Journal of Insan Mulia Education

Techno-Edutainment as a Learning Strategy for Enhancing Student Engagement in Islamic Religious Education at Muhammadiyah Junior High Schools in Indonesia

Fida Septya Ningsih, Abd. Madjid — Mon, 30 Mar 2026 00:00:00 +0000

Student passivity remains a persistent challenge in Islamic Religious Education, particularly in ISMUBA (Al-Islam, Muhammadiyahan, and Arabic) learning at the junior high school level. While previous studies have examined digital learning and edutainment in general education contexts, limited research has explored the implementation of techno-edutainment in ISMUBA learning. This study investigates how techno-edutainment is implemented, the digital media utilized, and its impact on student engagement in ISMUBA learning at SMP Muhammadiyah 1 Gamping. Employing a qualitative case study design, data were collected through in-depth interviews with three ISMUBA teachers, classroom observations, and document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldana, involving data condensation, data display, and conclusion drawing and verification. The findings reveal that techno-edutainment was implemented through the integration of digital and interactive media, with Canva, learning videos, and gamified digital quizzes emerging as the most frequently used tools. These media enhanced student engagement by increasing participation, classroom interaction, responsiveness, and enthusiasm during learning activities. The study also found that the effectiveness of techno-edutainment depended on teachers digital competence, instructional design, and the availability of technological infrastructure. These findings demonstrate that techno-edutainment can serve as an effective pedagogical approach for fostering student engagement in Islamic Religious Education while supporting more interactive and meaningful learning experiences. Sustainable implementation depends on teachers’ ability to integrate technology into pedagogically meaningful learning activities supported by appropriate instructional planning and digital competence.

Effectiveness of AR-Guided Inquiry E-Worksheets on Students’ 21st-Century Skills in Science Lessons, Examined by Gender and Learning Style

M. Ibnusaputra, Putri Surya Damayanti, Febriani Febriani — Mon, 30 Mar 2026 00:00:00 +0000

This study aims to analyze the effectiveness of using guided inquiry-based e-worksheets incorporating Augmented Reality (AR) on the development of students’ 21st-century skills in science learning, as viewed through the lens of gender and learning style differences. The study employs a quantitative approach with a pretest–posttest control group quasi-experimental design. The research subjects were eighth-grade students at a public junior high school in Bima City, divided into an experimental group (using AR-based e-worksheets) and a control group (using conventional worksheets). Data were collected through critical thinking skill tests, observation sheets for collaboration, communication, and creativity, as well as a learning style questionnaire. Data analysis was conducted using ANOVA, GLM, Bonferroni post hoc tests, and n-gain scores. The results indicated that the implementation of AR-integrated guided inquiry e-worksheets significantly influenced the improvement of 21st-century skills (sig. = 0.008 < 0.05), with an average n-gain score of 65.38% (classified as moderately effective). Gender and learning style did not significantly influence learning outcomes, indicating that the learning process was inclusive and adaptive. The highest improvement occurred in creativity skills, followed by communication, collaboration, and critical thinking. These findings confirm that the integration of AR into inquiry-based learning creates a contextual, interactive, and reflective learning environment that supports the comprehensive development of 21st-century skills.

Examining the Impact of Project-Based Learning on Students’ Academic Writing Development in Indonesian Language Education

Taufik Taufik, Diana Purwati, Muhammad Riskan — Mon, 30 Mar 2026 00:00:00 +0000

The development of students’ academic writing skills remains a persistent challenge in language education, particularly in fostering meaningful learning engagement and process-oriented writing practices. This study analyzes the impact of Project-Based Learning on students’ academic writing skills in Indonesian language education. The study employed an explanatory sequential mixed methods design involving 29 eighth-grade students. Quantitative data were obtained through pre-test and post-test writing assessments and analyzed using a paired sample t-test, while qualitative data were collected through classroom observations and semi-structured interviews and analyzed thematically. The quantitative results indicated a significant improvement in students’ writing performance after the implementation of PjBL. The qualitative findings showed that this improvement was associated with increased student engagement, a more structured writing process, and collaborative learning experiences that supported idea development and writing quality. These findings suggest that improvements in writing skills are influenced not only by instructional design but also by participation and interaction during the learning process. This study contributes to an integrated understanding of how PjBL supports academic writing development through a mixed methods approach. The findings emphasize the importance of process-oriented, collaborative, and authentic writing instruction. Overall, the study confirms the potential of PjBL to foster meaningful and sustainable development of students’ writing skills.