Journal Transformative Open Research in Education

Innovation Media Flashcard Based to Boost Learning Motivation Among II Grade Students at SDI Bayanul Azhar Bendiljati Kulon

2026-07-16T05:10:01+00:00

Rapid technological advancements have forced education to adapt, particularly in Arabic language instruction. This poses a challenge for teachers in utilizing technology as an innovative teaching tool. However, the delivery of instructional material still comes across as monotonous and boring. Meanwhile, students in lower grades are at the concrete operational stage. Repetitive learning without variation will have a negative impact on student motivation. Therefore, learning media that is engaging, innovative, and tailored to the characteristics of the students is needed. The purpose of this study is to develop flashcard-based media to enhance motivation in learning Arabic. This study employed a research and development approach using the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). Data collection techniques included observations, interviews, and questionnaires for subject matter experts and media experts; a student response questionnaire; as well as pretest and posttest questionnaires. Data analysis was conducted using validity tests, appeal tests, and N-Gain calculations. The study population consisted of second-grade students, with Class 2B serving as the sample. The results showed that the flashcard-based media received a score of 97% from subject matter experts and 87.5% from media experts, meeting the criteria for high validity. Student response rates were 87% in the small-group pilot test and 91% in the large-group pilot test, both of which met the criteria for high validity. The N-Gain test showed an increase from the pretest (65%) to the posttest (88%) with an N-Gain of 64.65% (moderate category). In conclusion, this study demonstrates that flashcard-based media can increase second grade elementary school students’ motivation to learn Arabic.

Podcast PAI untuk Adab Murid kepada Guru

2026-08-12T08:54:29+00:00

Podcast merupakan media digital berbasis audio yang dapat ditempatkan sebagai salah satu alternatif media pembelajaran Pendidikan Agama Islam (PAI). Artikel ini bertujuan mendeskripsikan karakteristik podcast, mengidentifikasi format podcast yang relevan untuk pembelajaran, menguraikan materi adab murid kepada guru, serta merumuskan rancangan podcast PAI untuk peserta didik kelas VIII Madrasah Tsanawiyah. Penelitian menggunakan studi pustaka dengan sumber data berupa dokumen rancangan media podcast PAI dan artikel ilmiah yang membahas podcast dalam pendidikan serta adab murid kepada guru. Analisis data dilakukan melalui identifikasi tema, pengelompokan informasi, pembandingan temuan, dan penyusunan sintesis konseptual. Hasil kajian menunjukkan bahwa podcast memiliki karakter episodik, fleksibel, personal, dan mudah diakses melalui perangkat digital. Format monolog, wawancara, percakapan, narasi, dan edukasi dapat dipilih sesuai karakter materi. Materi adab murid kepada guru mencakup adab dalam sikap dan perlakuan, adab dalam berbicara, serta adab dalam perasaan dan niat. Rancangan “Gema Ilmu: Adab Dahulu, Ilmu Kemudian” menggunakan format percakapan antara host, narasumber, dan dua peserta didik. Tahapan produksi meliputi penentuan tujuan, identifikasi audiens, penyusunan naskah, perekaman, penyuntingan, publikasi, dan evaluasi. Podcast PAI dapat dikembangkan sebagai media pendamping pembelajaran dengan perhatian pada ketepatan materi keislaman, karakteristik peserta didik, kualitas audio, dan ketercapaian tujuan pembelajaran.

Technology-Based Instructional Media in Islamic Religious Education: Principles to Classroom Application

2026-08-13T05:30:03+00:00

This article examines technology-based instructional media in Islamic Religious Education (IRE) with attention to classification, pedagogical functions, selection principles, development procedures, and classroom application. The study employs a qualitative literature review approach that synthesizes scholarly discussions on instructional media, digital learning resources, multimedia, and technology-supported Islamic education. The analysis organizes the literature into thematic dimensions covering media characteristics, learner participation, media selection, design and production, implementation, and evaluation. The discussion indicates that instructional media in IRE can include visual, audio, audiovisual, multimedia, and digital resources, with each form serving different instructional purposes. Effective media planning requires alignment among learning objectives, content characteristics, learner needs, instructional strategies, technological conditions, and evaluation procedures. The article proposes a structured framework for selecting and developing media that preserves the pedagogical orientation of IRE while responding to contemporary digital learning environments

Digital Instructional Media as Pedagogical Considerations in Islamic Religious Education

2026-08-13T05:39:09+00:00

This article examines the role of digital instructional media in Islamic Religious Education (IRE) by focusing on visual, audiovisual, printed, graphic, three-dimensional, video, film, and animation resources. The article is based primarily on the attached digital learning media document and organizes its discussion around definitions, classifications, functions, applications, strengths, limitations, and principles of selection. A descriptive literature review is used to synthesize the concepts presented in the source document and to relate them to established instructional media literature. The analysis shows that media selection in IRE needs to correspond with learning objectives, subject characteristics, learner needs, available facilities, accessibility, source accuracy, and assessment activities. Visual resources are particularly useful for representing concepts, structures, spatial relations, sequences, and concise messages, while audiovisual resources can present movement, sound, demonstration, dialogue, and contextual situations. The article proposes practical integration patterns for Aqidah, Fiqh, Akhlaq, Qur’an and Hadith, and Islamic Cultural History through observation, listening, discussion, practice, analysis, and reflection. The discussion emphasizes that instructional media should function as part of an active learning design rather than as an isolated technological component. The article concludes with recommendations for simple, accurate, accessible, context-sensitive, and pedagogically integrated media development in IRE.

The 4D Model for Developing Instructional Media in Islamic Religious Education

2026-08-13T06:24:30+00:00

This article examines the 4D development model, consisting of Define, Design, Develop, and Disseminate, as a systematic framework for developing instructional media in Islamic Religious Education. The study employed a qualitative literature review based primarily on the work of Thiagarajan, Semmel, and Semmel and the academic publications listed in the attached source concerning the 4D model. The literature was analyzed thematically with attention to the model definition, the Define, Design, Develop, and Disseminate stages, validation, revision, product testing, evaluation, packaging, diffusion, and adoption. The review indicates that Define includes front-end analysis, learner analysis, concept analysis, task analysis, and specifying instructional objectives. Design includes criterion-test construction, media selection, format selection, and initial design. Develop includes expert appraisal, product revision, developmental testing, and product evaluation and refinement. Disseminate includes validation testing, packaging, diffusion and adoption, and adoption evaluation. The 4D model can serve as a structured framework for Islamic Religious Education media development when the stages are aligned with content characteristics, learner characteristics, instructional objectives, and implementation conditions. The model provides a basis for documenting development activities from instructional analysis to wider implementation.