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All Journal alfazuna: Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban HEUTAGOGIA: Journal of Islamic Education
Tamami, Fazri Nur Insan
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Integrating Augmented Reality in Islamic Education: A Case Study of Al Ma’arif Singosari High School Mahliatussikah, Hanik; Ash Shidiqiyah, Firstiyana Romadlon; Tamami, Fazri Nur Insan; Mardatillah, Harrifah; Erwani, Erwani; Wafa, Muhammad Sirril
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 1 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.51-09

Abstract

This study investigates the implementation of Augmented Reality (AR)-based learning media at Al Ma’arif Singosari High School, an Islamic educational institution undergoing digital transformation. Employing a qualitative case study approach, the research explores the lived experiences, perceptions, and challenges encountered by teachers, students, and administrators. Data were collected through classroom observations, semi-structured interviews, focus group discussions, and document analysis, ensuring methodological triangulation. Findings indicate that AR positively influenced teaching practices, fostering creativity and a shift from content delivery to facilitative instruction. Students reported increased engagement and improved comprehension of abstract concepts across subjects such as Islamic Studies, Biology, and Arabic. However, technical challenges—including device compatibility, limited internet connectivity, and distractions from mobile devices—posed significant barriers. These dual outcomes highlight both the pedagogical potential and operational limitations of AR in Islamic education. The study provides practical implications for institutions considering similar initiatives, emphasizing the importance of teacher training, infrastructure readiness, and institutional support. While offering a replicable framework, this single-site study is limited in scope and duration. Future research should explore the long-term impacts of AR integration, its adaptability across diverse Islamic school contexts, and the development of culturally and pedagogically aligned AR content.
Istikhdâm Uslûb Ikhtibâr al-Kalimât fî Instagram li Mâdah al-Tarkîb litarqiyyati Tahṣîl al-Ṭulâb al-Dirâsi Tamami, Fazri Nur Insan
Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 8 No. 1 (2023): December
Publisher : Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/alfazuna.v8i1.2938

Abstract

Purpose - The purpose of this research is to determine the learning outcomes of students at Ma'had al-Jami'ah of the Persis Islamic Institute Bandung in the subject of 'tarkib' before and after the implementation of quiz techniques using Instagram as a medium. Design/Methodology/Approach- The method employed in this research is a Quasi Experiment with a pre-test and post-test design model. The data collected for this study is both qualitative, examining the conditions of the location, and quantitative, focusing on calculations. Data collection techniques involve a combination of observation, interviews, testing, research, and literature review. Findings - Referring to the research findings obtained in this study, it is evident that the learning outcomes of students at Ma'had al-Jami'ah of the Persis Islamic Institute Bandung in the subject of 'tarkib' before using the Instagram quiz technique yielded a score of 65 within the interpretation range of 60-65, indicating a good level. Following the implementation of the Instagram quiz method in the 'tarkib' subject, the post-test results yielded a score of 82 within the interpretation range of 80-89, denoting an excellent level. Furthermore, the N-Gen testing resulted in a score of 4.2%, implying that the use of the Instagram quiz technique in the subject matter has a significant impact on student scores at a moderate level. Research Limitation/Implications- The issue in this research is confined by directing the study's focus on the influence of using the Instagram quiz method within the subject of 'tarkib' among the students of Ma'had al-Jami'ah at STAI Persis Bandung. 
Integrating Augmented Reality in Islamic Education: A Case Study of Al Ma’arif Singosari High School Mahliatussikah, Hanik; Ash Shidiqiyah, Firstiyana Romadlon; Tamami, Fazri Nur Insan; Mardatillah, Harrifah; Erwani, Erwani; Wafa, Muhammad Sirril
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 1 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.51-09

Abstract

This study investigates the implementation of Augmented Reality (AR)-based learning media at Al Ma’arif Singosari High School, an Islamic educational institution undergoing digital transformation. Employing a qualitative case study approach, the research explores the lived experiences, perceptions, and challenges encountered by teachers, students, and administrators. Data were collected through classroom observations, semi-structured interviews, focus group discussions, and document analysis, ensuring methodological triangulation. Findings indicate that AR positively influenced teaching practices, fostering creativity and a shift from content delivery to facilitative instruction. Students reported increased engagement and improved comprehension of abstract concepts across subjects such as Islamic Studies, Biology, and Arabic. However, technical challenges—including device compatibility, limited internet connectivity, and distractions from mobile devices—posed significant barriers. These dual outcomes highlight both the pedagogical potential and operational limitations of AR in Islamic education. The study provides practical implications for institutions considering similar initiatives, emphasizing the importance of teacher training, infrastructure readiness, and institutional support. While offering a replicable framework, this single-site study is limited in scope and duration. Future research should explore the long-term impacts of AR integration, its adaptability across diverse Islamic school contexts, and the development of culturally and pedagogically aligned AR content.
Co-Authors Ash Shidiqiyah, Firstiyana Romadlon Erwani, Erwani Mahliatussikah , Hanik Mardatillah, Harrifah Wafa, Muhammad Sirril