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All Journal Journal of Artificial Intelligence and Digital Business TEFLICS Proceeding Of International Conference On Education, Society And Humanity
Yuswandari, Kurnia Devi
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Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice

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ISLAMIC BOARDING SCHOOL OF MIFTAHUL MIDAD LUMAJANG IN THE PROCESS TOWARDS MODERN EDUCATION CENTER Mahmawati, Diyah; Novitaningrum, Angella; Mas’ud, Mohammad; Yuswandari, Kurnia Devi; Wisnu, Wisnu
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 1, No 1 (2023): First International Conference on Education, Society and Humanity
Publisher : PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY

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Abstract

This article wants to reveal the development of the Islamic Boarding School of Miftahul Midad Lumajang in the process of going global. Miftahul Midad Lumajang meets the criteria of a modern Islamic Boarding School and has formatted its curriculum into an Islamic education model that is acceptable to various groups. Since its establishment in the 1980s, its development has been very rapid, because it not only implements the salaf system but also uses the integrated curriculum of the Ministry of Religion's formal school format. Now, after the opening of the institution, several surges of concept developments are put into practice. The theme of this article's discussion is how the implementation of the khalaf salaf curriculum in formal education at the Islamic boarding school of Miftahul Midad Lumajang is in facing the challenges of the times. Some of the problems are also how caregivers adopt the khalaf salaf curriculum with the opening of MTs, MA, and institutions. The ranks of caregivers provide evidence of success in practicing the khalaf salaf curriculum in the implementation of side-by-side learning. This success comes from the quality of the students and the ability of caregivers and teachers to coordinate to guide the students. 
The Role of Students’ Listening Habits to English Songs in Vocabulary Mastery: A Systematic Literature Review Muaviyah, Tsalis Aviatun; Yuswandari, Kurnia Devi; Novitaningrum, Angella; Mas'ud, Mohammad; Nahidin, khittotun
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 4 No. 4 (2026): November - January
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v4i4.5316

Abstract

The rapid growth of digital technology has expanded students’ exposure to English beyond formal classroom settings, particularly through informal activities such as listening to English songs. This study aims to systematically review existing research on students’ listening habits to English songs and their implications for vocabulary mastery in English as a Foreign Language (EFL) contexts. A Systematic Literature Review (SLR) method was employed by analyzing peer-reviewed journal articles published between 2020 and 2025. The selected studies focused on English songs, listening activities, listening habits, and vocabulary learning across various educational levels, ranging from elementary school to university. The reviewed articles were analyzed using thematic synthesis, and key findings were organized into a review table to identify recurring patterns and themes. The results indicate that English songs contribute positively to vocabulary mastery by providing repeated and contextualized exposure to lexical items. The findings also reveal that listening habits to English songs support vocabulary development more effectively when accompanied by active engagement, such as attention to lyrics and word meanings. In addition, English songs enhance motivation, listening comprehension, and pronunciation awareness, which indirectly strengthen vocabulary acquisition. Overall, this review concludes that English songs are an effective and accessible learning resource for vocabulary development in EFL contexts, particularly when listening activities are conducted purposefully rather than passively.
Gamified Listening Activities Powered by Artificial Intelligence: Impact on Secondary Student Engagement and Performance Yuswandari, Kurnia Devi; Novitaningrum, Angella
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 2 (2025): 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.v5i2.10543

Abstract

This study explored the impact of gamified listening activities powered by artificial intelligence (AI) on secondary students’ engagement and performance in English as a Foreign Language (EFL) learning. Although previous research had highlighted the benefits of both gamification and AI in language education, few studies had examined their combined effects, particularly in listening comprehension at the secondary level. This qualitative research addressed that gap by investigating students’ experiences, engagement levels, and perceived improvements after participating in AI-assisted gamified listening lessons. Using a qualitative case study approach, the research involved three secondary school students who engaged in listening activities through AI-powered gamified platforms such as Quizizz AI, Duolingo, and ChatGPT audio features. Data were collected through classroom observations, reflective journals, and semi-structured interviews to gain in-depth insights into students’ motivation and learning experiences. Thematic analysis was employed to identify key patterns in engagement, emotional response, and perceived performance gains. The findings revealed enhanced motivation, active participation, and improved listening confidence among learners.The significance of this study lies in its contribution as an exploratory examination of how secondary students perceive AI-supported gamified listening activities in an EFL context. Rather than asserting generalizable or significant effects, the findings represent the subjective experiences of the three participants, who reported that the activities felt more engaging, interactive, and personally relevant. These insights are inherently context-specific and should be interpreted with caution, as the limited number of participants restricts the transfer ability of the results. Nevertheless, the study offers preliminary considerations for educators who wish to explore the potential of integrating AI tools and gamification elements into EFL listening instruction, particularly as a means of enhancing learner engagement and personalization.
Exploring EFL Students’ Perceptions of Using Padlet in Collaborative Academic Writing Novitaningrum, Angella; Yuswandari, Kurnia Devi; Daristin, Pipit Ertika
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 2 (2025): 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.v5i2.10546

Abstract

This study investigates how students perceive the use of Padlet in collaborative academic writing. As digital platforms become increasingly integrated into language classrooms, understanding learners’ engagement with these technologies is essential for optimizing pedagogical outcomes. It employed a descriptive qualitative research design that involved 14 third-semester undergraduate students from the English Education Study Program at STIT Miftahul Midad Lumajang as the participants. The data of this study were collected through semi-structured interviews, classroom observations and documentation. The findings reveal five major themes that reflect students’ perceptions in using Padlet for collaborative academic writing, including enhanced engagement and confidence, support for the writing process, technological and interpersonal challenges, emotional and cognitive impact and metacognitive reflective practice. These themes provide a comprehensive understanding of how Padlet mediates students’ engagement, interaction, and learning development in digitally supported writing context. Overall, the study highlights Padlet’s potential to transform academic writing from an individual task into a dynamic, socially situated learning experience that promotes engagement, reflection, and collaborative knowledge construction in digital EFL contexts.
Co-Authors Daristin, Pipit Ertika Mahmawati, Diyah Mas'ud, Mohammad Mas’ud, Mohammad Muaviyah, Tsalis Aviatun NAHIDIN, KHITTOTUN Novitaningrum, Angella wisnu wisnu, wisnu