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All Journal Journal International Inspire Education Technology (JIIET) Al Irsyad: Jurnal Studi Islam
Akhtar, Shazia
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Religion Computer Science & IT Education Library & Information Science Social Sciences

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Effectiveness of Gamified Learning Strategies in Secondary Education Purwanti, Rina; Akhtar, Shazia; Mokoena, Lesedi
Journal International Inspire Education 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/jiiet.v3i3.725

Abstract

Gamified learning strategies have gained popularity in secondary education as a method to boost student engagement, motivation, and learning outcomes. In an era where technology and interactivity increasingly shape educational environments, gamification offers a unique approach by integrating game elements like points, badges, and leaderboards into the learning process. This research aims to assess the effectiveness of gamified learning strategies in improving academic performance, engagement, and motivation among secondary school students. A quasi-experimental design was used, involving two groups of students from three secondary schools: one utilizing a gamified learning approach and the other following traditional teaching methods. Data was collected through pre- and post-tests, engagement surveys, and interviews, allowing for both quantitative and qualitative analysis. The results showed that students in the gamified group demonstrated a 25% improvement in test scores and reported higher levels of engagement and motivation compared to the control group. The study concludes that gamified learning strategies can significantly enhance learning outcomes and student involvement in secondary education. These findings suggest that integrating game-based elements into curricula may create a more interactive and motivating learning environment, supporting academic growth. Further research is recommended to explore the long-term effects of gamification and its applicability across different subjects and educational levels.
Human-Centered Artificial Intelligence Model in Classroom Management in Early Childhood Islamic Education Study Programs Idris, Meity H.; Riza, Eva; Manfaatin, Eva; Chai, Som; Akhtar, Shazia
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.v5i1.967

Abstract

Digital transformation demands adaptive classroom management; however, the implementation of Artificial Intelligence in Islamic higher education has not yet been structured into a human-centered model that considers pedagogical, ethical, and humanistic values. This study aims to analyze the needs of digital classroom management and to formulate a contextual Human-Centered Artificial Intelligence model for Islamic higher education. The research employed a qualitative approach with conceptual development studies through interviews, classroom observations, academic documentation, and interpretive thematic data analysis. The findings suggest that classroom management is confronted with difficulties stemming from diverse student capabilities, fluctuations in learning engagement, and inadequate utilization of learning data. To mitigate these issues, a Human-Centered Artificial Intelligence Model was developed, incorporating learning analytics, adaptive recommendation systems, and humanistic pedagogical tenets grounded in Islamic educational principles. This model designates educators as the principal decision-makers, with AI functioning as a data-driven support system. The model's implementation could potentially augment learning efficacy, personalize the learning experience, and sustainably enhance the quality of pedagogical interactions. Consequently, the integration of Human-Centered Artificial Intelligence fortifies adaptive classroom management by harmonizing technology, humanistic values, and the strategic function of educators. This study offers a conceptual model of AI-driven classroom management that is humanistic, contextually relevant, and pertinent to Islamic higher education within the digital age.
Co-Authors Amin, Rafiullah Chai, Som Eva Manfaatin EVA RIZA, EVA idris, Meity H. Mokoena, Lesedi purwanti, rina Yanti Budiasih, Yanti