cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Adam Mudinillah
Contact Email
adammudinillah@staialhikmahpariangan.ac.id
Phone
+62853793388533
Journal Mail Official
alhijr@staialhikmahpariangan.ac.id
Editorial Address
Jorong Padang Panjang Pariangan No. 17 Kec. Pariangan Kab. Tanah Datar Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.
Location
Kab. tanah datar,
Sumatera barat
INDONESIA
Al-Hijr: Journal of Adulearn World
Published by Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar
ISSN : 28293894     EISSN : 28294351     DOI : https://doi.org/10.55849/alhijr
Core Subject : Science, Education,
Computer Science & IT Education Languange, Linguistic, Communication & Media Other
Al-Hijr: Journal of Adulearn World is a multi-disciplinary, peer-refereed open-access international journal which has been established for the dissemination of state-of-the-art knowledge in the field of education, teaching, development, instruction, educational projects and innovations, learning methodologies, and new technologies in education and learning. The journal publishes state-of-art papers in fundamental theory, experiments, and simulation, as well as applications, with a systematic proposed method, sufficient review on previous works, expanded discussion, and concise conclusion. As our commitment to the advancement of science and technology, the Al-Hijr follows the open access policy that allows the published articles freely available online without any subscription. Submitted papers must be written in English for initial review stage by editors and further review process by minimum two international reviewers.
Arjuna Subject : Umum - Umum
Articles 7 Documents
 1 
Search results for , issue "Vol. 3 No. 4 (2024)" : 7 Documents clear
The Use of Clustering Techniques to Enhance the Accuracy of Islamic Religious Knowledge Assessment Sutoyo, Muh. Nurtanzis; Nasruddin; Hasan Djidu
Al-Hijr: Journal of Adulearn World Vol. 3 No. 4 (2024)
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.v3i4.704

Abstract

This study aims to enhance the accuracy of Islamic religious knowledge assessment among Madrasah students in Kolaka, Indonesia, by applying the K-Means clustering technique. The background of this research is based on the variation in students' understanding of two important aspects: Fiqh and Aqidah Akhlak. The method used includes data collection from 181 students, followed by descriptive analysis and determination of the number of clusters using the Elbow Method. The results show that the optimal number of clusters is three, representing the categories of High, Medium, and Low. After applying K-Means, a Silhouette Coefficient score of 0.548 was obtained, indicating that the student clustering was effective and valid. These findings provide insights for educators to design learning strategies that are more aligned with the students' needs and highlight the importance of using data analysis techniques in education. Thus, this study contributes to the development of more accurate assessment methods in the context of religious education
Learning Method of Al-Qur’an Hadith at The Islamic Junior Hight School Level in The Independent Curriculum Firdaus, Firdaus; Aguswan, Aguswan; AM, Rusydi
Al-Hijr: Journal of Adulearn World Vol. 3 No. 4 (2024)
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.v3i4.759

Abstract

Learning A1-Qur’an Hadith in Islamic junior high schools faces various challenges in efforts to instill Islamic values in the digital era and the implementation of the Independent Curriculum. This research aims to examine the application of innovative methods, such as integrative thematic approaches, collaborative learning, project-based learning, and the use of digital technology in improving student understanding. With the method used which is qualitative-descriptive with literature study and semi-structured interviews, the results of the study show that innovative learning methods not only improve students’ understanding of Islamic values, but also develop 21st century skills, such as critical thinking, creativity, and collaboration. However, its implementation faces obstacles in the form of limited facilities, lack of teacher competence, and resistance to change. Therefore, a strategy is needed that includes teacher training, adequate technology procurement, and synergy between schools, governments, and communities.
The Role of Chatgpt as A Virtual Assistant in Increasing Student Learning Collaboration Dara, Chenda; Vann, Rithy; Sok, Vann
Al-Hijr: Journal of Adulearn World Vol. 3 No. 4 (2024)
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.v3i4.847

Abstract

The rapid development of artificial intelligence (AI) has led to the integration of AI tools like ChatGPT into various sectors, including education. One of the most promising applications is the use of AI as a virtual assistant to enhance student collaboration and learning experiences. Traditional education methods often struggle to foster effective collaboration among students, particularly in large, diverse classrooms. This study aims to explore the role of ChatGPT as a virtual assistant in increasing student collaboration and enhancing the learning process. The primary objective is to evaluate how ChatGPT can assist students in collaborative learning tasks, promote peer interaction, and provide personalized support. A mixed-methods research design was employed, combining qualitative and quantitative data collection methods. The study involved 150 students from different academic disciplines, who were introduced to ChatGPT as a collaborative tool for group projects. Data was collected through surveys, interviews, and collaboration performance assessments. The results indicate that ChatGPT significantly improved student collaboration, with students reporting increased interaction, engagement, and productivity during group tasks. Additionally, ChatGPT’s personalized assistance helped students overcome knowledge gaps and foster a collaborative learning environment. This study concludes that ChatGPT can be an effective virtual assistant in enhancing student collaboration and improving overall learning outcomes, offering valuable insights into AI’s potential in education.
The use of ChatGPT in Teacher Training to Improve Pedagogical Competencies Rao, Ananya; Gupta, Meera; Joshi, Nikhil
Al-Hijr: Journal of Adulearn World Vol. 3 No. 4 (2024)
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.v3i4.852

Abstract

The integration of Artificial Intelligence (AI) tools like ChatGPT in education has the potential to transform teacher training by enhancing pedagogical competencies. Teacher training programs face challenges in preparing educators with the necessary skills to engage students, design effective lessons, and adapt to diverse learning environments. AI tools, particularly language models like ChatGPT, offer opportunities to simulate real-world teaching scenarios, provide personalized feedback, and support teachers in their professional development. This study aims to explore the use of ChatGPT in teacher training programs to improve pedagogical competencies, focusing on areas such as lesson planning, student engagement, and instructional strategies. A mixed-methods approach was used, combining quantitative assessments of pedagogical competencies with qualitative feedback from teacher trainees. The study involved 150 teacher trainees who utilized ChatGPT for interactive simulations, lesson design assistance, and reflective practice over a 10-week period. The results indicate that the use of ChatGPT significantly improved the trainees’ lesson planning skills, ability to engage students, and adapt teaching strategies to diverse learners. Trainees also reported increased confidence in applying pedagogical knowledge in real classroom settings. This study concludes that ChatGPT can be an effective tool in teacher training, helping to enhance pedagogical competencies and provide personalized support for educators’ professional growth.
Experience-Based Learning Model to Increase Student Creativity Lie, Catherine; Gonzales, Samantha; Martinez, Isabel
Al-Hijr: Journal of Adulearn World Vol. 3 No. 4 (2024)
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.v3i4.854

Abstract

The growing emphasis on creativity in education has led to the exploration of various teaching methodologies that can enhance students’ creative thinking and problem-solving skills. Experience-based learning, which focuses on learning through real-world experiences, has been recognized as an effective model for fostering creativity. This approach emphasizes active engagement, reflection, and application of knowledge, allowing students to connect theory with practice. However, the impact of experience-based learning on student creativity remains underexplored. This study aims to investigate the effectiveness of the experience-based learning model in increasing student creativity, particularly in higher education contexts. A mixed-methods approach was employed, involving both qualitative and quantitative data collection methods. The study included 200 students from various disciplines who participated in experience-based learning activities. Data was collected through pre- and post-creativity assessments, student surveys, and interviews with educators. The results indicate that students who participated in experience-based learning activities showed a significant increase in creativity, particularly in areas such as problem-solving, idea generation, and innovative thinking. Students reported that hands-on experiences allowed them to approach challenges more creatively and with a deeper understanding of the subject matter. This study concludes that the experience-based learning model can significantly enhance student creativity, providing a more effective approach to fostering critical and creative thinking in education.
Development of Automatic Assessment System Based on Machine Learning for Student Learning Evaluation Tu, Bui Minh; Tu, Nguyen Minh; Nam, Le Hoang
Al-Hijr: Journal of Adulearn World Vol. 3 No. 4 (2024)
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.v3i4.856

Abstract

The rapid advancement of machine learning (ML) has significantly impacted educational technologies, particularly in the area of student assessment. Traditional assessment methods often require substantial time and resources, and may not provide immediate or personalized feedback. An automatic assessment system based on machine learning can offer an efficient solution by automating the evaluation process and providing real-time, data-driven insights into student performance. This study explores the development of an automatic assessment system using machine learning algorithms to evaluate student learning and provide personalized feedback in real-time. A mixed-methods approach was used in this research, combining the design and development of the system with quantitative analysis of its effectiveness. The system was tested on 300 students across different academic disciplines, and data was collected from their interactions with the assessment system. Machine learning algorithms, including natural language processing and classification models, were employed to analyze student responses and generate feedback. The results indicate that the machine learning-based system significantly improved the speed and accuracy of student assessments, providing personalized feedback that helped students identify areas for improvement. The system also reduced the administrative burden on educators. This study concludes that machine learning-based automatic assessment systems are a valuable tool for enhancing the learning evaluation process, offering immediate, scalable, and personalized feedback to students.
Evaluation of the Effectiveness of Virtual Teaching Assistant in Online Collaborative Learning Erdogan, Aylin; Kara, Sevda; Y?lmaz, Hale
Al-Hijr: Journal of Adulearn World Vol. 3 No. 4 (2024)
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.v3i4.859

Abstract

The rise of online learning has introduced various tools and technologies aimed at enhancing the learning experience, with virtual teaching assistants (VTAs) being one of the most prominent innovations. VTAs can support both students and instructors by providing real-time feedback, answering questions, and facilitating collaboration in online environments. However, the effectiveness of VTAs in fostering successful online collaborative learning experiences remains underexplored. This study evaluates the effectiveness of VTAs in online collaborative learning environments, focusing on their impact on student engagement, collaboration, and academic performance. A mixed-methods research design was employed, combining quantitative data from student performance assessments with qualitative feedback from surveys and interviews. The study involved 200 students across multiple online courses that integrated a VTA to support collaborative activities. Data was collected over the course of a semester. The results indicate that the use of VTAs significantly enhanced student engagement and collaboration, leading to improved academic performance. Students in the experimental group showed a 15% increase in collaboration scores and a 20% improvement in academic performance compared to the control group. This study concludes that VTAs can play a crucial role in improving the effectiveness of online collaborative learning by fostering greater student interaction, providing timely support, and enhancing learning outcomes.

Page 1 of 1 | Total Record : 7

 1 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol. 4 No. 2 (2025) Vol. 4 No. 1 (2025) Vol. 3 No. 4 (2024) Vol. 3 No. 3 (2024) Vol. 3 No. 2 (2024) Vol. 3 No. 1 (2024) Vol. 2 No. 4 (2023) Vol. 2 No. 3 (2023) Vol. 2 No. 2 (2023) Vol. 2 No. 1 (2023) Vol. 1 No. 4 (2022) Vol. 1 No. 3 (2022) Vol. 1 No. 2 (2022) Vol. 1 No. 1 (2022) More Issue