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All Journal HEUTAGOGIA: Journal of Islamic Education Al Waraqah: Jurnal Pendidikan Bahasa Arab
Mardatillah, Harrifah
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Religion Humanities Education Languange, Linguistic, Communication & Media Other

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Integrating Augmented Reality in Islamic Education: A Case Study of Al Ma’arif Singosari High School Mahliatussikah, Hanik; Ash Shidiqiyah, Firstiyana Romadlon; Tamami, Fazri Nur Insan; Mardatillah, Harrifah; Erwani, Erwani; Wafa, Muhammad Sirril
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 1 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.51-09

Abstract

This study investigates the implementation of Augmented Reality (AR)-based learning media at Al Ma’arif Singosari High School, an Islamic educational institution undergoing digital transformation. Employing a qualitative case study approach, the research explores the lived experiences, perceptions, and challenges encountered by teachers, students, and administrators. Data were collected through classroom observations, semi-structured interviews, focus group discussions, and document analysis, ensuring methodological triangulation. Findings indicate that AR positively influenced teaching practices, fostering creativity and a shift from content delivery to facilitative instruction. Students reported increased engagement and improved comprehension of abstract concepts across subjects such as Islamic Studies, Biology, and Arabic. However, technical challenges—including device compatibility, limited internet connectivity, and distractions from mobile devices—posed significant barriers. These dual outcomes highlight both the pedagogical potential and operational limitations of AR in Islamic education. The study provides practical implications for institutions considering similar initiatives, emphasizing the importance of teacher training, infrastructure readiness, and institutional support. While offering a replicable framework, this single-site study is limited in scope and duration. Future research should explore the long-term impacts of AR integration, its adaptability across diverse Islamic school contexts, and the development of culturally and pedagogically aligned AR content.
Integrating Augmented Reality in Islamic Education: A Case Study of Al Ma’arif Singosari High School Mahliatussikah, Hanik; Ash Shidiqiyah, Firstiyana Romadlon; Tamami, Fazri Nur Insan; Mardatillah, Harrifah; Erwani, Erwani; Wafa, Muhammad Sirril
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 1 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.51-09

Abstract

This study investigates the implementation of Augmented Reality (AR)-based learning media at Al Ma’arif Singosari High School, an Islamic educational institution undergoing digital transformation. Employing a qualitative case study approach, the research explores the lived experiences, perceptions, and challenges encountered by teachers, students, and administrators. Data were collected through classroom observations, semi-structured interviews, focus group discussions, and document analysis, ensuring methodological triangulation. Findings indicate that AR positively influenced teaching practices, fostering creativity and a shift from content delivery to facilitative instruction. Students reported increased engagement and improved comprehension of abstract concepts across subjects such as Islamic Studies, Biology, and Arabic. However, technical challenges—including device compatibility, limited internet connectivity, and distractions from mobile devices—posed significant barriers. These dual outcomes highlight both the pedagogical potential and operational limitations of AR in Islamic education. The study provides practical implications for institutions considering similar initiatives, emphasizing the importance of teacher training, infrastructure readiness, and institutional support. While offering a replicable framework, this single-site study is limited in scope and duration. Future research should explore the long-term impacts of AR integration, its adaptability across diverse Islamic school contexts, and the development of culturally and pedagogically aligned AR content.
Assessing The Effectiveness Of Differentiated Instruction In Reading Skills Learning: Its Impact On Student Motivation Nurhidayati, Nurhidayati; Mardatillah, Harrifah; Furqon, Muhammad Rizalur
AL-WARAQAH Jurnal Pendidikan Bahasa Arab Vol. 6 No. 2 (2025): Volume 6 Nomor 2 Desember 2025
Publisher : IAIN Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/awrq.v6i2.10568

Abstract

This research is motivated by heterogeneous class conditions, especially in Arabic language learning, where students' abilities significantly differ. This difference is especially seen between students with a background in Islamic boarding school education and those without, thus requiring a learning approach responsive to this diversity. This study aims to examine the effectiveness of differentiated learning in Arabic language learning, especially reading skills, and to analyze its impact on students' intrinsic and extrinsic motivation. The method used is quantitative research with a pre-experimental one-group pretest post-test type design. The subjects of this study were 24 students of class XI IPS who had followed the differentiated learning process. The main instrument was a motivation questionnaire compiled based on Gardner and Lambert's theory and observations during the learning process. Differentiated learning was implemented by dividing students into three groups (superior, medium, and low) based on the initial diagnostic assessment. Adjustments were made to the context of the reading text and trigger questions as an implementation of the process differentiation. The data analysis showed a significant difference between the pretest and post- test scores of students' learning motivation, as evidenced by the Paired Samples t-test with a significance value of 0.000 (p < 0.05). This finding indicates that the application of differentiated learning effectively increases students' learning motivation and improves Arabic reading skills. These findings confirm that adaptive and student-centered learning strategies are essential to creating meaningful learning experiences. Differentiated learning is effective in increasing students' learning motivation. With this approach, students become more active in asking questions without feeling inferior to their smarter friends. They also show higher persistence in completing assignments despite facing challenges because the level of difficulty of the material is adjusted to their respective abilities. In addition, differentiated learning also contributes significantly to strengthening students' reading skills.
Co-Authors Ash Shidiqiyah, Firstiyana Romadlon Erwani, Erwani Furqon, Muhammad Rizalur Hamamah, Hamamah Ika Nurhayani Mahliatussikah , Hanik Nurhidayati Nurhidayati Tamami, Fazri Nur Insan Wafa, Muhammad Sirril