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All Journal Jurnal Kajian Ilmu Pendidikan (JKIP) Indonesian Journal of Linguistics and Educational Studies
Achmad Ilham Firmahdi
Universitas Nurul Jadid
Education Social Sciences Other

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Integrating Wordwall, Artificial Intelligence, And Gamification To Improve Secondary Students’ Textbook Comprehension In Indonesian Language And Islamic Education Learning Achmad Ilham Firmahdi; Achmad Fawaid; Muhammad Iqbal
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 6 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i6.2458

Abstract

Textbook comprehension in Islamic Education and Indonesian Language learning requires students to move beyond memorization toward interpretation, evaluation, and contextual application. This study aims to examine the effect of integrating Wordwall, artificial intelligence, and gamified learning on students’ comprehension of Islamic Education and Indonesian Language textbooks at SMA Nurul Jadid. A quantitative quasi-experimental design with a pretest–posttest control group model was employed, involving 60 students divided into an experimental group and a control group, with data analyzed through descriptive statistics, assumption testing, paired sample t-test, independent sample t-test, and N-Gain analysis. The results show that the experimental group’s mean score increased from 62.40 to 84.20, while the control group increased from 61.80 to 73.10. The paired sample t-test confirmed significant improvement in both groups, but the experimental group achieved a larger gain and a higher N-Gain score of 0.58 compared with 0.30 in the control group. Student responses also indicated high motivation, engagement, and perceived usefulness of AI-supported learning. The novelty of this study lies in integrating Wordwall, AI-supported scaffolding, and gamified learning as a unified instructional model for textbook comprehension in religious and language education.
Integrating Wordwall, Artificial Intelligence, And Gamification To Improve Secondary Students’ Textbook Comprehension In Indonesian Language And Islamic Education Learning Achmad Ilham Firmahdi; Achmad Fawaid; Muhammad Iqbal
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 6 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i6.2458

Abstract

Textbook comprehension in Islamic Education and Indonesian Language learning requires students to move beyond memorization toward interpretation, evaluation, and contextual application. This study aims to examine the effect of integrating Wordwall, artificial intelligence, and gamified learning on students’ comprehension of Islamic Education and Indonesian Language textbooks at SMA Nurul Jadid. A quantitative quasi-experimental design with a pretest–posttest control group model was employed, involving 60 students divided into an experimental group and a control group, with data analyzed through descriptive statistics, assumption testing, paired sample t-test, independent sample t-test, and N-Gain analysis. The results show that the experimental group’s mean score increased from 62.40 to 84.20, while the control group increased from 61.80 to 73.10. The paired sample t-test confirmed significant improvement in both groups, but the experimental group achieved a larger gain and a higher N-Gain score of 0.58 compared with 0.30 in the control group. Student responses also indicated high motivation, engagement, and perceived usefulness of AI-supported learning. The novelty of this study lies in integrating Wordwall, AI-supported scaffolding, and gamified learning as a unified instructional model for textbook comprehension in religious and language education.
Rethinking authorship after generative AI: assessment design, academic integrity, and linguistic evidence in Indonesian higher education Achmad Ilham Firmahdi
Indonesian Journal of Linguistics and Educational Studies Vol. 1 No. 2 (2026): Generative AI, multilingual learning, and classroom divide in Indonesia
Publisher : CV Narasi Khatulistiwa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67490/ijled.v1i2.934

Abstract

Background: Generative AI has unsettled conventional authorship in Indonesian higher education by blurring boundaries between legitimate writing support, linguistic development, and academic misconduct. Objective: This study examines how authorship after generative AI is constructed through assessment design, academic integrity governance, and linguistic evidence in Indonesian higher education. Method: Using qualitative corpus-based document analysis, this study analyses 17 publicly accessible policy, pedagogical, contextual, and scholarly documents through coding categories on accountability, assessment orientation, and language-based authorship judgement. Results: Findings show that human-accountability centred authorship dominates corpus documents, indicating that students remain responsible for claims, sources, reasoning, and final submissions even when AI assistance is permitted. Findings also reveal that assessment responses increasingly privilege process-based evidence, pedagogical guidance, oral explanation, prompt documentation, and source verification over detector-only control. Implication: Linguistic evidence is positioned as supportive rather than conclusive, because polished academic English may reflect EFL development, translation, feedback uptake, or AI-mediated revision. Novelty: This study offers a novel assessment-ecology perspective by integrating authorship accountability, integrity design, and contextual linguistic judgement as a defensible framework for evaluating AI-assisted academic writing in multilingual higher education
Co-Authors Achmad Fawaid Muhammad Iqbal