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All Journal Education and Linguistics Knowledge Journal (Edulink) Jurnal Pedagogy
Imro'athush Sholihah, Husna
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Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media

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REVIVING BLORA'S CULTURE: AN AUGMENTED REALITY MODULE BASED ON ART AND TRADITION FOR COLLEGE STUDENTS' ENGLISH LEARNING Imro'athush Sholihah, Husna
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 8 No 1 (2026): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v8i1.8851

Abstract

This study responds to the growing need for culturally grounded and technology-enhanced English learning materials for students enrolled in Primary School Teacher Education programs. At the university level, English instruction often remains generic and insufficiently connected to the cultural contexts that prospective elementary school teachers are expected to introduce in their future classrooms. Addressing this gap, the present study aims to develop an English learning module that integrates local arts and traditions from Blora with Augmented Reality, thereby enhancing contextual relevance, learner engagement, and motivation. The research adopts a development-oriented approach comprising three main stages: needs analysis, product design, and prototype development. Data were collected through interviews, questionnaires, and expert validation processes. The findings from the needs analysis reveal a clear demand among both lecturers and students for English learning materials that are contextually meaningful and supported by interactive technological features. The resulting prototype incorporates local cultural elements, including Barongan and Tayub, which are presented through interactive Augmented Reality components to facilitate more immersive learning experiences. Validation results indicate that the module is highly feasible in terms of content quality and feasible in terms of media design. These findings suggest that the integration of local cultural content with interactive technology not only enriches instructional materials but also fosters more meaningful and engaging English learning experiences.
Multiliteracy-Based Islamic Education for Students For 21st Century Competency Strengthening Munawar, Mohamad; Setio Widodo, Ahmad; Imro'athush Sholihah, Husna
JURNAL PEDAGOGY Vol. 19 No. 1 (2026): Volume 19 Nomor 1 Tahun 2026
Publisher : Sekolah Tinggi Agama Islam Muhammamdiyah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63889/pedagogy.v19i1.364

Abstract

This study aims to analyze multiliteracy-based Islamic education as a strategy to strengthen the competence of students in the 21st century. This study is motivated by technological and information developments that require students to have digital literacy, information literacy, media literacy, visual literacy, and cultural literacy skills in order to be able to deal with social, academic, and world of work changes adaptively. This research uses a qualitative approach with a case study method at STAI Muhammadiyah Blora, through data collection techniques in the form of observation, interviews, and documentation studies. The results of the study show that multiliteracy-based Islamic education can improve students' ability to sort information, think critically, understand Islamic teachings more deeply, use technology wisely, and develop religious, creative, innovative, and responsible character. However, its implementation still faces challenges in the form of low understanding of educators and students on the concept of multiliteracy, limited resources, and the need for a curriculum that is more relevant to the needs of the 21st century. Therefore, multiliteracy-based Islamic education needs to be supported through the development of innovative learning methods, strengthening lecturer competencies, utilizing information technology, and collaboration between educational institutions, the government, parents, and the community. Thus, this approach can be a model for the development of Islamic education that is academic, practical, and contextual in forming students who are critical, adaptive, moral, and ready to contribute positively to society in the digital era.
Co-Authors Munawar, Mohamad Setio Widodo, Ahmad