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All Journal JOIES (Journal of Islamic Education Studies) Multidiciplinary Journal of Islamic Studies
Akmila, Anggun
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Religion Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice

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Prospek dan Etika Penggunaan Learning Analytics (Analisis Data Pembelajaran) untuk Meningkatkan Kualitas Pengajaran Saputra, Wahyu; Akmila, Anggun
Mujalasat: Multidiciplinary Journal of Islamic Studies Vol. 3 No. 3 (2025): Jurnal Mujalasat: Multidiciplinary Journal of Islamic Studies, November
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/mujalasat.v3i3.8940

Abstract

The development of information and communication technology has brought significant changes to the field of education, particularly through the utilization of learning data. Learning analytics has become one of the strategic approaches used to understand learners’ learning behaviors and to improve the quality of teaching. This article aims to examine in depth the prospects of implementing learning analytics in educational contexts and to analyze the ethical issues that arise from its application. The research method employed in this study is library research, which involves reviewing various relevant journals, books, and scientific reports. The results of the analysis indicate that learning analytics has great potential in supporting personalized learning, enhancing teaching effectiveness, predicting academic performance, and facilitating data-driven pedagogical decision-making. However, the implementation of learning analytics also presents significant ethical challenges, including issues related to data privacy, information security, transparency in data use, algorithmic bias, and fairness in the treatment of learners. Therefore, ethical frameworks, regulatory policies, and collective awareness are necessary to ensure that learning analytics is implemented in a responsible and sustainable manner.
Impact and Effect of Gamification in Islamic Religious Education (PAI): Its Implications for Motivation, Engagement, Learning Culture, and Educational Equity Akmila, Anggun; Sarif, Muhammad Maulana Alfin
JOIES (Journal of Islamic Education Studies) Vol. 11 No. 1 (2026): JOIES (Journal of Islamic Education Studies), June
Publisher : Program Studi Doktor Pendidikan Agama Islam dan Program Magister Pendidikan Agama Islam, Pascasarjana Universitas Islam Negeri Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/joies.2026.11.1.55-78

Abstract

21st-century learning requires innovative strategies to ensure that the learning process remains meaningful. One emerging approach is gamification, which involves the application of game elements such as points, badges, and leaderboards in an educational context. However, research on gamification in Islamic Religious Education tends to focus on improving overall learning outcomes and has not yet extensively examined the mechanisms through which gamification can enhance student motivation and engagement in the learning process. This article aims to examine the impact of gamification on student motivation and engagement in learning, as well as its implications for changes in learning behavior, learning culture, and educational equity from the perspective of Islamic Religious Education. This study employs a qualitative approach using a literature review method. Data sources were drawn from relevant, accredited national journal articles on the topic. The results of this study are as follows: 1) gamification significantly enhances students’ learning motivation and engagement by reinforcing both intrinsic and extrinsic motivation; 2) there was a significant change in students’ learning behavior following the implementation of gamification, as evidenced by increased participation, interaction, discipline, and enthusiasm in the learning process; 3) Gamification has implications for fostering a more interactive and collaborative learning culture, while also serving as a primary tool to enhance equity. The effectiveness of gamification is influenced by instructional design, the suitability of digital media, and teachers’ ability to integrate game elements with the learning objectives. However, the implementation of gamification also has the potential to foster an unhealthy culture of competition and disparities in participation if it is not designed pedagogically and equitably. Therefore, gamification needs to be developed with consideration for Islamic values, the principle of equity, and the orientation toward character development of students.
Co-Authors Sarif, Muhammad Maulana Alfin Wahyu Saputra