Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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This Author published in this journals
All Journal Al-Hijr: Journal of Adulearn World Southeast Asian Journal of Islamic Education International Journal of Educational Narratives
Misbahul Khairani
Sekolah Tinggi Agama Islam Samarinda
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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The Role of Ruangguru Online Tutoring in Islamic Religious Education (PAI) Learning for Madrasah Ibtidaiyah Students Susanto Susanto; Misbahul Khairani; Noor Malihah; Ferli Septi Irwansyah
Southeast Asian Journal of Islamic Education Vol. 9 No. 1 (2026): Southeast Asian Journal of Islamic Education, June 2026
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v9i1.13569

Abstract

This study examines the role of Ruangguru online tutoring in supporting Islamic Religious Education (PAI) learning among students at MI Al-Azhar Samarinda. Using a qualitative field research design, data were collected through observation, in-depth interviews, and documentation. Participants consisted of seven students who actively used Ruangguru for PAI learning, seven parents, one Ruangguru branch manager, and one marketing officer, selected purposively to represent student, family, and platform perspectives. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings show that Ruangguru in Samarinda operates through an e-learning model centered on the Ruangngaji feature. This feature provides animated PAI learning videos, infographic summaries, Ruang Uji practice exercises, and learning progress reports. Ruangguru supports PAI learning by improving students’ understanding and learning outcomes, providing accessible learning facilities, increasing motivation and enthusiasm, helping students overcome difficulties in Qur’anic recitation and related materials, and enabling students to access learning resources anytime and anywhere. The study indicates that online tutoring platforms can serve as complementary learning resources for PAI at the madrasah ibtidaiyah level. However, broader studies involving different schools, platforms, and learning contexts are needed to strengthen the generalizability of these findings.
THE ASSESSMENT REVOLUTION: THEORIES AND METHODOLOGIES OF AUTOMATED ASSESSMENT USING MACHINE LEARNING FOR EVALUATING LEARNING PROGRESS Misbahul Khairani; Cedric Butler; Markus Rolle
Al-Hijr: Journal of Adulearn World Vol. 4 No. 4 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v4i4.1153

Abstract

Rapid advances in artificial intelligence and machine learning have fundamentally transformed educational assessment practices, shifting evaluation from episodic, human-centered measurement toward continuous, data-driven monitoring of learning progress. This study aims to examine the theoretical foundations and methodological approaches underlying automated assessment systems that employ machine learning to evaluate learning progress in diverse educational contexts. A qualitative systematic review with an integrative analytical framework was employed, drawing on peer-reviewed studies from international journals across education, learning analytics, and computer science. The selected literature was analyzed to identify dominant assessment purposes, theoretical alignments, data sources, modeling techniques, and validation strategies. The results indicate that most automated assessment systems prioritize predictive accuracy and efficiency, frequently conceptualizing learning progress through performance-oriented metrics while offering limited alignment with established assessment theories such as formative assessment and construct validity. Theory-informed and interpretable models remain underrepresented despite their pedagogical relevance. The findings reveal a persistent gap between technological innovation and educational meaning-making in automated assessment research. This study concludes that the assessment revolution driven by machine learning will remain incomplete without stronger integration of educational assessment theory, methodological transparency, and interpretability. Aligning machine learning methodologies with robust assessment principles is essential to ensure that automated systems support meaningful evaluation of learning progress, instructional decision-making, and educational equity.
Social Media as Narrative Pedagogy: Instagram Stories and TikTok in Contemporary Learning Practices Misbahul Khairani; Aung Myint; Thandar Htwe; Siti Nur Azizah
International Journal of Educational Narratives Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i6.2563

Abstract

Background. The rapid evolution of social media platforms has reshaped educational communication, offering new spaces for narrative-based learning that merges visual storytelling with participatory engagement. Purpose. This study explores the use of Instagram Stories and TikTok as narrative pedagogical tools that enhance students’ reflective, creative, and critical learning experiences in contemporary classrooms. Method. The research aims to analyze how short-form digital narratives can foster multimodal literacy, social interaction, and emotional connection in learning processes. Employing a qualitative narrative inquiry design, data were collected through classroom observations, student-generated content, and semi-structured interviews with educators and learners across higher education contexts. Results. The findings reveal that Instagram and TikTok stories serve as dynamic platforms for constructing personalized learning narratives that integrate academic content with lived experiences. Students demonstrated heightened engagement, creativity, and agency when invited to design educational stories, while teachers reported improved dialogic relationships and inclusivity in their classrooms. Conclusion. The study concludes that narrative pedagogy through social media transforms passive consumption into active knowledge creation, bridging formal and informal learning spaces. It emphasizes the potential of digital storytelling to cultivate critical digital citizenship and empathy among learners in the 21st century.
Co-Authors Aung Myint Cedric Butler Ferli Septi Irwansyah Markus Rolle Noor Malihah Siti Nur Azizah Susanto Susanto Thandar Htwe