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Muhammad Azizurrahman
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aziz@stiesnu-bengkulu.ac.id
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Jln. Pancurmas Sukarami, Selebar, Kota Bengkulu, Provinsi Bengkulu
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Journal of Islamic Pedagogy and Educational Development
Published by SEKOLAH TINGGI ILMU EKONOMI SYARIAH NAHDLATUL ULAMA BENGKULU
ISSN : -     EISSN : 31091326     DOI : -
Core Subject : Religion, Education,
Religion Education Other
The Journal of Islamic Pedagogy and Educational Development focuses on advancing knowledge and practices at the intersection of Islamic and general education. It aims to promote a holistic educational approach by combining the rich traditions of Islamic pedagogy with modern educational theories and innovations. The journal covers a broad range of topics including Islamic educational principles, curriculum design, integration of Islamic values, and innovations in educational technology. Additionally, it addresses challenges and advancements in general education, policy reforms, teacher development, and inclusion.
Arjuna Subject : Umum - Umum
Articles 11 Documents
 1   2 
Implementation of Multimedia-Based Two Stay Two Stray Type Cooperative Learning Method in Improving Student Learning Outcomes in the PAI Subject of Class X SMKN 2 Bengkulu City Agus pahernita
Journal of Islamic Pedagogy and Educational Development Vol. 1 No. 1 (2025): Islamic Pedagogy and Educational Development
Publisher : Sekolah Tinggi Ilmu Ekonomi Syariah Nahdlatul Ulama Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64565/jiped.v1i1.1

Abstract

Background: This study aims to determine whether the application of the cooperative learning method type two stay two stray based on multimedia can improve student learning outcomes in the subject of Islamic Religious Education class X SMKN 2 Bengkulu City, to find out how the learning outcomes of class X students of SMKN 2 Bengkulu City who use the cooperative learning method type two stay two stray based on multimedia. Method: This type of research is classroom action research. data collection methods are observation, documentation and tests, from the results of the study it was concluded that the application of the cooperative method type two stay two stray based on multimedia can improve student learning outcomes in Islamic Religious Education subjects. Results: This is proven by the results of the pre-cycle test, the average value achieved by students was 66.92 with a percentage of 28%, then in cycle 1 it increased to an average value of 69.88 and a percentage of 40% but was still below standard and increased in cycle 11 with an average value of 75.6 and a percentage of 76%. Conclusion: With the increase in student learning outcomes, the use of the multimedia-based two stay two stray cooperative method can improve student learning outcomes in Islamic Religious Education subjects at Smkn 2 Bengkulu City.
Implementation of Google Classroom in Increasing Students' Islamic Religious Education Learning Participation Neti Utami
Journal of Islamic Pedagogy and Educational Development Vol. 1 No. 1 (2025): Islamic Pedagogy and Educational Development
Publisher : Sekolah Tinggi Ilmu Ekonomi Syariah Nahdlatul Ulama Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64565/jiped.v1i1.5

Abstract

Background: This study aims to improve student learning outcomes in Islamic Religious Education subjects, especially in grade VII junior high school students. This study is a type of classroom action research which is divided into 2 learning cycles. Method: The study was conducted on grade VII-A students in the first semester (odd) at SMPN 30 Seluma in the 2024/2025 academic year. While the results of the study conducted on 28 students, in the pre-cycle activities the number of students who completed did not reach 25% of the total number of students. Results: In cycle I, students experienced an increase, the number of students who completed increased with a class average of 67.1%. Then in cycle II, there was a high increase compared to the previous cycle, namely students who had reached the KKM with an average class score of 80.2%. Conclusion: This study shows that the application of learning using animation media can provide good stimulus so that it can improve the understanding of grade VII students in Islamic Religious Education subjects related to obligatory prayer teaching materials.
Implementation of Make a Match Cooperative Learning Model to Improve Understanding of the Pillars of Islam in Grade 2 Elementary School Students Anita Yuliyati
Journal of Islamic Pedagogy and Educational Development Vol. 1 No. 1 (2025): Islamic Pedagogy and Educational Development
Publisher : Sekolah Tinggi Ilmu Ekonomi Syariah Nahdlatul Ulama Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64565/jiped.v1i1.6

Abstract

Background: This research is motivated by the low understanding of grade 2 elementary school students on the material of the Pillars of Islam which is indicated by only 40% of students achieving the KKM. The purpose of this study is to improve understanding of the Pillars of Islam through the implementation of the make a match cooperative learning model. Method: This research is a Classroom Action Research (CAR) which is carried out in two cycles with research subjects of 25 grade 2 students of Elementary School 59 Bengkulu City. Data collection techniques use observation, tests, documentation, and field notes. Results: The results of the study showed an increase in student understanding from the pre-cycle by 40% (average 65.2), increasing in cycle I to 64% (average 72.8), and in cycle II reaching 84% (average 82.4). Student activity also increased from 65% in cycle I to 85% in cycle II, while teacher skills increased from 75% to 88%. Conclusion: In conclusion, the application of the cooperative learning model of the make a match type can improve the understanding of the Pillars of Islam in grade 2 elementary school students.
Differentiated Learning to Improve Student Learning Outcomes in Islamic Religious Education Subjects in Grade VII at SMPN 35 (Boarding) Kaur in the 2024/2025 Academic Year Azis
Journal of Islamic Pedagogy and Educational Development Vol. 1 No. 1 (2025): Islamic Pedagogy and Educational Development
Publisher : Sekolah Tinggi Ilmu Ekonomi Syariah Nahdlatul Ulama Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64565/jiped.v1i1.7

Abstract

Background: This study aims to improve student learning outcomes in Islamic Religious Education subjects. This study uses differentiated learning that is currently developing in the world of education, especially in the current Independent Curriculum, which involves three elements, namely visual, auditory, and kinesthetic. Method: This research is a classroom action research that is divided into two cycles and begins with a pre-cycle. Each cycle consists of planning, implementing actions, observation, evaluation, and reflection. The research was conducted on grade VII students in the first semester (odd) at SMPN 35 (Boarding) Kaur in the 2024/2025 academic year. Results: The results of the study carried out on 10 students, in the pre-cycle activities the number of students who completed was 2 students (2%), while students who had not completed were 8 students (8%), with an average score of 69.4%. In cycle I, there was an increase in the number of students who completed 7 students (7%) while students who had not completed were 3 students (3%) with an average score of 75.9%. Then in cycle II, there was a very high increase compared to the previous cycle, namely students who had reached the KKM were 9 students (9%), while students who had not completed were 1 student (1%) with an average score of 77.8%. Conclusion: This study shows that the application of differentiated learning can improve the learning outcomes of Islamic Religious Education in class VII students of SMPN 35 (Berasrama) Kaur in the 2024/2025 academic year.
Improving Islamic Religious Education Learning Through the Method of Giving Learning Assignments and Recitations to Grade IV Students of SDN 56, Bengkulu City Erli Mustika Damayanti
Journal of Islamic Pedagogy and Educational Development Vol. 1 No. 1 (2025): Islamic Pedagogy and Educational Development
Publisher : Sekolah Tinggi Ilmu Ekonomi Syariah Nahdlatul Ulama Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64565/jiped.v1i1.8

Abstract

Background: his study aims to determine the increase in student learning achievement after the application of the method of giving learning assignments and recitations, want to know the effect of student learning motivation after the application of the method of giving learning assignments and recitations. Method: the type of research chosen, namely action research, this study uses the action research model from Kemmis and Taggart (in Sugiarti, 1997: 6), which is in the form of a spiral from one cycle to the next. Each cycle includes planning, action, observation, and reflection. Results: From the results of learning activities that have been carried out for three cycles, and based on all the discussions and analyses that have been carried out, it can be concluded as follows: Problem-based learning has a positive impact on improving student learning achievement which is marked by an increase in student learning completeness in each cycle, namely cycle I (68.18%), cycle II (77.27%), cycle III (86.36%). Conclusion: The application of the methods of giving learning assignments and recitations has a positive influence, namely it can increase students' learning motivation as shown by the results of interviews with some students, the average student answer stated that students were interested and interested in the methods of giving learning assignments and recitations so that they became motivated to learn.
The Influence of Limited Infrastructure and Learning Facilities on Students' Learning Motivation and Academic Achievement Deca Anisa Putri; Chantika Aprilia; Rizka Azzahra, Zypha; Repita Erpalina; Fajar Ken Finada
Journal of Islamic Pedagogy and Educational Development Vol. 1 No. 2 (2025): Islamic Pedagogy and Educational Development
Publisher : Sekolah Tinggi Ilmu Ekonomi Syariah Nahdlatul Ulama Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64565/jiped.v1i2.32

Abstract

Background: Many secondary schools face limited infrastructure and learning resources, which are suspected to reduce student motivation and academic achievement. However, integrated empirical studies are still limited. This study examines the effect of limited infrastructure and learning resources on learning motivation and academic achievement simultaneously.Methods: A quantitative correlational design involving 120 junior high school students selected using proportionate stratified random sampling. Data were collected through a valid Likert-scale questionnaire and report card grades from the odd semester of 2024/2025, then analyzed using multiple linear regression.Results: Limited infrastructure (β = –0.312; p < 0.001) and limited learning resources (β = –0.278; p = 0.002) significantly reduced learning motivation (R² = 0.46). Both also reduced academic achievement (β infra = –0.294; p = 0.001, β sarana = –0.336; p < 0.001), with a simultaneous contribution of 57%. As many as 5.8% of students maintain high achievement thanks to independence and family support.Conclusion: The quality of infrastructure and learning facilities is a key determinant of motivation and academic achievement. Improving educational facilities is a priority strategy to support equitable learning quality.
Experiences and Challenges of MTs Darussalam Teachers in Maintaining the Quality of Islamic Education Amidst Limited Supporting Facilities Randi; Afni Fatimah; Intika Leosy; Aulia Putri Densi; Yoga Fajar Pratama
Journal of Islamic Pedagogy and Educational Development Vol. 2 No. 1 (2026): Islamic Pedagogy and Educational Development
Publisher : Sekolah Tinggi Ilmu Ekonomi Syariah Nahdlatul Ulama Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64565/jiped.v1i2.33

Abstract

This research examines the lived experiences of teachers at MTs Darussalam in sustaining the quality of Islamic education despite the constraints of limited educational facilities. Islamic educational institutions are expected to integrate modern instructional practices with the cultivation of spiritual and moral values; however, insufficient resources frequently hinder teaching effectiveness and student learning outcomes. The objective of this study is to describe teachers’ experiences, identify the core challenges they encounter, and analyze the adaptive strategies they apply to uphold Islamic educational quality. A qualitative case study design was implemented, involving eight teachers selected through purposive sampling. Data were obtained through semi-structured interviews, classroom observations, and documentation of school programs, and were interpreted using thematic analysis. The findings highlight three major challenges: (1) a lack of adequate learning tools and digital media, (2) limited support for technological and digital literacy, and (3) restricted access to professional development opportunities. Nevertheless, teachers demonstrated resilience by (1) strengthening religious habituation programs, (2) adapting instructional approaches to the available facilities, and (3) fostering more intensive collaboration with parents and school committees. The study concludes that the teachers’ professional commitment and internalization of Islamic values play a crucial role in maintaining educational quality under resource-limited conditions. The results hold theoretical significance for the development of resilience models in Islamic education and offer practical recommendations for policymakers to enhance facility support and teacher training programs.
Implementation of Problem-Based Learning Model in Islamic Education Learning to Explain Students' Critical Thinking Skills Azwar Rahmat; Yesi Purwaningatamaja yesi; Lekat Fatma Juita lekat; Mahakus Sukri sukri
Journal of Islamic Pedagogy and Educational Development Vol. 2 No. 1 (2026): Islamic Pedagogy and Educational Development
Publisher : Sekolah Tinggi Ilmu Ekonomi Syariah Nahdlatul Ulama Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64565/jiped.v2i1.60

Abstract

This study aims to examine the effect of implementing the Problem Based Learning (PBL) model on students’ critical thinking skills in Islamic Education (PAI) at SD Negeri 041 Bengkulu Utara. The research employed a quantitative approach with a quasi-experimental design using a nonequivalent control group design. The subjects consisted of two groups: an experimental class that applied the PBL model and a control class that used conventional teaching methods. Data were collected through a critical thinking skills test administered as pre-test and post-test, as well as observation sheets of student learning activities. The data were analyzed using descriptive and inferential statistics, including the independent sample t-test. The results revealed a significant difference between the critical thinking skills of students in the experimental and control groups, with a significance value of 0.000 < 0.05. The mean post-test score of the experimental group was higher than that of the control group. Furthermore, the N-Gain score of the experimental group was categorized as high (0.72), while the control group was categorized as moderate (0.41). These findings indicate that the implementation of the PBL model is effective in improving students’ critical thinking skills. In conclusion, the Problem Based Learning model can be recommended as an innovative and effective instructional strategy in Islamic Education, particularly in enhancing elementary school students’ critical thinking skills.
Integrasi Kurikulum Pesantren Pada Kurikulum Sekolah Formal : Studi Kasus Mambaus Sholihin 2 Blitar Anwar; M Misbakhul
Journal of Islamic Pedagogy and Educational Development Vol. 2 No. 1 (2026): Islamic Pedagogy and Educational Development
Publisher : Sekolah Tinggi Ilmu Ekonomi Syariah Nahdlatul Ulama Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examines the integration of the pesantren curriculum into the formal school curriculum as a response to the inability of conventional schools to simultaneously cultivate students' religious values and academic competence. It also addresses contemporary educational challenges in Indonesia, including globalization, moral decline, and increasing social conflict. Using a qualitative approach with Husserlian phenomenology, data were collected through interviews, observations, and document analysis involving the pesantren leader, school principal, and teachers at Pondok Pesantren Mambaussholihin 2 Blitar. The study aims to analyze the philosophical and sociological foundations, the integration model, and the implementation of the integrated curriculum. The findings reveal that the institution adopts a connected curriculum integration model that harmonizes zikr (spiritual reflection) and fikr (intellectual reasoning), with shukr (gratitude) as the ultimate educational goal. The curriculum is implemented holistically and non-dichotomously, integrating religious and general sciences within a unified educational framework. Philosophically, the integration reflects the belief that education should encompass all dimensions of human life without separating religion from science. Sociologically, it represents the pesantren's adaptive response to changing societal needs while preserving its Islamic educational identity. These findings demonstrate that curriculum integration provides a viable model for developing graduates who are spiritually grounded, intellectually competent, and socially responsive.
Implementasi Media Interaktif Dalam Sistem Pembelajaran Jarak Jauh Pada Mata Kuliah Sejarah Kebudayaan Islam Oleh Mahasiswa Sekolah Tinggi Agama Islam Shalahuddin Al Ayyubi Jakarta Utara Rika Hesti Fatimah
Journal of Islamic Pedagogy and Educational Development Vol. 2 No. 1 (2026): Islamic Pedagogy and Educational Development
Publisher : Sekolah Tinggi Ilmu Ekonomi Syariah Nahdlatul Ulama Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The rapid advancement of information and communication technology has accelerated the implementation of distance learning in higher education. However, online learning often faces challenges, including limited interaction, low student engagement, and difficulties in understanding complex learning materials. This study examines the implementation of interactive media in distance learning for the Islamic Cultural History course among students of the Islamic Elementary School Teacher Education Program at Shalahuddin Al Ayyubi Islamic College, North Jakarta. A qualitative descriptive approach was employed, with data collected through observations, interviews, and documentation involving second-semester students and lecturers. Data were analyzed through data reduction, data display, and conclusion drawing. The findings reveal that interactive media, including three-dimensional PowerPoint presentations, instructional videos, and interactive quizzes delivered through Zoom, enhanced students’ motivation, participation, and understanding of course materials. Students reported that visual and interactive learning resources made historical concepts easier to comprehend and increased their engagement during online classes. Documentation of learning outcomes also indicated improved academic performance compared to conventional online learning. The study concludes that integrating interactive media into distance learning significantly enhances students’ comprehension, motivation, and active participation while supporting lecturers in delivering learning materials more effectively. Therefore, the integration of interactive multimedia is recommended as an effective strategy for improving the quality of online learning in higher education, supported by adequate technological infrastructure and continuous lecturer professional development.

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