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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Sukirman
Tadris Bahasa Inggris, State Islamic Institut of Palpo, Palopo, South Sulawesi
Languange, Linguistic, Communication & Media

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Students’ Experiences on Implementation of Augmented Reality Material in Islamic Boarding School to Improve Students’ Vocabulary Fitrah Amalia Sofyan; Masruddin; Sukirman
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.5520

Abstract

This study aims to investigate the use of Augmented Reality (AR) in enhancing English vocabulary learning among students in an Islamic boarding school (pesantren) context. The research was conducted at Islamic boarding school on Palopo using a qualitative case study approach. The participants consisted of six female students aged 12–17 who were selected based on their active participation in English learning activities. The study utilized Octagon Company AR flashcards as the primary learning media. Data were collected through classroom observations and semi-structured interviews and were analyzed using thematic analysis. The findings reveal three main themes: (1) enhanced vocabulary retention, (2) increased learning motivation, and (3) implementation challenges in the pesantren environment. The use of AR significantly improved students’ vocabulary acquisition, as indicated by an average assessment score of 81.93, and increased their engagement through interactive and visual learning experiences. However, challenges such as limited access to devices, internet restrictions, and institutional rules in pesantren were identified as barriers to implementation. This study suggests that AR has strong potential as an innovative tool for English language learning in traditional educational settings. It is recommended that pesantren administrators and educators consider integrating AR-based learning with appropriate technological support and policy adjustments to maximize its effectiveness while maintaining institutional values.
Developing English Teaching Module Integrated Islamic Values in Islamic Elementary School Nurfadilah Nasruddin; Rustan; Sukirman
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.5531

Abstract

It is necessary to develop a teaching module, which is appropriate with learning strategy for elementary school students where the English learning material is integrated with Islamic values. This research aims to produce an appropriate English teaching module based on the Merdeka curriculum for 4th-grade Islamic elementary school students. This research method uses the Research and Development (R&D) method with the ADDIE model approach, which consists of five stages. namely analysis, design, development, implementation, and evaluation. In the analysis stage, student needs and characteristics are assessed to ensure the module meets relevant learning requirements. The design stage builds on this analysis to create a module aligned with the Merdeka Curriculum and Islamic values. The development is turned into a validated and revised teaching module during development. Implementation is done in actual learning in the classroom, with positive feedback from teachers. Both formative and summative evaluations confirmed the module's alignment with expectations and its value in teaching English integrated with Islamic values. Thus, the module is a practical resource for English teachers in Islamic elementary schools, consistent with the Merdeka Curriculum.This module has been comprehensively designed, tested, and validated to ensure compliance with the Merdeka Curriculum and Islamic principles and successfully implemented in the classroom. Continuous supervision and user feedback are required to improve this teaching module further. Adding training for teachers on the use of the module and further adaptation based on student feedback may increase the effectiveness and relevance of the module in daily learning contexts.
Co-Authors Fitrah Amalia Sofyan Masruddin Nurfadilah Nasruddin Rustan