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M. Ubaidillah Ridwanulloh
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Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri Office Address at Jln. Sunan Ampel No. 7, Ngronggo, Kota Kediri, Provinsi Jawa Timur, Indonesia
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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
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Integration of Artificial Intelligence (AI) in the Transformation of Islamic Education Learning Strategies in Higher Education Khotimah, Husnul; Janah, Miftahul
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

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Abstract

The advancement of artificial intelligence (AI) has had a significant impact on learning strategies in higher education, including in Islamic studies courses. This study aims to examine the form of AI integration in Islamic Education learning and its impact on the effectiveness and internalization of Islamic values of students. The research method used a descriptive qualitative approach with a case study strategy, implemented in the Islamic Education Study Program, Faculty of Tarbiyah, UIN Syekh Wasil Kediri. Data were obtained through in-depth interviews, observation, and documentation, then analyzed using the Miles Huberman interactive analysis model. Data validity was carried out through triangulation techniques of sources, techniques, and time. The results of the study indicate that there are seven forms of AI integration in the transformation of Islamic Education (PAI) Learning Strategies in higher education, namely AI integration in pedagogical aspects, the role of lecturers, interaction, access to materials, assessment, values and spirituality, and personalization. This form of AI integration has been proven to increase learning independence, flexibility of access, and student engagement. However, challenges arise related to ethics, reduction of spiritual values, and potential content bias, which require the role of lecturers as companions and interpreters of values. Therefore, the transformation of AI-based learning in Islamic Education learning must be carried out in an integrative manner while maintaining Islamic pedagogical principles and digital civilization values
Digital Technology-Assisted Deep Learning in Language Classes: Exploring EFL Teachers’ Perspectives of Students with Disabilities Tusino
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

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Abstract

Although numerous studies have investigated digital technology-assisted deep learning in English as a foreign language (EFL) classes, only a few were conducted for students with disabilities. This study aims to explain teachers’ perceptions regarding technology-assisted deep learning in English learning. This study employed a qualitative case study with six EFL teachers of the special schools in Indonesia. Data were collected through semi-structured interviews. Teachers’ responses towards attitudes, perceived benefits, and challenges of digital technology-enhanced deep learning practices were analyzed through a thematic analysis. Findings revealed that EFL teachers had positive attitudes towards digital technology-assisted deep learning in language classes. It was also found that digital technology-assisted deep learning supported students’ learning autonomy and engagement. However, the results of the study identified several challenges such as lack of suitable digital materials and technical constraints in classroom settings.  The findings highlight that digital technology-assisted deep learning is a potential learning model to enhance students’ autonomous learning for special education.
Empowering Elementary Science Learning Through Articulate Storyline 3-Based Interactive Digital Media Gani, Resyi Abdul; Windiyani, Tustiyana
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

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Abstract

Development of Interactive Learning Media Using Articulate Storyline Three in the learning of social studies landscape materials aims to strengthen the learning of social studies the development and feasibility of a product development through interactive learning media. The research methodology used was the ADDIE (Analyze, Design, Development, Implementation, Evaluation) approach with the research subjects of grade IV-B SDN Julang Bogor City, the instruments used were validation sheets of media experts, linguists and subject matter experts with a total of three experts, student response instruments and teacher responses, and pre-test and post-test instruments. The validation results produced an average of 94% with the criterion of "Very Feasible", then the results of the pre-test and post-test assessments produced an N-Gain score of 0.70 with the criterion of "High" and the response of students who obtained 98.7% and the teacher 88% with the criterion of "Very Good". Based on the results obtained, the development of interactive learning media using Articulate Storyline Three meets the valid and feasibility criteria for the development of IPAS learning landscape materials: characteristics and their relationship with the community profession.
Unveiling the Correlation and Predictive Contribution of Digital Literacy and Critical Thinking to EFL Students’ Research Competence Aisya, Firdha Rikhadatul; Mufidah, Nida
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

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Abstract

This study aims to identify the levels of digital literacy, critical thinking skills, and research competence among EFL students, and to examine the correlation and predictive contribution of the two independent variables to students’ research competence. Employing a quantitative approach with a correlational design, data were collected through multiple-choice tests administered to 66 eighth-semester students of the English Education Department at UIN Antasari Banjarmasin, all of whom had taken research-related courses and were conducting or had completed their undergraduate thesis. Descriptive statistics indicated that students demonstrated relatively high levels across all three variables: digital literacy (M = 79.00, SD = 8.35), critical thinking skills (M = 83.47, SD = 7.15), and research competence (M = 76.74, SD = 6.12). The results of multiple linear regression analysis revealed a strong and statistically significant correlation between digital literacy and critical thinking skills toward students’ research competence (R = 0.897, R² = 0.804). The regression coefficients showed that both variables positively contributed to the prediction of research competence, with critical thinking skills (B = 0.521) contributing slightly more than digital literacy (B = 0.463). These findings underscore the pivotal role of critical thinking and digital literacy in enhancing students’ research competence within the EFL context, and highlight the importance of integrating these skills more deeply into English language education and academic research training.
Integration of Liveworksheets in Student Worksheet Development: Practicality Analysis in Problem Based Learning Model Susilawati; Utari, Viona Dwi; Permana, Niki Dian; Syarif, Muhammad Ilham; Putri, Dian Puspita Eka
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

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Abstract

This study aims to analyze the practicality of Liveworksheet integration in the development of Student Worksheets (LKPD) based on the Problem Based Learning (PBL) model. This integration is expected to create interactive LKPD that supports digital problem-based learning, in accordance with the demands of 21st-century learning. This study uses the Research and Development (R&D) method with a 4D development model consisting of the define, design, develop, and disseminate stages. The trial subjects were secondary-level students who participated in learning using Liveworksheet-based LKPD. Data were collected through teacher and student response questionnaires, and interviews. Practicality analysis was carried out by calculating the percentage of feasibility based on ease of use, clarity of instructions, and integration with PBL steps. The results showed that Liveworksheet-based LKPD has a very high level of practicality, with an average percentage above 85%, both in terms of ease of use and integration with PBL syntax. Thus, the integration of Liveworksheet in the development of LKPD can be an alternative interactive and practical learning media to support the implementation of PBL in the digital era.
Integrating Gamification into Deep Learning in Elementary Education Rahmawati, Emma; Inayah, Zaidatul
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

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Abstract

This study examines the integration of gamification into the implementation of deep learning in elementary education. Deep learning is not a new curriculum, but rather a pedagogical approach that emphasizes meaningful, mindful, and joyful learning. The primary focus of this research is to analyze how gamified elements align with the principles of deep learning and how their application can enhance students’ conceptual understanding, reflective engagement, and learning motivation. This study employs a qualitative method using content analysis based on the Miles and Huberman model, with data collected from various literature sources, including scholarly journals, reference books, policy documents, and best practices in education. The findings indicate that gamification can support deep learning, especially when designed to foster connections between learning content and real-life experiences (meaningful), involve students in reflection and responsibility for their own learning (mindful), and create an interactive and enjoyable classroom environment (joyful). The study also reveals that this approach aligns with the development of foundational literacies, 21st-century competencies, and adaptive character traits that are relevant to the needs of learners in the digital age. It is concluded that gamification holds significant potential as an effective pedagogical strategy to support the transformation of elementary education through a deep learning approach.
Motivation at English Language Training Program Budiana, Kartika Marta; Cahyaningati, Desi Tri; Aprillianita, Riski
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

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Abstract

This study investigates the motivation of elementary school teachers participating in an online English language training program as part of a community service activity. The objective of this study was to offer practical suggestions for educators and aspiring researchers who are interested in understanding and enhancing learners' motivation in English language training. Conducted with 50 teachers from 18 schools in Surabaya and 2 schools in Jakarta, Indonesia, the research employed a descriptive method using questionnaires and in-depth interviews. The findings highlight the importance of intrinsic, extrinsic, and avoidance motives in learners' participation. Stakeholders' demands and the intention to stay current with modern trends were identified as significant factors influencing motivation. The study emphasizes understanding learners' motivation to determine the success or failure of online English learning, noting that motivation serves as the driving force for acquiring a second language. The research also explores the impact of Computer-Assisted Language Learning (CALL) systems on learners' motivation, nothing their positive effects on interest, autonomy, and oral communication practice. The study aims to provide insights into the overall motivation of language learners, particularly in the context of CALL systems, to enhance language acquisition.
Kahoot: An Interactive Learning Tool for Enhancing Interest and Literacy Skills in Children Aged 5–6 Years Maisari, Sri; Busri, Rahayu Vini
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

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Abstract

Children's interest in literacy is currently declining. This is evident in the low enthusiasm of young children when given books for learning to read, write, and count, compared to learning that is packaged using digital technology. Technology can be integrated as an attractive, interactive learning medium that is suitable for children's characteristics. Through the use of educational applications such as Kahoot, children can enjoy a new learning experience and atmosphere in literacy activities. The implementation of Kahoot requires teacher supervision. Children can use a single computer and projector, or each child can use their own digital device. Literacy for children aged 5-6 years encompasses understanding language, expressing language, literacy, and logical thinking. This research method is qualitative with a case study approach. The sampling technique used is purposive sampling, where the sample consists of children with low literacy interest and ability, totaling 15 children. The results of this study indicate changes in literacy interest and ability among children aged 5-6 years. In terms of interest, during learning activities using Kahoot, children are highly enthusiastic about learning letters and numbers, showing joy in learning to read, actively reading, and answering quizzes. In terms of literacy understanding, children can recognize patterns, ABCD–ABCD, arrange letters into words, write and read their own names, recognize sounds, identify familiar symbols, spell letters into words, identify groups of images with the same initial sound/letter, and understand the rules of the game.
Team Game Tournament Learning with Online Comic Media Improves Students' Wrehastra Script Writing Sadwika, I Nyoman; Liska, Luh De; Dewi, Ni Pt. Pande Mirah Surya; Parwati, Ni Putu Yuniarika
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

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Abstract

Based on the initial reflection at SMK Negeri 1 Sukawati, it was found that there was a problem, namely the low ability of grade X DKV 2 students at SMK Negeri 1 Sukawati to write Wrehastra script. Based on interviews with Balinese language teachers, this was also caused by the lack of innovative learning models that were suitable for the students' learning climate. The purpose of this study is to determine the effectiveness of the TGT (Team Game Tournament) cooperative learning model using Balinese online comic media in improving student learning achievement and response. Data was collected using interview, observation, and test methods, then analysed using descriptive statistical methods. The research design consisted of N-cycles comprising (1) planning stage, (2) action implementation stage, (3) observation stage, and (4) reflection stage. The TGT (Team Game Tournament) cooperative learning model assisted by Balinese online comic media can improve the ability to write Wrehastra script among students in class X DKV 2 at SMK Negeri 1 Sukawati in the 2023/2024 academic year. This is evidenced by the average test results in Cycle I of 64.75 or 30.7% with a satisfactory rating, and an increase in Cycle II to 83.49 or 96.1% with a good rating. Responsiveness also improved, as evidenced by the average score in Cycle I of 69.15 or 34.6% with a satisfactory rating, which increased in Cycle II to 83 or 96.1% with a good rating.
Deep Learning Model in Personalizing Learning Based on the "Love Curriculum" in Islamic Boarding School Zainab, Nurul
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

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Abstract

This study explores innovative deep learning-based personalized learning and the “Love Curriculum” at the Padepokan Kyai Mudrikah Kembang Kuning Islamic Boarding School in Pamekasan. The traditional educational paradigm is less adaptive to student heterogeneity, triggering the urgency for personalization. The deep learning model offers solutions for content adaptation and dynamic feedback, while the Curriculum of Love instills the values of monotheism. Through a case study, this research analyzes the implementation of these models. Data was collected from the director, teachers, and students through interviews, observations, and documentation, with data validity verified using pattern matching. The results show the systematic application of personalization, beginning with comprehensive diagnostic assessments for learning grouping and peer tutor empowerment. The learning philosophy of “joyful, conscious, meaningful” is emphasized with hands-on practices that foster spiritual empathy. All activities are based on the “unification curriculum” (monotheism). The seven pillars of Islamic Boarding School learning: one day one verse, one hadith one presentation, one week three languages, one student one laptop, one activity one paragraph, one week three fashl and one week three themes, integrate spirituality, language, literacy, and digital technology. This model develops student holistically: intellectually, spiritually, and characteristically, with the ultimate goal of monotheism.

Page 17 of 25 | Total Record : 248

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