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All Journal Molang: Journal Islamic Education
Ulil Absor R.S.D
Pendidikan Bahasa Indonesia, Universitas Madura, Indonesia
Education

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Optimizing The Understanding Of The Values Of The Hikayat Text Through Interactive Media Quizizz: A Descriptive Qualitative Study at Al-Islamiyah High School Moh Mahrus Shofi; Nor Afni Dian Maulidini; Wasilurrahman Wasilurrahman; Ulil Absor R.S.D; Shinta Widia Sari; Ainur Rofiq Hafsi
Molang: Journal Islamic Education Vol. 4 No. 2 (2026): Molang: Journal Islamic Education
Publisher : LP2M IAI AL-KHAIRAT PAMEKASSAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jm.v4i2.1973

Abstract

The appreciation of classical literature, specifically hikayat texts, often faces a pedagogical impasse due to the dominance of conventional lecture methods, which induce student passivity, erode intrinsic motivation, and cause cognitive overload. This descriptive qualitative study aims to describe the operational process and impact of integrating Quizizz, a digital gamification platform, with a Discovery Learning framework and visual scaffolding to optimize comprehension of hikayat material. Conducted at SMA Al-Islamiyah, the study involved 30 tenth-grade students and an Indonesian language teacher. Data were gathered multi-dimensionally through semi-structured interviews, participant observation, Quizizz digital footprint extraction, and student perception questionnaires. The findings indicate that implementing Quizizz, initiated by cognitive stimulation via the "Rawa Pening" comic strip, significantly boosted enthusiasm and active participation, while creating a positive, competitive classroom atmosphere. Cognitively, the average class accuracy rate reached 70%, with the highest comprehension concentrated on social values (87%), despite lingering ambiguity in interpreting cultural values. Conclusively, these findings confirm that classical literature is no longer perceived as obsolete when contextualized through a hybrid approach that merges visual mediums, independent inquiry frameworks, and gamified evaluations highly resonant with the digital ecosystem of today's generation.
The Transformation of Receptive to Productive Skills: An Analysis of Reading Experience in the Production of Narrative Texts of High School Students Moh Mahrus Shofi; Nor Afni Dian Maulidini; Ulil Absor R.S.D; Yanti Linarsih
Molang: Journal Islamic Education Vol. 4 No. 3 (2026): Molang: Journal Islamic Education (On Progress)
Publisher : LP2M IAI AL-KHAIRAT PAMEKASSAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jm.v4i3.2138

Abstract

Reading and writing are two essential dimensions inextricably intertwined in the process of language acquisition and mastery, where reading operates as a receptive cognitive process and writing as a productive cognitive process. Although previous literature has largely proven a positive correlation between these two skills at the primary and vocational education levels, the transition of reading experiences into the skill of producing complex narrative texts at the Senior High School (SMA) level has not been comprehensively explored. This study aims to deeply analyze how reading experience affects the cognitive and linguistic abilities of high school students in developing the structure, plot, and vocabulary richness in narrative text production. The research method applied is qualitative with a Literature Review approach that examines ten recent relevant journal articles. The synthesis results from various literature confirm that reading interest and reading habits consistently serve as a crucial foundation in facilitating idea generation and enriching students' active vocabulary repertoire. In the specific context of high school students, the depth and variety of reading experiences directly correlate with high-level cognitive abilities to compose narratives that are more coherent, logical, and rich in stylistic language. The readability level of teaching materials is also found to be a determinant factor in determining the quality of input that will be transformed into written output. The conclusion of this study asserts that without an adequate and challenging literacy ecosystem, the capacity for advanced narrative text production in high school students will experience stagnation, thus requiring pedagogical interventions that fully integrate analytical reading activities with creative writing practices.
Co-Authors Ainur Rofiq Hafsi Moh Mahrus Shofi Nor Afni Dian Maulidini Shinta Widia Sari Wasilurrahman Wasilurrahman Yanti Linarsih