<![CDATA[Islamic higher education institutions increasingly use digital media, yet many platforms remain generic and insufficiently aligned with institutional values. This study aimed to examine the effectiveness of AIK-based digital media and empirically examine the Contextual Value-Integrated Digital Language Learning (CVIDLL) model for developing students’ writing and speaking skills. A quasi-experimental nonequivalent control-group pretest–posttest design was conducted with 63 fourth-semester Indonesian Language Education students at Universitas Muhammadiyah Sumatera Utara, comprising an experimental group (n = 32) and a control group (n = 31). Data were collected using validated writing and speaking rubrics and an AIK-integration perception questionnaire. ANCOVA showed significantly greater gains for the experimental group in writing (18.4 compared with 7.3; p < .001; partial η² = .44) and speaking (17.6 compared with 7.3; p < .001; partial η² = .39). Students also reported highly positive perceptions of AIK integration (M = 4.28/5.00). These findings support CVIDLL as a contextual framework for integrating Islamic institutional values into digital language learning.]]>
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