Garuda - Garba Rujukan Digital

Nurturing Ethical Character in Islamic Colleges through Interactive Technology: Lecturers Perspective Rabbianty, Eva Nikmatul; Siti Azizah; Mashur Abadi; Nina Khayatul Virdyna; Ali Said Al-Matari
TADRIS: Jurnal Pendidikan Islam Vol 18 No 2 (2023)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v18i2.10378

This article examines the impact of integrating interactive technology in character education programs on ethical character development in Islamic colleges from the lecturers' perspective. The study addresses two research questions: (1) How does the integration of interactive technology influence ethical character development, according to lecturers in Islamic colleges? (2) What challenges do lecturers face in effectively utilizing interactive technology for nurturing ethical character education?. Data was collected through a survey of 50 lecturers from Islamic colleges in Madura, using a combination of closed-ended and open-ended questions. The findings reveal that integrating interactive technology positively affects ethical character development by enhancing student engagement, critical thinking, and moral reasoning. This research contributes to addressing a research gap by providing empirical evidence on the effectiveness of interactive technology in nurturing ethical character development in the context of Islamic colleges. Additionally, the study identifies challenges lecturers face in embracing the digital age, including limited technical skills, inadequate resources, and resistance to change. Addressing these challenges is crucial for maximizing the potential of interactive technology in character education programs. Overall, this research offers practical insights for educational institutions and policymakers, informing the design of strategies for incorporating interactive technology into character education programs while mitigating associated challenges. By focusing specifically on Islamic colleges, this study provides unique perspectives on integrating interactive technology in nurturing ethical character development, adding novelty to the existing literature

Breaking Barriers: Integrating Padlet to Introduce Environmental Education to Pre-Service Teachers Rabbianty, Eva Nikmatul; Virdyna, Nina Khayatul; Mulyadi; Azizah, Siti; Roda’i, Mohammad; Abdi Shidqi, Zainal
PANYONARA: Journal of English Education Vol. 7 No. 1 (2025): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v7i1.17849

This study explores the integration of Padlet, a web-based digital platform, into environmental education for pre-service teachers at Tadris Bahasa Inggris (TBI) of IAIN Madura, Indonesia, using a mixed-methods approach. A purposive sample of 98 pre-service teachers from 47 Teaching Practice 1 pre-service teachers and 51 TEYL pre-service teachers from TBI participated. The research aims to bridge the gap between environmental education theory and teaching practice by utilizing Padlet as a learning medium. Data collection included pre- and post-surveys on pre-service teachers' perceptions and knowledge of environmental education and technology, along with interviews, observations, and course material analysis. Quantitative data were analyzed using descriptive statistics, while qualitative data underwent thematic analysis. Findings indicate that Padlet significantly enhances student engagement, collaborative learning, and understanding of environmental concepts. The platform's versatility allows for interactive activities that cater to diverse learning styles, fostering critical thinking and environmental consciousness. Despite challenges such as resource constraints and varying levels of digital literacy, the study highlights the potential of digital tools like Padlet to enrich environmental education. The research contributes to the scholarship on innovative pedagogical approaches in sustainability education and offers recommendations for integrating technology into teacher training programs. Findings provide insights into how Padlet supports critical thinking, collaboration, and environmental awareness in teacher education, demonstrating its value as a transformative tool for preparing environmentally conscious future educators.

Comparative Experiences of EFL Students Using Gamified Versus Traditional Web-Based Grammar Practice: A Qualitative Case Study Baidawi, Achmad; Rabi'ah, Rabi'ah; Habibullah, Mosleh; Virdyna, Nina Khayatul
PANYONARA: Journal of English Education Vol. 7 No. 2 (2025): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v7i2.21322

The increasing use of digital tools in English as a Foreign Language (EFL) instruction has transformed grammar learning, offering contrasting affordances. This study explored how university-level EFL students in Indonesia experience gamified (Quizizz) versus traditional web-based grammar platforms. Adopting a qualitative case study with 30 participants, data were collected through classroom observations and semi-structured questionnaires based on 15 behaviorally anchored indicators aligned with three research questions. Findings revealed that Quizizz heightened engagement through competitive elements, immediate feedback, and peer interaction—though some learners experienced stress due to time constraints. In contrast, traditional grammar websites promoted self-paced study, detailed explanations, and conceptual clarity, albeit with lower interaction and occasional disengagement. Cross-platform comparison showed learners valued both tools: Quizizz for motivational drill practice and traditional platforms for in-depth understanding and exam preparation. These insights suggest that neither platform alone is universally optimal. A blended instructional approach, combining gamified engagement with structured guidance, offers a more balanced grammar learning experience tailored to diverse learner preferences. Future research should include longitudinal and comparative designs across proficiency levels and integrate theoretical perspectives such as Self-Determination Theory and the Technology Acceptance Model to further elucidate learners' motivation and platform use.

OFFLINE GAMIFIED ANKI FOR EFL VOCABULARY LEARNING: IMPLEMENTATION, BENEFITS, AND CHALLENGES Moh. Rifki; Nina Khayatul Virdyna
ENGLISH Vol 20 No 1 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v20i1.23021

This study investigates offline gamified Anki for EFL vocabulary learning at Banyuanyar English Center (BEC), a pesantren-based context with restricted internet access and limited device availability. To the authors’ knowledge, no published empirical research has specifically examined offline gamified Anki in comparable limited-access EFL settings. Using a qualitative descriptive approach with thematic analysis, the study examines how offline gamified Anki was implemented, what benefits it offered, and what challenges influenced learning quality. The study contributes context-sensitive insights to technology-supported vocabulary learning and offers practical implications for teachers, students, and institutions in limited-access EFL settings to implement offline gamified Anki routines while maintaining learning quality. Findings show that the program operated as a structured routine through scheduled sessions, shared-device turn-taking, and consistent procedures. Benefits included stronger learning sustainability through routine-building, increased engagement supported by visible progress, and improved vocabulary learning through repeated review, active recall, pronunciation cues, and contextual examples. Challenges included limited devices that encouraged rushing, difficulties maintaining accurate self-rating during review, competitive pressure associated with leaderboard visibility, and environmental noise that reduced the usefulness of audio support. Overall, offline gamified Anki appears feasible in limited-access contexts, but effectiveness depends on careful routine management, fair access to practice, and classroom guidance that prioritises learning quality over speed or scores.

OFFLINE GAMIFIED ANKI FOR EFL VOCABULARY LEARNING: IMPLEMENTATION, BENEFITS, AND CHALLENGES Moh. Rifki; Nina Khayatul Virdyna
ENGLISH Vol 20 No 1 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v20i1.23021

This study investigates offline gamified Anki for EFL vocabulary learning at Banyuanyar English Center (BEC), a pesantren-based context with restricted internet access and limited device availability. To the authors’ knowledge, no published empirical research has specifically examined offline gamified Anki in comparable limited-access EFL settings. Using a qualitative descriptive approach with thematic analysis, the study examines how offline gamified Anki was implemented, what benefits it offered, and what challenges influenced learning quality. The study contributes context-sensitive insights to technology-supported vocabulary learning and offers practical implications for teachers, students, and institutions in limited-access EFL settings to implement offline gamified Anki routines while maintaining learning quality. Findings show that the program operated as a structured routine through scheduled sessions, shared-device turn-taking, and consistent procedures. Benefits included stronger learning sustainability through routine-building, increased engagement supported by visible progress, and improved vocabulary learning through repeated review, active recall, pronunciation cues, and contextual examples. Challenges included limited devices that encouraged rushing, difficulties maintaining accurate self-rating during review, competitive pressure associated with leaderboard visibility, and environmental noise that reduced the usefulness of audio support. Overall, offline gamified Anki appears feasible in limited-access contexts, but effectiveness depends on careful routine management, fair access to practice, and classroom guidance that prioritises learning quality over speed or scores.

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