Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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This Author published in this journals
All Journal Atthulab: Islamic Religion Teaching and Learning Journal Child Education Journal Assyfa Learning Journal
Md. Anisur Rahman, Md. Anisur
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Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Students’ perceptions about the importance of Group Study in the tertiary educational institutions of Bangladesh Rahman, Md. Anisur
Assyfa Learning Journal Vol. 3 No. 2 (2025): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v3i2.188

Abstract

The main objective of the study is to focus on Students’ perceptions about the importance of Group Study in tertiary educational institutions of Bangladesh, suitable for students’ academic development in the learning and teaching system. The group study is one of the most recent ideas to develop students’ academic development. The study will also focus on the demand for group study and the challenges of implementing the process in tertiary educational institutions. It is a qualitative and quantitative research study. If it is applied in a proper and constructive way, it will help students to learn a lesson effectively. To implement the process, some issues and action plans should be considered correctly. The researcher described and introduced The Students’ perceptions about the importance of Group Study in tertiary educational institutions and its impact on students’ academic development, with the help of literature, and data were collected from students at the tertiary level.
Students’ Perceptions About The Importance of Group Study in The Tertiary Educational Institutions of Bangladesh Rahman, Md. Anisur; Humaidi, M. Nurul
Jurnal al-Thullab Vol 8 No 2 (2023): Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ath.v8i2.30169

Abstract

This study is grounded in the need to shift from teacher-centered to student-centered learning approaches in tertiary education, particularly in Bangladesh, where collaborative learning remains underutilized. The research aims to examine students’ perceptions of the importance of group study in supporting their academic development. A mixed-method design was employed, involving 80 first-year honors students from an Islamic college affiliated with Bangladesh National University. Data were collected through questionnaires, interviews, observations, and focus group discussions to ensure comprehensive and reliable findings. The results reveal that most students perceive group study positively, as it enhances their understanding, engagement, communication skills, and overall academic performance. However, several challenges were identified, including unequal participation and limited organizational skills among some group members. These findings suggest that structured and well-managed group study can significantly improve student-centered learning practices. The study contributes to the development of collaborative learning strategies in higher education and highlights the importance of institutional support, effective facilitation, and student readiness in optimizing the benefits of group study for academic success.
Adaptive AI-Driven Formative Assessment in Early Childhood Education: A Systematic Review and Meta-Analysis on Cultivating Social-Emotional Learning and Early Moderation Sari, Nurratri Kurnia; Wicaksana, Muhlis Fajar; Rahman, Md. Anisur
Jurnal Pendidikan Anak Vol 7 No 3 (2025): Child Education Journal
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v7i3.8412

Abstract

In today's era of digital transformation and the dominance of artificial intelligence, cognitive and social-emotional skills, such as social-emotional learning (SEL) and early moderation, have become vital competencies for students from an early stage of education. Adaptive instructional systems (Adaptive AI)-based instruction integrated with automated formative assessment is seen as an effective and creative strategy to enhance these skills through in-depth personalized learning. Over the past two decades, research on immersive technology has increased rapidly, but evaluation of its impact on character development and moderation attitudes in early childhood remains very limited. This study evaluates the impact of Adaptive AI-driven instruction on students' SEL skills and moderation behaviors, and systematically investigates the key factors contributing to their cognitive and affective development. The primary objective of this study is to map the effectiveness of AI-based formative assessment in monitoring the development of digital tolerance and resilience values ​​from an early age through integrative quantitative evidence. The method used was a Systematic Literature Review (SLR) and meta-analysis of 137 empirical studies indexed in the Scopus database from 2000 to 2026. Data analysis was conducted using the Google Colab platform using the R programming language (metafor package) to calculate effect sizes and ensure data transparency. Key findings indicate that adaptive instructional systems have a significant positive impact on children's emotional maturity and inclusive attitudes. Variables such as scaffolding features in AI interactions and multimodal communication strategies were shown to significantly influence outcomes, while geographic location factors had no significant impact. In conclusion, the ethical integration of AI has profound implications for the development of early childhood education curricula based on digital resilience and moderation.
Co-Authors Humaidi, M. Nurul Muhlis Fajar Wicaksana Sari, Nurratri Kurnia