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All Journal Excellence JR-ELT (Journal of Research in English Language Teaching) Contemplate: Jurnal Ilmiah Studi Keislaman Symfonia: Jurnal Pendidikan Agama Islam
Ramdhano, Yanri
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Students' Perspectives on Zoom-Based Learning in Islamic Religious Education at UIN Sulthan Thaha Saifuddin Jambi Ramdhano, Yanri
CONTEMPLATE: Jurnal Ilmiah Studi Keislaman Vol 6 No 1 (2025): Juni 2025
Publisher : LP2M Institut Agama Islam Al-Qur'an Al-Ittifaqiah Indralaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53649/contemplate.v6i1.1062

Abstract

This study investigates the perspectives of Islamic Religious Education students at UIN Sulthan Thaha Saifuddin Jambi regarding online learning through Zoom. Using a descriptive qualitative approach, data were collected from ten students through open-ended questionnaires. The findings reveal that while students appreciated the flexibility, time efficiency, and accessibility provided by Zoom, they also experienced challenges such as unstable internet connections, reduced interaction, emotional fatigue, and diminished spiritual engagement. Understanding of course materials varied among students, with some benefiting from flexible access to content, while others struggled with abstract and value-based lessons. Ethical issues, including discipline and sincerity, were also affected in the online environment. Despite these challenges, many students remained motivated by personal goals and lecturer support. The study highlights that Zoom facilitates certain aspects of learning but cannot fully replace the depth of spiritual, ethical, and interpersonal connections inherent in traditional Islamic education. Students offered valuable suggestions for improving online learning, emphasizing the need for more interactive teaching methods and better infrastructure support. These insights underscore the importance of designing spiritually responsive and pedagogically engaging online religious education environments.
Students' Perceptions of Kahoot in Learning: A Study of Fifth-Semester Islamic Education Students Ramdhano, Yanri
Symfonia: Jurnal Pendidikan Agama Islam Vol 5 No 1 (2025): Symfonia: Jurnal Pendidikan Agama Islam
Publisher : Institut Agama Islam Al-Quran Al-Ittifaqiah (IAIQI) Indralaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53649/symfonia.v5i1.152

Abstract

This study explores the perceptions of Islamic Education students at UIN Sulthan Thaha Saifuddin Jambi regarding the use of the Kahoot application in Islamic Religious Education. Using qualitative methods, data were collected through open-ended questionnaires from 15 students. The findings reveal that most students viewed Kahoot positively, appreciating its engaging and interactive nature, which enhanced their understanding of the material. The gamification aspect of Kahoot was seen as a motivating factor that made learning more enjoyable. However, some students raised concerns about technical difficulties and time constraints during the game sessions. The study concludes that Kahoot can be an effective tool to boost student engagement and motivation in learning Islamic Religious Education, but it requires further adaptation to address technical challenges and optimize learning outcomes. This research contributes to the literature by demonstrating that Kahoot not only functions as an assessment tool but also as a means to increase student interaction and learning motivation in the context of Islamic Religious Education.
Pronunciation Performance in English Monologues among Islamic Education Students: A case study at Islamic University of Jambi Ramdhano, Yanri
EXCELLENCE: Journal of English and English Education Vol 5 No 1 (2025): EXCELLENCE (In Press)
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i1.1124

Abstract

This study investigates the English pronunciation performance of Islamic Education students at UIN Sulthan Thaha Saifuddin Jambi. Forty undergraduate students participated by submitting a 1–2 minute spoken monologue on the topic of “friendship.” Each performance was evaluated using a rubric adapted from the University of Colorado, assessing five pronunciation aspects: individual sounds, word stress and endings, intonation and rhythm, fluency and hesitation, and overall comprehensibility. The findings revealed that the overall mean score was low (1.32 out of 4), with the majority (80%) categorized as having “Ineffective” pronunciation. Word stress and endings posed the greatest challenge, while fluency had a slightly higher average. Only a few students demonstrated satisfactory pronunciation, marked by clearer articulation, better rhythm, and fewer hesitations. Qualitative observations supported these findings by identifying frequent errors in segmental and suprasegmental features. The results highlight an urgent need for explicit pronunciation instruction within the English curriculum of Islamic Education programs. The study recommends integrating phonetic training, pronunciation-focused tasks, and digital tools to improve learners’ speaking skills. Future research should explore the long-term development of pronunciation and the impact of targeted interventions.
Speaking Confidence in EFL Contexts: Performance Analysis of Islamic Education Students Using A Guided Monologue Template Ramdhano, Yanri
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 1 (2025): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/dvyc3w61

Abstract

This study explores the speaking confidence of second-semester Islamic Education students at UIN Sulthan Thaha Saifuddin Jambi through a guided monologue task supported by a structured template. A total of 40 students participated as part of their English subject coursework. Each student was asked to record a monologue introducing their personal gadget, following a sentence-based speaking guide designed to encourage structured expression and reduce speaking anxiety. The performances were evaluated based on an observation rubric consisting of six key indicators: fluency, use of fillers, eye contact, posture and body language, vocal delivery, and engagement with content. The data collected from the video recordings were analyzed descriptively by assigning scores across each category and calculating total and average scores per student. The findings indicate that most students performed confidently, with the strongest scores in vocal delivery and engagement with content. Some areas, such as posture and eye contact, showed room for improvement. Overall, the guided template helped students feel more prepared and organized in their spoken performance. The study suggests that such structured speaking activities can serve as effective tools in enhancing EFL learners’ confidence and speaking skills in higher education contexts
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