technology videos is more efficient in class than watching them out of class. Students work together as a learning community to complete tasks, and the instructor uses technology videos to explain the topics, joins student discussion, and uses multiple strategies and abundant videos to demonstrate the relevance of different thematic units in this course. Using videos in flipped classrooms is beneficial to the university instructor’s TPACK.
Factors Influencing Teacher Efficacy in a Public Laboratory School: Examining the Roles of Experience, Professional Engagement, School Culture, and Burnout Albor, Rufo Gil; Ancho, Inero; Bulasag, Abriel; Perez, Ma. Grechelle Lyn; Pelegrina, Daisy; Almeda, Phrygian
Journal of Pedagogical and Teacher Professional Development Vol. 2 No. 1 (2025): Journal of Pedagogical and Teacher Professional Development, July 2025
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v2i1.968

Abstract

Teacher efficacy is a critical determinant of instructional effectiveness and student outcomes, particularly in laboratory schools that serve as training hubs for educators. This study examines the factors influencing teacher efficacy in a public laboratory school, focusing on experience, professional engagement, school culture, and burnout. Using a survey research design, data were collected from 36 faculty members through structured questionnaires measuring teacher efficacy, school culture, and burnout levels. Pearson correlation and regression analysis were employed to assess the relationships among key variables. Findings indicate that perceived school culture has a significant, positive, moderate correlation with teacher efficacy, explaining 44% of its variance. Conversely, teacher burnout exhibits a significant, negative, moderate correlation with teacher efficacy, accounting for 18% of its variance. In contrast, teacher efficacy showed no significant correlation with length of service, educational attainment, research engagement, or extension involvement. These results suggest that institutional factors such as school culture and workload management play a more crucial role in shaping teacher efficacy than individual professional attributes. The study highlights the need for policies that foster a supportive school environment, reduce burnout risk, and integrate professional development initiatives to enhance teacher confidence and effectiveness.
Penerapan Model Pembelajaran Role Playing untuk Meningkatkan Hasil Belajar Siswa pada Materi Munakahat Alimuddin; Mukni’ah; Munawaroh, Zuhrotul
Journal of Pedagogical and Teacher Professional Development Vol. 2 No. 2 (2026): Journal of Pedagogical and Teacher Professional Development, January 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v2i2.126

Abstract

Pembelajaran pendidikan Agama Islam pada materi munakahat sering kali menghadapi kendala rendahnya keterlibatan belajar siswa, sehingga pemahaman konsep menjadi rendah, hal ini juga ditemukan pada siswa kelas XII SMA Negeri 1 Panji Situbondo berdasarkan penelitian awal. Salah satu strategi inovatif untuk meningkatkan partisipasi siswa adalah penggunaan model pembelajaran role playing yang memberikan pengalaman belajar melalui simulasi peran. Penelitian ini menggunakan pendekatan penelitian tindakan kelas yang dilaksanakan dalam dua siklus terhadap 33 siswa kelas XII SMA Negeri 1 Panji Situbondo. Setiap siklus meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Data dikumpulkan melalui tes hasil belajar (pre-test dan post-test), observasi aktivitas siswa, dan wawancara. Analisis data dilakukan dengan teknik deskriptif kuantitatif dan kualitatif, serta diuji validitas data melalui triangulasi. Hasil penelitian menunjukkan peningkatan signifikan pada hasil belajar siswa, dengan siswa yang menyelesaikan materi (kriteria ketuntasan sebesar 70) adalah 10 orang (30,3%) pada pra siklus, menjadi 12 siswa (36%) pada siklus I, dan akhirnya mencapai 27 siswa (81,8%) pada siklus II. Aktivitas dan partisipasi siswa juga meningkat berdasarkan data kualitatif, ditandai dengan keterlibatan aktif dalam diskusi, keberanian bertanya, dan kolaborasi dalam kelompok. Dengan demikian dapat disimpulkan model pembelajaran role playing efektif meningkatkan hasil belajar siswa pada materi munakahat. Penelitian ini merekomendasikan penggunaan model pembelajaran ini secara lebih luas untuk menciptakan pembelajaran yang interaktif dan bermakna. The teaching of Islamic Religious Education, particularly on the topic of munakahat (marriage in Islamic jurisprudence), often encounters challenges due to students’ low level of engagement, resulting in limited conceptual understanding. A preliminary study conducted with twelfth-grade students at SMA Negeri 1 Panji Situbondo revealed similar issues. To address this, an innovative strategy proposed was the application of a role-playing learning model, which provides experiential learning through simulated roles. This study employed a classroom action research approach implemented in two cycles involving 33 students of Grade XII. Each cycle consisted of planning, implementation, observation, and reflection. Data were collected through learning achievement tests (pre-test and post-test), student activity observations, and interviews. Data analysis utilized both quantitative and qualitative descriptive techniques, with data validity ensured through triangulation. The findings indicated a significant improvement in students’ learning outcomes: the number of students who met the minimum mastery criterion (score ≥ 70) increased from 10 students (30.3%) in the pre-cycle to 12 students (33.3%) in the first cycle, and eventually to 26 students (78.7%) in the second cycle. Qualitative data also demonstrated a substantial increase in student activity and participation, as evidenced by active engagement in discussions, willingness to ask questions, and collaboration within groups. It can thus be concluded that the role-playing learning model is effective in enhancing students’ learning outcomes in munakahat. The study recommends wider implementation of this model to foster more interactive and meaningful learning experiences.
Peningkatan Pemahaman Materi Etika Digital Islam Siswa melalui Pemanfaatan Model Pembelajaran Problem based Learning Aryani, Rizka Dwi; Amal, M. Khusna; Suwari
Journal of Pedagogical and Teacher Professional Development Vol. 2 No. 2 (2026): Journal of Pedagogical and Teacher Professional Development, January 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v2i2.137

Abstract

Penelitian ini bertujuan untuk meningkatkan pemahaman peserta didik terhadap materi etika digital dalam perspektif Islam melalui penerapan model pembelajaran Problem-Based Learning. Metode penelitian yang digunakan adalah penelitian tindakan kelas dengan model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus. Setiap siklus terdiri atas tahap perencanaan, pelaksanaan, observasi, dan refleksi, dengan subjek penelitian sebanyak 36 siswa kelas XI SMK Negeri 5 Jember. Data dikumpulkan melalui observasi pembelajaran dan refleksi guru serta siswa. Hasil penelitian menunjukkan bahwa penerapan model PBL mampu meningkatkan keterlibatan dan pemahaman siswa. Pada siklus I, keterlibatan siswa berada pada kategori aktif dengan rata-rata skor 2,96 dari 4, sedangkan pemahaman materi etika digital Islam berada pada kategori baik dengan skor rata-rata 2,94 dari 4. Setelah dilakukan evaluasi dan perbaikan pada siklus II, keterlibatan siswa meningkat ke kategori sangat baik dengan rata-rata skor 3,52 dari 4, sementara pemahaman materi etika digital Islam juga meningkat menjadi kategori sangat baik dengan skor rata-rata 3,6 dari 4. Meskipun pada siklus I masih terdapat tantangan dalam manajemen waktu dan penyusunan argumen, refleksi dan perbaikan yang dilakukan pada siklus II berhasil meningkatkan partisipasi aktif siswa dan memperdalam pemahaman mereka terhadap prinsip etika digital Islam. Dengan demikian, penelitian ini menyimpulkan bahwa model Problem-Based Learning terbukti efektif dalam meningkatkan pemahaman siswa sekaligus keterlibatan mereka dalam proses pembelajaran. This study aims to enhance students’ understanding of digital ethics from an Islamic perspective through the implementation of the Problem-Based Learning (PBL) model. The research employed a classroom action research design based on the Kemmis and McTaggart model, conducted in two cycles. Each cycle consisted of planning, implementation, observation, and reflection stages, involving 36 eleventh-grade students at SMK Negeri 5 Jember. Data were collected through classroom observations as well as teacher and student reflections. The findings indicate that the application of PBL successfully improved both student engagement and comprehension. In the first cycle, student engagement was categorized as active, with an average score of 2.96 out of 4, while their understanding of Islamic digital ethics was rated as good, with an average score of 2.94 out of 4. Following evaluation and refinement in the second cycle, student engagement increased to the very good category, with an average score of 3.52 out of 4, and their understanding of Islamic digital ethics also improved to the very good category, with an average score of 3.6 out of 4. Although challenges in time management and argument development were observed in the first cycle, reflection and adjustments in the second cycle led to significant improvements in active participation and a deeper understanding of Islamic digital ethics principles. This study concludes that the Problem-Based Learning model is effective in enhancing both students’ comprehension of Islamic digital ethics and their engagement in the learning process.
Peningkatan Pemahaman dan Hasil Belajar Siswa pada Materi Menyambut Usia Baligh melalui Implementasi Metode Talking Stick Hariyanto; Hepni; Qibthiyah, Mariyatul
Journal of Pedagogical and Teacher Professional Development Vol. 2 No. 2 (2026): Journal of Pedagogical and Teacher Professional Development, January 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v2i2.156

Abstract

Tantangan yang sering muncul dalam pembelajaran Pendidikan Agama Islam salah satunya berupa rendahnya motivasi dan keterlibatan siswa, khususnya pada materi penting seperti usia baligh yang menjadi fase transisi krusial bagi peserta didik kelas IV. Penelitian ini bertujuan untuk meningkatkan hasil belajar PAI pada materi menyambut usia baligh melalui penerapan metode Talking Stick di kelas IV SD Negeri Sapih I, Lumbang, Kabupaten Probolinggo. Penelitian ini menggunakan metode Penelitian Tindakan Kelas yang dilaksanakan dalam dua siklus, masing-masing terdiri dari tahap perencanaan, pelaksanaan, observasi, dan refleksi. Data dikumpulkan melalui observasi keaktifan siswa, tes formatif tertulis, dan dokumentasi. Hasil penelitian menunjukkan adanya peningkatan yang signifikan dalam hasil belajar siswa, dengan ketuntasan belajar meningkat dari 37,5% pada siklus I menjadi 75% pada siklus II. Temuan ini menunjukkan bahwa metode Talking Stick efektif dalam meningkatkan motivasi, partisipasi, dan pemahaman siswa terhadap materi menyambut usia baligh dalam pembelajaran PAI. In Islamic Education challenges often arise in the form of low student motivation and engagement, particularly when addressing essential topics such as the age of puberty (baligh), a crucial transitional phase for fourth-grade students. This study aims to improve learning outcomes in PAI on the topic of welcoming the age of puberty through the application of the Talking Stick method in Grade IV at SD Negeri Sapih I, Lumbang, Probolinggo Regency. The research employed a Classroom Action Research design conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. Data were collected through observations of student activeness, formative written tests, and documentation. The findings revealed a significant improvement in student learning outcomes, with mastery levels increasing from 37.5% in the first cycle to 75% in the second cycle. These results indicate that the Talking Stick method is effective in enhancing students’ motivation, participation, and understanding of the topic of welcoming the age of puberty in Islamic Education.
Penerapan Metode Make a Match untuk Meningkatkan Hasil Belajar Peserta Didik pada Materi Sifat Wajib dan Mustahil bagi Rasul Allah Aswari; Arifin, Miftah; Mu'is, Abdul
Journal of Pedagogical and Teacher Professional Development Vol. 2 No. 2 (2026): Journal of Pedagogical and Teacher Professional Development, January 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v2i2.188

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar siswa pada mata pelajaran Pendidikan Agama Islam dan Budi Pekerti di materi Sifat Wajib dan Mustahil bagi Rasul Allah di kelas III SDN 9 Curah Tatal Arjasa Situbondo. Hasil observasi menunjukkan bahwa banyak siswa belum mencapai kriteria ketercapaian tujuan pembelajaran. Selain itu, siswa cenderung pasif, kurang antusias, dan guru jarang menggunakan metode yang melibatkan keaktifan siswa. Penelitian ini bertujuan untuk meningkatkan hasil belajar melalui penerapan metode make a match. Penelitian ini menggunakan penelitian tindakan kelas dengan empat tahap: perencanaan, tindakan, observasi, dan refleksi. Data dikumpulkan melalui observasi dan tes, sedangkan keabsahan data menggunakan triangulasi sumber dan teknik. Hasil penelitian menunjukkan peningkatan hasil belajar, yaitu pra-siklus 51,5%, siklus I 66,7%, dan siklus II 87,8%. Dengan demikian, penerapan metode make a match dapat meningkatkan hasil belajar peserta didik pada mata pelajaran PAIBP materi Sifat Wajib dan Mustahil bagi Rasul Allah di kelas III SDN 9 Curah Tatal Arjasa Situbondo. This study was motivated by the low learning outcomes of students in Islamic Religious Education and Character Education (PAIBP) on the topic of Obligatory and Impossible Attributes of the Prophets at SDN 9 Curah Tatal Arjasa Situbondo. Observations revealed that many students had not achieved the Learning Objective Achievement Criteria, and learning activities tended to be passive and teacher-centered. This research aimed to improve students’ learning outcomes through the Make a match method. The study employed Classroom Action Research (CAR) consisting of four stages: planning, action, observation, and reflection. Data were collected through observation and tests, and data validity was ensured using source and technique triangulation. The results showed an improvement in students’ learning outcomes: 51.5% in the pre-cycle, 66.7% in Cycle I, and 87.8% in Cycle II. Thus, the Make a match method can significantly improve learning outcomes in PAIBP on the topic of Obligatory and Impossible Attributes of the Prophets for third-grade students at SDN 9 Curah Tatal Arjasa Situbondo.
Penerapan Metode Cooperative Make a Match dalam Meningkatkan Hasil Belajar Materi Asmaul Husna Nurhayati, Sri; Farichah, Siti Dawiyah; Indrianto, Nino; Halim, Abdul; Tanenji
Journal of Pedagogical and Teacher Professional Development Vol. 2 No. 2 (2026): Journal of Pedagogical and Teacher Professional Development, January 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v2i2.229

Abstract

Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa kelas V pada materi Asmaul Husna melalui penerapan metode cooperative make a match di SD Negeri 6 Nagrikaler Purwakarta. Penelitian menggunakan pendekatan penelitian tindakan kelas  yang dilaksanakan dalam dua siklus dengan tahapan perencanaan, pelaksanaan, observasi, dan refleksi. Data dikumpulkan melalui tes tertulis, observasi aktivitas siswa, serta dokumentasi proses pembelajaran. Hasil penelitian menunjukkan adanya peningkatan yang signifikan. Rata-rata nilai siswa meningkat dari 49,6 pada pra-siklus menjadi 62 pada siklus I, dan kemudian menjadi 77,6 pada siklus II. Persentase ketuntasan belajar meningkat dari 16% (4 siswa) pada pra-siklus, menjadi 44% (11 siswa) pada siklus I, dan mencapai 76% (19 siswa) pada siklus II. Dengan demikian, dapat disimpulkan bahwa metode cooperative make a match efektif dalam meningkatkan pemahaman dan hasil belajar siswa pada materi Asmaul Husna, serta layak untuk diterapkan lebih luas dalam pembelajaran Pendidikan Agama Islam pada materi lain.  This study aims to improve the learning outcomes of fifth-grade students on the topic of Asmaul Husna through the implementation of the cooperative make a match method at SD Negeri 6 Nagrikaler Purwakarta. The research employed a Classroom Action Research (CAR) approach conducted in two cycles, consisting of planning, implementation, observation, and reflection. Data were collected using written tests (pre-test and post-test), observation of student engagement, and documentation of the learning process. The findings revealed a significant improvement in student performance. The average score increased from 49.6 in the pre-cycle to 62 in the first cycle, and further to 77.6 in the second cycle. The percentage of students achieving the minimum mastery criteria also rose from 16% (4 students) in the pre-cycle to 44% (11 students) in the first cycle, and reached 76% (19 students) in the second cycle. These results indicate that the cooperative make a match method is effective in enhancing students’ understanding and learning outcomes on the topic of Asmaul Husna, and is feasible for broader application in Islamic Religious Education.
Peningkatan Pemahaman Materi Zakat Fitrah dengan Memanfaatkan Media Audiovisual Digital Hairian, Alvi; Mu’is, Abdul; Yahya, Mohamad
Journal of Pedagogical and Teacher Professional Development Vol. 2 No. 2 (2026): Journal of Pedagogical and Teacher Professional Development, January 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v2i2.531

Abstract

Penelitian ini bertujuan untuk meningkatkan pemahaman konsep zakat fitrah siswa kelas V SD Negeri 1 Lemahbangdewo Banyuwangi melalui penerapan media audiovisual digital dalam pembelajaran Pendidikan Agama Islam dan Budi Pekerti. Metode yang digunakan adalah penelitian tindakan kelas yang dilaksanakan dalam dua siklus, setiap siklus terdiri dari tahap perencanaan, pelaksanaan, observasi, dan refleksi. Hasil menunjukkan bahwa pemahaman siswa meningkat secara signifikan dengan nilai rata-rata sebelum tindakan sebesar 66,4 (tingkat ketuntasan 36%), meningkat menjadi 75 (ketuntasan 60%) pada siklus I, dan mencapai 85,6 (ketuntasan 92%) pada siklus II. Selain peningkatan nilai, siswa juga menunjukkan antusiasme tinggi, partisipasi aktif, dan kemampuan menjelaskan konsep zakat fitrah secara lebih baik. Kesimpulan penelitian ini didapatkan bahwa media audiovisual digital terbukti efektif sebagai metode pembelajaran inovatif dalam meningkatkan pemahaman siswa terhadap materi zakat fitrah. This study aims to enhance fifth-grade students' understanding of zakat fitrah concepts at SD Negeri 1 Lemahbangdewo Banyuwangi through the integration of audiovisual digital media in Islamic Education (PAI) and Character Education. The methodology employed is Classroom Action Research (CAR) conducted across two cycles, each comprising planning, action, observation, and reflection phases. The results indicate substantial improvement: the pre-cycle mean score was 66.4 with a mastery level of 36%, increasing to 75 (mastery 60%) in Cycle I, and reaching 85.6 (mastery 92%) in Cycle II. In addition to academic gains, students exhibited high enthusiasm, active participation, and better explanation of zakat fitrah concepts. The conclusion affirms that audiovisual digital media is an effective, innovative teaching method for enhancing students’ understanding of zakat fitrah.
Peningkatan Hasil Belajar Siswa pada Materi Ummatan Wasathan Memanfaatkan Platform Daring Quizizz Arifa, Isnaini; Indrianto, Nino; Saidah, Siti Nur; Suwadi
Journal of Pedagogical and Teacher Professional Development Vol. 2 No. 2 (2026): Journal of Pedagogical and Teacher Professional Development, January 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v2i2.597

Abstract

Pendidikan Agama Islam dan Budi Pekerti memiliki peran penting dalam membentuk karakter siswa yang berakhlak mulia, khususnya pada materi ummatan wasathan. Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa kelas VIII SMP Negeri 1 Sumberasih memanfaatkan penggunaan media pembelajaran berbasis teknologi melalui platform daring Quizizz. Penelitian menggunakan metode Penelitian Tindakan Kelas  dengan pendekatan campuran (mixed methods), yang dilaksanakan dalam dua siklus melalui tahapan perencanaan, pelaksanaan, observasi, dan refleksi. Data dikumpulkan melalui tes, observasi, dan wawancara, kemudian dianalisis menggunakan statistik deskriptif, gain score, dan triangulasi. Hasil penelitian menunjukkan adanya peningkatan signifikan pada hasil belajar siswa. Ketuntasan belajar meningkat dari 35% dengan rata-rata skor 63,5 pada pra-siklus, menjadi 75% dengan rata-rata skor 80,5 pada siklus I, dan mencapai 100% dengan rata-rata skor 85,5 pada siklus II. Temuan ini menunjukkan bahwa penggunaan Quizizz mampu menciptakan suasana belajar yang lebih interaktif, menarik, serta meningkatkan motivasi dan pemahaman konsep siswa. Dengan demikian, penelitian ini menegaskan potensi Quizizz sebagai media pembelajaran yang efektif dalam Pendidikan Agama Islam dan budi pekerti. Islamic education and character development plays a vital role in shaping students’ noble character, particularly in the topic of ummatan wasathan. This study aims to evaluate the effectiveness of using Quizizz, a technology-based online learning platform, to improve the learning outcomes of eighth-grade students at SMP Negeri 1 Sumberasih, Probolinggo. The research employed a Classroom Action Research design with a mixed-methods approach, conducted in two cycles that included planning, implementation, observation, and reflection stages. Data were collected through tests, observations, and interviews, and analyzed using descriptive statistics, gain score, and triangulation. The findings revealed a significant improvement in student learning outcomes. Learning mastery increased from 35% with an average score of 63.5 in the pre-cycle to 75% with an average score of 80.5 in the first cycle, and eventually reached 100% with an average score of 85.5 in the second cycle. These results demonstrate that the use of Quizizz fosters an interactive and engaging learning environment while enhancing student motivation and conceptual understanding. Thus, this study confirms the potential of Quizizz as an effective learning medium in Islamic Religious Education and Character Development.
Online Education and The Role of Teacher Empathy in Student Motivation Gordani, Yahya; Ezhdehakosh, Mahnaz; Mansouri, Kimia; Abbasi, Elham
Journal of Pedagogical and Teacher Professional Development Vol. 2 No. 2 (2026): Journal of Pedagogical and Teacher Professional Development, January 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v2i2.963

Abstract

Empathy has been recognized as one of the crucial elements in social and behavioral sciences. As a multidimensional phenomenon, empathy helps individuals share emotions and understand others’ emotional reactions. Online learning platforms, as one of the popular learning environments, should also be led with a proper pedagogy, regulating teachers to practice certain pedagogical practices to address students’ emotions and express emphatical responses. Nevertheless, it has often been reported that online learning due to social distancing and lack of certain psychological factors induces unfavorable results. Using a mixed-method research design, present study sought to take a serious look at the focal role of teacher empathy in pedagogical contexts and its effect on student motivation in online learning environments. To this aim, the Toronto empathy questionnaire  was administered to ten university assistant professors at two universities. Simultaneously, a number of students of teacher participants (n=60) filled out the academic motivation scale. Student participants were also interviewed to reflect on the empathetical aspects of their teachers' performance in online classes. Findings from the quantitative (correlation and regression) analyses of the data as well as the qualitative analyses of the interviews, demonstrated that the explicit demonstration of empathy in classrooms elevates students' motivation for learning. The study highlights the importance of prioritizing the demonstration of empathy in educational ecology.

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