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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature KACANEGARA Jurnal Pengabdian pada Masyarakat Martabe : Jurnal Pengabdian Kepada Masyarakat International Journal for Educational and Vocational Studies Jurnal Pendidikan dan Konseling E-Link Journal English Focus: Journal of English Language Education Ed-Humanistics : Jurnal Ilmu Pendidikan ABIDUMASY : Jurnal Pengabdian kepada Masyarakat Jurnal Ilmiah Wahana Pendidikan Journal of English Language and Education Jurnal Bastra (Bahasa dan Sastra) TEFLICS QAZI : Journal of Islamic Studies QOUBA : Jurnal Pendidikan Aktualisasi Pengabdian Masyarakat: Jurnal Pengabdian Kepada Masyarakat Proceeding International Conference on Education Bilingua ABDI NUSANTARA: Jurnal Pengabdian Kepada Masyarakat Journey: Journal of English Language and Pedagogy Mumtaza: Journal of Arabic Teaching, Linguistic and Literature At Tadbir: Journal of Islamic Education Management Mastery: Master of English Language Journal
Pipit Ertika Daristin
Universitas Hasyim Asy’ari Tebuireng Jombang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Perceptions of Students on the Islamic Religious Education Programme Regarding the Course on Learning Evaluation Hilya Camelia Fathma; Ifina Adila Azza; Pipit Ertika Daristin
At Tadbir: Islamic Education Management Journal Vol. 4 No. 1 (2026): Adaptive Islamic Education Management
Publisher : At Tadbir: Journal of Islamic Education Management is published by the Islamic Education Management Study Programme, IAI al Urwatul Wutsqo, Jombang, East Java, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/attadbir.v4i1.3373

Abstract

The paradigm shift in learning evaluation requires students not only to understand the concept of evaluation but also to be able to implement it in learning practice. This study aims to describe the perceptions of students on the Islamic Religious Education programme regarding the Learning Evaluation course. The study employed a quantitative descriptive approach, with data collected via a questionnaire distributed to 11 fourth-semester students selected through purposive sampling. The data were analysed using descriptive analysis techniques. The results indicate that the majority of students held positive perceptions of the ‘Learning Assessment’ course. Students demonstrated a good understanding of the functions, principles and role of assessment in learning and felt that the learning process and the lecturer’s explanations helped them to understand the design and application of assessment instruments. Nevertheless, the students’ level of readiness to implement learning evaluation in teaching practice remains in the ‘fairly ready’ category. These findings indicate a gap between the students’ conceptual mastery and their practical readiness to carry out learning evaluation. Therefore, it is necessary to strengthen practice-based learning through simulations, microteaching and exercises in designing evaluation instruments so that the students’ evaluative competencies can develop more optimally
AI in Reading Comprehension Learning: Literature Review on Roles and Challenges of Artificial Intelligence Hidayati, Arini; Maulida Shofia, Hana; Izhara, Mutiara Dewi; Daristin, Pipit Ertika; Herwiana, Sakhi
Teaching English as Foreign Language, Literature and Linguisticss Vol. 6 No. 1 (2026): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v6i1.11816

Abstract

The rapid advancement of digital technology has transformed language learning, particularly reading comprehension, with Artificial Intelligence (AI) emerging as a promising tool that enhances learning through adaptive support, instant feedback, and personalized instruction. This study investigates the roles and challenges of AI in reading comprehension learning through a literature review. The increasing use of AI-based platforms, such as ChatGPT, Grammarly, QuillBot, and ELSA Speak, highlights the need to evaluate their pedagogical contributions and potential risks. Guided by Sweller’s Cognitive Load Theory and Skinner’s Operant Conditioning framework, this study analyzes findings from national and international academic journals retrieved through Google Scholar. Data were examined using descriptive qualitative content analysis. The results identify four major roles of AI in reading comprehension learning: providing immediate feedback, facilitating personalized learning experiences, offering cognitive scaffolding for complex texts, and increasing student motivation and engagement. Nevertheless, five significant challenges emerge: learners’ tendency to avoid lengthy reading materials, excessive dependence on AI-generated answers, reduced opportunities for productive cognitive struggle, increased cognitive load when processing complex information, and a growing preference for quick-answer seeking behavior. These findings suggest that AI can serve as an effective instructional support tool when integrated thoughtfully into reading instruction. However, its implementation should be accompanied by active teacher guidance to prevent overreliance and to encourage critical thinking. The study advocates a hybrid instructional approach in which AI functions as a scaffold that complements, rather than replaces, learners’ cognitive processes, thereby promoting deeper and more sustainable reading comprehension development.
The Roles and Impacts of Using AI for Critical Reading: A Literature Review Fathma, Hilya Camelia; Azza, Fina Adila; R, Mafazati Addina; Herwiana, Sakhi; Daristin, Pipit Ertika
Teaching English as Foreign Language, Literature and Linguisticss Vol. 6 No. 1 (2026): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v6i1.11883

Abstract

Article history: Accepted: 28 May 2026 Approved: 23 June 2026 The rapid integration of artificial intelligence (AI) tools in higher education has generated a paradox. While AI enhances accessibility and supports critical reading, it simultaneously risks fostering cognitive dependency that may erode students’ independent analytical skills. This literature review aims to identify the roles of AI for critical reading practices and the negative effects of overreliance on AI on critical reading skills. Using thematic synthesis based on qualitative content analysis, this study reviewed national and international publications from 2016 to 2026 sourced from Google Scholar, Scopus, and DOAJ. Findings reveal that AI functions as an accessibility enhancer, scaffolding tool, metacognitive catalyst, and self-regulated learning facilitator when integrated within structured pedagogical frameworks. However, excessive AI dependency is associated with cognitive offloading, epistemological passivity, atrophy of deep reading skills, and threats to academic integrity. Moderating variables, including prior reading habits, pedagogical context, and quality of AI interaction, shape the degree of risk. This review contributes a nuanced, evidence-based understanding of the AI–critical reading relationship, reframing AI as a conditional epistemological partner rather than an inherent threat or unconditional aid. Practical implications for instructional design and literacy policy in Indonesian higher education are discussed.
Co-Authors Agustina, Ria Kamilah Ali Mustofa Alisah Zani Rabbani Amer, Afizan Angella Novitaningrum Ansori, Sholihul Azza, Fina Adila Bahroodin, Ariga Bahtiar, Yuyun Dias Tiara Putri Utomo Elda Yulia Ryandini Fani Indrawan Fathma, Hilya Camelia Hadi Sucipto, Hadi Herwiana, Sakhi Hidayati, Arini Hilya Camelia Fathma Ifina Adila Azza Indrawan, Fani Izhara, Mutiara Dewi Laili, Elisa Nurul Levi Iswahyudi Lik Anah M. Awfi Zaki Zamani Ma'rifatulloh, Sayid Maghfiroh Maisaroh, Ummi Maskhurin Fajarina Maskhurin Fajarina, Maskhurin Maulida Shofia, Hana Ma’rifatulloh, Sayid Misfa’atin, Misfa’atin Muflihah, Nur Mukminatus Zuhriyah, Mukminatus Nailah Maziyah Novia Dwi Rahmawati Nur Muthmainnah Nuri, Mita Amalia Nurul Swandari R, Mafazati Addina Ria Kamilah Agustina Rohmatul Fitriyah Dewi Rohmatun Inayah Rokhim, Arif Nur Sakhi Herwiana Saputra, Nopran Riyan Agung SLAMET SETIAWAN Sulton Agung Widoyoningrum, Sri Yuswandari, Kurnia Devi Zanuar, Muhammad Rifqi