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Adam Mudinillah
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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 5 Documents
 1 
Search results for , issue "vol. 5 no. 1 (2026)" : 5 Documents clear
TRANSFORMING TRADITIONAL TEACHING MODELS WITH ARTIFICIAL INTELLIGENCE: INNOVATIONS IN EDUCATION Pahmi Pahmi; Nour Ibrahim; Rukmana Fachrul Islam
Al-Hijr: Journal of Adulearn World Vol. 5 No. 1 (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.v5i1.1212

Abstract

The rigidity of traditional standardized education often fails to address the diverse cognitive needs of modern learners, necessitating a paradigm shift toward more adaptive instructional models. This study investigates the transformative potential of integrating Artificial Intelligence (AI) into secondary curricula to facilitate the transition from mass instruction to personalized pedagogy. Utilizing a mixed-methods quasi-experimental design, we evaluated the academic and operational impact of an AI-driven adaptive learning framework on a cohort of 600 students and 30 educators over a twelve-week intervention. The research benchmarked an AI-augmented experimental group against a control group receiving traditional direct instruction using standardized assessments and telemetry data. Empirical results demonstrate that the AI-integrated model yielded a statistically significant 11.4% increase in concept mastery (p<0.001) and substantially compressed the achievement gap within the classroom. Furthermore, the automation of administrative tasks reclaimed five hours of weekly instructor time, facilitating a strategic redistribution of labor toward high-value mentorship. We conclude that AI acts as a critical force multiplier that does not replace the teacher but fundamentally restructures the instructional core, validating a “Symbiotic Intelligence” approach that couples machine efficiency with human empathy to optimize educational outcomes.
CHATGPT AND VIRTUAL TEACHING ASSISTANTS: ENHANCING TEACHER-STUDENT INTERACTIONS IN THE DIGITAL CLASSROOM Rustiyana Rustiyana; Park Jihoon; Charlotte Thomsen
Al-Hijr: Journal of Adulearn World Vol. 5 No. 1 (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.v5i1.1213

Abstract

The rapid adoption of digital technologies in education has prompted the exploration of innovative tools to enhance teacher-student interactions in virtual classrooms. Among these tools, AI-powered virtual teaching assistants, such as ChatGPT, have emerged as promising solutions to address challenges related to engagement, feedback, and personalized learning. However, despite their growing presence, the specific role of ChatGPT in improving interactions within digital classrooms remains underexplored. This study aims to investigate the impact of ChatGPT on teacher-student interactions, focusing on its ability to enhance engagement, provide personalized feedback, and support administrative tasks. A mixed-methods approach was employed, combining surveys, interviews, and usage logs from 30 teachers and 150 students across high school and university settings. The results indicate a significant improvement in engagement and feedback quality, with both teachers and students reporting increased satisfaction and interaction efficiency. Additionally, ChatGPT’s role in managing routine administrative tasks was found to alleviate teacher workload. The study concludes that ChatGPT can effectively complement traditional teaching methods by facilitating more interactive, personalized, and efficient learning experiences in digital classrooms. Future research should explore the long-term effects of AI tools on education and address ethical considerations such as data privacy and algorithmic bias.
Evaluation of the Impact of Educational Games on The Literacy Capabilities of Elementary School Students Zara Ali
Al-Hijr: Journal of Adulearn World Vol. 5 No. 1 (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.v5i1.849

Abstract

The integration of educational games into the learning process has garnered significant attention due to their potential to enhance student engagement and learning outcomes. Particularly in elementary education, where foundational skills such as literacy are developed, educational games are seen as a promising tool for improving literacy capabilities. However, the impact of educational games on literacy skills in elementary school students remains underexplored. This study aims to evaluate the impact of educational games on the literacy capabilities of elementary school students. The primary objective is to assess how different types of educational games influence the development of reading, writing, and comprehension skills among young learners. A quasi-experimental research design was employed, involving 120 elementary school students across four classes. The students were divided into an experimental group, which engaged in educational game-based learning, and a control group, which followed traditional literacy instruction. Data was collected through pre- and post-tests measuring literacy skills, as well as surveys to gather student feedback. The results showed that the experimental group demonstrated significant improvements in reading comprehension, vocabulary, and writing skills compared to the control group. Students in the experimental group reported increased engagement and motivation towards literacy activities. This study concludes that educational games can significantly enhance literacy capabilities in elementary school students, providing a more engaging and effective approach to teaching foundational literacy skills.
APPLICATION OF ADAPTIVE LEARNING IN IMPROVING THE LEARNING OUTCOMES OF JUNIOR HIGH SCHOOL STUDENTS Choi Sun Hui
Al-Hijr: Journal of Adulearn World Vol. 5 No. 1 (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.v5i1.857

Abstract

Adaptive learning technologies have emerged as a promising solution to address the diverse learning needs of students, offering personalized educational experiences that can improve learning outcomes. In the context of junior high school education, where students possess varied academic abilities and learning styles, adaptive learning can be particularly effective in promoting engagement and academic success. This study investigates the application of adaptive learning in improving the learning outcomes of junior high school students, focusing on its impact on both academic performance and student engagement. A mixed-methods research design was employed, combining quantitative assessments of student performance with qualitative surveys on student engagement. The study involved 200 junior high school students who participated in adaptive learning programs in subjects such as mathematics and science. The results indicate that students who engaged with adaptive learning tools demonstrated a significant improvement in academic performance, with an average increase of 18.5% in test scores. Additionally, students reported higher levels of engagement and motivation in learning activities. This study concludes that the implementation of adaptive learning systems can significantly improve learning outcomes by providing personalized, data-driven support tailored to individual student needs. Educational institutions are encouraged to integrate adaptive learning technologies to enhance student success.
ESTABLISHING THE FACTORIAL VALIDITY, RELIABILITY AND USABILITY OF META-COGNITIVE AWARENESS INVENTORY IN PHYSICS (MAIP) FOR MALE AND FEMALE STUDENTS IN NIGERIA Barnabas Obiaje Ellah
Al-Hijr: Journal of Adulearn World Vol. 5 No. 1 (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.v5i1.882

Abstract

The study was on establishment of factorial validity, reliability and usability of Meta-cognitive Awareness Inventory in Physics (MAIP) for male and female students in Nigeria. Three research questions which guided the study were answered. One null hypothesis was formulated and tested at 0.05 level of significance. The study adopted instrumentation research design. The population for the study comprised all the 15030 Senior Secondary Two (SSII) science students in the 2319 Secondary Schools. The sample comprised 1382 SSII male and female students that offered Physics as a school subject for 2020/2021 Academic Session. The instrument for data collection was Meta-cognitive Awareness Inventory in Physics (MAIP). The Meta-cognitive Awareness Inventory in Physics (MAIP) was face validated by five experts and the observations of these experts were used for the review of the items of the instrument. Construct validation was carried out on the Meta-cognitive Awareness Inventory in Physics (MAIP) for secondary schools to establish its construct validity using factor analysis. This is based on the extraction method of principal component analysis and rotation method of Varimax with Kaiser Normalization. The item selection was done using the rotated component matrix. The items with factor loading of 0.40 and above on any of the factors were identified and selected to form part of the instrument. Coefficient of internal consistency was obtained through Cronbach’s Alpha and found to be 0.78. Research question 1 was answered using factor analysis. Research question 2 was answered using coefficient of internal consistency obtained through Cronbach’s Alpha. Research question 3 was answered using mean and standard deviations. The null hypothesis was tested using independent t-test at 0.05 level of significance. The findings revealed that Meta-cognitive Awareness Inventory in Physics (MAIP) for Senior Secondary students in Benue State has 52 factorially simple or pure items and 23 factorially complex items in terms of their factor loadings. The coefficient of internal consistency of Meta-cognitive Awareness Inventory in Physics (MAIP) for Senior Secondary students in Benue State was found to be 0.98. It was also found that there was statistical significant difference in the mean meta-cognitive awareness ratings of male and female students in favour of female students using Meta-cognitive Awareness Inventory in Physics (MAIP). It was recommended among others that Physics teachers should use the Meta-cognitive Awareness Inventory in Physics (MAIP) to determine their students’ level of meta-cognitive awareness in the schools. This may enable them to gain awareness and control over themselves as learners for effective learning of Physics in secondary schools irrespective of their gender.

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