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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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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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Authentic Assessment based on Teaching and Learning Trajectory: A Conceptual Model for Sustainable Assessment to Enhance Deep Learning Mursalin, Enggal; Rochman, Chaerul; Mileniati, Fajriati Ramadhini Nur; Rumles, Nadifa Najam
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia

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Abstract

The transformation of 21st-century education requires assessment systems that not only measure cognitive achievement but also foster deep and meaningful learning. Current practices, however, remain dominated by summative tests that emphasize memorization and fail to capture students’ holistic development. To address this gap, this article introduces the Authentic Assessment Based on Teaching and Learning Trajectory (AABTLT) as a conceptual model for sustainable assessment integrated into the learning process. AABTLT aligns learning objectives, instructional activities, and authentic assessment along structured learning trajectories, enabling teachers to monitor students’ progressive development through contextual and formative feedback. Developed through a comprehensive literature review and synthesis of studies on authentic assessment, learning trajectories, and deep learning, this model highlights the importance of assessment as a driver of learning rather than a terminal evaluation tool. The novelty of AABTLT lies in its integrative approach, combining authentic tasks, developmental indicators, and reflective practices to strengthen student engagement, critical thinking, and creativity. Its practical implications include clear guidelines for designing assessment instruments aligned with 21st-century skills and strategies for supporting teachers in formative evaluation. Future empirical research is recommended to validate the effectiveness of AABTLT in science education and interdisciplinary contexts.
Effect of Using Flashcards with Active Recall Method On 3rd Grade Students’ Vocabulary Mastery at MI Mambaul Ulum Dahu Kediri Alam, Muhammad Izzul; Suhartono; Susanti, Yunik
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia

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Abstract

This study aims to investigate the effectiveness of flashcards combined with the active recall method in improving the English vocabulary mastery of elementary school students. The research was conducted using a quantitative approach with a pre-experimental design, specifically the one-group pre-test and post-test design. A group of students was given a vocabulary pre-test, followed by several sessions using flashcards and active recall activities, and then assessed with a post-test. The data were analyzed using the Wilcoxon Signed-Rank Test to determine the significance of differences between pre-test and post-test scores. The results showed a notable improvement in students’ vocabulary mastery after the intervention, particularly in pronunciation, recognition, and the ability to use words in context. While most students experienced progress, some showed little to no change, and a few had a slight decline, indicating varying levels of effectiveness. A t-test analysis is also considered as a comparative method to support the findings. The study suggests that incorporating memory-based and interactive methods such as flashcards and active recall can enhance vocabulary learning more effectively than traditional approaches. These results highlight the importance of engaging techniques in primary English education.
Implementation of Duolingo Application in Enhancing Vocabulary Skills of Tenth-Grade High School Students Marzam, Naya; Kencanawati, Dewi; Riwayatningsih, Rika
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia

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Abstract

This study investigates the effectiveness of the Duolingo application in improving vocabulary mastery among tenth-grade students at SMAN 3 Kediri. Many EFL learners in Indonesia face challenges transitioning from passive word recognition to active usage, compounded by a lack of engaging, technology-based instruction. The research used a pre-experimental design with pre-test and post-test measurements over a two-week intervention. Students completed daily 15-minute Duolingo sessions focusing on everyday vocabulary topics. Results revealed significant improvement in vocabulary scores, with an average increase of 18% from pre-test to post-test. Qualitative observations also indicated higher engagement and motivation, attributed to Duolingo’s gamification features and multimodal learning approach. The findings highlight the potential of integrating mobile-assisted language learning tools into formal education, especially in contexts where traditional methods dominate. This research contributes to pedagogical strategies for EFL classrooms, emphasizing technology integration to enhance vocabulary retention and active use.
Implementation of Deep Learning in Arabic Vocabulary Based on HOTS: A Descriptive Qualitative Study Anwar, Mohammad Sofi; Virdausiyah, Wildatul; Wari; Susiawati, Wati
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia

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Abstract

This study aims to describe the implementation of deep learning in Arabic vocabulary instruction based on Higher Order Thinking Skills (HOTS). The research employed a qualitative approach with a descriptive method. Data were collected through observation, interviews, and documentation in an eighth-grade class of a junior high school. The findings reveal that the teacher applied deep learning through contextual approaches, meaningful exercises, and creative dialogue tasks that encouraged students to think critically and reflectively in using Arabic vocabulary. Learning activities involving HOTS, such as categorizing words, constructing contextual sentences, and composing simple dialogues, effectively enhanced students' engagement and deep understanding of vocabulary. The study recommends strengthening the role of the teacher as a facilitator in guiding students to build meaningful connections in Arabic vocabulary learning.
Global Trends in Genre-Based Approach Research in Language Learning: Bibliometric Analysis (2015–2025) Rosdiana, Rina; Boeriswati, Endry; Murtadho, Fathiaty
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia

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Abstract

Bibliometric analysis maps the genre-based approach (GBA) as part of efforts to support education for Sustainable Development in the last ten years. The Scopus database was used to analyze 169 documents out of 260 documents on the topic of GBA. Data was obtained from 2015-2025*. With restrictions on the subject area of social science, which has been published in Scopus, and in English. The important finding is that this research has generally increased in the number of publications although in some years there has been a decrease, but the decrease is slight.  The article in this bibliometric study discusses the topic of GBA, most of which has been published in journals by international journals indexed by Scopus with quartile 1. In addition, the authors with the most citations come from articles published in Q1. The United States is the most productive country in conducting research on this topic of GBA. Indonesia is in second place, and in third place is Australia, the initiator of this approach in language learning. Universities in Indonesia are represented by the Indonesia University of Education in the top ten that published this research. In its discussion, this study uses Vosviewer. Thirteen clusters were found. Eight of them have a lot of connections to other topics: GBA has given rise to research related to writing learning, sfl, esp, academic writing, efl leaners.  Several other important findings were also obtained that can be used to conduct further research.
Arabic Language Learning Strategies at MTs 2 Nurul Islam Mojokerto: Implementation of Adaptive Pedagogy-Based Roleplay to Accommodate Differences in Student Learning Styles Fahraini, Sovia; Afyuddin, Moh Sholeh
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia

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Abstract

Every student has a different learning style, so Arabic language learning needs to be tailored to their needs. Adaptive pedagogy adapts learning to students' needs, and roleplay supports this by practicing Arabic contextually and interactively according to each student's learning style. Classroom Action Research (PTK) or Classroom Action Research reflective in nature with the aim of improving direct learning practices in the classroom. The research subjects were 33 bilingual eighth grade students and Arabic teachers at MTs 2 Nurul Islam. Data were collected through observation, interviews, and documentation, then analyzed using qualitative analysis techniques. So the results of its implementation are: a) Identification of student learning styles shows 15 visual students who learn effectively through images and visual media, 8 auditory students who understand the material through listening and discussion, and 10 kinesthetic students who learn optimally through direct practice and physical activity. Teachers need to apply diverse methods so that all learning styles are served. b) Innovative strategies in adaptive pedagogy through professional role-playing accommodate all learning styles through costumes, pronunciation, and physical activity in one fun activity. c) The impact of adaptive pedagogy on student learning styles is increased engagement, understanding, and learning comfort according to student characteristics. d) Challenges of adaptive pedagogy include adjusting learning styles, time management, student activity, and media limitations. The solution is to provide dialogue templates, visual-audio guides, and a gradual schedule.
Development of Android-Based Interactive Learning Media to Improve Student Learning Outcomes in Arabic Subjects for Grade VIII at MTsN 6 Kediri Yulianti, Shinta Felisa; Zunairah, Yuyun; Nidak, Khoiru
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia

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Abstract

This research was based on the low learning outcomes of students in Arabic class. One of the main reasons is the reliance on traditional and less engaging teaching methods, as well as the absence of interactive learning media. Therefore, the purpose of this study is to develop an Android-based interactive learning media and to examine its suitability, usability, and effectiveness in improving students’ learning. The research was conducted with eighth-grade students at MTsN 6 Kediri using the Research and Development (R&D) method with the ADDIE model, which consists of five steps: Analysis, Design, Development, Implementation, and Evaluation. The instruments used included observation, questionnaires, interviews, and tests, with a sample of 34 students from class VIII D. Data were analyzed using both qualitative and quantitative approaches. The results showed three main findings. First, the developed product is an Arabic learning application called ARABIKU, which provides materials, audio, videos, interactive quizzes, and practice exercises. Second, expert validation confirmed its feasibility: the material expert scored it 96.8% (very suitable), the first media expert 77.7% (suitable), and the second media expert 93.6% (very suitable). Practicality tests also indicated positive results, with 97% from the teacher (very practical) and 83% from students (very practical). Third, the effectiveness test demonstrated an improvement in learning outcomes, as the average score increased from 67.5 to 80. In conclusion, this Android-based interactive learning media is feasible, practical, and effective in improving Arabic learning for eighth-grade students at MTsN 6 Kediri
Building Collaboration through WhatsApp: Effective Communication Practices of Teachers to Parents in Early Childhood Education Institutions Hasanah, Nor Izatil
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia

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Abstract

Effective communication between teachers and parents is an important factor in supporting optimal early childhood development. This article describes communication practices on WhatsApp between teachers and parents to support child development and the challenges that arise in the process. The research method is a descriptive qualitative case study. Data were collected through semi-structured interviews with two teachers at the Raudatul Ilmi Kindergarten. The collected data were analysed using condensation techniques, data display, and conclusion drawing/verifications. The results of the study showed that WhatsApp facilitated the exchange of information about children's learning development, the coordination of activities, the documentation of children's activities at school, to disseminate information regarding unexpected occurrences affecting students, parents employ WhatsApp to report their children's absences from school and the building of closer partnerships. However, although WhatsApp makes communication easy, several challenges arise, such as miscommunication and uneven intensity of WhatsApp use among parents.
The Role of Digital Innovation in Islamic Religious Education Learning to Strengthen Religious Literacy in School Students Irmiati, Rahma Aulia; Putri, Hany Lidya
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia

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Abstract

The advancement of digital technology has significantly transformed the landscape of education, including the teaching and learning of Islamic Religious Education (PAI). Digital innovations, particularly through the utilization of various media and technological platforms, offer strategic opportunities to enhance religious literacy among school students. This study aims to examine the role of digital innovation in improving the effectiveness of PAI learning, as well as to explore the challenges and potential solutions in its implementation. Employing a library research method with a qualitative descriptive approach, this article reveals that the use of digital tools—such as interactive learning applications and educational social media—can enrich teaching methods, increase student engagement, and strengthen understanding of Islamic values. However, issues such as unequal access to technology, low digital literacy, and digital distractions remain critical obstacles that require comprehensive solutions. Therefore, collaboration among educators, schools, policymakers, and parents is essential to develop an adaptive and character-oriented digital learning environment. This study recommends the development of holistic and contextual digital-based Islamic education policies and learning models.
The Effectiveness of Reflection E-Portfolio in English Language Learning Based on Deep Learning and Case-Based Learning Santoso, Yan Imam; Sugiharto, Prasetyawan Aji; Putri, Rosalidya; Wibisana, Mohammad Andre
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia

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Abstract

This study investigates the effectiveness of integrating case-based learning (CBL) and deep learning (DL) with the use of reflection e-portfolios in English language learning. The research is framed within the context of 21st-century education, emphasising the development of critical thinking, creativity, collaboration, and communication (4Cs). A qualitative method with a phenomenological approach was employed to explore teachers’ perceptions and experiences. Data were collected through focus group discussions (FGDs), surveys, and in-depth interviews involving 20 English teachers at the senior high school, vocational school, and Islamic senior high school levels in Kendal Regency. The findings reveal that while most teachers are relatively familiar with CBL—often equating it with problem-based learning—DL remains a new and less understood approach, thereby requiring further training and support. Teachers acknowledged that both approaches present challenges, particularly in terms of time allocation, creativity, and technical implementation. Nevertheless, reflection e-portfolios were perceived as a valuable evaluation tool that fosters objectivity, transparency, and openness in monitoring student progress. They allow teachers, students, and even parents to engage in the learning process more effectively. Overall, the integration of CBL, DL, and reflection e-portfolios was found to enhance students’ motivation and support the development of the four language skills (listening, speaking, reading, and writing) as well as the 4Cs. This study concludes that such integration offers a sustainable innovation for improving the quality of English language learning while simultaneously addressing the challenges of 21st-century education.

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