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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 126 Documents
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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.
Application of Machine Learning to Personalization of Adaptive Curriculum in Indonesian Middle Schools Rachman, Azhariah
Al-Hijr: Journal of Adulearn World Vol. 4 No. 1 (2025)
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.v4i1.845

Abstract

In recent years, there has been increasing interest in utilizing Machine Learning (ML) to personalize the learning experience in educational settings. The application of ML in middle school curriculums in Indonesia presents an opportunity to enhance adaptive learning models tailored to individual students’ needs. This study aims to explore the potential of integrating ML algorithms to create a personalized, adaptive curriculum for middle school students. The primary objective is to evaluate how ML can optimize learning outcomes by adjusting content delivery based on student performance and learning patterns. Using a mixed-methods approach, the research combines qualitative data from educators and quantitative data from student performance metrics to design a model for adaptive learning. The ML algorithms used include decision trees, clustering, and reinforcement learning, which adaptively modify the curriculum based on real-time student feedback. The results show a significant improvement in student engagement and academic performance, with tailored content leading to better learning outcomes. The study concludes that ML-driven personalization can be effectively integrated into middle school curriculums, offering a scalable solution to enhance educational quality in Indonesia.
Development of Gamification-Based Smart Education Platforms to Increase Student Involvement Syarif, Afwan; Som, Rit; Pao, Chai
Al-Hijr: Journal of Adulearn World Vol. 4 No. 1 (2025)
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.v4i1.846

Abstract

The integration of technology into education has led to innovative teaching methods aimed at enhancing student engagement and participation. One such method is gamification, which leverages game mechanics to make learning more interactive and motivating. However, traditional educational models often fail to fully engage students, resulting in disengagement and suboptimal learning outcomes. This study aims to develop a gamification-based smart education platform designed to increase student involvement by integrating game elements into the learning process. The primary objective is to assess the effectiveness of gamification in enhancing student engagement, learning outcomes, and overall classroom participation. A mixed-methods approach was used, combining both qualitative and quantitative data collection methods. The research involved the design, development, and implementation of a smart education platform that incorporated elements such as points, badges, leaderboards, and challenges. Data was gathered from 200 students across various disciplines, and engagement metrics, academic performance, and student feedback were analyzed. The results showed a significant increase in student involvement and motivation, with notable improvements in academic performance and class participation. Students reported a higher level of enjoyment and interaction with the platform, indicating that gamification enhanced their learning experience. This study concludes that gamification-based smart education platforms are an effective tool for increasing student engagement and improving learning outcomes, offering a promising approach for modern educational environments.
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.
Management of AI-Based Education Data to Optimize the Learning Process Oci, Markus; Na, Li; Hui, Zhou
Al-Hijr: Journal of Adulearn World Vol. 4 No. 1 (2025)
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.v4i1.850

Abstract

The rapid advancement of artificial intelligence (AI) technologies has led to their growing integration in educational systems, promising to revolutionize the learning process. AI has the potential to optimize learning by personalizing educational experiences, improving decision-making, and enhancing the management of educational data. However, despite these advancements, there is still a lack of systematic approaches to managing AI-based education data in a way that can consistently optimize the learning process. This study aims to explore how AI-based education data management can enhance the learning process by improving data-driven decision-making, student engagement, and performance tracking. A mixed-methods research design was used, combining qualitative case studies and quantitative data analysis. The study involved analyzing AI-driven data management tools used in several educational institutions to optimize learning outcomes. Surveys, interviews, and data analysis were used to evaluate the effectiveness of these tools in real-world educational settings. The results indicate that AI-based data management tools significantly enhance the learning process by providing real-time feedback, personalized learning paths, and better resource allocation. Educators and students reported increased engagement and improved learning outcomes due to the use of AI-powered tools. This study concludes that effective management of AI-based education data is essential for optimizing the learning process. Educational institutions should prioritize the integration of AI-driven data systems to maximize learning outcomes and efficiency.
Adaptive Curriculum Development Based on Learning Analytics Analysis in Higher Education Sumilat, Rohyani Rigen Is; Lee, Ava; Tan, Ethan; Purnomo, Widiharto
Al-Hijr: Journal of Adulearn World Vol. 4 No. 1 (2025)
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.v4i1.851

Abstract

The integration of learning analytics into higher education has the potential to revolutionize curriculum development by providing data-driven insights into student learning patterns, strengths, and weaknesses. Adaptive curriculum development, which tailors educational content to the diverse needs of students, is becoming increasingly important as educational institutions seek to improve student engagement, retention, and success rates. However, the effective implementation of adaptive curricula based on learning analytics remains underexplored in higher education contexts. This study aims to explore the potential of learning analytics in developing adaptive curricula that align with students’ learning behaviors, preferences, and academic performance. A mixed-methods approach was employed, combining quantitative data analysis of learning analytics with qualitative feedback from students and instructors. Data was collected from a cohort of 200 students enrolled in a large university, utilizing learning management systems to track student interactions, assessments, and engagement. The results indicate that curricula developed based on learning analytics led to significant improvements in student performance and engagement, particularly for at-risk students. Personalized learning paths and real-time adjustments were shown to enhance learning outcomes. This study concludes that learning analytics can play a crucial role in adaptive curriculum development in higher education, providing a pathway for more effective and personalized learning experiences.
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.
The Role of The Teacher as A Facilitator in Project-Based Learning With AI Support Yuna, Jung; Minho, Kim; Jiwon, Han; Jiwon, Lee; Suyitno, Suyitno
Al-Hijr: Journal of Adulearn World Vol. 4 No. 1 (2025)
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.v4i1.855

Abstract

Project-based learning (PBL) has gained widespread recognition as an effective instructional method that promotes critical thinking, collaboration, and problem-solving skills among students. In this context, the role of the teacher as a facilitator is crucial in guiding students through the learning process while encouraging autonomy and exploration. With the increasing integration of artificial intelligence (AI) in education, AI tools have become valuable resources to support both teachers and students in PBL environments. However, the specific role of teachers as facilitators in AI-supported PBL settings remains underexplored. This study aims to investigate the role of the teacher as a facilitator in project-based learning environments where AI tools are utilized to enhance the learning experience. A mixed-methods approach was employed, including surveys, interviews, and classroom observations involving 150 students and 20 teachers from schools implementing AI-supported PBL. The study assessed the impact of AI tools on teacher facilitation and student outcomes in terms of engagement, creativity, and problem-solving abilities. The results indicate that AI tools significantly supported teachers in managing and facilitating PBL, allowing for more personalized guidance and efficient task management. Students reported higher levels of engagement and improved collaboration, while teachers emphasized the increased ability to focus on individualized support. This study concludes that the teacher’s role as a facilitator is essential in leveraging AI tools to optimize project-based learning, enhancing both teaching practices and student outcomes.
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.

Page 12 of 13 | Total Record : 126

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