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All Journal Action Research Journal Indonesia (ARJI) Journal of Islamic Education Research
Kinasih, Putri Ayu
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Religion Humanities Education

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Artificial Intelligence: The Correlation Between AI Usage and Learning Interest Fauzi, Akbar; Kinasih, Putri Ayu; Damayanti, Okky; Kay, Putri Maharani; Munawaroh, Puji; Azizah, Nurul
Action Research Journal Indonesia (ARJI) Vol. 7 No. 2 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i2.406

Abstract

Perkembangan teknologi digital, termasuk kecerdasan buatan (AI), memberikan peluang baru dalam proses pembelajaran. Namun, pengaruhnya terhadap minat belajar mahasiswa masih belum banyak diteliti. Tujuan dari penelitian ini adalah untuk mengkaji pengaruh penerapan Artificial Intelligence (AI) terhadap tingkat minat belajar mahasiswa Pendidikan Agama Islam (PAI). Penelitian ini menggunakan pendekatan kuantitatif dengan metode ex-post facto. Sampel dalam penelitian ini adalah 81 mahasiswa PAI di UIN Raden Intan Lampung yang dipilih secara acak dari populasi 414 mahasiswa. Instrumen pengumpulan data berupa angket skala Likert yang telah divalidasi dan diuji reliabilitasnya. Data dianalisis menggunakan uji normalitas, homogenitas, linearitas, uji-t, dan uji koefisien determinasi. Hasil penelitian menunjukkan adanya hubungan positif dan signifikan antara penggunaan AI dengan minat belajar mahasiswa. Uji-t menghasilkan nilai signifikansi 0,000, yang berarti terdapat pengaruh yang sangat signifikan secara statistik antara penggunaan AI dan tingkat minat belajar mahasiswa (karena p < 0,05). Nilai koefisien determinasi sebesar 33,5% menunjukkan bahwa penggunaan AI berkontribusi dalam menjelaskan variasi minat belajar mahasiswa. Temuan ini mengindikasikan bahwa AI dapat meningkatkan aspek-aspek minat belajar seperti keterlibatan, perhatian, ketertarikan, dan perasaan senang dalam belajar. Sebagai tindak lanjut, disarankan agar institusi pendidikan tinggi mengintegrasikan AI secara lebih sistematis melalui pelatihan terstruktur, pengembangan kompetensi digital, dan pembaruan kurikulum guna mendukung penerapan AI secara optimal dan berkelanjutan dalam kegiatan pembelajaran.
Effectiveness of a Plickers-Assisted Teams Games Tournament (TGT) Model on Student Learning Interest in Islamic Religious Education Kinasih, Putri Ayu; Kesuma , Guntur Cahaya; Hasanah , Uswatun
Journal of Islamic Education Research Vol. 7 No. 1 (2026): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v7i1.548

Abstract

Students’ learning interest represents a crucial affective factor influencing engagement, persistence, and academic achievement. Nevertheless, instruction in Islamic Religious Education often remains teacher-centered and lacks interactive learning experiences, resulting in low student participation and motivation. This study aimed to examine the effectiveness of a Plickers-assisted Teams Games Tournament cooperative learning model in enhancing students’ learning interest. A quantitative quasi-experimental method with a posttest-only control group design was employed. Participants were eighth-grade students at State Junior High School 1 Jati Agung, with two intact classes randomly assigned as experimental and control groups. The experimental group received cooperative learning through structured tournaments supported by a QR code-based Plickers response system, while the control group experienced conventional lecture-based instruction. Data were collected using a validated and reliable 20-item learning interest questionnaire covering enjoyment, engagement, attention, and curiosity. Statistical analyses included assumption testing, independent samples t-test, and effect size estimation. Results demonstrated that the experimental group achieved substantially higher learning interest scores than the control group. The independent samples t-test revealed a highly significant difference, t(76) = 10.928, p < 0.001. The magnitude of the effect was very large (Cohen’s d = 2.47), indicating strong practical and educational impact. Students exposed to the intervention showed greater active participation, enthusiasm, sustained attention, and collaborative interaction during learning activities. The novelty of this study lies in integrating cooperative learning with an inclusive digital response system and emphasizing affective outcomes within Islamic Religious Education. The study contributes theoretically to technology-assisted cooperative learning literature and practically provides an accessible, low-cost, and replicable instructional strategy for fostering more engaging and student-centered classrooms. 
Co-Authors Damayanti, Okky Fauzi, Akbar Hasanah , Uswatun Kay, Putri Maharani Kesuma , Guntur Cahaya Munawaroh, Puji NURUL AZIZAH