Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Ar-Fachruddin: Journal of Islamic Education
Sumarli Sumarli
SMA Al Fatih Simpang Rimba, Kepulauan Bangka Belitung
Religion Education Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The Effectiveness of Augmented Reality–Based Islamic Education  Learning on Students’ Learning Motivation at SMA Al Fatih Simpang Rimba, Kepulauan Bangka Belitung Dian Rezki Pratama; Sumarli Sumarli
Ar-Fachruddin: Pendidikan Agama Islam Vol 2 No 2 (2025): Transforming Islamic Education through Digital Innovation, Immersive Learning, an
Publisher : CV. Zamron Pressindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7401/jmnvr413

Abstract

Research Objective– This study aims to examine the effectiveness of Augmented Reality (AR)–based Islamic education learning in enhancing students’ learning motivation at SMA Al Fatih Simpang Rimba, Kepulauan Bangka Belitung, addressing the limited empirical evidence on motivational outcomes of AR integration in non-formal educational settings. Methodology– A quantitative quasi-experimental method employing a pretest–posttest non-equivalent control group design was applied. The sample consisted of 38 students divided into an experimental group receiving AR-based instruction and a control group receiving conventional learning. Students’ learning motivation was measured using a validated ARCS-based questionnaire. Data were analyzed using descriptive statistics, assumption testing Findings– The results indicate a statistically significant improvement in learning motivation among students exposed to AR-based Islamic education learning. The experimental group demonstrated substantially higher posttest motivation scores than the control group. Dimension-level analysis revealed strong effects on attention and relevance, with moderate yet significant effects on confidence and satisfaction. Research Implications/Limitations–  The findings suggest that AR-based learning can effectively enhance motivational engagement in Islamic education, particularly within senior high school contexts. However, the study is limited by its short intervention duration and focus on motivational variables. Originality/Value–  This study contributes novel insights by focusing on learning motivation as the primary outcome and situating AR-based Islamic education learning within a senior high school environment, thereby enriching both motivational theory and digital Islamic pedagogy.
Integrating AI Chatbots into Islamic Education: Effects on Students’ Self-Regulated and Learning Outcomes at SMP IT Pondok Tahfizh Qur'an Kepulauan Bangka Belitung Sumarli Sumarli; Dian Rezki Pratama
Ar-Fachruddin: Pendidikan Agama Islam Vol 2 No 2 (2025): Transforming Islamic Education through Digital Innovation, Immersive Learning, an
Publisher : CV. Zamron Pressindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7401/qxyfsn30

Abstract

Research Objective – This study aims to examine the effects of integrating AI-powered chatbots into Islamic education on students’ self-regulated learning (SRL) and learning outcomes at the junior high school level. Methodology – A quantitative quasi-experimental design with a non-equivalent control group pretest–posttest was employed. The participants were 64 eighth-grade students at SMP IT  Pondok  Tahfizh Qur'an Kepulauan Bangka Belitung, Indonesia, divided into an experimental group receiving AI chatbot–supported instruction and a control group receiving conventional teacher-centered instruction. Data were collected using an adapted Self-Regulated Learning questionnaire and an achievement test, and analyzed through descriptive statistics, independent-samples t-tests, gain score analysis, and Pearson correlation. Findings – The results indicate that students in the experimental group demonstrated significantly higher improvements in both self-regulated learning and learning outcomes compared to the control group (p < 0.001). A strong positive correlation was also found between SRL and learning outcomes (r = 0.68), suggesting that enhanced self-regulation contributes meaningfully to academic achievement. Research Implications/Limitations – The findings highlight the pedagogical potential of AI chatbots to foster learner autonomy and academic performance in Islamic education, although generalizability is limited by the single-institution sample. Originality/Value – This study provides novel empirical evidence on AI chatbot integration in Islamic secondary education, linking SRL development with learning outcomes within a faith-based context.
Co-Authors Dian Rezki Pratama