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COMPETITIVE: Journal of Education
Published by Perkumpulan Dosen Fakultas Agama Islam Indramayu
ISSN : -     EISSN : 29642345     DOI : https://doi.org/10.58355/competitive.v2i1.6
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
COMPETITIVE: Journal of Education is a peer-reviewed journal published by Perkumpulan Dosen Fakultas Agama Islam Indramayu. The journal is aimed at spreading the research results conducted by academicians, educators, researchers, administrators at academic institutions, and practitioners in the field education in both theory and practice. In particular, papers which consider the following general topics are invited: Educational research, learning theory in practice, innovative methodologies in learning, teaching and assessment, e-learning, digital classrooms, blended learning, social networks and education, classroom management issues, educational case studies, teaching preparation and performance, learning processes and learning environments, teaching pedagogy, innovative teaching techniques, management learning and education in schools and universities, teacher professional development, Educational leadership, curriculum development, education quality, Computers in educational administration, marketing in education, E-Learning management, organizations as learning communities, Human Resource Management, and Innovation in educational management.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 132 Documents
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Institutional Integrity and Academic Issues in Public Universities in Southwest Nigeria Olugbenga Ajadi; Chinedu I. Okeke
COMPETITIVE: Journal of Education Vol. 5 No. 2 (2026): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v5i2.220

Abstract

The reason for Nigeria's graduate unemployment rate is because quality of education offered graduates in Nigerian universities is challengeable and insufficient to fulfill the expectations of contemporary employment.  The study investigated the composite contribution of the four admission criteria, as well as relative contribution of catchment area, merit, quota, and educationally less developed state criteria to the quality of Nigerian graduates.  The study adopted survey research approach with a population of all undergraduate across the public universities in Nigeria.  Stratified, purposeful and simple random technique was used to select 800 participants each from 400 level at the Ahmadu Bello University, Zaria and Obafemi Awolowo University, Ile-Ife, Nigeria. The universities are among the first-generation universities located in northern and southern parts of the country.  The study found a significant composite contribution of the four government admission criteria to graduate quality.  In addition, merit, quota and, catchment criteria have relative significant contribution with merit having the biggest contribution whereas the lowest and least relative significant contribution was made by ELDS.  The study excluded other public universities outside the first-generation ones as well as private universities within defined time frame and geographic context.  Future research could incorporate empirical investigations on the variables of the study in universities outside the first-generation and private
Decolonising the Origins of the University: Fatima al-Fihri and the Islamic Foundations of Higher Education Alwy Ahmed Mohamed; Zakki Afifi; Muhammad Rehan Sabir; Muhammad Ndow; Qudra Bezibweki; Abdul-Samiu Abass
COMPETITIVE: Journal of Education Vol. 5 No. 2 (2026): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v5i2.240

Abstract

The legacy of Fatima al-Fihri and the founding of the University of al-Qarawiyyin in Fez, Morocco, in 859 CE are the main topics of this work, which uses a decolonial perspective to investigate the historical underpinnings of higher education. This research contends that the fundamental frameworks of higher education were established within the early Islamic civilisation centuries earlier, despite prevailing historical narratives that frequently ascribe the origins of the modern university to medieval European institutions. The socio-religious, intellectual, and economic circumstances that made it possible for Al-Qarawiyyin to become a hub of higher education are examined in this study using historical-analytical methods and qualitative library research. The study also examines Al-Qarawiyyin's institutional elements, such as its curriculum, teaching strategies, ijazah certification system, and waqf-based financing structure, to determine how well they align with the fundamentals of the contemporary university model. The study questions dominant Eurocentric and gender-exclusionary narratives in the history of education worldwide by emphasising Fatima al-Fihri's role as founder. It shows that women in early Islamic civilisation were institutional architects of knowledge creation as well as intellectual participants. In the end, by reaffirming the contributions of Islamic civilisation to university formation, this study supports continued initiatives to decolonise the historiography of higher education. It makes the case that creating a more inclusive and truthful global history of education requires acknowledging Al-Qarawiyyin's fundamental importance.
Challenges and Opportunities of Integrating Artificial Intelligence in Teaching and Learning in Secondary Schools in Gusau Educational Zone, Zamfara State Sule Muhammad; Nura Umar Manya-Manya
COMPETITIVE: Journal of Education Vol. 5 No. 2 (2026): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v5i2.241

Abstract

This study examined the challenges and opportunities of integrating Artificial Intelligence (AI) in teaching and learning in secondary schools in Gusau Educational Zone, Zamfara State, Nigeria. The study was guided by three research objectives, three research questions, and three null hypotheses. A descriptive correlational survey research design was adopted. The population comprised teachers and students in public secondary schools within the study area, from which a sample of 384 respondents was selected using stratified and simple random sampling techniques. Data were collected using a researcher-developed structured questionnaire validated by experts. The reliability of the instrument was established using Cronbach's alpha, which yielded a coefficient of 0.89, indicating high internal consistency. Descriptive statistics (mean and standard deviation) were used to answer the research questions, while Pearson Product Moment Correlation and the independent-samples t-test were used to test the hypotheses at the 0.05 level of significance. The findings revealed a significant positive relationship between AI integration and teaching and learning opportunities (r = 0.62, p < .05), indicating that AI enhances instructional delivery, learner engagement, and access to educational resources. The study also found a significant negative relationship between implementation challenges and effective AI integration (r = −0.54, p < .05), suggesting that inadequate infrastructure, limited technical skills, and insufficient institutional support hinder successful AI adoption. Furthermore, a significant difference was observed in AI utilization between teachers and students (t = 4.85, p < .05), with teachers demonstrating higher levels of utilization than students. The study concluded that although AI has considerable potential to improve teaching and learning in secondary schools, its successful integration depends on adequate infrastructure, teacher capacity development, supportive educational policies, and equitable access to digital technologies.
Implementing the Principle of Discourse-Level Language by EFL Teachers: A Classroom Interaction Study Rizgar Sadiq Hamasur; Mohammad Azannee Saad
COMPETITIVE: Journal of Education Vol. 5 No. 2 (2026): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v5i2.243

Abstract

Although Communicative Language Teaching (CLT) approach is widely adopted in many EFL countries, CLT principles are poorly implemented by EFL teachers. To date, little attention has been paid to teaching discourse-level language through everyday classroom interaction. This study aims to determine whether Kurdish EFL teachers implement the CLT principle of discourse-level language to develop students’ speaking skills. Four Kurdish EFL teachers were selected as participants through purposive sampling technique. Their interaction with students over two English lessons recorded and later transcribed following Jefferson Transcription System (2004). Transcripts were analyzed qualitatively following Conversation Analysis (CA) approach, which is a turn-by-turn examination. The findings showed that Kurdish EFL teachers did not implement the CLT principle of discourse-level language in secondary schools located in Kurdistan Region of Iraq (KRI). Thus, the students tended to speak at the word and sentence levels. to speak English at the discourse (beyond the sentence) level. The findings provide significant contributions across various domains of CLT. Finally, this study is highly significant for EFL teachers to take discourse competence into consideration in the teaching of speaking skills.   
Enhancing Academic Achievements of Slow Learners through AI: A study based on Junior Secondary schools in the Kalkudah Zone K. Abilash; Mahthi Hassan
COMPETITIVE: Journal of Education Vol. 5 No. 2 (2026): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v5i2.244

Abstract

This study examines the impact of AI-powered learning systems on enhancing the  academic achievement of slow learners within the 21st century educational landscape of inclusive education. It seeks to determine how AI technologies can identify specific student challenges, reduce learning gaps and provide customized learning experiences. The ultimate goal is to build up self-confidence, increase student engagement, and improve overall learning efficiency in the classroom. A significant challenge is the digital divide, particularly the lack of technical facilities and internet access in rural and underdeveloped areas. To address this, a mixed-methods approach was used, involving 120 students, 90 teachers, 5 principals, 5ADS/ISAs and 30parents from all five schools in the Kalkudah zone. Data collection methods included questionnaires, interviews, observations, and document analysis, performed using SPSS version 29.0. The Findings indicate that AI-based interventions can significantly enhance student achievement by creating customized learning paths and adapting the curriculum to individual learning speeds. AI has transformed the roles of teachers, the tools they use, and the content they deliver. The research also revealed that AI tools can empower teachers to provide immediate and necessary assistance. The study recommends creating localized, interactive AI learning resources, offering comprehensive professional training for teachers, improving the distribution of technical facilities and fostering collaboration with policymakers. By implementing these recommendations, the country can better achieve its future educational goals and adapt to timely technological changes. This study also emphasizes the important of conducting research not only on future technological developments but also on the rapid change occurring in technology today.
Diagnosis of Mathematics Learning Difficulties Among 8th-Grade Students Regarding Three-Dimensional Shapes at SMP Negeri 1 Sinjai Nurjannah Nurjannah; Anil Muftirah
COMPETITIVE: Journal of Education Vol. 5 No. 3 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v5i3.152

Abstract

The purpose of this study was to identify the problems or difficulties experienced by students when engaging with the topic of three-dimensional shapes. This study employed a qualitative research approach. The subjects were eighth-grade students at UPTD SMPN 1 Sinjai; specifically, three students—identified by the initials AN, FR, and PA—were selected. These subjects consisted of two females and one male, all possessing average mathematical knowledge. Data collection techniques included observation, diagnostic testing, interviews, and documentation. The results indicate that students faced difficulties in conceptual understanding—specifically in comprehending and applying formulas for three-dimensional shapes—as well as challenges with calculations (particularly multiplication) and the notation of mathematical symbols.
Analyzing the Development of High School Students (Aged 15–18) in Shaping Character for a Golden Future Rizky Kurnia Anggraini; Mufid
COMPETITIVE: Journal of Education Vol. 5 No. 3 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v5i3.157

Abstract

This study aims to examine the elements influencing the character development of high school students aged 15–18 in Indonesia and how these elements impact their future prospects. Employing qualitative research methods, data were collected through interviews and observations involving students, teachers, and parents from various schools. The findings indicate that the family environment, educational methods, peer interactions, and the impact of technology play pivotal roles in shaping adolescent character. The study concludes that collaborative efforts among parents, educators, and the community are essential to fostering positive character development in adolescents, ultimately paving the way for a more promising future.
Implementation of Gamification Learning (The Quest) Using Quizwhizzer on Social Studies Class 8E at SMP Negeri 14 Bandung Tri Tianti; Siska Rahayu; Zakiyatul Maula; Pritha Natasya
COMPETITIVE: Journal of Education Vol. 5 No. 3 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v5i3.186

Abstract

The use of learning media in the current educational context is very important, one of the media that attracts attention is QuizWhizzer, a web-based platform that allows teachers to create educational games but has not been widely used by social studies teachers. This study aims to explain how the application of gamification using QuizWhizzer can affect the motivation of 8E class students at SMP Negeri 14 Bandung in learning social studies on population dynamics material. The research method uses a descriptive qualitative approach. Based on the results of the research that has been done, it can be concluded that the application of gamification learning using QuizWhizzer in social studies learning class 8E at SMP Negeri 14 Bandung is effective in increasing student learning motivation. In addition, despite some weaknesses, the gamification elements contained in QuizWhizzer are able to create a fun and challenging learning atmosphere, so that students are more motivated to learn.
Website-Based Digital Marketing Management in Vocational Schools: A Case Study of SMK Negeri 2 Surakarta Rika Bekti Nur Wahyuni; Anindhita Maheswari; Aprillia Wafik Asisha
COMPETITIVE: Journal of Education Vol. 5 No. 3 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v5i3.194

Abstract

This study aims to explore and examine the implementation of website-based digital marketing management at SMK Negeri 2 Surakarta. The research is motivated by the growing importance for vocational educational institutions to adopt digital marketing strategies to attract prospective students amidst an increasingly competitive educational landscape. Employing a descriptive qualitative method, data were collected through interviews, direct observation, and document analysis. The findings indicate that SMK Negeri 2 Surakarta has effectively utilized its official website as the primary platform for disseminating information regarding school activities and the student admission process, complemented by extracurricular social media accounts to support broader digital promotional efforts. Key challenges identified include limited human resources for digital content management and the lack of optimal integration of digital activities into the school's overall marketing strategy framework. Therefore, enhancing the website's functionality as an interactive, collaborative, and comprehensive communication tool is crucial for strengthening the school's identity and competitiveness in the face of technological advancements and the evolving demands of the educational sector.
Challenges and Opportunities of Integrating Artificial Intelligence in Teaching and Learning in Secondary Schools in Gusau Educational Zone, Zamfara State Rabi’atu Musa Mafara; Sule Muhammad
COMPETITIVE: Journal of Education Vol. 5 No. 3 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v5i3.242

Abstract

This study examined the challenges and opportunities of integrating Artificial Intelligence in teaching and learning in secondary schools in Gusau Educational Zone, Zamfara State. The study was guided by three research objectives and three hypotheses. A descriptive survey research design was adopted, and a sample of 384 respondents was selected using stratified and simple random sampling techniques. Data were collected using a structured questionnaire with a reliability coefficient of 0.89, indicating high internal consistency. Pearson Product Moment Correlation and independent samples t-test were used to analyze the data at a 0.05 level of significance. The findings revealed a significant positive relationship between Artificial Intelligence integration and teaching and learning opportunities, indicating that AI enhances instructional delivery and learner engagement. It was also found that there is a significant negative relationship between challenges and effective AI integration, showing that existing barriers reduce the effectiveness of AI in education. Furthermore, a significant difference was observed in the level of AI utilization between teachers and students, with teachers demonstrating higher usage. The study concludes that while Artificial Intelligence has strong potential to improve teaching and learning outcomes, its effectiveness is influenced by infrastructural, technical, and capacity-related challenges. The study recommends improved infrastructure, training, and equitable access to digital tools

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