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All Journal Journal of English Language Teaching and Learning (JETLE) Journal of General Education and Humanities Edueksos: Journal Pendidikan Sosial dan Ekonomi
Khomarudin Khomarudin
UIN Siber Syekh Nurjati Cirebon
Humanities Languange, Linguistic, Communication & Media Mathematics Other

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Virtual Socialization Through Online Game: Social Interaction in Roblox Syakilah Azzahra; Najwa Naela Putri; Asyrof Bahauddin Mubarok; Khomarudin Khomarudin
Edueksos: Jurnal Pendidikan Sosial & Ekonomi Vol. 14 No. 01 (2025)
Publisher : Department of Tadris IPS FITK UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/edueksos.v14i01.18440

Abstract

Online games, especially on the Roblox platform, have become an increasingly significant digital interaction environment. This study aims to explore social interactions in the context of online gaming, with a particular focus on the Roblox platform. Roblox was chosen as the research subject due to its growing popularity and the diverse and complex social environment it offers. A qualitative approach was employed, with data collected through direct observation within the game, allowing for firsthand observation of player interaction dynamics. Additionally, a sample of Roblox players was surveyed using a questionnaire containing several questions related to interaction and socialization. The collected data were then analyzed by identifying key themes related to the game's influence on friendship-building, collaboration, and emerging communication norms within the gaming community. As a result, player interactions in the online gaming environment have implications for creating inclusive online communities and designing games that enhance players' social experiences. Keywords: Social interaction, Online gaming, Roblox
The influence of gamification learning on students’ critical thinking skills at junior high school Wardah Wijaya Kurmah; Nana Priajana; Khomarudin Khomarudin
Journal of English Language Teaching and Learning (JETLE) Vol 7, No 2 (2026): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v7i2.34487

Abstract

To overcome the issue of limited student participation in classroom learning, teachers are encouraged to develop and apply innovative teaching strategies. In addition, fostering students’ 21st-century skills is essential, particularly in alignment with the objectives of the Merdeka Curriculum. This study investigates the influence of a gamification learning strategy in fostering students' critical thinking skills in English learning, specifically among eighth-grade students at Junior High School in Indonesia. The research was conducted by first measuring students’ baseline critical thinking skills through a pre-test and then comparing results with a post-test. A quasi-experimental quantitative approach was used, employing a two-group design: the experimental group and the control group. Data analysis was performed using t-test formula. The post-test results indicated that the experimental group scored an average of 85.56, significantly higher than the control group's average of 67.91. The statistical test yielded a sig. (2-tailed) value of 0.001, which is below the 0.05 significance level (p < α), leading to the acceptance of the alternative hypothesis. Therefore, these findings confirm that gamification learning, especially utilizing tools like Quizalize can significantly improve students' engagement and critical thinking in English learning.
Students’ Self-Reported Use of AI Chatbots in Vocabulary Learning: A Mixed-Methods Study in A Reading Course Zakky Yavani; Putri Dhini Apriliani; Khomarudin Khomarudin
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1546

Abstract

This study examines students’ self-reported integration of AI chatbots into vocabulary learning in the Literacy for Academic Purposes course by reporting on the usage of various vocabulary learning tasks. An explanatory sequential mixed-methods design was adopted. Quantitative data were collected from 82 third-semester English Education students with an 18-item self-reported questionnaire. Descriptive statistics were used for data analysis in IBM SPSS Statistics version 23. The qualitative phase involved semi-structured interviews with six students and one course lecturer, and the interview data were analyzed using the Braun and Clarke thematic analysis. The quantitative data reported that finding meaning in context, generating the meaning of a word, and reading comprehension were the most regularly used AI chatbots, whereas vocabulary consolidation and vocabulary application were reported the least. The qualitative data reported that the study participants mainly used AI chatbots to aid their comprehension of vocabulary while reading and that the study participants used AI chatbots the least to reinforce vocabulary and to engage in the productive use of language. Joint display analysis indicated that AI chatbot use was task-centered, and qualitative data reported the task-specific use of AI chatbots in vocabulary learning tasks. The findings of the study reported that the use of AI chatbots in vocabulary retrieval should be extended to the use of AI chatbots in vocabulary consolidation, the productive use of language, and the critical use of AI chatbots.
Co-Authors Asyrof Bahauddin Mubarok Najwa Naela Putri Nana Priajana Putri Dhini Apriliani Syakilah Azzahra Wardah Wijaya Kurmah Zakky Yavani