PEMA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat

IMPROVING THE QUALITY OF PAI LEARNING THROUGH DIGITAL-BASED INTERACTIVE LEARNING MEDIA AT MIS MADINATUSSALAM

2026-04-04T15:49:04+00:00

This community service program aims to enhance the quality of Islamic Religious Education (PAI) learning through the integration of digital-based interactive learning media at MIS Madinatussalam Tembung. The primary issue identified was the low level of teachers’ digital competence, with 78% of the 16 teachers having no prior experience using applications such as Canva, Educaplay, Wordwall, and Quizizz.
A participatory approach was employed, incorporating phased training, intensive mentoring, and digital media development over a six-month period with eight field visits. Data were collected through pre- and post-tests, observations, questionnaires, and focus group discussions, and analyzed using both quantitative and descriptive qualitative methods.
The findings indicate a significant improvement in teachers’ digital competencies, with all participants successfully mastering at least three digital applications. The program also produced ten interactive digital learning media and increased student engagement by 75%, as reflected in higher participation and learning enthusiasm. Additionally, an internal media team was established to ensure program sustainability.
Despite challenges such as limited internet access and varying initial competencies among teachers, the program demonstrates a substantial contribution to improving the quality of PAI learning through digital technology integration at the elementary madrasah level.

STRENGTHENING WRITING LITERACY AND THE ETHICS OF UTILIZING ARTIFICIAL INTELLIGENCE THROUGH A WRITING SEMINAR FOR STUDENTS AT MAN 1 MAGELANG

2026-04-23T02:50:03+00:00

The development of Artificial Intelligence (AI) presents both opportunities and challenges in writing learning. While AI can help students develop ideas and improve the quality of their writing, it can also potentially reduce critical thinking skills and raise academic ethics issues if used without adequate understanding. This community service activity aims to improve writing literacy and strengthen students' understanding of the ethics of using Artificial Intelligence through a writing seminar at MAN 1 Magelang. The activity was carried out using a participatory approach using interactive seminars, discussions, demonstrations, writing practice, and mentoring. Participants were students from the Misykat and English Club extracurricular activities. The activity stages included needs analysis, planning, seminar implementation, mentoring, evaluation, and reflection. Data were obtained through observation, interviews, questionnaires, assessment of writing practice results, and documentation, then analyzed using qualitative descriptive analysis supported by descriptive statistics. The results of the activity showed that the seminar was able to improve participants' abilities in finding ideas, determining writing angles, compiling outlines, developing paragraphs, constructing arguments, and systematically revising their writing. In addition, participants demonstrated increased digital literacy, critical thinking skills, confidence in writing, and an understanding of the use of AI as a learning partner, not as a substitute for the thinking process. This activity also successfully instilled awareness regarding academic integrity, plagiarism prevention, source verification, transparency in the use of AI, and the importance of respecting intellectual property rights. This program resulted in a literacy strengthening model that integrates writing skills, digital literacy, and the ethics of using Artificial Intelligence, making it a potential alternative literacy strengthening program in schools and Islamic schools in the 21st-century learning era.

ISLAMIC EDUCATION IN THE POST-TRUTH ERA: STRENGTHENING MEDIA LITERACY AND CRITICAL THINKING

2026-04-23T02:30:34+00:00

The development of digital technology and social media has led to the emergence of the post-truth phenomenon, a condition in which opinions and emotions influence public perception more than objective facts. This phenomenon poses challenges for the education sector, including Islamic education, because students are increasingly exposed to unverified information that can potentially lead to misunderstandings of religious teachings. This study aims to analyze the impact of the post-truth era on Islamic education, examine the role of media literacy in the learning process, and identify strategies of Islamic education in developing a critical generation amid the flood of digital information. This research employs a qualitative approach using a literature review method by examining various scientific sources relevant to the research topic. Data collection was conducted through the exploration and review of scientific journal articles related to the post-truth phenomenon, media literacy, and Islamic education. The collected data were analyzed descriptively to understand the relationship between the post-truth phenomenon and the strengthening of Islamic education. The results show that the post-truth era requires Islamic education not only to focus on the transmission of religious knowledge but also to develop students’ media literacy and critical thinking skills. Therefore, the integration of media literacy in Islamic education is a strategic effort to develop Muslim generations who are able to filter information wisely and responsibly.

READING THE DIRECTION OF ASEAN EDUCATION: A COMPARATIVE ANALYSIS OF THE CURRICULUM OF INDONESIA AND THAILAND

2026-04-23T02:49:15+00:00

Global educational developments are driving each country to undertake curriculum reforms to produce adaptive human resources with character and 21st-century competencies. Indonesia and Thailand are two countries in Southeast Asia with different curriculum policies but a common goal: improving the quality of education. This study aims to comparatively analyze the basic education curricula in Indonesia and Thailand based on their philosophical foundations, curriculum structure, learning approaches, assessment systems, and the relevance of the HighScope Curriculum. The study used a comparative qualitative approach through document analysis of the Merdeka Curriculum, Basic Education Core Curriculum B.E. 2551 (2008), UNESCO and OECD reports, and various relevant scientific articles. Data were analyzed through reduction, categorization, comparison, thematic interpretation, and conclusion drawing. The results show that both countries implement learner-centered learning, character building, and 21st-century competency development. The difference is that Indonesia places greater emphasis on curriculum flexibility through Learning Outcomes (CP), Learning Objective Paths (ATP), Teaching Modules, and diagnostic, formative, summative, and authentic assessments. Meanwhile, Thailand develops its curriculum through Eight Learning Areas, Grade-based Indicators, a Local Curriculum, and approaches such as Active Learning, Inquiry Learning, Experiential Learning, and an integrated assessment system. Thailand's learning approach also aligns with the Plan-Do-Review cycle of the HighScope Curriculum. This study concludes that both curricula have complementary strengths. Indonesia excels in learning flexibility, while Thailand is more consistent in integrating character education, local wisdom, and sustainability. These findings contribute to the development of curriculum policies in the ASEAN region through a policy learning approach that combines national identity with global competencies.

IMPLEMENTATION OF STUDENT-CENTERED LEARNING IN INCREASING COGNITIVE ENGAGEMENT AND SELF-REGULATED LEARNING IN FIQH LEARNING IN MADRASAH TSANAWIYAH

2026-04-23T02:45:39+00:00

The transformation of 21st-century education demands learning that fosters cognitive engagement and independent learning in students. However, fiqh learning in Islamic junior high schools (Madrasah Tsanawiyah) is still dominated by a teacher-centered approach, resulting in suboptimal student participation and self-regulated learning. This study aims to analyze the implementation of Student-Centered Learning (SCL) in enhancing cognitive engagement and self-regulated learning in fiqh learning in Islamic junior high schools (Madrasah Tsanawiyah). The study employed a qualitative approach with field research. Informants included the madrasah principal, fiqh teachers, and students selected purposively. Data were collected through observation, interviews, and documentation, then analyzed using the Miles, Huberman, and Saldaña models. Data validity was tested through source triangulation, technical triangulation, and member checking. The results indicate that the implementation of Student-Centered Learning through group discussions, problem-based learning, collaborative learning, and inquiry learning can improve students' thinking skills, analytical skills, problem-solving skills, and reflection. This approach also develops self-regulated learning through the ability to plan, monitor, and evaluate learning and strengthen intrinsic motivation. Successful implementation is supported by teacher competence, school culture, learning facilities, and the leadership of the madrasah principal. Thus, Student-Centered Learning is an effective approach to improving the quality of fiqh learning, making it more active, reflective, and student-centered.