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All Journal Al-Hijr: Journal of Adulearn World An-Nahdloh: Journal of Education and Islamic Studies
Djafar, Mohammad Ariswara Rai
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Religion Computer Science & IT Education Languange, Linguistic, Communication & Media Other

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Krisis Pembelajaran Bermakna dan Integratif terhadap Penghayatan Nilai-Nilai Keagamaan Peserta Didik di MTs N 1 Banggai Djafar, Mohammad Ariswara Rai; Solong, Najamudin Petta; Munira, Munira; Djafar, Fatimah
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 3 (2026): May 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58788/jeis.v1i3.92

Abstract

The digital transition at MTs N 1 Banggai has fundamentally altered student learning behaviors, leading to a "meaningful learning crisis" where instant information retrieval replaces deep spiritual reflection. This research explores the underlying factors of this crisis, specifically focusing on how digital culture hinders the internalisation of religious values. Utilizing a qualitative phenomenological design, the study gathered insights from teachers, students, and parents through interviews and direct observations. The findings indicate a significant mismatch between traditional, lecture-based teaching methods and the fast-paced, multitasking habits of modern students. Evidence from school records further reveals that instructional planning prioritizes cognitive mastery over moral-digital ethics, resulting in students practicing religious values only superficially. Consequently, the study advocates for a pedagogical shift toward reflective and contextual PAI models that bridge the gap between religious teachings and daily digital interactions.   Keywords: Meaningful and Integrative Learning, Internalization of Student Religious Values, Digital Learning Culture
GAME-BASED LEARNING AND STUDENT ENGAGEMENT: EXPLORING THE ROLE OF AI IN EDUCATIONAL GAMES Djafar, Mohammad Ariswara Rai; Parera, Dilshan; Pateda, Lamsike
Al-Hijr: Journal of Adulearn World Vol. 5 No. 2 (2026)
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/alhijr.v5i2.1272

Abstract

Game-based learning (GBL) has emerged as an innovative approach to engage students and enhance learning outcomes. With advancements in artificial intelligence (AI), educational games are increasingly capable of providing personalized learning experiences. This study investigates the role of AI in GBL and its impact on student engagement and academic performance. The research aims to evaluate how AI-powered educational games influence student motivation, retention, and interaction with learning materials. A mixed-methods approach was employed, combining quantitative assessments of student performance and qualitative feedback from students and educators. The findings indicate that AI-enhanced educational games significantly increase student engagement, with an observed 25% improvement in participation and a 20% increase in academic achievement. Students reported higher levels of motivation, while teachers noted improved performance in both individual and group learning contexts. These results suggest that AI-driven personalization within educational games can effectively address individual learning needs, making learning more interactive and adaptive. The study concludes that while AI-powered games are a promising tool for enhancing education, they must be integrated with traditional teaching methods to maintain the essential human connection in the learning process. Future research should focus on the long-term effects of AI in GBL and explore the ethical considerations surrounding data privacy and AI biases.
Co-Authors Fatimah Djafar Lamsike Pateda Munira Munira, Munira Parera, Dilshan Solong, Najamudin Petta