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All Journal Al-Hijr: Journal of Adulearn World Journal International of Lingua and Technology Journal International Dakwah and Communication International Journal of Research in Counseling Journal of Educational Teaching and Trends
Razak, Faisal
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Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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Leveraging Augmented Reality for Interactive Language Learning Salamah, Umi; Zaki, Amin; Rokhyanto, Rokhyanto; Razak, Faisal
Journal International of Lingua and Technology Vol. 3 No. 3 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v3i3.729

Abstract

The rapid advancement of technology, particularly in augmented reality (AR), has opened new possibilities for interactive language learning. Traditional language learning methods often fail to engage learners actively, limiting the development of real-world communication skills. AR, with its immersive and interactive nature, offers an innovative approach that can bridge this gap by providing contextualized language learning experiences. This research aims to explore how augmented reality can be leveraged to enhance the effectiveness and engagement of language learners in both formal and informal educational settings. A mixed-methods research design was employed, combining quantitative data from language proficiency assessments and qualitative insights gathered through surveys and interviews with both learners and educators. AR-based language learning applications were implemented over a period of three months with a sample of 150 students, and their progress was monitored through pre- and post-tests. Learners interacted with virtual objects, scenarios, and conversations in real-world environments, providing immersive language practice opportunities. The results indicated a significant improvement in language proficiency, particularly in speaking and listening skills, with learners showing increased confidence and engagement. AR-enhanced lessons allowed students to practice language in context, making the learning process more intuitive and enjoyable.
The Future of Work and the Evolving Role of Career Counseling: Preparing Gen Z for the Gig Economy and the Age of Automation. Endro Baruno, Yosep Heristyo; Maertias, Maertias; Razak, Faisal
International Journal of Research in Counseling Vol. 3 No. 2 (2024)
Publisher : Yayasan Minang Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70363/ijrc.v3i2.266

Abstract

This article explores the evolving landscape of work that Generation Z is encountering, with an emphasis on the essential role of career counseling in equipping them for the gig economy and the age of automation. As technological advancements and shifts in labor market dynamics reshape traditional employment models, young job seekers face unique challenges that require innovative strategies for career success. The article employs a research-based approach to examine the key skills necessary for navigating this new work environment, the transformations in work relationships, and the critical function of career counselors in providing pertinent guidance and support. Moreover, it highlights the significance of developing both soft skills—such as adaptability, communication, and problem-solving—and technical skills relevant to emerging industries. The article posits that career counseling not only serves as an important resource for Generation Z in identifying and pursuing job opportunities but also plays a pivotal role in fostering resilience and adaptability in a rapidly changing job market. By addressing the evolving expectations of employers and the impact of automation on job availability, this article aims to provide insights into how career counseling can effectively prepare Generation Z for the future of work.
Personalized Learning through ChatGPT: A Quasi-Experimental Study on Adaptive Curriculum in High School Settings Muhammad, Muhammad; Nizam, Zain; Razak, Faisal
Al-Hijr: Journal of Adulearn World Vol. 4 No. 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v4i2.982

Abstract

The challenge of catering to diverse learning paces and styles in traditional high school classrooms often limits student potential. The emergence of advanced AI, such as ChatGPT, presents a novel opportunity to create adaptive learning environments that personalize educational content in real-time. This study aimed to investigate the effectiveness of a ChatGPT-driven adaptive curriculum on student academic performance and engagement compared to conventional, non-adaptive teaching methods. A quasi-experimental, pre-test/post-test design was conducted with 110 high school students. The intervention group (n=55) utilized an adaptive curriculum where content was dynamically adjusted by ChatGPT based on performance, while the control group (n=55) received standard instruction. Academic performance was measured via subject-specific tests, and engagement was assessed using the Student Engagement Instrument (SEI). The intervention group demonstrated a statistically significant improvement in academic performance (p < .01) and higher engagement scores (p < .05) compared to the control group. The adaptive curriculum effectively addressed individual learning gaps and maintained student interest. Integrating ChatGPT to facilitate personalized, adaptive curricula is a highly effective strategy for enhancing both academic achievement and student engagement in high school settings. This approach offers a scalable solution to individualized instruction.
Public Speaking Strategy for Muslim Lecturers to Attract Generation Z in Da’wah Rintaningrum, Ratna; Razak, Faisal; Farah, Rina
Journal International Dakwah and Communication Vol. 5 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jidc.v5i1.899

Abstract

The rise of Generation Z as a distinct demographic group has posed new challenges and opportunities for public speaking, especially in the field of da’wah (Islamic preaching). As digital natives, Generation Z engages with content in ways that differ significantly from previous generations, making it essential for Muslim lecturers to adapt their public speaking strategies to connect effectively with this audience. This research explores the public speaking strategies used by Muslim lecturers to attract and engage Generation Z in da’wah. The study employs a qualitative research design, conducting interviews with Muslim lecturers who have successfully used digital platforms and innovative methods to deliver their messages to younger audiences. The findings reveal that interactive content, visual aids, relevant social media usage, and humor are among the most effective strategies for engaging Generation Z. Lecturers who incorporated personal stories and interactive sessions found higher levels of engagement and greater impact. The study concludes that for Muslim lecturers to effectively attract Generation Z, they must embrace modern communication tools while maintaining the integrity and relevance of Islamic teachings. Future research should explore the long-term impact of these strategies and how they affect the retention of Islamic values among Generation Z.
Blending Pendagogy and Technology: How Digital Tools Enhance Teaching and Learning Outcomes Sari, Wardani Purnama; Putra, Febi Nuris; Razak, Faisal
Journal of Educational Teaching and Trends Vol. 1 No. 1 (2025)
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jett.v1i1.22

Abstract

The increasing use of digital tools in education has revolutionized teaching practices, yet comprehensive evidence of their educational impact remains limited. A 2023 UNESCO report reveals that while 78% of classrooms now employ educational technology, only 32% of educators receive sufficient training to implement these tools effectively. This discrepancy emphasizes the importance of examining how technology can truly enhance learning when properly integrated with pedagogical methods. This study investigates the effects of pedagogically-informed technology use on student achievement, identifying the most effective combinations of digital resources and teaching approaches across various educational settings. Employing a mixed-methods design, the research analyzed 185 studies (2018-2023) from major databases, along with classroom observations across 15 nations. Qualitative insights from 250 educators revealed implementation challenges. Three key factors emerged as crucial for success: teacher expertise in technology-enhanced pedagogy (β=0.63), curriculum integration (β=0.57), and student digital competence (β=0.49). The results underscore that meaningful educational technology integration requires deliberate pedagogical design, not merely technological access, highlighting the critical need for professional development focused on pedagogical-technological knowledge.
Co-Authors Dwiatmanto Dwiatmanto Endro Baruno, Yosep Heristyo Farah, Rina Haruni Ode Khairani, Misbahul Maertias, Maertias Muhammad Muhammad Nizam, Zain Nurul Huda Putra, Febi Nuris Ratna Rintaningrum, Ratna Rokhyanto Rokhyanto, Rokhyanto Sari, Wardani Purnama Silvester Magnus Loogman Palit Umi Salamah Wulan, Dyah Retno Zaki, Amin