Journal of Nusantara Education

Transformasi Pembelajaran PAI: Integrasi Pedagogi Inovatif, Teknologi, dan Dukungan Kontekstual

Nailal Izzah, Khusnul Wardan — Sat, 18 Apr 2026 00:00:00 +0000

Penelitian ini bertujuan untuk menganalisis upaya guru Pendidikan Agama Islam (PAI) dalam menciptakan pembelajaran yang efektif, inovatif, dan kontekstual di era digital. Kajian ini menggunakan pendekatan kualitatif dengan metode kajian pustaka terhadap berbagai publikasi ilmiah nasional dan internasional periode 2015–2025 yang terindeks dalam basis data bereputasi, seperti SINTA, Garuda, Moraref, Scopus, dan DOAJ, yang membahas strategi pedagogis, manajemen kelas, integrasi teknologi, asesmen formatif, serta dukungan kontekstual dalam pembelajaran PAI. Hasil kajian menunjukkan bahwa penerapan strategi pembelajaran aktif berbasis konstruktivisme sosial, seperti diskusi kelompok, pembelajaran berbasis proyek, dan tanya jawab interaktif, dapat meningkatkan keterlibatan, motivasi, serta kemampuan berpikir kritis siswa. Manajemen kelas yang humanis berkontribusi terhadap terciptanya suasana belajar yang positif dan kolaboratif, sedangkan asesmen formatif berperan sebagai sarana refleksi dan pembentukan karakter siswa. Sementara itu, integrasi teknologi digital memperkaya pengalaman belajar, namun efektivitasnya sangat bergantung pada literasi digital guru serta desain pedagogis yang berorientasi pada nilai. Selain itu, dukungan kontekstual berupa budaya religius sekolah, kebijakan yang humanis, dan kurikulum adaptif berbasis nilai Islam memperkuat ekosistem pembelajaran PAI yang bermakna. Hasil penelitian ini menegaskan pentingnya pendekatan integratif antara pedagogi inovatif, literasi digital, dan konteks sosial-budaya untuk memperkuat peran PAI dalam membentuk karakter, kompetensi abad ke-21, dan spiritualitas peserta didik di tengah tantangan transformasi pendidikan global.

Enhancing Kindergarteners’ English Vocabulary and Pronunciation through Morning Circle Activities

Edward Eka Wardhana, Yuli Astutik, Niko Fediyanto; Nur Farhana bte Abd Wahid — Tue, 21 Apr 2026 00:00:00 +0000

This study investigates the implementation of Morning Circle as a strategic approach to enhance English vocabulary and pronunciation among kindergarten students. Grounded in Lev Vygotsky’s Zone of Proximal Development (ZPD) and the concept of scaffolding, this study explores how teacher–student interactions within this activity support early language acquisition. A descriptive qualitative method was employed through classroom observations conducted over six weeks in a kindergarten that routinely integrates Morning Circle into its English language learning practices. Data were collected through non-participant observations involving 23 students and one teacher, focusing on four main components: greetings, singing, counting, and material delivery. The data were analyzed thematically by identifying recurring patterns of teacher support and students’ language responses in relation to the ZPD framework. The findings reveal that each component of Morning Circle contributes significantly to language development. Greeting sessions provide structured exposure to basic English expressions with bilingual support. Singing integrates vocabulary with rhythm and movement, facilitating pronunciation practice. Counting activities reinforce number vocabulary while encouraging peer interaction. Material delivery emphasizes thematic vocabulary supported by modeling, gestures, and simplified explanations. Consistent use of scaffolding strategies, including modeling, repetition, bilingual cues, and physical demonstrations, plays a crucial role in guiding student engagement and linguistic progress. These findings suggest that Morning Circle, when purposefully designed, serves as an effective and developmentally appropriate framework for introducing foundational English skills. Beyond a daily routine, it functions as an interactive and intentional learning opportunity that supports vocabulary acquisition and pronunciation development

Boosting Junior High School Students’ Vocabulary Skills through Educational Tiktok Content

Riya Risqi Setyaningrum, Fita Faridah, Dian Luthfiyati, Maslakhatul Fitriana — Tue, 21 Apr 2026 00:00:00 +0000

This study aims to investigate the effectiveness of using TikTok as a medium to enhance students' vocabulary mastery. Employing a quantitative approach with a quasi-experimental design, the research was conducted at SMPN 3 Lamongan. The study involved class 7D as the experimental group (n=30) and class 7G as the control group (n=30). Data were collected through multiple-choice vocabulary tests administered as pre-tests and post-tests to assess students' vocabulary knowledge before and after the treatment. The experimental group received vocabulary instruction integrated with TikTok content, while the control group followed conventional teaching methods. Statistical analyses, including normality testing, the Wilcoxon signed-rank test, and the Mann–Whitney U test, were performed using SPSS version 25. The Mann–Whitney U test yielded a significant value for Asymp. Sig. (2-tailed) = 0.000, which is lower than the threshold of 0.05, indicating a statistically significant difference between the two groups. These findings support the research hypothesis and demonstrate that incorporating TikTok into the vocabulary learning process significantly impacts students' vocabulary acquisition. The results suggest that social media platforms like TikTok can be effectively utilized as complementary tools in English language learning. This medium also enhances students’ motivation, learning engagement, and interest in participating in English learning. Furthermore, the findings of this study make a meaningful contribution to the field of English education by demonstrating that the integration of short-video-based social media platforms such as TikTok can serve as an effective and innovative instructional strategy for improving students’ vocabulary mastery and their engagement in the learning process.