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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 11 Documents
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Search results for , issue "Vol. 5 No. 2 (2026)" : 11 Documents clear
AI-POWERED TEACHING MODELS: ENHANCING PEDAGOGICAL STRATEGIES FOR THE 21ST CENTURY CLASSROOM Mokoagow, Geischa Cicilia; Zaki, Amin; Razak, Faisal
Al-Hijr: Journal of Adulearn World Vol. 5 No. 2 (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.v5i2.1262

Abstract

The integration of Artificial Intelligence (AI) in education has the potential to transform teaching practices and enhance learning experiences in the 21st-century classroom. AI-powered teaching models, which incorporate personalized learning, adaptive feedback, and intelligent tutoring systems, offer new opportunities to address diverse learning needs and improve educational outcomes. This research investigates the role of AI in enhancing pedagogical strategies by examining its impact on student engagement, academic performance, and teacher efficiency. The study employs a mixed-methods approach, combining quantitative surveys and qualitative case studies across five institutions that have integrated AI tools into their teaching practices. The results indicate that students who engaged with AI-powered tools demonstrated significant improvements in both engagement (82%) and academic performance (75%), particularly through personalized learning features. Educators reported enhanced classroom efficiency, as AI tools helped automate administrative tasks and provided real-time data on student progress. The study concludes that AI-powered teaching models are effective in fostering more personalized, engaging, and efficient learning environments. These models not only support individualized learning but also enhance the broader educational experience by improving communication between students and educators. The research highlights the potential of AI in shaping the future of education and offers practical insights into its integration into pedagogical strategies.
IMPLEMENTATION OF DEEP LEARNING APPROACH IN THE FORMATION OF STUDENTS’ ISLAMIC CHARACTER AT STATE JUNIOR HIGH SCHOOL 3 PELEPAT ILIR Zaenudin, Moch Anwar; Andryadi; Adilla, Ulfa
Al-Hijr: Journal of Adulearn World Vol. 5 No. 2 (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.v5i2.1263

Abstract

This study aims to analyze the implementation of the deep learning approach in Islamic Religious Education learning and its contribution to the formation of Islamic character of students at SMP Negeri 3 Pelepat Ilir. The research uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation of school principals, vice principals, PAI teachers, and students. The results of the study show that deep learning is applied through reflective learning and religious habits, such as congregational zuhur prayers, recitation readings, tahfiz, lectures, and Yasin readings, so that students are more active, easier to get along with material with real life, and better understand the value of honesty, discipline, responsibility, and the meaning of worship. The findings also show the growth of socio-religious interaction and students’ metacognitive awareness, although the implementation still faces obstacles in the form of time constraints, teacher readiness, variation in learning styles, and facility support. The novelty of this research lies in the placement of deep learning not only as a strategy to improve cognitive understanding but as an integrative approach that links classroom learning, personal reflection, and school religious culture in the formation of Islamic character. The implications of this study emphasize the importance of designing reflective PAI learning so that schools can strengthen the substantive internalization of Islamic values, build a dynamic religious culture, and make Islamic Religious Education a space for the transformation of students’ knowledge, attitudes, and behaviors in the era of inclusive contemporary education.
THE EVOLVING ROLE OF TEACHERS IN AI-ENHANCED CLASSROOMS: CHALLENGES AND OPPORTUNITIES Rahman, Nurjana Cyntia; Chai, Som; Posangi, Said Subhan
Al-Hijr: Journal of Adulearn World Vol. 5 No. 2 (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.v5i2.1265

Abstract

The integration of Artificial Intelligence (AI) in education is reshaping the traditional role of teachers, introducing both opportunities and challenges. AI-powered tools, including adaptive learning systems and automated assessments, are becoming integral to modern classrooms, promising personalized learning experiences and enhanced classroom management. However, these technological advancements also require teachers to adapt to new responsibilities and redefine their pedagogical practices. This study explores the evolving role of teachers in AI-enhanced classrooms, focusing on how AI affects their professional identity, teaching strategies, and relationships with students. The research employs a mixed-methods approach, combining surveys, semi-structured interviews, and classroom observations across ten institutions that have implemented AI tools. The findings reveal that while AI improves student engagement and administrative efficiency, teachers face challenges in maintaining the human aspect of education, such as fostering emotional intelligence and teacher-student interactions. The study concludes that AI can enhance pedagogical practices if properly integrated, but it requires teachers to embrace new technologies while retaining the core human-centered values of education. The research highlights the need for professional development and institutional support to help educators navigate this transition effectively.
AI IN EDUCATION: RETHINKING THE TEACHER-STUDENT DYNAMIC IN DIGITAL CLASSROOMS Dama, Zulkarnain; Amir, Syafiq; Mobonggi, Arten
Al-Hijr: Journal of Adulearn World Vol. 5 No. 2 (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.v5i2.1266

Abstract

The integration of Artificial Intelligence (AI) in education is rapidly transforming traditional classroom dynamics, particularly the teacher-student relationship. AI tools, such as personalized learning platforms and automated grading systems, are increasingly utilized to enhance student engagement and optimize educational outcomes. However, these technologies also introduce challenges related to the evolving role of educators, particularly in maintaining human-centered teaching practices. This study explores how AI affects the teacher-student dynamic in digital classrooms, with a focus on the opportunities and challenges it presents to educators. The research employs a mixed-methods approach, combining surveys, interviews, and classroom observations across 10 institutions that have adopted AI-driven teaching tools. The results show that AI significantly enhances personalized learning and administrative efficiency, yet teachers express concerns about the depersonalization of interactions and the loss of emotional connections with students. The study concludes that while AI has the potential to improve teaching and learning, it is essential for educators to maintain their human role in fostering critical thinking, creativity, and emotional support. The research underscores the need for a balanced integration of AI into pedagogical strategies to ensure both technological efficiency and meaningful student-teacher interactions.
STUDENT AGENCY IN AI-POWERED LEARNING ENVIRONMENTS: EMPOWERING LEARNERS THROUGH TECHNOLOGY Mobiliu, Pitriyani; Lee, Ava; Yahiji, Kasim
Al-Hijr: Journal of Adulearn World Vol. 5 No. 2 (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.v5i2.1268

Abstract

The integration of Artificial Intelligence (AI) in education is reshaping how students interact with learning materials and take control of their educational journeys. AI-powered learning environments promise to enhance student agency by providing personalized learning experiences and immediate feedback. However, the impact of AI on student autonomy and the teacher-student dynamic remains underexplored. This study aims to investigate how AI technologies influence student agency in learning environments and how these tools empower learners to become more self-directed. A mixed-methods approach was employed, using surveys, interviews, and classroom observations across 10 schools that have adopted AI tools for learning. The results reveal that AI-powered tools significantly enhance student engagement and learning outcomes by offering personalized content, yet students expressed concerns about reduced opportunities for collaboration and human interaction. Teachers observed increased autonomy in students, but some raised concerns about AI’s potential to depersonalize the learning experience. The study concludes that while AI can effectively empower students, it is essential to strike a balance between the technological benefits and the need for human connection in the learning process. AI should complement, not replace, traditional pedagogical practices to foster a more holistic educational experience.
REAL-TIME LEARNING ANALYTICS: THE ROLE OF AI IN MONITORING STUDENT PROGRESS Mahadjani, Marten; Wei, Li; Yang, Liu
Al-Hijr: Journal of Adulearn World Vol. 5 No. 2 (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.v5i2.1269

Abstract

The integration of Artificial Intelligence (AI) in education has significantly transformed how student progress is monitored in real-time, offering valuable insights into individual learning trajectories. Real-time learning analytics powered by AI provide educators with the ability to track and assess students’ performance continuously, facilitating timely interventions and personalized learning experiences. Despite the potential of AI to enhance educational outcomes, its impact on the overall teacher-student dynamic and the challenges associated with its integration into traditional pedagogical frameworks remain underexplored. This study aims to investigate the role of AI in real-time learning analytics and its effect on monitoring student progress, exploring both its benefits and limitations. The research employs a mixed-methods approach, combining quantitative surveys, qualitative interviews, and classroom observations across 10 educational institutions utilizing AI-powered learning tools. The results indicate that AI tools significantly improve student engagement, performance, and the timeliness of feedback, but concerns about the depersonalization of interactions were also raised by both students and teachers. The study concludes that while AI can enhance the monitoring of student progress, it must be integrated in a way that preserves the human aspects of teaching. AI should complement, not replace, the teacher's role in providing emotional and social support in the learning process.
THE FUTURE OF FORMATIVE ASSESSMENT: LEVERAGING AI FOR CONTINUOUS LEARNING EVALUATION Nusi, Nurul Lutfiah; Zulu, Nomsa; Damopolii, Mujahid
Al-Hijr: Journal of Adulearn World Vol. 5 No. 2 (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.v5i2.1270

Abstract

The integration of Artificial Intelligence (AI) in education has the potential to revolutionize formative assessment practices by offering real-time, personalized feedback. Formative assessment, traditionally seen as an ongoing process to monitor student progress, faces challenges such as scalability and timely feedback. AI-powered systems can provide instant insights into student performance, facilitating continuous learning evaluation. This research aims to explore how AI can enhance formative assessment by providing continuous and individualized evaluation of students’ progress. A mixed-methods approach was employed, using surveys, interviews, and classroom observations across five schools that have implemented AI-based learning platforms. The results revealed that AI-driven formative assessments significantly improved student engagement and performance, with 80% of teachers reporting more efficient monitoring and intervention strategies. However, concerns about the depersonalization of feedback and the risk of over-reliance on AI were noted, suggesting the need for a balance between technological tools and human interaction. The study concludes that AI has the potential to transform formative assessment practices but requires careful integration into teaching methods to ensure it complements rather than replaces teacher-student interactions.
MACHINE LEARNING ALGORITHMS FOR PERSONALIZED LEARNING: IMPROVING STUDENT OUTCOMES IN THE DIGITAL AGE Mohamad, Pandi; Malik, Fatima; Damopolii, Mujahid
Al-Hijr: Journal of Adulearn World Vol. 5 No. 2 (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.v5i2.1271

Abstract

The integration of machine learning algorithms into educational practices has the potential to transform personalized learning and improve student outcomes. Traditional one-size-fits-all teaching methods often fail to address the diverse needs of students, resulting in disengagement and unequal academic progress. Machine learning offers an adaptive approach, tailoring educational content to individual students’ needs and providing real-time feedback. This research explores the role of machine learning algorithms in personalized learning environments and their impact on improving student performance. The study employs a mixed-methods design, combining quantitative analysis of academic performance with qualitative interviews of students and teachers to assess the effectiveness of AI-driven learning tools. Results indicate significant improvements in student engagement, achievement, and self-regulated learning, with 80% of students showing increased academic performance. However, concerns regarding the depersonalization of feedback and the limitations of AI in addressing emotional and social aspects of learning were noted. The study concludes that while machine learning algorithms can significantly enhance personalized learning and improve student outcomes, they must be integrated alongside human-centered teaching practices to ensure a balanced and holistic educational experience. AI should serve as a complement to, not a replacement for, human interaction in the learning process.
GAME-BASED LEARNING AND STUDENT ENGAGEMENT: EXPLORING THE ROLE OF AI IN EDUCATIONAL GAMES Djafar, Mohammad Ariswara Rai; Parera, Dilshan; Pateda, Lamsike
Al-Hijr: Journal of Adulearn World Vol. 5 No. 2 (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.v5i2.1272

Abstract

Game-based learning (GBL) has emerged as an innovative approach to engage students and enhance learning outcomes. With advancements in artificial intelligence (AI), educational games are increasingly capable of providing personalized learning experiences. This study investigates the role of AI in GBL and its impact on student engagement and academic performance. The research aims to evaluate how AI-powered educational games influence student motivation, retention, and interaction with learning materials. A mixed-methods approach was employed, combining quantitative assessments of student performance and qualitative feedback from students and educators. The findings indicate that AI-enhanced educational games significantly increase student engagement, with an observed 25% improvement in participation and a 20% increase in academic achievement. Students reported higher levels of motivation, while teachers noted improved performance in both individual and group learning contexts. These results suggest that AI-driven personalization within educational games can effectively address individual learning needs, making learning more interactive and adaptive. The study concludes that while AI-powered games are a promising tool for enhancing education, they must be integrated with traditional teaching methods to maintain the essential human connection in the learning process. Future research should focus on the long-term effects of AI in GBL and explore the ethical considerations surrounding data privacy and AI biases.
OPTIMIZING THE ROLE OF TEACHERS IN INSTILLING THE CHARACTER OF RESPONSIBILITY OF GRADE III STUDENTS OF MI ALAM YA BUNAYYA BUNGO Fadilah, Nur; Solihin, Muhammad; Sopriyanto
Al-Hijr: Journal of Adulearn World Vol. 5 No. 2 (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.v5i2.1279

Abstract

This study aims to analyze the optimization of the role of teachers in instilling the character of responsibility in grade III students of MI Alam Ya Bunayya Bungo, identify the supporting and inhibiting factors, and explain the implications of the findings for the development of character education in madrasah ibtidaiyah. The method used is descriptive qualitative research with data collection techniques through observation, interviews, and documentation of school principals, grade III teachers, students, and parents/guardians of students. The results of the study show that the cultivation of a responsible character is carried out through the example of teachers, habituation of positive behavior, positive reinforcement, integration of values in learning, evaluation, and reflection, as well as contextual activities such as gardening, siroh stories, and group work. The novelty of this research lies in the integration between the pillars of natural school leadership, the Bloom approach, the supervision of the principal, the KKG forum, school-family communication, and real learning experiences as an ecosystem for the formation of responsibility. Implicitly, this research contributes to the strengthening of character education theory that emphasizes the integration of moral, affective, and behavioral aspects, while offering a practical model of responsibility coaching that is systematic, collaborative, contextual, and sustainable to be applied to Islamic basic education. These findings confirm that the success of character education does not rely enough on normative lectures, but rather requires teacher consistency, family support, school culture, and direct experience so that the value of responsibility is internalized in students’ daily behavior in a stronger and more meaningful way.

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