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All Journal An-Nuha : Jurnal Kajian Islam, Pendidikan, Budaya Dan Sosial Journal of Integrated Elementary Education
M. Arie Firdaus Heriansyah
Universitas Islam Negeri Sultan Maulana Hasanudin Banten
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Evaluating Digital Religious Literacy among Madrasah Students in The Era of Algorithm-Driven Social Media Ari Hasan Ansori; M. Arie Firdaus Heriansyah; Ghina Siti Fitria Heriyanti
An-Nuha : Jurnal Kajian Islam, Pendidikan, Budaya dan Sosial Vol. 13 No. 1 (2026): July
Publisher : LP2M Sekolah Tinggi Agama Islam (STAI) Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64810/annuha.v13i1.975

Abstract

This study is motivated by the transformation in students’ access to religious information, which is increasingly shaped by algorithm-driven social media platforms. This shift has influenced how madrasah students receive, interpret, and evaluate religious content. In this context, an empirical investigation into students’ digital religious literacy is essential, particularly in responding to the rapid circulation of religious information that is not always verified or validated. The study aims to assess the level of digital religious literacy among Madrasah Aliyah students in the era of social media algorithms. A quantitative approach was employed using an evaluative survey design involving 300 students selected through random sampling techniques. Data were collected using a Likert-scale questionnaire consisting of five indicators: the selection of credible religious sources, information verification, comprehension of religious messages, critical attitudes toward religious content, and digital ethics in information dissemination. Data were analyzed using descriptive statistical methods, including mean scores, percentages, and categorical classification of literacy levels. The findings indicate that students’ digital religious literacy falls within the moderate category, with an average score of 3.28. The lowest performance was observed in the ability to verify information, while social media usage was dominated by TikTok and YouTube as primary sources of religious content. These findings reveal an imbalance between technical literacy and critical literacy, where access and comprehension skills are relatively more developed than evaluative capacities. In conclusion, students’ digital religious literacy is at a moderate level with notable variation across indicators, particularly in information verification, which remains the most critical weakness in their literacy structure.
The effect of AI-assisted authentic assessment on students’ learning growth in a primary school science classroom Ari Hasan Ansori; Ghina Siti Fitria Heriyanti; M. Arie Firdaus Heriansyah
Journal of Integrated Elementary Education Vol. 6 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v6i1.30802

Abstract

This study examines the implementation of artificial intelligence (AI)-assisted authentic assessment and its effect on the learning growth of elementary school students. The study employed a nonequivalent control-group quasi-experimental design involving 72 fifth-grade students. The experimental group received AI-assisted authentic assessment through performance tasks, inquiry-based projects, and open-ended activities, whereas the control group used conventional assessment methods. The findings indicate that the AI-assisted assessment system operated effectively. The natural language processing (NLP)-based system mapped students’ levels of conceptual mastery, identified dominant errors, and generated diagnostic information that teachers used to provide rapid, specific, and adaptive feedback. The system also accelerated response analysis, monitored students’ individual understanding, and promoted active cognitive engagement, enabling students to explain, connect, and reflect on their observational findings related to scientific concepts. The results further show that the experimental group achieved a high N-Gain score (0.72), whereas the control group obtained a moderate N-Gain score (0.43), with t (70) = 11.704, p < 0.001, and Cohen’s d = 2.76, indicating a very large practical effect of AI-assisted authentic assessment on students’ learning growth. These findings confirm that AI-assisted authentic assessment is effective in enhancing learning growth, strengthening the formative function of assessment, and supporting more personalized, reflective, and evidence-based science learning.
Co-Authors Ari Hasan Ansori Ghina Siti Fitria Heriyanti Ghina Siti Fitria Heriyanti