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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Voices of English Language Education Society Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Sumbula : Jurnal Studi Keagamaan, Sosial dan Budaya Nusantara Hasana Journal Connection : Jurnal Pengabdian Kepada Masyarakat At-Tadbir : Jurnal Manajemen Pendidikan Islam Mimbar Agama Budaya DEVELOPMENT : Journal of Community Engagement Ukazh : Journal of Arabic Studies Jurnal Cakrawala Ilmiah Dinamika DIALEKTIKA: Jurnal Ilmiah Pendidikan Bahasa, Sastra, dan Matematika JEELS (Journal of English Education and Linguistics Studies) Lembaran Antropologi Gudang Jurnal Multidisiplin Ilmu OKTAL : Jurnal Ilmu Komputer dan Sains Cendikia Pendidikan Jurnal Media Akademik (JMA) Jurnal Medicare ADM : Jurnal Abdi Dosen dan Mahasiswa Jurnal Ilmu Pertanian dan Perikanan (PENARIK) Proceeding International Conference on Education As-Sulthan Journal of Education
Khoiriyah
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Journal : Proceeding International Conference on Education

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Enhancing Students’ Reading Comprehension through the Flipped Classroom Model at Junior High School Rochma, Anis Fatur; Khoiriyah; Sulistyani
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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Abstract

This research aims to examine the effect of Flipped Classroom Model in enhancing junior high school students' reading comprehension. This study uses a quantitative method with a quasi-experimental design. The population of this study is eighth grade of SMPN 1 Tarokan with a sample of two classes with a total of 64 students selected using purposive sampling technique. The experimental class used the Flipped Classroom Model, while the control class used traditional learning methods. The data were collected through multiple-choice tests given before and after the treatment. The results of data analysis showed a significant improvement in reading comprehension scores in the experimental class compared to the control class. The results of this research indicate that the Flipped Classroom model is effective in improving students' reading comprehension, especially in narrative texts. In addition, this model is also able to increase student engagement in the learning process. This study concludes that the Flipped Classroom Model is an innovative technology-based learning model that can be adopted in reading comprehension teaching at the junior high school level. This model is relevant to be applied in the context of modern education that requires technology integration to improve the quality of learning.
Enhancing Students’ Reading Comprehension Through Digital Gamification in Junior High School Abraham, Reyhan Haisung Aulada; Khoiriyah; Sulistyani
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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Abstract

eading comprehension is a critical skill in English as a Foreign Language (EFL) learning. However, many Indonesian junior high school students face persistent challenges in this area, primarily due to low motivation, lack of engagement, and the continued use of conventional instructional methods. These issues underscore the need for innovative pedagogical strategies that align with learners’ interests and digital habits. This study investigates the effect of digital gamification on students’ reading comprehension using a narrative-based video game titled “I Got This: An Interactive Story” as a digital medium in the learning process. The gamification was implemented without the use of specialized platforms, as game elements were manually integrated by the researcher. A quantitative approach with a quasi-experimental design was employed, involving 60 eighth-grade students at SMPN 1 Tarokan, who were assigned to the experiment group and control group through purposive sampling. The experiment group received instruction through a gamified video game incorporating points, levels, leaderboards, badges, and rewards, while the control group was taught using conventional methods. Both groups completed a pre-test and post-test consisting of 25 multiple-choice questions based on narrative texts. Data were analyzed using the Mann-Whitney U test due to non-normal distribution. The results showed a statistically significant difference between the two groups (p = 0.002), with the experimental group demonstrating greater improvement in reading comprehension. These findings highlight the pedagogical value of narrative-driven digital gamification and offer implications for educators and curriculum designers seeking to modernize reading instruction in alignment with the digital habits of 21st-century learners.
Co-Authors Abdullah Aji, Yunita Abraham, Reyhan Haisung Aulada Achmad Nur Cholik Adwitiya, Asti B Agung Wijoyo Ahmad Ali Riyadi Ahmad Gufron Ahmad Nur Holik Anita Fitriya, Anita Annis Rahmawaty Bambang Yudi Cahyono Bangun Suprianto Dewi Aprilia Ningrum Dian Arsanti Palupi Dinda Wati Djulaeka Elok Pramuhita Enos Paselle Estu Widodo, Estu FARIDATUL JANNAH Fatmalasari, Melly Windi Fefriya Wanda Nuraini Fitra Roja Aufa, Aidil Halena Laili Fitria Hefniy Irfan Alamsah Irna Nursanti Jaja Suteja Jarot Yogi Hernawan Jepri Afrizal Kartika, Sri Mafruudloh, Naajihah Makniyah, Jauharotul Meisuri Misbahul Hasan Mizda Mulyani Muhammad Agung Bahrudin Muhammad Ghiffari Burhan Muhammad Nanang Qosim Muther Rosidi Neilaturrahma Nevarezita Rahmanda Arsyilhakim Nur Aisah Romadhoni Nur Syamsiah, Nur Nuraini Kusumaningtyas Ratna Rintaningrum, Ratna Rifda Naufa Lina Riyadini Riyan Utami Rochma, Anis Fatur Sely Kurniasih Putri Siti Choiriyah SITI FATIMAH Sri Rachmajanti Sulistyani Suryani, Putri Wahidiyah Suwandi Tyar, Dewi Ayu Utami Widiati Viola De Yusa Wahyuni, Eka Sri Wike Rahayu YENI SAFITRI Yulia Pratiwi Yuniwati Zega, Krisnawati