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ICOGEN
International Conference on General Education
Strengthening National Identity
Through General Education
in The Era of Society 5.0
ICOGEN CV. Maulana Media Grafika
ICOGEN
International Conference on General Education
Strengthening National Identity
Through General Education
in The Era of Society 5.0
Strengthening National Identity
Through General Education
in The Era of Society 5.0
ISSN: 2964 - 6405
ICOGEN
(International Conference On General Education)
Strengthening National Identity
Through General Education in The Era Of Society 5.0
SUSUNAN PANITIA KONFERENSI INTERNASIONAL
“MENGUATKAN JATI DIRI BANGSA MELALUI PERAN PENDIDIKAN NILAI
DAN KARAKTER DI ERA TEKNOLOGI DIGITAL 4.0”
Keynote Speaker : Prof. Dr. H. M. Solehuddin, M. Pd., M. A.
Penanggung Jawab :
1. Prof. Dr. Agus Mulyana, M. Hum.
2. Dr. Warlim, M. Pd.
Tim Pengarah :
1. Prof. Dr. H. Encep Syarief Nurdin, M. Pd., M. Si.
2. Prof. Dr. Elly Malihah, M. Si.
3. Prof. Dr. H. Munawar Rahmat, M. Ag.
Tim Pelaksana :
Ketua : Dr. Fahrudin, M. Ag.
Wakil Ketua : Dr. Muhamad Parhan, S. Pd. I., M. Ag.
Sekretaris : Mohammad Rindu Fajar Islamy, Lc, M. Ag.
Bendahara : Rika Sartika, S. Pd., M. Pd.
Kesekretariatan : Ade Lusiana
Seksi-Seksi :
Seksi Publikasi
Pendidikan Agama Islam : 1. Dr. Pandu Hyangsewu, M. Ag.
2. Dr. Nurti Budiyanti, M. Pd.
Bahasa Indonesia : 1. Dr. Rama Wijaya A. R., M. Pd.
2. Dr. Daris Hadianto D., M. Pd.
PKN : 1. Dr.Maulia D. Kembara, M. Pd.
2. Dr. Wina Nurhayati Praja, M. Pd.
Seksi Acara : 1. Dr. Welsi Damayanti, S.Pd., M. Pd.
2. Vini Agustiani Hadian, M. Pd.
Seksi Humas dan Perlengkapan : 1. Dr. Mochamad Whilky Rizkyan, M. Pd.
2. Abih Gumelar, M. Pd.
3. Dadi Mulyadi Nugraha, M. Pd.
ICOGEN
(International Conference On General Education)
Strengthening National Identity
Through General Education in The Era Of Society 5.0
TIM REVIEWER ICOGEN:
Muhamad Parhan, Scopus ID: 57218215130
Mohammad Rindu Fajar Islamy, Scopus ID:57218897188
Daris Hadianto, Scopus ID:57218215130
Rama Wijaya Abdul Rozak, Scopus ID:57222615314
Wina Nurhayati Praja, Scopus ID: 57979992200
Vini Agustian, Scopus ID: 57979251400
Nurti Budianti, Scopus ID:57218902462
Abih Gumilar, Scopus ID:57218211907
Pandu Hyangsewu, Scopus ID:57422038500
Dadi Mulyadi Nugraha, Scopus ID: 57979440300
Muhammad Whilky Rizkianti, Scopus ID: -
KEYNOTE SPEAKER/PEMBICARA ICOGEN:
Prof. Muhammad Ali, M.Sc. Ph.D., University of California, Riverside, United States,
Scopus ID: 55470948900
Prof. Dr. Muhammad Imam Dawud, Canal Suez University, Egypt,
Scopus ID: -
Prof. Dr. Bunyamin Maftuh, M.A., M.Pd., Universitas Pendidikan Indonesia,
Scopus ID: 57204888397
CV. Maulana Media Graka
ISSN : 2964 - 6405
ICOGEN
(International Conference On General Education)
Strengthening National Identity Through General Education
in The Era Of Society 5.0
Tim Penyusun
Penanggung Jawab
Prof. Dr. Agus Mulyana, M. Hum.
Dr. Warlim, M. Pd.
Dr. Fahrudin, M. Ag.
Ketua Penyunting
Dr. Muh. Parhan, M. Ag.
Wakil Ketua Penyunting
Rindu Fajar Islamy, M. Ag.
Sekretaris
Dr. Rama Wijaya, M. Pd.
Copy Right © 2022 CV. Maulana Media Graka
Hak cipta dilindungi Undang-Undang, tidak diperkenankan memperbanyak isi Proceeding ini
dalam bentuk apapun tanpa izin tertulis dari Penerbit
Anggota Ikatan Penerbit Indonesia (IKAPI)
ISSN : 2964 - 6405
Lay Out : Angga Haryanto
Desain Cover : Tim Kreatif Maulana Media Graka
Sumber Gambar Cover : pixabay.com & google
Diterbitkan Oleh : CV. Maulana Media Graka
Jalan Yupiter VII 53 C Bandung
(022) 7564428, E-mail: maulanamediagraka@gmail.com
Undang-undang No. 12 Tahun 2002 tentang Hak Cipta
Barangsiapa dengan sengaja dan tanpa hak melakukan perbuatan sebagaimana dimaksud dalam Pasal 2 ayat
(1) atau pasal 49 ayat (1) dan ayat (2) dipidana dengan pidana penjara masing-masing paling singkat 1 (satu)
bulan dan/atau denda paling sedikit Rp. 1.000.000.00 (satu juta rupiah), atau pidana penjara paling lama 7
(tujuh) tahun dan/atau denda paling banyak Ro. 5.000.000.000,00 (lima miliar rupiah).
Barangsiapa dengan sengaja menyiarkan, memamerkan, mengedarkan, atau menjual kepada umum suatu
Ciptaan atau barang hasil pelanggaran Hak Cipta atau Hak Terkait sebagaimana dimaksud pada ayat (1) dipi-
dana dengan pidana penjara paling lama 5 (lima) tahun dan/atau denda paling banyak Rp. 500.000.000,00
(lima ratus juta rupiah)
Introduction | v
INTRODUCTION
It should be emphasized that society 5.0 is not a continuation of the industrial revolution
4.0 and evolved into the industrial revolution 5.0. Many think that we have arrived in the era
of the industrial revolution 4.0 and are now entering a new era of the era of the 5.0 industrial
revolution, of course this is an inaccurate opinion. The industrial revolution talks about major
changes in technology which refers to technological progress, while society refers to the human
component that uses technology. The presence of computers and the internet is a big product
in the world of industrial technology 4.0 and how it is implemented is society 5.0. Society 5.0
is an era where technology is part of humans themselves. Therefore, advances in information
technology must be balanced with a supportive educational curriculum, so that it can give birth
to individuals who have soft skills so that they can compete globally.
The synergy between the industrial revolution 4.0 and society 5.0 in the world of education,
provides a new direction in the learning process. Education that occurs today knows no space
and time, and can take place without having to be in the classroom. Education is increasingly
open and accessible, this means that advances in technology can make it easier for us to carry
out the learning process. In addition, recently a pandemic has emerged, which not only has a
negative impact, but on the other hand actually provides benets. The presence of a pandemic
in learning requires that academics and learners must be able to be adaptive to these changes.
The industrial revolution 4.0 and society 5.0 as well as the pandemic created a synergy that
accelerates humans to adapt quickly to changes that occur, by utilizing technological advances
in learning. Rapid technological advances must be able to synergize with the capabilities and
adaptations of humans who operationalize technological results. Technology is not a tool that
replaces the role of humans, but the presence of increasingly advanced technology can facilitate
human life, including in the eld of education, so that education will be more adaptive to the
times and more visionary in designing its needs.
Bandung, November 2022
vi | Table of Contents
TABLE OF CONTENTS
Introduction v
Table of Contents vi
1. INTERNALIZATION OF PROPORTIONAL VALUE (A'DIL) IN STRENGTHENING
RELIGIOUS MODERATION IN THE ERA OF INFORMATION TECHNOLOGY 5.0
AMONG STUDENTS
Yedi Purwanto, Shofaussamawati, Muhamad Tauk, Aep Saepuddin, Cucu Surahman - 1
2. THE EFFECT OF USING ACTION, FEELINGS, SETTING (AFS) STRATEGY
TOWARDS STUDENTS’ WRITING ABILITY IN RECOUNT TEXT AT SENIOR HIGH
SCHOOL 4 PARIAMAN
Amal Hayati, Irna Wahyuni, Siska Oktawidya Wati - 12
3. CHILDREN ALSO CARE A FORM OF SOCIAL CARE IN CHILDREN'S LITERATURE
AT A PANDEMIC TIME
Ummi Nurjamil Baiti Lapiana, Wiekandini Dyah Pandanwangi, Aldi Aditya - 16
4. FOSTERING STUDENT’S CHARACTER THROUGH PENDIDIKAN PANCASILA
Yudha Pradana - 25
5. THE DEVELOPMENT OF THE HOME LANGUAGE IN INDONESIAN-DUTCH
BILINGUAL CHILDREN
Mila Irmawati - 32
6. REALIZING INTERACTIVE AND FUN PAI LEARNING IN THE NEW NORMAL ERA
THROUGH THE MASQUERADE PARTY METHOD
Achmad Faqihuddin, Ganjar Eka Subakti - 58
7. REPRESENTATION OF SOCIAL VALUES IN THE FILM JEMBATAN PENSIL BY
HASTO BROTO
Iwan Marwan, Pita Ervani - 69
8. LOCAL WISDOM CONTENT AS TEACHING MATERIAL IN INDONESIAN
LANGUAGE LEARNING FOR FOREIGNERS
Mochamad Whilky Rizkyan, Welsi Damayanti, Rika Widawati, Siti Hamidah,
Dudun Junaedi - 75
9. EFFORTS TO TRAIN SOCIAL PROBLEM-SOLVING SKILLS THROUGH DIGITAL
BASED SOSIAL STUDIES LEARNING
Silvi Nur Afah, Kokom Komalasari, Disman, Elly Malihah - 80
10. E-MODULE FOR SOCIAL STUDIES LEARNING THAT OPTIMIZES CRITICAL
THINKING SKILLS
Karyadi Hidayat, Sapriya, Said Hamid Hasan, Erlina Wiyanarti - 87
11. INTERNALIZATION OF RELIGIOUS MODERATION VALUES IN THE YOUNG
GENERATION
Mardan Umar, Nurhayati, Feiby Ismail - 92
Table of Contents | vii
12. THE USE OF DWILANGUAGE PICTURE STORYBOOK AS TEACHING MATERIALS
FOR SUNDASE LANGUAGE MAINTENANCE
Triyanto Triyanto, Nina Nina - 102
13. DEVELOPMENT OF PLIP PDF DIGITAL MODULE APPLICATION DEVELOPMENT
BASED ON LEARNING 4.0 AT TOURISM SCHOOLS
Andreas Suwandi, Endah triyani, Raditya Pratama Setiadi - 110
14. DIARY MEDIA DEVELOPMENT FOR BEGINNING WRITING LEARNING FOR
FIRST-GRADE OF ELEMENTARY SCHOOL STUDENTS
Mela Darmayanti, M. Pd., Diana Noviyanti, S. Pd. - 119
15. STUDENT'S ABILITY TO UNDERSTAND THE MATERIALS OF PANCASILA
EDUCATION MKU FROM A JURISDICTIONAL PERSPECTIVE IN THE COVID-19
PANDEMIC SITUATION
Dadi Mulyadi Nugraha, Supriyono, Aang Supriatna, Cik Suabuana - 129
16. THE HADITH’S IDEAL TEACHER PROFILE
Dedi Sahputra Napitupulu - 138
17. RUMMAGING CHARACTER EDUCATION VALUES ON RAYA AND THE LAST
DRAGON FILM
Elisabet Nanda Ayu, Antonius Setyawan Sugeng Nur Agung - 147
18. CHANGES OF MEANING AND ROLES OF SINAMOT TRADITION IN BATAK TOBA
ETHNIC MARRIAGE IN BANDUNG
Mirna Nur Alia Abdullah, Ringbel Pane - 153
19. THE EFFORTS OF LEARNING LOCAL SUBJECT OF THE JAVANESE LANGUAGE OF
BANTEN ON THE PRACTICE OF STUDENT SPEECH ACTS AS STRENGTHENING
THE VALUES OF BANTEN CHARACTER
Wisnu Frediansyah, Y. Suyitno, Babang Robandi - 157
20. ICT-BASED LEARNING MEDIA MANAGEMENT IN REALIZING THE QUALITY
OF STUDENT LEARNING
Ricky Firmansyah, Abdul AzisWahab, Hendi Suhendraya Muchtar, N. Dede Khoeriah -167
21. THE EFFECTIVENESS OF THE ULUL ILMI MODEL IN PAI LEARNING TO
IMPROVE CHARACTERS OF STUDENTS AT THE INDONESIAN UNIVERSITY OF
EDUCATION
Nurti Budiyanti, Asep Abdul Aziz, Fahrudin Fahrudin, Kokom Siti Komariah,
Hasan Albana, Nurul QolbiIzazy - 177
22. CHARACTER LEARNING THROUGH WAYANG SUKURAGA A LOCAL WISDOM
FROM SUKABUMI
Widia Lestari, Rani Trianti, Women Fadillah. Nalah Hamasah Muslim, Saepul Anwar-193
23. IMPLEMENTATION OF PROJECT BASED LEARNING (PJBL) MODEL BASED ON
TPACK FOR STATISTICS IN VOCATIONAL HIGH SCHOOL
Azmi Dewi Nurlaeli, Eneng Nur Hasanah - 207
24. OUTCOME BASED EDUCATION (OBE) DESIGN FOR PROSPECTIVE
MATHEMATICS TEACHERS
Meilani Satri, M. Ridwan Aziz - 215
viii | Table of Contents
25. THE URGENCE OF RELIGIOUS EDUCATION (ISLAM) IN THE FAMILY
ENVIRONMENT
Anidah Inayah - 222
26. ANALYSIS OF STUDENT'S MORAL DEGRADATION TO TEACHERS IN ONLINE
LEARNING SYSTEMS BASED ON ISLAMIC PERSPECTIVE
Ganjar Eka Subakti, Achmad Faqihuddin - 235
27. THE PERMISSION OF ENVY IN SCIENCE AND THEIR IMPLICATIONS ON ISLAMIC
RELIGIOUS EDUCATION LEARNING THE TAKHRIJ STUDY ABOUT PROPHET’S
HADITH AT SHAHIH BUKHARI NUMBER 74
Nurrena Ulayyah, Elan Sumarna - 246
28. THE EFFECT OF SOCIAL MEDIA ON SOCIAL CULTURAL CHANGES IN SUBANG
STATE SMA STUDENTS
Dadang Supriatna, Mujizat Maulana Ibrahim, Warlim - 261
29. THE CONCEPT OF CHARACTER EDUCATION AND CHARACTERISTICS
(COMPARATIVE STUDY)
Agus Riyadi, Anggi Maulana Rizki - 271
30. STUDY OF EXPLORATION OF OPTIMIZATION OF DAKWAH IN THE DIGITAL
ERA
Mohammad Rindu Fajar Islamy, Kokom Siti Komariah, Indri Hardianti,
Khaira Maulida Arfah, Rinjani Wana Kelana, Syara Aulia Putri - 276
31. CONTRIBUTION OF ISLAMIC VALUES INTERNALIZATION TO STUDENT'S
REJECTION OF RADICALISM
Mulyana Abdullah - 283
32. EXPLORATION OF CHARACTER EDUCATION CONTENT THROUGH ANALYSIS
OF CHARACTERS IN THE COLLECTION OF STORIES FOR CHILDREN OF BLUE
JETA PAYUNG
Arum Miss Sekar Cinta, Ummi Nurjamil Baiti Lapiana - 291
33. ESTABLISHMENT OF EMPLOYEE COOPERATION CHARACTER IN JAPANESE
COMPANIES THROUGH HORENSO (REPORT, COMMUNICATE, CONSULT)
Noviyanti Aneros - 304
34. PHILOSOPHICAL ANALYSIS ON THE IMPACT OF INDONESIA'S DUALISM
SYSTEM AND TUNISIA'S FRANCIS SECULAR SYSTEM'S ON THE HIGHER
EDUCATION CURRICULUM
Mariam Ulpah -311
35. STUDENT CREATIVITY IN DESIGNING INNOVATIVE INDONESIAN LEARNING
STRATEGIES METAPHORMING MODEL
Nurul Dwi Lestari - 319
36. STUDENTS’ RESPONSES TO INDONESIAN LANGUAGE LEARNING AT SMPN 1
LANGKE REMBONG RUTENG FLORES NTT
Veronika Meo, Dinn Wahyudin -335
37. THE EFFECT OF IMPLEMENTATION OF STRENGTHENING CHARACTER
EDUCATION (PPK) ON THE MORAL OF STUDENTS OF CLASS VIII SMP NEGERI
13 MAKASSAR
Joeniawandy, Image of Rosalyn Anwar, Pattau -341
Table of Contents | ix
38. RELIGIOUS CULTURE EDUCATION IN RELIGIOUS TOLERANCE DEVELOPMENT
Ina Maryana, Fuad Hilmi, Deden Syarif Hidayatulloh -353
39. JAVANESE MISTICSM IN BANYUMAS SETU PAHING FOLKLORE AS A LOCAL
CULTURAL IDENTITY
Wiekandini Dyah Pandanwangi, Siti Junawaroh, Ernasiwi Astri Oktavilia,
Octaria Putri Nurhayani - 360
40. STRENGTHENING THE VALUES OF RELIGIOUSITY IN CHARACTER EDUCATION
IN PANGANDARAN REGENCY PUBLIC POLICY PERSPECTIVE
Tatang Sudrajat - 367
41. ANALYSIS OF THE NEED FOR MULTIMEDIA BASED TEACHING MATERIALS
FOR EDUCATION
Syahrizal, Fi Yasmi, Thomson Mary - 377
42. ESTABLISHING ECONOMIC SECURITY IN ELEMENTARY SCHOOL
Husna Farhana, Idrus Affandi, Nana Supriatna, Siti Nurbayani - 382
43. THE INCLUSION CULTURE IN FOSTERING RELIGIOUS MODERATION
INDONESIA
Fuad Hilmi, Mila Irmawati - 389
44. TRACING TRADITION CACAPAN MALAY SOCIETY
Hartati Ratna Juita, Herlina - 397
45. TRANSFORMATION OF PUBLIC SERVICE WORK CULTURE TOWARDS CLEAN
AND SERVING PROFESSIONAL BUREAUCRATIC GOVERNANCE
Sahroni - 407
46. VOCATIONAL EDUCATION OPPORTUNITIES IN THE HALAL INDUSTRY IN
PREPARING SUPERIOR HUMAN RESOURCES
Abdul Rachman - 418
47. THE EFFECT OF “WIRAEDUKASI” TRAINING ON ENGINEERING TEACHER
CANDIDATES ON THE PERCEPTION OF HUMANIST TEACHER CHARACTER
Wahid Munawar, Sriyono, Ismadi Rajab, Tri Setyowati D.L. - 431
48. WRITING ESSAYS WITH CLUSTERING-CUBING STRATEGY (CLUSCU)
Sadieli Telaumbanua - 440
49. ELIMINATE RELIGIOUS PREJUDICE IN ISLAMIC EDUCATION THROUGH
RELIGIOUS PLURALISM BASED ON THE QUR'ĀN
Fahrudin, Endis Firdaus, Munawar Rahmat - 451
50. LITERATURE STUDY OF PAI LEARNING MODEL THROUGH RATIONAL
BUILDING IN BUILDING MODERATE CHARACTER OF HIGHER STUDENTS
Aceng Kosasih, Cucu Surahman, Mokh. Iman Firmansyah, Widia Lestari, Luqman,
Fadila Nur Rizkia - 460
51. RELIGIOUS LITERATURE FIGHTING DISTORTION MAKES LIFE MEANINGFUL
Mokh. Iman Firmansyah, Cucu Surahman, Widia Lestari, Silmi Septiani,
Muhamad Ridwan Sudaryat - 469
x | Table of Contents
52. TYPOLOGY OF RELIGIOUS ATTITUDE AND UNDERSTANDING TRACKING THE
INHERENCE CAUSES OF ACTIONS OF RADICALISM
Mokh. Iman Firmansyah, Encep Syarief Nurdin, Kama Abdul Hakam, Aceng Kosasih - 478
53. ANALYZING A VALUES DILEMMA THROUGH USHULI APPROACH A STUDY OF
LITERATURE IN BUILDING MODERATE CHARACTER OF STUDENTS
Wawan Hermawan, Mokh. Iman Firmansyah, Wildan Gumilar, Mulky Munawar,
Muhammad Aqbil Y.R., Rafa Kholida Sriyanto - 487
58 | Realizing Interactive And Fun Pai Learning In The New Normal Era
REALIZING INTERACTIVE AND FUN PAI LEARNING IN THE NEW NORMAL
ERA THROUGH THE MASQUERADE PARTY METHOD
Achmad Faqihuddin*
UniversitasPendidikan Indonesia, Indonesia
e-mail:faqih@upi.edu
Ganjar Eka Subakti
UniversitasPendidikan Indonesia, Indonesia
ganjarekasubakti@upi.edu
*Correspondence: e-mail: faqih@upi.edu
A b s t r a c t s
Students feel that online learning during the COVID-19 pandemic is
less interactive. This was conveyed directly by the Indonesian Child
Protection Commission (KPAI) based on research results. This condi-
tion is also found when blended learning or face-to-face learning is
limited in the new normal era. This has an impact on the decline in stu-
dents’ interest and motivation to learn. Of course, this problem should
be a serious concern for all educators to look for the right method so
that learning in the new normal era becomes more interactive and fun.
This study uses a qualitative approach through observation, interviews,
and document studies at one of the public high schools in Bandung. In
realizing interactive and fun learning, one of the learning methods of-
fered is a masquerade party. The masquerade learning method in the
subjects of Pendidikan Agama Islam dan Budi Pekerti is able to create
an interactive and fun learning atmosphere. Learning through the mas-
querade method is an effort to increase student’s interest and motiva-
tion in participating in learning to avoid learning loss.
A r t i c l e I n f o
Received 00 Jan 2xxx
Revised 00 Jan 2xxx
Accepted 00 Jan 2xxx
Available online 00 Jan 2xxx
Keyword:
Interactive Learning, Fun
Learning, Masquerade Party, New
Normal
Introduction
Since Coronavirus Disease 2019 (COVID-19) has been designated as a health emergency,
the Government of Indonesia has implemented distance learning for students in Indonesia.
The results show that distance learning is implemented in all schools in Indonesia (Dewi
2020). Distance learning is carried out with guidance from parents and teachers. In the learning
process, students interact with teachers using several media and applications, including Google
Classroom, Zoom, Google Meet, and WhatsApp Groups (Alami 2020). The results showed
that distance learning during the COVID-19 pandemic greatly affected student interest in
learning, many students felt bored because they did not meet directly with friends and teachers
(Yunitasari and Hanifah 2020). Meanwhile, the readiness of educational institutions does not
have a direct impact on student’s intention to participate in e-learning during the COVID-19
pandemic (Nikou and Maslov 2021).
The Indonesian Child Protection Commission released very surprising data. KPAI issued
data that the interaction between teachers and students during online learning is considered to
be minimal. A survey of 1,700 students found that the interaction rate was only 20.1 percent.
The remaining 79.9 percent said that there was no interaction in online learning because the
interaction was only limited to giving assignments. The media used were 20.2 percent using
Zoom Meetings, 87.2 percent using chat applications, and 7.6 percent using WhatsApp video
calls (Tim KPAI 2020).
Realizing Interactive And Fun Pai Learning In The New Normal Era | 59
The results of other surveys related to online learning also support this opinion. The survey
showed that 82 percent of respondents answered that they prefer to learn face-to-face at school
ofine, 15 percent answered that they prefer to learn online, and the rest said they don’t know.
The survey involved 480 respondents from both junior and senior high school students. The
respondents came from 38 regencies/cities in East Java Province. The data collection was
carried out from March 28 to April 11, 2020. The survey was carried out using a quantitative
descriptive method and also using a multistage random sampling technique where the margin
of error was 5 percent (Syai 2020).
The KPAI Education Commissioner also surveyed on 11-18 December 2020 to as many as
62,448 respondents to measure children’s perceptions regarding online learning plans. Of the
62,448 respondents, a total of 48,817 respondents (78.17 percent) answered that they agreed that
out-of-network schools would be implemented in January 2021. A total of 6,241 respondents (10
percent) stated that they did not agree. A total of 10,078 (16.13 percent) answered doubtfully.
The students who answered agreed that online learning would be opened in January 2021,
generally giving reasons because they were tired of carrying out online learning and needed
variations through online learning, especially for conducting practical work and discussing
material that is difcult to explain through online learning (Waseso 2020).
The problems of Distance Learning are not only felt by students in Elementary and Secondary
Education, the problems are also felt by students of IAIN Padangsidimpuan. The location of
the campus is in the southern part of North Sumatra with students from diverse backgrounds
and also far from urban areas. This condition is a challenge for the campus. The data shows that
the majority of students as much as 95.8 percent already have a device to carry out distance
learning, but learning is still considered less than optimal. In addition, it is also necessary to
strengthen the digital literacy skills of both students and lecturers (Napitupulu 2020).
In addition to researching students’ perceptions of distance learning, other studies address
parents’ perceptions of distance learning. From the results of research on parents’ perception
of learning conducted online or online came some ndings. Among them, for parents learning
done in the network is something that can not be avoided. But distance learning affects the
increasing burden of families both economically, psychologically, and socially(Asmuni 2020).
Still, the lack of encouragement from parents in the learning process of children at home is
due to the lack of time for children and the unable to play the role of parents to be teachers at
home for their children, especially parents who do not have a background in teacher training.
In addition, other things that support the running of distance learning are in the form of internet
provision and support in terms of helping children understand the material and complete tasks.
Unfortunately, the ndings of this study found decreased motivation to learn and cognitive
ability in children. So that parents hope that learning in school can be done again (Lase, Ndraha,
and Harefa 2020).
The ndings and problems above, indirectly demand educators and policyholders in the
world of education to nd formulas in developing learning methods and strategies to make
learning more creative. Of course, the process must put forward collaborative and interactive
between teachers and students(Faqihuddin 2017). Although learning is done online, off-network,
and blended learning, the learning process should still be interactive and interesting, because
teaching methods can signicantly affect students’ perception of the learning process(Arenas-
Márquez, Machuca, and Medina-López 2012). Of course, these efforts will have an impact on
students’ motivation in the following learning in pandemic times. This study will be discussed
related to the method of learning mask parties in realizing interactive learning in the COVID-19
pandemic.
60 | Realizing Interactive And Fun Pai Learning In The New Normal Era
Methods
The research activity carried out to explore interactive learning at SMAN 7 Bandung uses
a qualitative method approach.. In the process of data collection, interviews, observations, and
document studies are conducted. The collected data, further described, analyzed, interpreted,
and reported (Creswell 2015:52–53). To get the central phenomenon to get rich data, it is
necessary to sort out the places and people to be studied(Creswell 2015:406), In this research,
SMANegeri 7 Bandung was selected as a research place and teacher of Islamic Religious
Learning at SMANegeri 7 Bandung as well as other parties who can support this research
activity. the researcher is the key instrument, the researcher plays a direct role in the collection,
evaluation of quality, analysis, and conclusion of the information obtained (Sugiono 2011:59–
60).
Qualitative information analysis is a series of activities with methods of implementing
information reduction, presentation of information (information display) and conclusion drawing
and verication (conclusion drawing/ verication) (Miles and Huberman 1992:16). Analysis of
information in this research is after obtaining information through observation, interview, and
documentation until the next to reduce the information collected. After being reduced, then the
presentation of information is carried out. After that, conclusions and verications are drawn.
Results and Discussion
Findings
The research activity carried out to explore interactive learning at SMAN 7 Bandung uses
a qualitative method approach.. In the process of data collection, interviews, observations, and
document studies are conducted. The collected data, further described, analyzed, interpreted,
and reported (Creswell 2015:52–53). To get the central phenomenon to get rich data, it is
necessary to sort out the places and people to be studied(Creswell 2015:406), In this research,
SMANegeri 7 Bandung was selected as a research place and teacher of Islamic Religious
Learning at SMANegeri 7 Bandung as well as other parties who can support this research
activity. the researcher is the key instrument, the researcher plays a direct role in the collection,
evaluation of quality, analysis, and conclusion of the information obtained (Sugiono 2011:59–
60).
Qualitative information analysis is a series of activities with methods of implementing
information reduction, presentation of information (information display) and conclusion drawing
and verication (conclusion drawing/ verication) (Miles and Huberman 1992:16). Analysis of
information in this research is after obtaining information through observation, interview, and
documentation until the next to reduce the information collected. After being reduced, then the
presentation of information is carried out. After that, conclusions and verications are drawn.
Since Coronavirus Disease 2019 (COVID-19) was designated as a disease that has an impact
on health emergencies, SmaNegeri 7 Bandung imposed Learning From Home (BDR) or also
known as Learning From Home (LFH). The policy is one of them aims to maintain and protect
the academic community of SmaNegeri 7 Bandung. Online learning or online learning can
also be called Distance Learning. Another very well-known name is Online Learning (online
learning). Online Learning is an education that takes place in the network, where teachers and
those taught do not meet face to face (Pohan 2020:2).
Realizing Interactive And Fun Pai Learning In The New Normal Era | 61
Online education is education through the internet as a place to channel knowledge. This
form of learning can be tried anytime and anywhere without being bound by time and without
the obligation to meet face to face. In the growth of technology, online education continues
to grow rapidly with various applications and features that continue to facilitate its users. Not
bound by time and done without face to face is an advantage of online education that can be
utilized by educators. When the COVID-19 disaster hit the world, online education became one
of the options in carrying out learning. Indonesia practices social distance in all aspects of life,
inevitably also the social distance is applied in learning. Therefore, online education can be
said to be one of the educational options that can be used by educators to improve the quality of
education in Indonesia (Syarifudin 2020).
The media used in online learning is very diverse, there are no legal rules or provisions
that bind teachers in terms of choosing and using online learning media to be used. However,
teachers must refer to the principle of online learning. The record in using online learning
media is the media in addition to the teacher mastering the learning media, students can also
follow and can use the media (Pohan 2020:11). The learning platform at SMAN 7 Bandung
uses Google Classroom, WhatsApp, E-mail, Zoom, Google Meet, and other platforms that can
support the distance learning process.
In addition to having to be precise in choosing the learning media to be used, it needs to be
ensured by the teacher, which is related to online learning time. Although learning from different
places, students and teachers can do learning at the same time. Once the media and time have
been set, it does not mean that the problem of online learning is nished. Problems that are
found when carrying out online learning include uneven students and parents of students who
are procient in operating online media, not all parents of students can buy internet for their
children’s learning, signal disruption, mediocre economic background, not having a smartphone
and difculty in controlling the classroom because they do not do face-to-face directly (Atsani
2020).
At the time Coronavirus Disease 2019 (COVID-19) began to spread in Indonesia, all
policies related to coronavirus disease 2019 (COVID-19) handlers were carried out directly by
the central government. Including policies related to learning during the Coronavirus Disease
pandemic 2019 (COVID-19). One of the policies taken by the government is the enactment of
online learning. The legal basis of policy in the network includes the Letter of the Minister of
Education and Culture Number 46962 / MPK. A/HK/2020, which contains online learning and
working from home to prevent the spread of Covid-19 in universities; Circular Letter of the
Minister of Education and Culture No. 4 of 2020, on the implementation of Education Policy in
the emergency period of the spread of the Coronavirus.
In order for online learning to be carried out effectively, efciently, and not left behind,
students should strategize. Distance learning strategies for students include time management.
Prepare the necessary technology, study earnestly and still build communication with teachers
and classmates (Yuangga and Sunarsi 2020). In addition to students, the state in the face of
distance learning must also be compiled by teachers and policymakers. Teachers as parties
who deal directly with students are required to determine the right learning strategies so that
educational and learning goals can be achieved.
Islamic education is formed to prepare learners to know, understand, live, and later believe,
taqwa and noble practice in practicing Islamic teachings based on the Quran and Hadith. This
process is carried out through guidance, teaching, training, and experience. In addition, in public
and state life is required to respect followers of other religions and live as a united community
62 | Realizing Interactive And Fun Pai Learning In The New Normal Era
(Nor and Malim 2014). While Islamic Religious Education is the position of Islamic Religious
Education as one of the subjects that must be studied by every Muslim student. Both students
study in private schools or in public schools. Islamic Education is an effort in the process of
guidance to students in the hope that students in living their lives can understand and practice
the teachings of Islam(Prihadi 2018).
Islamic Religious Education is included in one of the compulsory subjects in the 2013
Curriculum aims to guide students to have core competencies and basic competencies in
accordance with the material delivered. The learning process is arranged systematically and
pragmatically (Handayani, Ruswandi, and Arin 2021). The core competencies in question
consist of four core competencies consisting of spiritual attitude competence, social attitude
competence, knowledge competence, and skills competence (Republik Indonesia 2016).
PAI learning at SMA Negeri 7 Bandung in a week as much as 3 Hours of Lessons or
equivalent to 135 minutes. Pai and Budi Pekerti subject package books used by students
and teachers at SMAN 7 Bandung are Islamic Religious Education Books and Budi Pekerti
published by the Ministry of Religious Affairs in 2019. The content of the material in the book
is adjusted to the Core Competencies and Basic Competencies. The description of each Basic
Competency integrates four things, namely: Islam as rahmatanlil ‘alamin, nationality insight,
PendidikanPenguatanKarakter (PPK), development of literacy culture, and 21st-century
learning. The themes discussed relate to the Qur’an, aqidah, morals, qh, and the history
of Islamic civilization (Tauk and Halimah 2019)(Rahman and Nugroho 2019)(Chozin and
Untoro 2019).
To achieve PAI learning goals, of course, a strategy is needed. Learning strategy can be
interpreted as the interaction between students and teachers and the environment as a source of
learning(Sumar and Razak 2016:16). Learning strategy is the organization, management, and
delivery of learning (Saifuddin 2014:108). Other opinions reveal that learning strategies are the
chosen ways to convey subject matter in a particular teaching environment (Rofa’ah 2016:67).
In addition, education can be done through the cultivation of Islamic culture (Faqihuddin
and Afriatien 2021). Before the enactment of distance learning, PAI learning was done in the
classroom. To increase the religiosity of students of SmaNegeri 7 Bandung conducted habituation
of reading the Quran, habituation of congregational prayers in school mosques during dzuhur
and ashar prayers, Islamic studies through extra-curricular Muslim Families/ Keluarga Muslim
(KAMUS), and the implementation of Dhuha Inspiration. But after the pandemic, the program
that was run underwent several adjustments, the new system of social distancing effects in
carrying out religious obligations (Regus 2021). Although all done from home, habituation
methods are still seen as effective in instilling Islamic values in students (Susanto, Perdana, and
Indriyani 2021).
Strategies are used to achieve success or success in achieving goals. While the method is
an effort to implement the strategy (Amin 2014:109). The learning strategy used in SMANegeri
7 Bandung is blended learning. The results showed that blended learning has a positive effect
on academic performance. Facilitating self-learning instead of a teacher-controlled learning
process encourages learning and produces positive results (Siddiqui, Soomro, and Thomas
2020). The implementation of blended learning conducted at SMA Negeri 7 Bandung during
the COVID-19 pandemic is combining synchronous learning and asynchronous learning.
Asynchronous learning in the form of contoured and positive habituation tasks carried out
independently by students of SmaNegeri 7 Bandung in their respective homes. Students are
allowed to read and explore independently learning materials. While synchronous students do
Realizing Interactive And Fun Pai Learning In The New Normal Era | 63
learning by interacting directly with the teacher. Media that is often used is the virtual conference
application both Zoom and Google Meet. Google Meet has proven effective in achieving lesson
goals and making classroom activities more organized (Ironsi 2021).
Analysis
The theory of social change mentions the important role of humans in the occurrence of
societal change. The nature and nature of human nature become the background to change(ER
2012:3). Likewise in the world of education, the model of learning can appear in various forms
and variations by the philosophical and pedagogical foundations behind it (Majid 2013:13). A
learning model is a form of learning that is clearly illustrated from start to nish that is presented
characteristically and interestingly by a teacher(Komalasari 2010:57). The COVID-19 pandemic
can be said to be one of the triggers for changes in the way of learning in SMA Negeri 7 and
other schools in Indonesia. The results of observations showed that learning at SmaNegeri 7
Bandung which was originally done face-to-face in the classroom moved into learning through
virtual in distance learning.
The distance learning process carried out at SMA Negeri 7 Bandung prioritizes an interactive
learning model. The interactive learning model has at least six advantages, namely, (1) students
get more opportunities to involve their experience and curiosity in the material they will learn.
(2) Students are trained in how to convey their knowledge through questions submitted to the
teacher. (3) Interactive models become a means of play for students through development/
exploration and research activities as well as investigation. (4) Teachers as facilitators,
knowledge motivators, and designers of student learning activity tasks. (5) place students as the
main subject or perpetrator of active learning. (6) Learning outcomes will be more meaningful
for students(Majid 2013).
The material discussed in PAI subjects at SMA Negeri 7 Bandung is related to the theme of
the Quran, aqidah, morals, qh, and the history of Islamic civilization. The historical theme of
Islamic civilization raised by class X is to imitate the da’wah of the Prophet Muhammad (peace
be upon him) in Makkah and imitate the da’wah of the Prophet Muhammad (peace be upon
him) in Medina. The historical theme of Islamic civilization raised by class XI is taking lessons
from the glory of medieval Islamic civilization and Islamic civilization in modern times. The
historical theme of Islamic civilization raised by class XII is Islamic Da’wah with Wisdom and
Peace in the Archipelago, Factors That Cause the Progress of Islamic Civilization in the World,
and also Factors That Cause the Decline of Islamic Civilization in the World.
One of the efforts to realize interactive learning, PAI, and Budi Pekerti learning carried out
at SMA Negeri 7 Bandung is using the mask party method. A masked party is an activity held
where participants who attend must wear masks. The celebration of mask parties or making
masks as part of activities is not only carried out abroad, in Indonesia, there is also a tradition
of holding mask party activities and even carried out for generations. The existence of Sakukha
Tradition in the community of BuayPernong, PekonBalak West Lampung Regency has existed
since long ago before the arrival of Islam. Sakukha tradition is one of the traditions carried out
by BuayPernong every year, namely in the form of a mask party. Sakukha tradition is used as
entertainment and a gathering place to welcome and celebrate Eid al-Fitr(Susanto et al. 2021).
Mask party learning method is a learning process where all students present in the
learning wear masks. The mask used is an image of a gure who inuences the progress of
Islamic civilization. The concept of the mask party learning method when like bringing back
64 | Realizing Interactive And Fun Pai Learning In The New Normal Era
inspirational gures in his day to dialogue with them about his brilliant life story and thoughts.
In the mask party learning method applied at SMA Negeri 7 Bandung using a student-centered
learning approach. Students are required to be proactive in making masks of the characters
played. In addition to making a mask that will be played, students are also required to read and
live a biography of the life history of the character to be played.
The mask party learning method is almost similar to the role-playing method. The difference
is that in the process, the method of party masking students must wear a mask of the character
to be played, while playing the role of students do not have to use the mask of the character
played. The character played in the mask party method is derived from a character written
in history or plays actual events. With role-playing activities, students are trained to imagine
being someone. It can hone students’ social skills. By role-playing students can also exchange
experiences. From the various benets obtained in the role-playing learning process, it can be
concluded that role-playing can help students’ self-development and assist students in nding
their identity (Halifah 2020).
The applicative of the mask party learning method is that students play the selected character
while using a mask that depicts the face of the character. The steps in the application of learning
methods in SmaNegeri 7 Bandung are:
1) The teacher determines the theme to be discussed. A suitable theme is a theme that discusses
related to history. Especially history is related to Islamic gures in the modern era.
2) The teacher conveys to the students to choose one of the characters to be played.
3) Students make masks from selected gures by printing or printing colors.
4) Students read and study biographies and histories of fully selected gures.
5) When learning begins, students are expected to wear or wear a mask that has been made
before. When using Zoom or Google Meet learning media, students are expected to open
their respective device cameras.
6) The teacher opens and leads his way of learning with students already wearing their
respective masks and will play characters like selected characters.
7) The teacher invites one of the students who play the character to introduce himself (the
personal identity of the character played) and explain inspiration and contribution to the
progress of Islamic civilization during life.
8) In addition to using the monologue method, teachers can also use the Talk Show method as
well as podcasts.
9) Other students pay attention and can have a direct dialogue with the character played, to get
complete information and inspiration from the character played.
10) The teacher helps to explore the existing gures and before closing the learning activities
the teacher concludes on the material discussed.
As an implementation of the mask party method at SMA Negeri 7 Bandung, the teacher
explained related to Basic Competence about studying the development of Islam in modern times
(1800-present). These basic competencies are further outlined in a Learning Implementation
Plan (RPP). To explain the development of Islam in modern times (1800 - present) teachers
inventory historical gures who were inuential on the development of Islamic civilization
from 1800 AD - present. Each student plays a character. When a student gets the task of
playing Muhammad Abduh, then all the student has to do is look for photos of the character
Realizing Interactive And Fun Pai Learning In The New Normal Era | 65
of Muhammad Abduh and the life history of Muhammad Abduh. To search for a photo of
Muhammad Abduh, students can search for it by accessing the internet and then print it into
photo paper and form it into a mask depicting Muhammad Abduh.
When synchronous learning begins, teachers use the zoom application or google meet as an
online learning medium. Students who attended turned on the camera feature on their respective
gadgets while wearing masks that had been made before. The teacher appointed one of the
students to appear in front of other students by acting according to the mask worn. Students
who perform play a role by initiating self-introduction, life experience, or curriculum vitae and
contribute to the advancement of Islamic civilization. In the previous data and data, students
conveyed as if they were gures in history. Other students can ask about the life of the character
being played as if having a direct dialogue with the character. The mask party method creates
an interactive learning atmosphere. Although the learning is carried out online, 7 Bandung State
High School students are enthusiastic and motivated in studying PAI, especially the history of
Islamic civilization.
The advantages of the Mask Party learning method applied to the historical theme of Islamic
civilization PAI subjects in the past, this learning method is very suitable for history where
historical gures or actors are immortalized with photos or images. So with the photo, students
can easily print photos of historical gures and form the image so that it becomes a mask.
With assignments to play historical gures, students are more proactive in seeking historical
references from the characters to be played. Masked party learning methods can create a more
interactive learning atmosphere, both in-network and off-network learning. By using the mask
of the face of the character played, students become more familiar with the face of the character
played.
The shortcomings of mask party learning methods include students having difculty in
nding images or photos of faces of undocumented gures. The historical material of Islamic
civilization discusses the development of Islam from the time of the Prophet Muhammad (peace
be upon him) to the development of contemporary Islam. From the long history of Islamic
civilization, there are certainly documented historical actors and many are also undocumented.
Therefore, the method of learning is very suitable for the history of contemporary Islamic
civilization where the perpetrator of history has documented his face. In addition, if there is a
network constraint that forces students to turn off the camera feature in the video conference as
a medium used in learning. This video feature is important in the mask party method application
as a medium featuring the mask worn.
Conclusion
Starting from 2019 Indonesia and other parts of the world must accept the reality of the
outbreak of COVID-19. The continued spread of COVID-19 made the Indonesian Government
hit the emergency break. To minimize the spread of the virus, the Indonesian government
stopped face-to-face learning in the classroom and replaced it with distance learning. Distance
learning or online that is applied throughout the school is a new thing for students and teachers
in Indonesia. In addition to being a new thing, all parties are also not ready both in terms of
equipment and learning content that moves from ofine to online. As a result of this situation,
in the early days applied the learning process is mostly done with assignments from teachers
and students. More defense is done with asynchronous than with synchronous learning. Each
teacher gives his or her assignment to the student, so that the tasks that must be done by the
student accumulate. This condition has an impact on the loss of learning motivation in students.
66 | Realizing Interactive And Fun Pai Learning In The New Normal Era
Survey results have emerged that online learning is less interactive so it has an impact on
decreasing students’ interest and motivation in following online learning.
Islamic education is the process of preparing humans to practice the teachings of Islam based
on the Quran and Hadith. While Islamic Religious Education is Islamic Religious Education
as one of the subjects that must be studied by every Muslim student. Existing conditions make
teachers look for various strategies and methods so that the form of interactive learning. One of
the efforts made by teachers of Islamic Religious Education and Budi Pekerti at SMA Negeri 7
Bandung is to carry out learning with mask party methods. The mask party method is a learning
process where all students present in the learning use masks. The mask used is an image of
a gure who inuences the progress of Islamic civilization. The concept of the mask party
learning method when like bringing back inspirational gures in his day to dialogue with them
about his brilliant life story and thoughts.
From the results of observation and observation, the mask party method managed to create
an atmosphere of learning that is not boring, interactive, increasing students’ interest and
motivation in following distance learning. Mask party method in addition to being applied
through online learning, mask party method can also be applied to ofine learning or blended
learning. The mask party method is only a small and simple effort in answering the problems
that exist during online learning. Hopefully in the future new learning methods are born in
increasing the interest, motivation, and quality of students in the following learning in school.
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