Pawiyatan: Jurnal Pendidikan Profesi Guru
Journal title Pawiyatan: Jurnal Pendidikan Profesi Guru Initials Pawiyatan Frequency 2 Issues per year (May and November) DOI Prefix 10.28918 by ISSN 3124-8950 Editor-in-chief Mohammad Syaifuddin Publisher LPTK PPG FTIK UIN K.H. Abdurrahman Wahid Pekalongan Citation Analysis Dimensions Crossref Sinta Garuda Google Schoolar Pawiyatan: Jurnal Pendidikan Profesi Guru is a peer-reviewed and open access journal published by the Faculty of Tarbiyah and Teacher Training, UIN K.H. Abdurrahman Wahid Pekalongan, Indonesia. This journal specializes in teachers' professional development. Pawiyatan: Jurnal Pendidikan Profesi Guru is published every May and November by the Teaching Profession Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia. The journal publishes manuscripts within the fields of development of teacher competencies (pedagogical, professional, personal, and social), development of learning planning, development of approaches, models, methods, and learning strategies, development of learning media, and development of learning evaluation.
LPTK PPG FTIK UIN K.H. Abdurrahman Wahid Pekalongan
Pengukuran Kualitas Instrumen Tes Objektif Pendidikan Agama Islam dengan Program Anates
This study aimed to analyze the quality of multiple-choice test items used in the Mid-Semester Summative Assessment of Islamic Religious Education and Character Building (PAIBP) for sixth-grade elementary school students in Bumijawa District, Tegal Regency, using Anates Version 4.0.2. The study employed a descriptive quantitative approach involving 150 students selected through simple random sampling. The instrument consisted of 10 multiple-choice items with four answer options. The analysis covered item validity, reliability, difficulty level, discrimination index, and distractor effectiveness. The findings showed that only 7 items (70%) were valid, while 3 items (30%) were invalid. The reliability coefficient was 0.60, indicating that the test lacked sufficient consistency. The difficulty level distribution was unbalanced, dominated by very easy and easy items, with no difficult questions identified. In terms of discrimination power, 70% of the items were categorized as good to very good, while 30% were poor. Additionally, 72.5% of the distractors functioned effectively. Overall, the assessment instrument still requires revision, particularly regarding invalid items, ineffective distractors, and the disproportionate difficulty level distribution to improve assessment quality and accuracy. These findings imply that teachers need to strengthen evidence-based assessment practices through systematic item analysis and regular revision of question banks. Furthermore, educational institutions should promote assessment literacy and quality assurance mechanisms to ensure that summative assessments accurately measure students’ learning outcomes and support data-driven instructional improvement
Copyright (c) 2026 Irfa Ma'alina Li'illiyyina, Ayya Mutia Zannuba, Murtiwi (Author) https://creativecommons.org/licenses/by-sa/4.0
Guru Profesional dan Tantangan Pendidikan Abad 21: Rekonstruksi Semangat Pengembangan Kompetensi Guru PAI
Transformasi pendidikan pada abad ke-21 mengharuskan guru Pendidikan Agama Islam (PAI) untuk senantiasa mengembangkan kemampuan pedagogik, memperkuat literasi digital, serta memiliki kapasitas adaptif terhadap berbagai perubahan yang terjadi dalam dunia pendidikan. Akan tetapi, kondisi empiris memperlihatkan bahwa setelah memperoleh status profesional melalui program Pendidikan Profesi Guru (PPG), sebagian guru PAI justru mengalami kecenderungan stagnasi dalam pengembangan kompetensinya. Penelitian ini diarahkan untuk mengkaji secara mendalam berbagai tantangan profesionalisme guru PAI pasca mengikuti PPG sekaligus merekonstruksi paradigma penguatan kompetensi berbasis lifelong learning sebagai respons terhadap dinamika pendidikan modern. Pendekatan yang digunakan dalam penelitian ini bersifat kualitatif dengan metode studi kepustakaan (library research), melalui telaah kritis terhadap berbagai jurnal nasional maupun internasional bereputasi, regulasi pendidikan, serta literatur relevan yang diterbitkan dalam rentang lima tahun terakhir. Temuan penelitian mengindikasikan bahwa persoalan utama yang dihadapi guru PAI mencakup lemahnya budaya belajar sepanjang hayat, keterbatasan penguasaan literasi digital dalam praktik pedagogis, rendahnya budaya akademik di kalangan guru, serta kuatnya orientasi administratif profesionalisme setelah sertifikasi diperoleh. Di samping itu, karakteristik peserta didik generasi digital yang terus berkembang menuntut guru PAI untuk lebih reflektif, inovatif, dan tanggap terhadap perkembangan teknologi maupun perubahan sosial-keagamaan. Sebagai bentuk solusi, penelitian ini menawarkan rekonstruksi profesionalisme guru PAI melalui penguatan paradigma guru sebagai lifelong learner, pengembangan budaya akademik yang berkelanjutan, serta peningkatan kompetensi digital pedagogis sebagai landasan utama profesionalisme yang berkesinambungan. Adapun kebaruan penelitian ini terletak pada analisis kritis mengenai fenomena stagnasi kompetensi guru PAI pasca PPG yang hingga kini masih relatif jarang dibahas secara spesifik dalam kajian pendidikan Islam kontemporer.
Copyright (c) 2026 Thoyibah, Muslih (Author) https://creativecommons.org/licenses/by-sa/4.0
Penerapan Blended Learning Flipped Classroom dalam Pembelajaran Al-Qur'an Hadis
Penelitian ini dilatarbelakangi oleh fenomena di MAN Batang bahwa di era pasca pandemi, pembelajaran dilaksanakan secara tatap muka terbatas dengan rasio 50% peserta didik di kelas dan sisanya menggunakan media online. Pelaksanaan ini mengakibatkan munculnya beberapa masalah yaitu durasi pembelajaran pendek dan materi yang banyak sehingga peserta didik kesulitan memahami materi. Rumusan masalah penelitian ini adalah bagaimana perencanaan, pelaksanaan, dan penilaian blended learning model flipped classroom pada mata pelajaran AlQur'an Hadist Kelas XI di MAN Batang. Penelitian ini bertujuan menganalisis perencanaan, pelaksanaan, dan penilaian tersebut. Penelitian ini merupakan penelitian lapangan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa (1) Perencanaan pembelajaran harus disiapkan mulai dari jadwal belajar terorganisir, penentuan komposisi antara pembelajaran tatap muka dan online, serta pembagian materi belajar yang dialokasikan dengan baik; (2) Pelaksanaan blended learning model flipped classroom terbukti memberikan banyak dampak positif seperti meningkatkan semangat belajar, variasi model pembelajaran, dan menambah wawasan teknologi; (3) Penilaian meliputi penilaian online dan tatap muka, dengan ulangan harian menggunakan google form untuk mempermudah pelaksanaan.
Copyright (c) 2026 Musyrifah Zidni Baroroh, Nur Khikmah (Author) https://creativecommons.org/licenses/by-sa/4.0
Hakikat dan Tujuan Pendidikan Islam Perspektif Al-Qurán dan Hadist
Education is a fundamental aspect in shaping individuals who are both excellent and possess strong character. From an Islamic perspective, education is not solely focused on the acquisition of knowledge, but also on the development of moral values, spirituality, and responsibility as servants of Allah and as stewards (khalifah) on earth. This study aims to examine the essence and objectives of Islamic education based on the Qur'an and Hadith using a library research method with a descriptive-analytical approach through the review of relevant literature. The findings indicate that Islamic education aims to develop the full potential of human beings, including physical, spiritual, intellectual, and moral aspects, in order to achieve human perfection (insan kamil). From the Qur’anic perspective, education emphasizes the inculcation of monotheistic values (tauhid), the formation of noble character, and the strengthening of human awareness as khalifah on earth. Meanwhile, from the Hadith perspective, education highlights the development of human innate nature (fitrah), the habituation of worship, and the formation of a strong believer both physically and mentally. Thus, Islamic education plays a strategic role in shaping generations who are faithful, pious, knowledgeable, morally upright, and capable of facing modern challenges without losing their spiritual values.
Copyright (c) 2026 Tarbyatul Uluwiyah, Arif Chasanul Muna, Moh. Muslih (Author) https://creativecommons.org/licenses/by-sa/4.0
Studi Fenomenologi tentang Pengalaman Siswa dalam Menghadapi Tes Kemampuan Akademik
Penelitian ini bertujuan untuk memahami secara mendalam pengalaman fenomenologis siswa SDIT Simbang Wetan, Buaran, Pekalongan, dalam menghadapi Tes Kemampuan Akademik (TKA). Fokus utama studi ini adalah mengungkap bagaimana siswa memaknai tes tersebut serta dampak emosional yang muncul selama proses evaluasi. Menggunakan metode kualitatif dengan pendekatan fenomenologi, data dikumpulkan melalui wawancara mendalam terhadap informan yang dipilih secara purposif. Hasil penelitian menunjukkan bahwa pengalaman siswa terbagi ke dalam tiga tema utama: persepsi terhadap tekanan akademik, manifestasi kecemasan saat pelaksanaan tes, dan strategi koping yang dilakukan siswa untuk mengatasi hambatan mental. Temuan mengungkap bahwa ekspektasi tinggi dari lingkungan sekolah dan orang tua menjadi faktor dominan pemicu stres. Di sisi lain, lingkungan sekolah yang berbasis nilai religius memberikan dukungan moral bagi siswa dalam menstabilkan emosi. Penelitian ini menyimpulkan bahwa meskipun TKA dianggap sebagai beban, siswa mengembangkan ketahanan diri melalui bimbingan guru dan dukungan spiritual. Studi ini merekomendasikan perlunya pendekatan evaluasi yang lebih humanis guna meminimalisir kecemasan akademik pada tingkat sekolah dasar.
Copyright (c) 2026 M. Azhar Gunawan, Vena Agustina, Wulan Izzatul Himmah (Author) https://creativecommons.org/licenses/by-sa/4.0
The Phenomenon of Tutoring and the Shift in Teachers' Pedagogical Authority in Schools: A Literature Review
The phenomenon of tutoring has become an increasingly prominent part of contemporary education and can no longer be seen merely as a supplementary learning service. In many contexts, tutoring functions as shadow education that accompanies formal schooling and influences students’ learning preferences. This article aims to examine how the literature portrays tutoring in relation to the shift of teachers’ pedagogical authority in schools, including the contributing factors and its implications for education and the teaching profession. This study employed a qualitative approach through a narrative literature review. Data were drawn from national and international journal articles, proceedings, books, and relevant policy documents. The review indicates that the growth of tutoring is associated with a gradual shift in students’ academic trust, in which tutors are often perceived as more practical, communicative, and responsive to examination needs than school teachers. This shift reflects not only students’ learning choices, but also broader challenges related to performative academic culture, less personalized classroom instruction, and limited pedagogical responsiveness in schools. The article highlights the need to strengthen teachers’ pedagogical authority through more meaningful, communicative, and student-responsive learning practices.
Copyright (c) 2026 Arditya Prayogi, Riki Nasrullah, Novianto Ade Wahyudi, Imam Prayogo Pujiono (Author) https://creativecommons.org/licenses/by-sa/4.0
Assessing Cybersecurity Policy Frameworks in Higher Education Institutions’ Administrative Systems: Challenges and Best Practices
This study aims to assess the effectiveness of cybersecurity policy frameworks in higher education institutions’ administrative systems by examining key challenges and identifying best practices for strengthening governance, compliance, and risk management. The research adopts a systematic literature review approach by analyzing peer-reviewed articles, policy reports, and institutional publications from 2018 to 2025. Relevant sources were selected using defined inclusion criteria focusing on cybersecurity governance, policy frameworks, and administrative system security in higher education, followed by thematic analysis to synthesize key insights. The findings reveal that while institutions widely adopt frameworks such as ISO/IEC 27001 and the NIST Cybersecurity Framework, implementation often remains superficial and compliance-driven. Major challenges include fragmented governance, limited resources, low cybersecurity awareness among administrative staff, and weak policy enforcement. Effective practices emphasize centralized governance, leadership commitment, continuous risk assessment, and integration of cybersecurity into institutional strategy. The study highlights the need for universities to shift from symbolic policy adoption to operational integration by strengthening organizational capacity, enhancing training, and embedding cybersecurity into enterprise risk management to improve resilience. This research provides a governance-focused perspective on cybersecurity in administrative systems, bridging the gap between policy formulation and practical implementation in higher education contexts.
Copyright (c) 2026 Moses Adeolu Agoi, Oluwakemi Racheal Oshinowo, Hendri Hermawan Adinugraha, Oluwanifemi Opeyemi Agoi (Author) https://creativecommons.org/licenses/by-sa/4.0
Pengarustamaan Multikulturalisme Islam dalam Program Profil Pelajar Pancasila
The prevalence of various norms and ethical violations committed by Indonesian students demands that educational institutions play an important role in addressing this issue. In fact, the Ministry of Education, Research, and Technology has issued the Pancasila Student Profile Strengthening Program to tackle these deviations among students. This qualitative study in the form of a literature review aims to explore the values of Islamic multiculturalism in the Pancasila Student Profile Strengthening Program. Islamic multiculturalism values form the basis of the perspective in this discussion. The results of this study found the value of tolerance in the pillar of mutual cooperation, the values of moderation and peace in the pillar of global diversity, the value of humanity in the pillar of faith and devotion to God Almighty and noble character, critical thinking, and creativity. The theoretical implications of this study confirm that Islamic multiculturalism values can be disseminated in government policies in dealing with Indonesian students to have spiritual and intellectual intelligence.
Copyright (c) 2025 Pawiyatan: Jurnal Pendidikan Profesi Guru https://creativecommons.org/licenses/by-sa/4.0
Between Benefits and Concerns: The Use of Artificial Intelligence to Support the Creativity of Prospective Islamic Education Teachers from the Perspective of the Technology Acceptance Model
This study aims to analyze the pattern of use of Artificial Intelligence (AI) in supporting the creativity of prospective Islamic Religious Education (PAI) teachers, especially in the perspective of benefits and concerns that arise through the lens of Technology Acceptance Model (TAM). Using a qualitative approach with a narrative inquiry design, this study involved 10 students and 3 lecturers in the Islamic Religious Education study program of FITK UIN Walisongo Semarang. Data was collected through in-depth interviews and analyzed thematically, with validation through triangulation and member checking. The findings show that AI utilization patterns are closely related to two main constructs of TAM: Perceived Usefulness and Perceived Ease of Use. In the Perceived Usefulness dimension, students use AI to create locally nuanced educational narratives, design innovative learning media (such as interactive infographics and religious podcasts), and develop contemporary analogies to explain religious concepts, all of which reflect original and contextual creative expression. Meanwhile, Perceived Ease of Use allows students to iterate ideas quickly, explore hybrid formats (e.g. integration of Qur'anic verses with AI visuals), and adapt religious content into popular culture such as educational TikTok scripts. However, the study also revealed concerns: some students stated that reliance on AI has the potential to erode originality, shorten the process of creative reflection, and reproduce cultural stereotypes. Thus, this study confirms that the acceptance of AI in the context of PAI creativity is ambivalent, it is a driver of creativity when used critically, but risks inhibiting it when adopted passively.
Copyright (c) 2026 Nasikhin Nasikhin, Fatah Syukur, Mahfud Junaedi (Author) https://creativecommons.org/licenses/by-sa/4.0
The Concept of Collaborative Learning in Developing Student's Critical Thinking Skills
This study aims to explore the concept of collaborative learning as one of the effective strategies in developing students' critical thinking skills. Through a qualitative literature study approach, this study collects and analyzes data from various sources of scientific literature, such as academic journals, reference books, and relevant previous research results. The results of the study indicate that collaborative learning has great potential in improving critical thinking skills through social interaction, group discussions, and joint problem solving, which allow students to exchange ideas and perspectives. This study also found that the success of implementing collaborative learning is influenced by several main factors, such as the role of the teacher as a facilitator, group dynamics, and a conducive learning environment. The urgency of this study lies in the urgent need to present an innovative learning model that not only focuses on achieving academic grades but also on developing 21st-century skills, including critical thinking, which are very necessary in today's information era. Thus, these findings provide an important contribution to the world of education, both theoretically and practically, in an effort to improve the quality of learning.
Transformasi Profesionalisme Guru di Era Artificial Intelligence: Tinjauan terhadap Paradigma, Etika, dan Identitas Guru Abad 21
The integration of Artificial Intelligence (AI) into education has fundamentally transformed the epistemological, ethical, and professional dimensions of teaching. This study aims to critically examine the transformation of teacher professionalism in the AI era through a reflective and analytical qualitative approach based on library research, drawing upon scholarly journals and academic books. The findings reveal three key insights: first, teacher professionalism has shifted from a competence-oriented paradigm toward a reflective-ethical one that places moral responsibility at the core of professional identity; second, teachers’ professional identities have become increasingly reflective and transformative in responding to the algorithmic logic of digital education; and third, twenty-first-century professionalism demands the integration of three essential dimension digital competence, ethical-spiritual awareness, and social-collegial engagement. This study proposes a conceptual model of “Reflective-Ethical Teacher Professionalism in the AI Era,” emphasizing the urgent need to rehumanize education by positioning teachers as moral subjects who navigate technology with spiritual wisdom, critical reflection, and human awareness. The findings contribute to strengthening the global discourse on humanistic and ethical teacher professionalism in the age of automation.
Penerapan Teori Elaboration Likelihood Model (ELM) dalam Pembelajaran Mendalam
Strategi deep learning (pembelajaran mendalam) dipilih untuk mencapai tujuan pembelajaran paripurna. Penelitian ini merupakan studi literatur yang menguraikan teori Elaboration Likelihood Model (ELM) dan relevansinya untuk mendukung keberhasilan pembelajaran mendalam. Kajian literatur tentang ELM menunjukkan bahwa siswa tidak secara otomatis melakukan pemrosesan mendalam ketika menerima informasi. Karena itu, guru harus mencitakan suasana dan mendorong siswa menuju jalur utama (central route). Dalam tahapan awal, pheriperal route (jalur pinggir) tetap diperlukan, terutama ketika siswa belum fokus dan enggan untuk berfikir kritis. Guru perlu membangun kedekatan emosional dan mengajak siswa terlibat dalam pembelajaran.Inti strategi deep learning menekankan pentingnya siswa dalam memperoleh pembelajaran bermakna. Siswa harus mengetahui, memahami dan memproleh kesan yang mendalam tentang materi yang diterima. Proses pembelajaran dilaksanakan penuh makna dan secara riang. Proses pembelajaran bukan lagi sekedar rutinitas memberikan informasi dan pengetahuan melimpah tanpa disertai pemahaman.
Pemanfaatan Learning Management System (LMS) untuk Meningkatkan Efektivitas Pembelajaran Daring Mahasiswa PPG
The utilization of Learning Management Systems (LMS) has become a crucial strategy to enhance the effectiveness of online learning, particularly in the Pendidikan Profesi Guru (PPG, Teacher Professional Education Program) implemented at Islamic State Higher Education Institutions (PTKIN) in Indonesia. This study aims to examine the development of LMS usage in PPG during the period 2015–2025 and analyze its contribution to learning effectiveness. The method employed is a literature review by analyzing scientific articles, official reports from the Ministry of Religious Affairs, and relevant policy documents. The findings reveal a gradual evolution in LMS utilization: from simple content distribution and assignment collection (2015–2018), broader adaptation during the COVID-19 pandemic (2019–2021), to the integration of digital portfolios, microlearning, and the PPG Information System (2022–2025). LMS has proven effective in enhancing cognitive and affective aspects of students’ learning, as well as supporting academic administration. However, its effectiveness in psychomotor aspects remains limited, indicating the need for blended learning models to accommodate microteaching and teaching practice. Major challenges include internet accessibility, digital literacy, and instructional design quality. These findings emphasize that LMS plays a strategic role in supporting PPG but requires adequate infrastructure, training, and national-level standardization policies.
Analisis Penalaran Moral Pada Platform Digital Islamic Storytelling Melalui Model Natural Language Processing (NLP
Penelitian ini bertujuan untuk mengembangkan dan memvalidasi model Natural Language Processing (NLP) berbasis domain keislaman guna menganalisis penalaran moral (moral reasoning) siswa dalam konteks digital Islamic storytelling. Latar belakang penelitian ini berangkat dari kebutuhan akan pendekatan penilaian karakter yang objektif dan terukur, menggantikan metode kuesioner subjektif yang selama ini dominan digunakan. Terdapat lima kesenjangan utama (research gaps) yang mendasari penelitian ini. Pertama, penelitian AI dalam pendidikan masih didominasi oleh fokus kognitif, dengan penilaian afektif dan moral-spiritual yang belum terotomasi. Kedua, penerapan NLP dalam konteks pendidikan Islam masih sangat terbatas, padahal konteks ini memiliki kekayaan semantik dan nilai yang unik. Ketiga, metode penilaian karakter dalam pendidikan agama masih mengandalkan analisis manual yang tidak efisien. Keempat, model NLP yang ada belum diadaptasi secara spesifik terhadap bahasa dan kosakata keislaman. Kelima, penelitian di bidang EdTech PAI cenderung berorientasi produk, bukan pengembangan metodologi penilaian karakter berbasis AI yang sistematis. Penelitian menggunakan pendekatan kualitatif eksploratif dengan strategi design-based research (DBR) yang melibatkan 120 siswa madrasah sebagai partisipan. Data berupa 1.200 narasi digital dianotasi berdasarkan tiga tingkat moral reasoning menurut teori Kohlberg yang diadaptasi ke dalam nilai-nilai Islam. Model NLP dikembangkan melalui fine-tuning IndoBERT dan korpus teks keislaman, kemudian divalidasi menggunakan metrik precision, recall, dan F1-score. Desain penelitian ini bersifat deskriptif-interpretatif, yang bertujuan untuk menggambarkan bagaimana model NLP dapat dirancang, dilatih, dan divalidasi dalam konteks digital Islamic storytelling. Hasil menunjukkan bahwa model mampu mengklasifikasikan tingkat penalaran moral siswa dengan akurasi F1-score 0,83, serta menampilkan sensitivitas linguistik terhadap ekspresi moral-spiritual seperti kejujuran, keadilan, dan ihsan. Temuan ini menegaskan potensi integrasi AI dalam pembelajaran Pendidikan Agama Islam (PAI) untuk menilai dan memperkuat karakter secara lebih data-driven, reflektif, dan kontekstual. Penelitian ini sekaligus memperkenalkan paradigma baru AI for Moral Pedagogy, yaitu penggunaan kecerdasan buatan sebagai mitra pedagogis dalam pengembangan pendidikan karakter Islami berbasis teknologi.
Kolaborasi Guru dan AI (Artificial Intelligence): Menemukan Kembali Kemanusiaan dalam Pembelajaran Bermakna
The advancement of Artificial Intelligence (AI) has profoundly transformed educational practices worldwide. Teachers are no longer solely knowledge transmitters but have become partners to intelligent learning systems capable of analysing data, assessing performance, and personalising learning experiences. This transformation requires a renewed understanding of teachers’ roles and responsibilities amid the increasingly complex integration of technology in education. This study aims to conceptually analyse the relationship between teachers and AI within the framework of human–machine collaboration to achieve meaningful learning. A qualitative approach with a library research method was employed. The analysis involved 30 peer-reviewed sources, analysed using inclusion–exclusion criteria, to synthesise four interconnected layers of collaboration: humanistic education as the normative foundation, reflective teachers as mediators of pedagogical decisions, meaningful learning as the intended learning outcome, and AI as an augmentative tool supporting instructional adaptation and analytic insight. These structural layers are further enriched by four theoretical dimensions—ethical, affective, cognitive, and reflective—which collectively illuminate how teacher agency and technological affordances interact. The resulting model demonstrates that AI can effectively enhance learning only when guided by reflective teacher judgment and anchored in humanistic values. The model is adaptable across primary to secondary education, with varying levels of complexity. This study offers theoretical insights into value-centred AI integration while acknowledging its limitations as a literature-based analysis. Future research is recommended to empirically validate the model across subjects and learning contexts.
Inovasi Pembelajaran Inovasi Pembelajaran Abad ke-21 melalui Media Baamboozle: Upaya Meningkatkan Keterampilan Berpikir Kritis dan Kolaboratif Pada Peserta Didik Sekolah Dasar
This study employs a library research method to explore the innovation of 21st-century learning through the use of Baamboozle, a digital game-based learning platform, as an effort to enhance critical thinking and collaborative skills among elementary school students. The study analyzes various theoretical and empirical sources to identify how digital learning media can support the development of 21st-century competencies. The findings reveal that Baamboozle serves as an effective instructional innovation that encourages active participation, student engagement, and meaningful learning experiences. By integrating game-based activities, Baamboozle stimulates students’ critical thinking through problem-solving tasks and promotes collaboration through teamwork and interaction. Furthermore, it reflects the shift of teachers’ roles from knowledge transmitters to facilitators in student-centered learning. The use of Baamboozle aligns with the Merdeka Curriculum framework and supports the strengthening of the Pancasila Student Profile, making it a relevant media tool for modern elementary education.
Efektivitas Problem Based Learning pada Materi Salat Terhadap Kemampuan Berpikir Kritis Peserta Didik
This study is driven by the rapid changes in various aspects of human life, especially in science and technology, which demand 21st-century learning skills known as 4C: critical thinking, communication, collaboration, and creativity. However, learning activities at SMPN 1 Warungasem are still dominated by teacher-centered approaches that emphasize material comprehension through less optimal teaching models. As a result, students tend to be passive and show limited critical thinking skills. To address this issue, the research aims to examine the effectiveness of the Problem-Based Learning (PBL) model in teaching prayer (shalat) material to enhance students’ critical thinking abilities and to compare its impact with the Expository model. This research employed a true experimental design with seventh-grade students at SMPN 1 Warungasem as the population. Through simple random sampling, class VII G was assigned as the experimental group receiving PBL, while class VII D served as the control group taught with the Expository model. Data were analyzed using a one-sample t-test. The findings reveal that the significance value obtained (0.359 > 0.05) supports the acceptance of H₀, indicating that the proportion of students whose scores met the minimum mastery criteria (KKM) using PBL was ≥ 85%. Further analysis shows that 90% of students taught with PBL achieved classical mastery in critical thinking, compared to only 60% of those taught with the Expository model. Thus, the PBL approach enhanced students’ critical thinking skills by 30% more than the Expository method. This demonstrates that PBL is an effective instructional model to strengthen students’ higher order thinking in Islamic education learning contexts.
Adab Guru dalam Mendidik Anak Menurut Al-Ghazali dalam Kitab Al-Adab fi al-Din dan Relevansinya terhadap Pembelajaran di Sekolah Indonesia
Many Islamic scholars have contributed valuable thoughts on teaching and learning, among them Imam al-Ghazali, a prominent figure whose works remain influential. One of his significant writings after Ihya Ulumuddin is al-Adab fi al-Din, which discusses manners and ethical conduct in daily life to draw closer to Allah SWT and attain His pleasure. Within this work, al-Ghazali emphasizes the etiquette of teachers and students, highlighting its impact on moral values reflected in the behavior of learners, teachers, and Islamic education more broadly. This study employs a library research approach or literature study, involving activities such as collecting sources, reading, noting, and analyzing research materials. The method used is content analysis, which focuses on describing, analyzing, and interpreting texts to extract meaning from written communication. Data was obtained from books, journals, articles, and particularly the works of Imam al-Ghazali. The findings reveal that, according to al-Ghazali, the ideal etiquette of a teacher lies in optimizing the teaching and learning process. A teacher should embody humility (tawadhu’), avoid arrogance, serve as a role model, possess strong motivation in teaching, adapt to students’ intellectual abilities, nurture their potential, and demonstrate compassion. The relevance of these concepts in the context of modern education is evident in their focus on fostering moral values and building a religious society. An ideal teacher, based on al-Ghazali’s perspective, is one who teaches sincerely, is humble, compassionate like a parent, understands students’ capacities, develops their potential, cooperates in problem-solving, and prevents deviant behavior.
Penerapan Model Inquiry Based Learning pada Pembelajaran PAI Berbasis Kurikulum Merdeka
This research is motivated by the importance of selecting an appropriate learning model for each subject, particularly in Islamic Religious Education (PAI). In the learning process, teachers still tend to be the central focus while students simply listen. The researcher became interested in the learning approach used at SMP Negeri 1 Buaran, which implements the inquiry-based learning model. This is further supported by activities such as observing pictures and group discussions that align with the principles of inquiry-based learning. The purpose of this research is to describe the implementation and identify the supporting and inhibiting factors of the inquiry-based learning model in PAI instruction based on the Merdeka curriculum for Grade VII at SMP Negeri 1 Buaran, Pekalongan Regency. This type of research is field research using a descriptive qualitative approach. Data collection techniques include observation, interviews, and documentation. The data analysis technique uses non-statistical analysis. The results of this study show that the implementation of the inquiry-based learning model in PAI instruction based on the Merdeka curriculum for Grade VII at SMP Negeri 1 Buaran, Pekalongan Regency, consists of three stages: planning, implementation, and evaluation. In the implementation stage, there are four steps: formulating questions or problems, proposing hypotheses or preliminary answers, testing the hypotheses, and drawing conclusions. The supporting factors in implementing the inquiry-based learning model in Islamic Religious Education include internal factors such as the activeness and enthusiasm of the students, and external factors such as the existing curriculum and adequate facilities and infrastructure. The inhibiting factors include internal issues, such as 10% of students being less active and less motivated, and external challenges, such as insufficient allocated time.
Copyright (c) 2025 Edugrowth: Jurnal Pendidikan Profesi Guru https://creativecommons.org/licenses/by-sa/4.0
Pengembangan Model Pembinaan Kompetensi Mengajar Mahasiswa Melalui Praktik Pengalaman Lapangan (PPL) Berbasis Lesson Study
There are four teaching competencies that a teacher must possess based on Government Regulation (PP) Number 19 of 2005 concerning National Education Standards. These competencies cannot be easily acquired by prospective teachers. They require consistent learning efforts, practice, and interest as well as teaching potential. This study aims to determine the application of the lesson study model to improve the pedagogical competence of student interns and the extent of improvement in the pedagogical competence of student interns after the implementation of the lesson study model. The method used in this study is Supervisory Action through two cycles. Data collection techniques used were interviews, observation, and documentation studies. Data analysis in this study used quantitative descriptive analysis techniques, where data can be obtained from the results of observations, field notes, and documentation. Then the data is presented by describing the results and presented in the form of tables and diagrams. The results of the study above indicate that the lesson study model can improve the pedagogical competence of student interns towards a better direction if implemented continuously.
Peningkatan Kualitas Pembelajaran PAI Melalui Sistem Penjaminan Mutu Pendidikan Tingkat SMP
This research is directed at discussing the quality of education which is a problem in Indonesia. Quality education is will improve the quality of learning. PAI learning is the focus of this discussion. This research includes field research, with a qualitative research approach. Data collection techniques through observation, interviews and documentation. Data analysis is data reduction, data presentation, and conclusions. Based on the result of the analysist, the Education Quality Assurance System which is in accordance with the Indonesia National Education Standards will improve the quality of PAI learning which is characterized by teacher characteristics, student activities, learning climate, materials and media. Supporting factors are stakeholders in carrying out their duties, facilities and infrastructure, religious activities, activeness of students and peers. Meanwhile, the inhibiting factors are funding, low student input, and family background
Implementasi P5-PPRA Tema Gaya Hidup Berkelanjutan dalam Mengembangkan Kreativitas dan Kepedulian Terhadap Lingkungan Siswa Kelas IV MIM Kauman Wiradesa
The importance of integrating sustainability values from an early age through learning that is close to the students' environment. The P5-PPRA activity on the theme of sustainable lifestyle for fourth-grade students of MIM Kauman Wiradesa provides space for students to learn environmental concepts and apply them through creative spaces. The purpose of this study is to describe the implementation of the P5-PPRA on the theme of sustainable lifestyle, as well as to describe the development of creativity and environmental awareness of fourth-grade students of MIM Kauman Wiradesa. This study is a field research with a descriptive qualitative approach. Data collection techniques using interviews and direct observation. Data validity techniques using source triangulation. Data analysis using an interactive model that includes data condensation, data presentation, and drawing conclusions or verification. The results of this study are: First, the implementation of the P5-PPRA on the theme of sustainable lifestyle for fourth-grade students of MIM Kauman Wiradesa is carried out through the planning stage, the implementation stage, and the evaluation stage. Second, the P5-PP5A activity on the theme of sustainable lifestyle can develop the creativity of fourth-grade students at MIM Kauman Wiradesa through creative spaces because it meets the indicators of fluent, flexible, and elaborative thinking. Meanwhile, the indicator of student originality has not yet emerged because students have not been able to create original works. Third, the P5-PPRA activity with the theme of sustainable lifestyle through creative space can develop environmental awareness among class IV MIM Kauman Wiradesa students because it fulfills the indicators of environmental awareness.
Integrasi Artificial Intelligence dalam Pembelajaran Pendidikan Agama Islam: Efektivitas, Tantangan Etika, dan Rekomendasi Pengembangan
The integration of Artificial Intelligence (AI) in Islamic Religious Education (PAI) has become an important innovation in the digital era, offering opportunities to enhance the quality of teaching and learning. However, this transformation also presents challenges related to technology readiness and ethical considerations. This study aims to examine the effectiveness of AI in PAI, identify the main obstacles and ethical risks associated with its use, and propose recommendations for its responsible implementation. Using a qualitative library research approach, this study reviews relevant academic literature, analyzes thematic patterns, and synthesizes findings from various implementations of AI in Islamic educational contexts. The results show that AI significantly improves student engagement, supports personalized learning, and facilitates the internalization of Islamic values when applied under teacher guidance. Case examples demonstrate its positive impact on both cognitive and spiritual learning outcomes. Nevertheless, the study also reveals challenges, including limited infrastructure, low digital literacy among teachers, and risks such as privacy violations and algorithmic bias. It concludes that AI should serve as a supportive tool complementing teachers’ roles rather than replacing them. Recommendations include strengthening teacher AI literacy, enforcing ethical standards, and developing policies that ensure AI use remains effective and aligned with Islamic educational values.
Inovasi Metode Savi dalam Meningkatkan Kualitas Pembelajaran PAI di Sekolah Menengah Pertama
A good learning model is one that is able to influence the learning process and stimulus or stimulation to students. The use of the SAVI model in learning Islamic Religious Education at SMP Negeri 2 Bojong is considered capable of providing these things, because in the SAVI learning model students can use some of their five senses in learning. In other words, the SAVI learning model makes it easier for students to understand the material and also helps teachers to be more active in the process of learning Islamic Religious Education. This research was conducted to find out how to implement the SAVI learning model at SMP Negeri 2 Bojong and whether there are significant advantages and measures of the Savi learning model. This research was conducted using a qualitative approach with the type of field research, using interview, observation and documentation techniques to obtain data. Then data analysis is carried out by data reduction, data presentation, and conclusions
Puput Handika Arilliya Puput Handika Arilliya
Copyright (c) 2025 Pawiyatan: Jurnal Pendidikan Profesi Guru