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All Journal International Journal of Nusantara Islam Indonesian Journal of English Language Studies (IJELS) Jurnal Hukum Ekonomi Syariah Voices of English Language Education Society MUAMALATUNA ELLTER Journal International Journal of Economy, Education and Entrepreneurship (IJE3) INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS Formosa Journal of Sustainable Research (FJSR) ADIBA: Journal of Education Education Journal: General and Specific Research English Education, Linguistics and Literature Journal Algebra International Journal of Nusantara Islam Simple: International Journal of English Education
Tarihoran, Naf'an
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Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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MADRASAH PRINCIPAL POLICY MANAGEMENT: SYSTEMATIC LITERATURE REVIEW AND META ANALYSIS Masdariah, Een; Tarihoran, Naf'an; Nugraha, Enung
International Journal of Economy, Education and Entrepreneurship (IJE3) Vol. 5 No. 1 (2025): International Journal of Economy, Education and Entrepreneurship
Publisher : Yayasan Education and Social Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53067/ije3.v5i1.338

Abstract

Madrasa Principal policy management is a fundamental aspect in developing the quality of Islamic education which is currently facing complex challenges in the era of globalization and digital transformation. This research aims to identify effective policy management models for madrasah principals through a systematic literature review and meta-analysis approach. Using the PRISMA protocol, from the initial 35,276 articles, five high-quality articles were obtained for in-depth analysis. The research results show four main patterns in the policy management of madrasah principals: transition from top-down to collaborative approaches, integration of technology, emphasis on crisis management, and recognition of the emotional dimension. Meta-analysis shows that technology integration (effect size 0.76) and collaborative policy making (effect size 0.72) have the strongest influence on organizational effectiveness, while crisis management (0.48) and emotional leadership (0.53) show moderate influences. Overall, madrasah principal policy management had a significant positive impact (combined effect size 0.63) with moderate-high heterogeneity (I² = 68.7%). This research recommends developing an integrative policy management model that combines a collaborative approach with the use of technology, as well as expanding capacity development programs for madrasah heads that focus on crisis management skills and emotional intelligence.
Professional Competence Of Integrated Islamic School Teachers: Systematic Literature Review And Meta-Analysis Supianto, Supianto; Tarihoran, Naf'an; Nugraha, Enung
International Journal of Education, Information Technology, and Others Vol 8 No 3.B (2025): International Journal of Education, information technology   and others (On Pro
Publisher : Peneliti.net

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Abstract

Professional competence of teachers in Integrated Islamic Schools (SIT) represents a complex phenomenon that requires a comprehensive understanding due to its unique characteristics of integrating Islamic values with national educational standards. According to the Indonesian Ministry of National Education Regulation No. 16 of 2007, professional competence encompasses mastery of materials, structures, concepts, and scientific thinking patterns that support the subjects taught, which becomes more complex in the SIT context due to dual curriculum requirements. This study aims to conduct a systematic literature review and meta-analysis to analyze the characteristics, influencing factors, and impacts of professional competence among SIT teachers. The research employed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol, searching three major databases (ERIC, ScienceDirect, and PubMed) with a total of 43.985 initial articles. These articles were systematically filtered to yield 7 articles that met the inclusion criteria for meta-analysis. The meta-analysis revealed a moderate to large effect size of 0.60 (95% CI: 0.52-0.68, p<0.001), indicating that professional competence significantly influences various educational outcomes in SIT, with the strongest correlation (r=0.68) found between professional competence and teacher work productivity, contributing 70.2% effectiveness. The study recommends developing a comprehensive and contextual professional competence framework for SIT teachers, designing continuous training programs that integrate pedagogical, technological, and spiritual dimensions, and strengthening supervision and evaluation systems based on Islamic values.
Can Augmented Reality Revive Vocabulary Learning? A Study on Motivation Among Secondary EFL Learners Fithrotul 'Aini, Alfi; Tarihoran, Naf'an; Kheryadi
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.30339

Abstract

Augmented Reality (AR) is increasingly seen as a powerful educational tool that provides immersive and interactive learning experiences. However, its influence on English vocabulary learning among secondary school students remains underexplored. This study examines the effectiveness of AR in improving English vocabulary mastery and learning motivation among Grade VII students in Serang City, Indonesia. Using a randomized mixed-methods approach, 75 students (aged 12–13) were divided into an experimental group (n = 38), which received AR-based vocabulary instruction, and a control group (n = 37), which was taught using traditional image-based media. Quantitative data were collected through pre- and post-tests of vocabulary skills and motivation questionnaires, both showing high reliability (α = 0.932 and α = 0.890, respectively). Qualitative data were gathered via semi-structured interviews and analyzed thematically. Results from the Mann-Whitney U test and independent samples t-test indicated a significant improvement in vocabulary learning and motivation among students exposed to AR. The experimental group performed better than the control group in satisfaction, engagement, and interest. Interview results further supported these findings, emphasizing AR’s ability to increase interactivity, support memory retention, cater to diverse learning styles, and boost overall learner enthusiasm. These results highlight the pedagogical potential of AR in fostering vocabulary development and motivation in secondary English education.
The Benefit of TikTok Usage and It’s Effectiveness in Teaching English: A Systematic Review Putri, Amelia; Billaizah, Adzra; Alizah, Ana Rosita; Prastiwi, Andini Eka; Tarihoran, Naf'an
Formosa Journal of Sustainable Research Vol. 3 No. 6 (2024): June 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/fjsr.v3i6.9007

Abstract

This study investigates the impact of TikTok on English language learning, acknowledging its global recognition. Employing a Systematic Review method aligned with PRISMA guidelines, the research delves into databases like Google Scholar, Directory of Open Access Journals (DOAJ), and Education Resources Information Center (ERIC), focusing on TikTok's relevance in English teaching. The findings indicate that TikTok positively influences students' speaking, listening, and writing skills, providing an interactive and engaging learning platform. The study concludes by emphasizing TikTok's potential as a valuable resource in language education, highlighting the need for further research to optimize its educational effectiveness. The implications suggest that educators can effectively utilize TikTok to enhance student engagement and improve language learning outcomes
STUDENT PERCEPTION TOWARD USING GEMINI IN EFL CLASSROOM Salsabil, Salfadila; Rafly Aprian, Mohammad; Tarihoran, Naf'an
ELLTER Journal Vol. 7 No. 1 (2026): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v7i1.23174

Abstract

This study aims to investigate students’ perceptions toward the use of Gemini in the English as a Foreign Language (EFL) classroom, particularly in writing activities. This research employed a descriptive quantitative design involving 20 students from an English Education program, with data collected through a questionnaire based on the Technology Acceptance Model (TAM), focusing on perceived usefulness, perceived ease of use, learning motivation, learner autonomy, and challenges. The findings reveal that students generally have positive perceptions of using Gemini, as it helps them generate ideas, organize their writing, and improve sentence construction. It is relatively easy to use, despite some difficulty understanding its responses. In addition, Gemini shows a stronger impact on learner autonomy than motivation, as it supports independent learning and self-correction. However, concerns related to overreliance and reduced creativity were also identified. Therefore, although Gemini has strong potential to support EFL writing instruction, its use should be properly guided to ensure it functions as a supportive learning tool rather than a replacement for students’ own thinking. Furthermore, 80% of students agreed that Gemini helps generate ideas. At the same time, 70% reported improvement in writing organization.
Co-Authors Ahmad Sanusi Alizah, Ana Rosita Amaliyah, Neli Andriana, Reva Putri Anindya, Fidela Aniyatussaidah, Aniyatussaidah B. Syafuri Billaizah, Adzra Dedi Sunardi Djamud, Hikmatullah Fadillah, Akbar Nabil Fatimah, Dinda Fatmiati Fauzan, Abdul Fithrotul 'Aini, Alfi Hasyim, Nasihatul Ummah Heryatun, Yayu Hijjah Iliatul Aulia, Nurul Ilahi, Witri Nur Ilzamudin Kheryadi Ma'rifa, Nurul Ma'rifah, Nurul Mabruroh, Mabruroh Makfiyati, Nida Masdariah, Een Maudy Nursyahida, Hanifa Natawila Puteri, Sheefmy Nazini Nugraha, Enung Oktaviana, Fadilla Prastiwi, Andini Eka Putri Datin Hulliyany Qibtiya, Maryatul Rafly Aprian, Mohammad Ramadhanti, Triana Salsabil, Salfadila Sefti Alifhiani Supianto Supianto, Supianto Usman Usman Wahdaniyah, Risma