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All Journal Al-Hijr: Journal of Adulearn World Journal International of Lingua and Technology Al Irsyad: Jurnal Studi Islam
Pao, Chai
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Religion Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Designing Culturally Responsive Language Curricula Muhammadiah, Mas’ud; Chai, Nong; Pao, Chai
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.v3i3.730

Abstract

Language curricula often fail to address the diverse cultural backgrounds of learners, which can impact engagement and the effectiveness of language acquisition. In multicultural learning environments, culturally responsive curricula are essential to creating inclusive education that respects and integrates learners’ unique cultural experiences. This research aims to explore the design and implementation of culturally responsive language curricula that enhance learner engagement and improve language proficiency by aligning educational content with students’ cultural contexts. A qualitative research approach was employed, involving case studies of five educational institutions with diverse student populations. Data were collected through interviews with educators, curriculum developers, and students, as well as through analysis of existing curricula. The study examined how culturally relevant content and teaching methods were incorporated into language courses and evaluated their impact on student motivation, participation, and proficiency. The analysis also identified key strategies for designing culturally responsive curricula. The results indicated that integrating learners’ cultural backgrounds into the curriculum significantly improved engagement and language proficiency. Educators reported higher levels of student participation and motivation when the content reflected learners’ cultural identities and real-life experiences. Additionally, students showed greater retention of language skills when cultural relevance was emphasized in the learning process.  
Development of Gamification-Based Smart Education Platforms to Increase Student Involvement Syarif, Afwan; Som, Rit; Pao, Chai
Al-Hijr: Journal of Adulearn World Vol. 4 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/alhijr.v4i1.846

Abstract

The integration of technology into education has led to innovative teaching methods aimed at enhancing student engagement and participation. One such method is gamification, which leverages game mechanics to make learning more interactive and motivating. However, traditional educational models often fail to fully engage students, resulting in disengagement and suboptimal learning outcomes. This study aims to develop a gamification-based smart education platform designed to increase student involvement by integrating game elements into the learning process. The primary objective is to assess the effectiveness of gamification in enhancing student engagement, learning outcomes, and overall classroom participation. A mixed-methods approach was used, combining both qualitative and quantitative data collection methods. The research involved the design, development, and implementation of a smart education platform that incorporated elements such as points, badges, leaderboards, and challenges. Data was gathered from 200 students across various disciplines, and engagement metrics, academic performance, and student feedback were analyzed. The results showed a significant increase in student involvement and motivation, with notable improvements in academic performance and class participation. Students reported a higher level of enjoyment and interaction with the platform, indicating that gamification enhanced their learning experience. This study concludes that gamification-based smart education platforms are an effective tool for increasing student engagement and improving learning outcomes, offering a promising approach for modern educational environments.
Religiosity As Protection Against The Acceptance Of Rape Myths Among Students At Islamic Universities Mundzir, Ilham; Razak, Yusron; Nur Peni, Wike; Muthmainnah, Yulianti; Pao, Chai
Al Irsyad: Jurnal Studi Islam Vol. 5 No. 1 (2026): Al Irsyad: Jurnal Studi Islam
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/alirsyad.v5i1.988

Abstract

Limited empirical evidence exists on the relationship between religiosity and acceptance of rape among Islamic university students in Indonesia. This study aims to analyze the relationship between religiosity and acceptance of rape and understand students’ perceptions of sexual violence. This study used an explanatory sequential mixed-method design at two Islamic universities. Quantitative correlational analysis (N=162) with MUDRAS and SRMA scales was followed by qualitative case study interviews analyzed thematically. Quantitative results show no significant relationship between religiosity and acceptance of rape, with a very weak positive correlation (r = 0.049, p = 0.532). This indicates that higher religiosity does not necessarily reduce acceptance of rape myths. Qualitative findings reveal that students generally demonstrate strong awareness of sexual violence issues, rejecting victim blaming, consent misinterpretation, and rape myths. Despite high levels of religious practice and moral self-control, these factors do not translate into statistically significant attitudes toward rape myth rejection. The findings highlight a disconnect between religiosity and attitudes toward sexual violence, suggesting the influence of broader social and cultural factors beyond religion alone. Religiosity is not significantly related to acceptance of rape among Islamic university students in this study context. Findings inform educational and policy strategies emphasizing multidimensional approaches beyond religiosity to prevent sexual violence effectively in society.
Co-Authors Afwan Syarif Chai, Nong Chai, Som Ilham Mundzir Mas'ud Muhammadiah Misransyah Akos Nur Peni, Wike Razak, Yusron Rivana, Anggi Som, Rit SULASMI ANGGO Wahyudin Rahman Yulianti Muthmainnah, Yulianti Zahir, Roya