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All Journal Community Development Journal: Jurnal Pengabdian Masyarakat Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of English Language and Education Journal Of Human And Education (JAHE) Journal of Artificial Intelligence and Digital Business TOFEDU: The Future of Education Journal Journal of Innovative and Creativity Edusiana: Jurnal Ilmu Pendidikan Hawa : Jurnal Pemberdayaan Dan Pengabdian Masyarakat (HAWAJPPM) Inovasi Kurikulum
Putri Octa Hadiyanti
Universitas Islam Riau
Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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The Effect of Digital Innovation through Duolingo and Artificial Intelligence on English Language Learning Outcomes Yusti Elida; Resy Oktadela; Putri Octa Hadiyanti; Sri Yuliani; Ratu Ganisa
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1635

Abstract

This study investigates the effect of Duolingo, an AI-enhanced mobile learning platform, on English language learning outcomes among sixth-grade students at Sekolah Dasar Islam Terpadu (SDIT) Imam Syafii Cendikia, Pekanbaru. Despite the growing integration of digital technologies in Indonesian secondary and higher education, the application of AI-based platforms in Islamic elementary schools remains limited. This research addresses this gap by examining how adaptive, gamified learning tools can enhance linguistic achievement while maintaining alignment with Islamic educational values. A one-group pretest-posttest quasi-experimental design was employed with 30 participants over six weeks. Results indicated significant improvement in English proficiency, with mean scores increasing from 62.47 (SD = 10.42) to 81.63 (SD = 7.91), yielding a large effect size (Cohen's d = 0.88). Questionnaire data revealed highly positive student perceptions (M = 4.36, SD = 0.52) regarding motivation, usability, and attitudes toward AI-based learning. Classroom observations confirmed high engagement levels (M = 4.32) across attention, participation, and collaborative behavior. The findings suggest that AI-driven adaptive learning platforms can effectively personalize instruction, reduce achievement gaps, and foster intrinsic motivation in mixed-ability classrooms when culturally contextualized within faith-based pedagogy. This study contributes empirical evidence supporting the integration of AI-assisted language learning in Indonesian Islamic elementary education.
Co-Authors Aulia Rahmadani Fitri Cyntia Kumalasari Desri Elvia Yani Febrina Dafit, Febrina Fitri Nabila Fitria Wulandari Fitriyeni Fitriyeni Irma Utariningsih Jatra, Rices Juliana, Septa Laili Rahmi Latif Latif Melta Yuana Milda Amelia Putri Muhamad Nukman Muhammad Nukman Nabila Safni Ranti Niken Fatricia Nurhazizah Ramla Susanti Oktadela, Resy Ramadan, Zaka Hadikusuma Rani Ardianti Ratu Ganisa Reni Puspita Revi Laras Rezky Maulana Roziah Roziah Satriani, Estika Selvi Indriyani Sepita Ferazona Shafira Gusti Shintia Ramadani Syahriadi, Syahriadi Syofianis Ismail Wira Jaya Hartono Yuliani, Sri Yusti Elida