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All Journal Al Ishlah Jurnal Pendidikan Ilomata International Journal of Social Science
Suyitno Muslim
State University of Jakarta
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Other

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Students' Perceptions in Using the Kahoot! Game on Reading Comprehension Learning Heni Rochimah; Suyitno Muslim
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 3 (2021): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (279.673 KB) | DOI: 10.35445/alishlah.v13i3.1115

Abstract

Reading comprehension is an activity to build people's understanding through texts by combining information obtained through texts with their knowledge and experience. Students face problems in reading comprehension, such as difficulty answering questions related to descriptive text, not being able to read the entire text, and confusing new vocabulary. This study aimed to determine how students perceive and improve reading comprehension after using Kahoot! Games as learning media for reading comprehension on description text at State Junior High School in Cilacap. This study uses an experimental sequential mix method with a qualitative descriptive method as the first order followed by a pre-experimental method using a one-group pretest-posttest design. Based on the results of the study, it was found that students' perceptions of using Kahoot! Games tend to be positive, students find learning fun, increase focus and caution, eliminate boredom, and motivate students to read the entire text. Furthermore, there was an increase in students' reading ability as indicated by the paired-sample t-test results where the sig value. the count obtained was 0.002 0.05, and the count obtained was 6.837 table 2.776. Supported by an 18% increase in the average student training results from 66.4 to 81.
Ontological, Epistemological, and Axiological Foundations for AI based Learning Models: An Integrative Literature Review Cicilia Emita; Rivan Syahrul Falah; Suyitno Muslim; Wisnu Djatmiko; Annis Kandriasari
Ilomata International Journal of Social Science Vol. 7 No. 2 (2026): April 2026
Publisher : Yayasan Ilomata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/ijss.v7i2.2087

Abstract

This paper examines the philosophical foundations of AI based learning models by integrating ontological, epistemological, and axiological perspectives into a unified conceptual framework. Although artificial intelligence has rapidly transformed educational environments, prior research has largely examined these philosophical dimensions in isolation, resulting in fragmented guidance for design and implementation. To address this gap, this study develops an integrative tripartite framework that explains how ontological structures, epistemological processes, and axiological principles jointly shape AI supported learning systems. Using an integrative literature review, this study analyses thirty two Scopus indexed journal articles published between 2015 and 2025, complemented by foundational philosophical works. Thematic synthesis identifies three interdependent components of AI based learning: the ontological dimension structures learners, data, algorithms, and educational contexts; the epistemological dimension explains how knowledge is co constructed, validated, and negotiated between humans and intelligent systems; and the axiological dimension articulates the values governing AI use, including human agency, fairness, accountability, and ethical responsibility. The main contribution of this study is a coherent conceptual framework with clearly defined components and application pathways for guiding the design, evaluation, and governance of AI based learning models. The novelty lies in explicitly integrating ontology, epistemology, and axiology into a single model, moving beyond prior fragmented approaches. The findings position AI integration as a multidimensional educational challenge rather than a purely technical endeavour and provide a structured foundation for developing AI supported learning systems that are pedagogically meaningful, ethically grounded, and socially responsible.
Co-Authors Andy Ahmad Annis Kandriasari Cicilia Emita Rivan Syahrul Falah Rochimah, Heni Situmorang, Robinson Wisnu Djatmiko