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All Journal REFLEKSI EDUKATIKA Al-Wijdan : Journal of Islamic Education Studies Jurnal SOLMA Edulitics (Education, Literature, and Linguistics) Journal EduReligia : Jurnal Pendidikan Agama Islam EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Pendidikan Edutama Madinah: Jurnal Studi Islam Jurnal Pengabdian Al-Ikhlas SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Borneo Journal of English Language Education Jurnal ABDINUS : Jurnal Pengabdian Nusantara Al Aufa : Jurnal Pendidikan dan Kajian Keislaman PAKAR Pendidikan IJECS: Indonesian Journal of Empowerment and Community Services Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam Jurnal Kependidikan Islam Salimiya : Jurnal Studi Ilmu Keagamaan Islam Indonesian Community Journal Mafaza : Jurnal Pengabdian Masyarakat Elementary Education Journal AL ULYA: JURNAL PENDIDIKAN ISLAM AL-UMRON: Jurnal Pengabdian kepada Masyarakat At-Tuhfah : Jurnal Studi Keislaman
Fauziah, Zumrotul
Universitas Nahdlatul Ulama Sunan Giri
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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DEVELOPING FLIPBOOK-BASED DIGITAL MODULE OF AKIDAH AKHLAK SUBJECT TO INCREASE STUDENTS’ LEARNING MOTIVATION Risa Fatma Febriyanti; Zumrotul Fauziah; Pramesti Wulandari
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 9 No. 2 (2025): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Fakultas Tarbiyah, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/edupedia.v9i2.5723

Abstract

Today's education requires teachers to provide learning that can utilize technology appropriately because, in this era of globalization, technology has become very important and cannot be separated from daily human life. So, teachers need to apply appropriate technology to assist the process of learning and improve learning efficacy, including using electronic devices. The Flipbook-based digital learning module is an achievement system that has been selected in light of developing a more efficient and effective education system. On that basis, the central theme of using a teaching system with Flipbook-based modules is to increase student learning motivation so that students become motivated and enthusiastic and can actively participate in learning. This research uses the R&D (Research & Development) research method. Analysis, design, development, implementation, and evaluation are the five phases that make up the ADDIE development model. The research results show that the Flipbook-based digital learning module is very suitable for use, with media expert assessment results of 92.5 percent and material experts 100 percent. Additionally, the findings of the student's learning motivation questionnaire indicate a relationship between digital learning modules and students' motivation to study.
DEVELOPING POCKET BOOK OF ISLAMIC RELIGION (POKEMON) LEARNING MEDIA TO ENHANCE THE STUDENTS’ LEARNING MOTIVATION Siti Sofiyatun; Zumrotul Fauziah; Moh Miftahul Choiri
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 8, No 2 (2024)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v8i2.8942

Abstract

This research aimed to develop learning media in the form of a Pocketbook of Islamic Religion (POKEMON) using the Flipbook application. This research focused on the feasibility and the implementation of the learning media. The method of this research was Research and Development (R & D) using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. This model had 5 stages: First was analysis, the stage of analyzing the situation and condition in which the media is needed for the learning process. The second stage was design, which is the stage of designing the learning media being developed. The third stage was developing learning media using the flipbook application. After the media has been developed, the next stage is implementation, namely the implementation stage for students to find out the feasibility and practicality of the media. The last stage was the evaluation, which aimed to improve the product after it has been tested and implemented. The result of the study showed that the media has high feasibility with a percentage of media expert assessments of 86.7%, material experts 91.5%, and 94.2%. Furthermore, the students perceived that the POKEMON media helps and motivates them in the learning process. The media had a positive impact on students such as making it easy to understand the material, so that students become enthusiastic in learning and reading, and trains students to think critically. Thus, this media had very valid and practical to use as a media in the learning process.
Portraying the Use of Artificial Intelligence Toward the Quality of the EFL Students’ Writing Tasks Zumrotul Fauziah; Aszahari Nova Nur Sa'idatul Nisa'
Jurnal Pendidikan Edutama Vol 13 No 1 (2026): January 2026
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v13i1.5285

Abstract

Artificial Intelligence (AI) is a new technology that can help people answer questions, provide directions, and perform various tasks based on their commands. The technology can be a helpful tool, but it is also harmful. In education, especially in higher education, students can easily find answers to quizzes, write papers, locate types of literature, and create presentations in just a second by using artificial intelligence. Hence, this study aimed to describe the use of artificial intelligence among university students and to analyze the quality of students’ writing tasks from the perspectives of both students and lecturers. This study uses a quantitative descriptive method. The data is collected through questionnaires. There are two kinds of questionnaires. The first is for students; the questionnaires aim to gather information on the types of artificial intelligence university students use to complete their writing tasks. The second is for the lecturers; the questionnaires aim to gather their perceptions of the quality of tasks completed by students using AI. The questionnaires are shared through Google Forms. The population of this research consists of fourth-semester students in the Islamic Education study program. The sample consists of 40 students, selected using simple random sampling. However, only 38 students responded to the questionnaire. The results show that 52% of fourth-semester students use AI to complete their tasks. Most students (37%) used ChatGPT to complete their tasks. The students perceive that they use AI only to find ideas or inspiration, but they still read the references to complete the tasks. They realize that the use of AI can decrease their analytical competence. However, they perceive AI as helpful to them. The lecturers perceive that the use of AI can help students complete tasks. However, it can decrease the students' creativity, critical thinking, and analytical competence. Further, the use of AI can increase plagiarism, as most students copy and paste from AI websites. Therefore, the lecturers suggest that student
Leveraging AI Chatbots for Analyzing English Texts: Does It Diminish Critical Reading Skills? Zumrotul Fauziah
Edulitics (Education, Literature, and Linguistics) Journal Vol. 11 No. 1 (2026): January - June 2026
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v11i1.13262

Abstract

This study aimed to explore the influence of Artificial Intelligence (AI) chatbots on students’ critical reading skills in academic reading activities. The research focused on students’ abilities to identify main ideas, distinguish facts and opinions, recognize the author’s purpose and tone, make inferences, identify missing information, and draw logical conclusions from texts. A qualitative descriptive method was used, and data were collected through semi-structured interviews with 10 undergraduate EFL students in the Islamic Education study program at Nahdlatul Ulama Sunan Giri University, comprising 2nd-, 4th-, and 8th-semester students. The findings showed that students frequently used AI chatbots, such as ChatGPT and Gemini, to summarize texts, explain difficult concepts, and improve reading comprehension. Most participants considered AI helpful in understanding academic materials more efficiently. On the other hand, many participants perceived that frequent AI usage increased their dependence on technology and reduced their independent critical reading practices, especially in making inferences and drawing conclusions. Meanwhile, the analysis of students’ reading tasks indicates that students generally performed better at distinguishing facts from opinions than at identifying important information, making inferences, and drawing logical conclusions. It can be concluded that frequent AI use has weakened certain higher-order critical reading skills, particularly those involving independent analysis, inference, and drawing conclusions. Therefore, the use of AI chatbots should be responsible and balanced in EFL learning contexts. Critical reading skills are necessary for analyzing English texts.
Peningkatan Kompetensi Kelompok KKG-MI melalui Pengembangan E-Modul dengan Formative Assessment Tools Zumrotul Fauziah; Giati Anisah; Pramesti Wulandari; Lailatus Sa’adah; Ambar Dwi Cahyani; Muchamat Amiludin; Siti Nur Mukaromatun Nisa
Jurnal ABDINUS : Jurnal Pengabdian Nusantara Vol 9 No 3 (2025): Volume 9 Nomor 3 Tahun 2025
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/ja.v9i3.24698

Abstract

This study aims to improve the skills of elementary school (MI) teachers in developing e-modules using formative assessment tools for reading and writing learning. The mentoring activity was carried out in Malo District, Bojonegoro Regency, involving the Elementary School Teacher Working Group (KKG-MI). This mentoring focused on training in making interactive e-modules using the Canva application and integrating formative evaluation tools such as quizzes and practice questions. In addition, teachers were also trained to convert e-modules into flipbook format using the Heyzine application, in order to increase the interactivity and attractiveness of learning. The results of this activity indicate that MI teachers in Malo District have new abilities in designing e-modules that are effective and interesting for students, and the application of formative assessment tools in e-modules allows teachers to evaluate student understanding more measurably. The results of this study have been able to realize the targets and objectives in community service, namely a) improving the competence of MI teachers in using e-modules, b) encouraging the implementation of a structured reading-to-write learning model, and c) introducing and optimizing the use of formative assessment tools. Based on these results, this community service is able to increase student motivation in learning to read and write as well as improving technological skills for teachers. This activity is expected to be continued and expanded to other areas to support improving the quality of technology-based education in Madrasah Ibtidaiyah.
Active Learning Training with Gamification-Based Learning Media to Improve Teacher Competence Zumrotul Fauziah; Giati Anisah; Ahmad Manshur; Putri Dharma Yanti; Siti Nur Febriyanti
IJECS: Indonesian Journal of Empowerment and Community Services Vol. 7 No. 1 (2026)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijecs.v7i1.7515

Abstract

MA Islamiyah Malo faces several learning problems, including monotonous learning methods, limited teacher competence in creating interactive learning media, and low student involvement in the learning process. Based on these problems, this community service activity aims to increase the knowledge and competence of Madrasah Aliyah Islamiyah Malo teachers regarding Active Learning methods and the creation of Gamification learning media. The method used in this community service activity was Participatory Action Research (PAR) with a problem-solving approach and participation as a form of empowerment, including training and mentoring. The results of this community service activity were: first, an increase in MA Islamiyah Malo teachers' knowledge ofhow to apply active learning methods to involve students in the learning process. Second, this community service activity has equipped MA Islamiyah Malo teachers with the skills to create gamified learning media using several website-based applications such as Wordwall, Bamboozle, and Superteachertool. This activity solvesproblems at MA Islamiyah Malo, making students more actively involved in the learning process through interactive and engaging media, such as various fun games or activities.
Co-Authors Ahmad Shofiyuddin Ambar Dwi Cahyani Angga Pratama Aszahari Nova Nur Sa'idatul Nisa' Avia, Umi Firani, Arinda Cahya Fristayana, Lollita Giati Anisah Hamam Burhanuddin Hamidatun Nihayah Hidayatur Rofiana Ifa Khoiria Ningrum Intan Sukmawati Kholillah, Nadhifatul Khozin, M. Nur Lailatus Sa’adah Ma'arif, M. Jauharul Manshur, Ahmad Moh. Miftahul Choiri Muchamat Amiludin Mulabil Bait Nandani NRS Pramesti Wulandari Putri Dharma Yanti Qodriyah, Irvia Nazilatul Rahmadani, Yola Risa Fatma Febriyanti Rofiana, Hidayatur Saeful Anwar Saeful Anwar Sahri Sahri Saputri, Ayunda Nadea Shofiyuddin, Ahmad Siti Khoiriyah Siti Nur Febriyanti Siti Nur Mukaromatun Nisa Siti Sofiyatun Sri Minarti Sri Minarti Sukatin, Sukatin Taufik NF Ulva Badi' Rohmawati