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All Journal Journal of Noesantara Islamic Studies Journal of Loomingulisus ja Innovatsioon Journal of Humanities Research Sustainability International Journal of Language and Ubiquitous Learning
Nilam Cahya Munandar
Universitas Islam Negeri Imam Bonjol Padang
Religion Humanities Computer Science & IT Environmental Science Law, Crime, Criminology & Criminal Justice Other

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Technology-based learning innovation to enhance Student creativity: a literature review Nilam Cahya Munandar; Tasya Humairo; Fatima Al-Sheikh
Journal of Loomingulisus ja Innovatsioon Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/innovatsioon.v3i1.2881

Abstract

Rapid advancements in the 21st-century education landscape necessitate the integration of digital tools to foster higher-order thinking skills, particularly in the complex domain of science. This study aims to analyze the effectiveness of technology-based learning innovations in enhancing student creativity within physics education through a comprehensive literature review. Data were collected from reputable international journals published between 2019 and 2024, utilizing a systematic screening process to identify relevant empirical studies regarding digital interventions. The analysis reveals that specific innovations, such as augmented reality, virtual laboratories, and interactive simulations, significantly improve students' creative thinking abilities by visualizing abstract physical phenomena and allowing for open-ended experimentation without physical constraints. Unlike previous reviews that focus primarily on cognitive learning outcomes or conceptual mastery, this research uniquely synthesizes how digital platforms specifically target indicators of creativity, including fluency, flexibility, and elaboration in solving physics problems. These findings offer critical theoretical and practical implications for curriculum developers and physics educators to design technology-integrated learning environments that not only transfer knowledge but also cultivate the inventive scientific mindset required for the future development of physics.
Ritual and Religion: The Role of Cultural Practices in Identity Formation Nilam Cahya Munandar; Lucas Lima; Tiago Costa
Journal of Humanities Research Sustainability Vol. 1 No. 4 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jhrs.v1i4.1797

Abstract

Background. This research explores the role of rituals and religion in shaping individual and group identities in various social settings. The background of this research is based on the role of rituals in connecting individuals with their communities and cultural heritage, which gives a deep meaning to collective identity. Purpose. This quantitative study aimed to investigate the preferences of Thai as a foreign language (TFL) learner for ten commonly discussed types of OCF. Specifically, it examined whether these preferences are influenced by four learner variables: proficiency level, first language (L1), foreign language classroom anxiety (FLCA), and foreign language enjoyment (FLE). Method. The study involved 288 university students from Chinese, Japanese, and Korean TFL settings, and the data from questionnaires were analysed using appropriate statistical methods. Results. The findings indicate that, regardless of proficiency level, L1, FLCA, or FLE level, learners prefer more explicit OCF techniques, such as metalinguistics feedback and explicit correction. However, Korean undergraduates scored lower in the majority of OCF strategies (i.e., ignoring, elicitation, recast, explanation, and public feedback) compared to the other participants. Conclusion. This study has significant implications for instructional practices in TFL settings and for L2 lecturers in the classroom. By understanding learners’ preferences for OCF, educators can tailor their instructional approaches to meet the specific needs of their students.
The Concept of the Manners of Seeking Knowledge According to Imam Al-Ghazali and its Relevance for Contemporary Islamic Education: A Literature Review Nilam Cahya Munandar; Mutia Lutfi; Toseef Azid
Journal of Noesantara Islamic Studies Vol. 2 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnis.v2i6.2856

Abstract

This study passionately explores the profound and timeless concept of the manners of seeking knowledge championed by the venerable Muslim scholar, Imam Al-Ghazali, and investigates its compelling humanistic relevance for fostering ethical character within contemporary Islamic education. Employing a rigorous qualitative literature review (library research) focused on Al-Ghazali's ethical masterpieces, particularly Ihya' 'Ulum al-Din, the primary objective is to articulate a holistic ethical roadmap for the moral development of both the student and the teacher. Our method involved systematic thematic analysis to uncover Al-Ghazali's core manners principles: sincerity of intention, deep reverence for knowledge, profound humility, patience, and the moral obligation to apply learning for personal and societal betterment. The results demonstrate that Al-Ghazali’s educational philosophy transcends mere intellectual acquisition; it fundamentally seeks human transformation from an unrefined state to a person of wisdom, self-awareness, and ethical integrity. This research offers novelty by synthesizing these classical spiritual-ethical requirements into a deeply relevant, character-centric framework that challenges the current education paradigm's over-emphasis on purely cognitive metrics. The implication is that by consciously integrating this ethical framework, contemporary Islamic education can cultivate responsible, compassionate, and ethically grounded scholars more effectively. While rooted in education, this holistic emphasis on ethical integrity and the pursuit of objective truth is foundational for any scholarly endeavor, critically contributing to the development of science and learning across all disciplines by ensuring that intellectual exploration is always guided by profound human values and responsibility, leading to unbiased research and applications that genuinely serve the greater good of humanity.
Use of ClassPoint and Interactive Applications as Ubiquitous Learning Media in Mufradat Learning: Literature Study Nilam Cahya Munandar; Lidia Nelfianti; Rashid Rahman
International Journal of Language and Ubiquitous Learning Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i3.2858

Abstract

Background. The rapid development of educational technology has shifted learning environments from traditional classroom settings toward flexible, technology-enhanced ecosystems that allow students to access materials anytime and anywhere. However, the integration of interactive platforms in Arabic vocabulary learning remains underexplored Purpose. This literature study aims to analyze how ClassPoint and selected interactive applications support ubiquitous learning principles, enhance student engagement, and improve vocabulary mastery. Method. The analysis indicates that ClassPoint, with its interactive quiz features, annotation tools, and immediate feedback system, contributes to active participation and fosters learner autonomy. Results. Similarly, other interactive applications such as Quizizz, Quizlet, and Kahoot facilitate repeated exposure to vocabulary, multimodal reinforcement, and context-based learning, all of which are essential for mufradat acquisition. The findings also show that ubiquitous learning environments provide greater flexibility for students to practice language skills beyond the classroom, thereby increasing retention and motivation. Conclusion. In conclusion, the literature supports the view that combining ClassPoint with interactive applications offers an effective and engaging approach to mufradat learning, particularly when aligned with ubiquitous learning principles.
Co-Authors Fatima Al-Sheikh Lidia Nelfianti Lucas Lima Mutia Lutfi Rashid Rahman Tasya Humairo Tiago Costa Toseef Azid