cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
M. Ubaidillah Ridwanulloh
Contact Email
ubaid@iainkediri.ac.id
Phone
-
Journal Mail Official
icoe@iainkediri.ac.id
Editorial Address
Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri Office Address at Jln. Sunan Ampel No. 7, Ngronggo, Kota Kediri, Provinsi Jawa Timur, Indonesia
Location
Kota kediri,
Jawa timur
INDONESIA
Proceeding International Conference on Education
Published by Institut Agama Islam Negeri Kediri
ISSN : -     EISSN : 30256828     DOI : -
Core Subject : Religion, Education, Social,
Religion Education Social Sciences Other
Education in the digitalized era: Navigating trends and innovations for future education Sub-themes: 1. Innovative Technologies in Education 2. Digital Learning Platforms and Tools 3. Pedagogical Methods and Innovations in Islamic Education 4. Teaching and Learning 5. Digital Literacy and Skills Development 6. Teacher Training and Educational Management 7. Educational Policy and Reform
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 248 Documents
 14   15   16   17   18 
Development of Ethnoscience Based Science Learning Module and Science Literacy for Junior High School Students Anggraini, Atika; Prassastie, Fadilla Eka; Salani, Hana Talia Novia; Fahma, Farisa Aina; Rahman, Àdnan; Dewi, Ardiana Fatma
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aims to develop ethnoscience-based science learning module and science literacy for grade VIII students. This module development uses the Research and Development (R&D) model by adapting the steps of the 4D model, which includes (Define, Design, Develop, Dessimination). In this study, data were collected through observation, interviews, questionnaires, and documentation. The developed module was validated by material experts, media experts, LKPD experts, and readability experts who each provided an assessment of the relevant aspects. The results of validation by material experts, media experts, LKPD experts and readability experts showed 100% feasibility. The results of student responses showed very good results of 88.10%. Students who use this module are better able to connect scientific knowledge with the context of science which is an important indicator in the ability to think critically, analytically, and creatively. The results of this study indicate that ethnoscience and science literacy-based modules are not only effective in improving understanding of material concepts, but also strengthening higher-order thinking skills that are needed in facing the challenges of today. 
Comparison of TikTok, Instagram, and YouTube Utilization in Improving Students’ Digital Literacy Dina, Tyas Ayu Farah; Khoiriyah, Sapna
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The rapid development of digital technology has transformed education, particularly in the use of social media as a learning medium. TikTok, Instagram, and YouTube are now increasingly utilized not only for entertainment but also as educational tools. This study aims to analyze and compare the effectiveness of these three platforms in improving students’ digital literacy. The research employs a library research method with a descriptive qualitative approach, drawing data from journals, books, and academic repositories. The findings showed that each platform has distinct advantages, TikTok effectively delivers microlearning that fosters engagement, Instagram strengthens visual literacy and creativity through interactive features, and YouTube supports deeper comprehension and independent learning with comprehensive materials and structured navigation. Despite these potentials, challenges remain, such as information overload, uncurated content, and distractions from advertisements or entertainment. The study concludes that the optimal use of social media platforms depends on careful selection based on learning objectives and student characteristics, along with teacher guidance in curating credible content and fostering critical evaluation skills. These findings contribute both theoretically and practically by emphasizing the importance of integrating social media strategically and responsibly into pedagogy to foster students’ digital literacy in the 21st century.
Adaptive Pedagogical Innovation Based on the Flipped Classroom as an Effective Strategy for Educational Transformation in Higher Education Amanah, Nihayatul; Mardotillah, Wildan Nur
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This article discusses adaptive pedagogical innovations in the learning process in the form of flipped classrooms as an effective strategy for transforming higher education. The flexibility and personalization offered by this method allow students to learn according to their own styles and paces. This study employs qualitative research using a literature review method from scientific sources such as journals, books, and others, as well as interviews with several students from UIN KH Abdurrahman Wahid Pekalongan who are involved in the learning process of classes that have implemented the flipped classroom method. The study found that in higher education, the flipped classroom approach can optimize the use of technology in the classroom and promote the development of critical thinking skills, independence, and student responsibility. However, the implementation of this model still faces several challenges, including the readiness of digital infrastructure, the technological skills of faculty and students, the development of relevant and engaging learning content, and enhancing students' understanding of the use of artificial intelligence (AI) to prevent excessive reliance on such technology. With support from the university, enhanced faculty capabilities and skills, and appropriate use of technology, the flipped classroom learning model can serve as a key driver for transforming higher education toward a more adaptive, inclusive, and 21st-century needs-based approach.
Digital Pedagogical Transformation in Islamic Education: Deep Learning Integration, Challenges and Solutions Sicha, Ainus; Rohmana, Devie Wianda; Hidayat, Maulana Wahyu
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The digital technology has a significant impact on various sectors, including education. Islamic education, as the moral and spiritual foundation of society, is required to adapt through digital pedagogical transformation. This study aims to examine the integration of deep learning in Islamic education, highlighting its potential, challenges, and potential solutions. This study uses a literature review approach, analyzing various scientific sources, including journals, books, articles, and policy documents related to the application of digitalization in Islamic education. The results indicate that deep learning can improve the effectiveness of the teaching and learning process through interactive, personalized, and critical thinking-based learning. However, several challenges remain, such as limited infrastructure, limited digital competence among educators, and concerns about the displacement of Islamic values in the digital environment. To address these challenges, this study proposes strategies such as technology-based teacher training, the development of a relevant digital curriculum, and the creation of educational content aligned with Islamic values. The integration of deep learning in Islamic education offers significant opportunities for adaptive and visionary pedagogical renewal. In conclusion, digital transformation in Islamic education must be designed holistically and contextually to align with technological developments without neglecting the underlying religious values.
PAI Students' Perception of Problem-Based Learning at K.H. Abdurrahaman Wahid State Islamic University Rizal, Zacky Al-Ghofir El-Muhtadi; Syahir, Ahmad
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The application of Problem-Based Learning (PBL) in Islamic Religious Education (IRE) at the university level is an innovative strategy to address the challenges of relevance and student engagement in contextual learning. This study aims to: (1) understand the basic concepts of PBL; (2) explore students' perceptions of PBL implementation; and (3) identify the positive aspects of PBL as well as the challenges faced at UIN K.H. A. Wahid Pekalongan. The study employs a qualitative approach using in-depth interviews with PAI students participating in PBL-based learning. Data are analyzed thematically to uncover experiences, attitudes, and factors influencing the acceptance of the method. Results indicate that students view PBL positively as it promotes active engagement, critical thinking, collaboration, and communication skills. PBL is considered effective in connecting religious theory with current social issues. However, challenges such as discussion dominance by a few members, lack of self-confidence, differences in students' initial readiness, as well as time constraints and limited faculty guidance were also identified. This research highlights the need for a more inclusive PBL design, competent faculty facilitation, and fair group management strategies. The conclusion indicates that PBL is effective in improving the quality of PAI learning, but its success is highly dependent on the implementation context and the readiness of all stakeholders. These findings provide strategic recommendations for the development of innovative, relevant, and sustainable learning in religious education in the contemporary era.
Achievement Emotions in EFL Listening Class: A Quantitative Study Using AEQ-S Sumanto, Ossa Bodhi Tala; Aini, Alfina Nur; Aulia, Nurul Putri; Syaputri, Nur Ely
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In English language learning, productive skills such as speaking and writing are often prioritized, while a vital receptive skill such as listening is frequently assumed as a secondary status. This undervaluation contributes to negative stereotypes and adds the challenges faced by EFL learners. Among the overlooked matters is the emotional experience of learners, which provides a crucial role, particularly in skill-based course like listening that demand sustained attention and confidence. This study aims to examine the achievement emotions experienced by EFL learners in listening class using the Achievement Emotions Questionnaire – Short (AEQ-S), developed by Pekrun et al. (2011). A total of 37 university students completed the AEQ-S, which measures both positive and negative emotions across three domains: classroom activities, learning processes, and test-taking situations. The data were analyzed using descriptive statistics and paired-sample t-tests. The finding revealed a significant difference in all three contexts. In classroom-related activities, positive emotions (M = 3.78, SD = 0.65) were significantly higher than negative emotions (M = 2.50, SD = 0.71), (t(36) = 6.947, p < .001). A similar trend was found in learning-related (t(36) = 6.139, p < .001) and test-related situations (t(36) = 5.488, p < .001), indicating the consistency of emotional dominance across academic conditions with enjoyment as the most frequently experienced emotion. These findings highlight the critical need to integrate emotional consideration into listening pedagogy. By fostering emotionally supportive environments, educators can enhance learners' engagement and aid them to navigate the challenges of listening comprehension.
Perceptions of PAI Students on the Use of ChatGpt for Writing Scientific Papers at K.H Abdurrahman Wahid State Islamic University Lestari, Salsa Dwi; Emiliana , Nailul Uly; As'syifa , Rahma Mutiara
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The development of artificial intelligence (AI) technology has had a significant impact on the world of education. One form of AI technology currently widely used is ChatGPT, an artificial intelligence model capable of assisting users in processing information, answering questions, solving problems, and even composing academic texts. The presence of ChatGPT has generated diverse responses, especially among students who are beginning to utilize it in their learning. This study aims to explore the perspectives of Islamic Education (PAI) students on the use of ChatGPT in the process of writing scientific papers. With the advancement of information technology, artificial intelligence-based tools such as ChatGPT are beginning to be utilized in the academic world. The research method used was qualitative, with data collection through interviews and questionnaires. The results indicate that PAI students have diverse views on ChatGPT. Most students believe that ChatGPT can help them find references, speed up the writing process, and generate new ideas. However, there are also concerns about the authenticity of their work and the potential for plagiarism. This research is expected to provide insights for educators and educational institutions in understanding the impact of technology use in academic writing and provide recommendations for more ethical and effective use.
The Contribution of Adaptive Instructional Design in Enhancing Students’ Self-Confidence in Junior High School Speaking Activities in Bengkalis Regency Chantika, Faradila; Mahdum; Supriusman
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to investigate the contribution of adaptive instructional design in enhancing students’ self-confidence in speaking activities at the junior high school level in Bengkalis Regency, Indonesia. Self-confidence is a key psychological factor that influences students’ willingness to actively participate in oral communication. The research employed a quasi-experimental design involving two groups: an experimental group (taught with adaptive instructional strategies) and a control group (taught using conventional methods). A validated self-confidence questionnaire was administered as the main instrument, and data were analyzed using descriptive statistics and an independent sample t-test. The results revealed that the experimental group achieved a higher mean score (M = 78.65, SD = 6.42) compared to the control group (M = 70.12, SD = 7.11), with a statistically significant difference (t(58) = 3.47, p < 0.01). These findings highlight that adaptive instructional design—when tailored to students’ learning needs and characteristics—plays a crucial role in fostering psychological readiness and communicative competence. This study suggests that adaptive learning strategies can be effectively integrated into language teaching to create a supportive and engaging environment for students.
Augmented Reality as a Digital Pedagogical Tool to Support Adaptive Speaking Practice in ELT Fakhrurriana, Ria; Safitri, Silviana
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

As digital technology is more embedded in English Language Teaching (ELT), it continues to offer new ways to support learners to build their English-speaking skills.  This study is meaningful, as speaking is known as one of the most challenging aspects for English learners, and Augmented Reality (AR) offers a promising tool to control this issue by creating interactive and immersive environments. The main point addressed in this study is the learners’ problems in improving their speaking abilities due to limited vocabulary, low confidence, and lack of real conversation practice. The goal of this study is to investigate how Augmented Reality (AR) supports speaking skill development and what certain aspects it enhances. This study utilized a Systematic Literature Review (SLR) approach, examining 30 recent scholarly articles. The evidence reveals that Augmented Reality (AR) positively supports speaking skill acquisition by increasing learner confidence, stimulating interaction, improving fluency, and offering realistic communicative contexts. This paper extends the literature on digital learning tools by highlighting the pedagogical potential of AR in ELT. It provides appropriate guidance for language teachers and encourages further research to explore the effective ways of implementing AR in English language speaking skills.
Ibtikar Tiknulujiya Adz-Dzaka’ Al-Ishthina’iyy Fi Wajibati Ath-Thalabah Bi Al-Lughah Al-Arabiyah: ابتكار تكنولوجيا الذكاء الاصطناعي في واجبات الطلبة باللغة العربية Rosyada, Amrina; Hermiwati; Hadziq, Muhammad Fadhil; Pelealu, Nanda Dzikrillah; Hasyb, Muh Thahilal Jahidul
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The development of artificial intelligence (AI) technology innovation has had a significant impact on the process of completing academic assignments, particularly in Arabic language learning in higher education. This study aims to examine students' perceptions of the use of AI technology in completing Arabic language assignments, using Davis's (1989) Technology Acceptance Model (TAM) theoretical framework, which focuses on two main indicators: perceived usefulness and perceived ease of use. The research method used was a qualitative approach with a phenomenological design to explore students' experiences in depth. Data were obtained from nine purposively selected Master of Arabic Language Education students at Maulana Malik Ibrahim State Islamic University of Malang, then collected through in-depth interviews and analysed thematically. The results showed that students felt that AI technology innovation was very helpful in completing assignments, especially in accelerating information access, compiling academic papers, and increasing learning efficiency. However, students were also aware of challenges in the form of potential dependency and the risk of declining critical thinking skills. The conclusion of this study confirms that AI innovation has great potential as an effective support for academic assignments, with the note that its use needs to be directed wisely and supported by strengthening technological literacy.

Page 16 of 25 | Total Record : 248

 14   15   16   17   18 

Filter by Year

2023 2025


Reset
Filter By Issues
All Issue Volume 03, Agustus Tahun 2025: International Conference on Education Volume 02, Agustus Tahun 2024: International Conference on Education Volume 01, Agustus Tahun 2023: International Conference on Education