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Moh Riswandha Imawan
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Ar-Fachruddin: Journal of Islamic Education
Published by Zamron Presindo
ISSN : -     EISSN : 30630932     DOI : https://doi.org/10.7401/
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
Ar-Fachruddin: Journal of Islamic Education covers a broad range of topics, including Qur’an- and Hadith-Based Islamic Education, Innovation in Islamic Education, Islamic Education and Science, Islamic Education and Social Transformation, Deradicalization in Islamic Education, Gender and Islamic Education, Comparative Studies in Islamic Education, Pesantren Education, Madrasah Education, Islamic Education Curriculum, Philosophy of Islamic Education, Islamic Education Policy, Leadership in Islamic Education, and Prominent Figures in Islamic Education.
Arjuna Subject : Seni dan Humaniora - Studi Agama
Articles 24 Documents
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The Effectiveness of Augmented Reality–Based Islamic Education  Learning on Students’ Learning Motivation at SMA Al Fatih Simpang Rimba, Kepulauan Bangka Belitung Dian Rezki Pratama; Sumarli Sumarli
Ar-Fachruddin: Pendidikan Agama Islam Vol 2 No 2 (2025): Transforming Islamic Education through Digital Innovation, Immersive Learning, an
Publisher : CV. Zamron Pressindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7401/jmnvr413

Abstract

Research Objective– This study aims to examine the effectiveness of Augmented Reality (AR)–based Islamic education learning in enhancing students’ learning motivation at SMA Al Fatih Simpang Rimba, Kepulauan Bangka Belitung, addressing the limited empirical evidence on motivational outcomes of AR integration in non-formal educational settings. Methodology– A quantitative quasi-experimental method employing a pretest–posttest non-equivalent control group design was applied. The sample consisted of 38 students divided into an experimental group receiving AR-based instruction and a control group receiving conventional learning. Students’ learning motivation was measured using a validated ARCS-based questionnaire. Data were analyzed using descriptive statistics, assumption testing Findings– The results indicate a statistically significant improvement in learning motivation among students exposed to AR-based Islamic education learning. The experimental group demonstrated substantially higher posttest motivation scores than the control group. Dimension-level analysis revealed strong effects on attention and relevance, with moderate yet significant effects on confidence and satisfaction. Research Implications/Limitations–  The findings suggest that AR-based learning can effectively enhance motivational engagement in Islamic education, particularly within senior high school contexts. However, the study is limited by its short intervention duration and focus on motivational variables. Originality/Value–  This study contributes novel insights by focusing on learning motivation as the primary outcome and situating AR-based Islamic education learning within a senior high school environment, thereby enriching both motivational theory and digital Islamic pedagogy.
Gamified Digital Learning with Learning Analytics in Madrasah Tsanawiyah: Effects on Motivation, Engagement, and Learning Outcomes at MTs Sunan Gunung Jati Kismantoro Wonogiri Sukarno Sukarno; Izzah Al Fawaidah
Ar-Fachruddin: Pendidikan Agama Islam Vol 2 No 2 (2025): Transforming Islamic Education through Digital Innovation, Immersive Learning, an
Publisher : CV. Zamron Pressindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7401/gkbbks63

Abstract

Research Objective – This study aims to examine the effectiveness of gamified digital learning integrated with learning analytics in enhancing students’ learning motivation, engagement, and learning outcomes in Islamic education at the junior secondary level. Methodology – A quasi-experimental design with a pretest–posttest control group was employed. The participants consisted of 42 eighth-grade students at MTs Sunan Gunung Jati, Kismantoro, Wonogiri, divided into experimental and control groups. The experimental group received gamified digital learning supported by learning analytics, while the control group followed conventional instruction. Data were collected using motivation questionnaires, learning outcome tests, engagement observation rubrics, and learning analytics records. Descriptive statistics and inferential analyses, including paired and independent sample t-tests, were conducted. Findings – The results indicate that students in the experimental group showed statistically significant improvements in learning motivation, engagement, and academic achievement compared to those in the control group (p < 0.05). Gamified digital learning supported by learning analytics fostered higher behavioral, affective, and cognitive engagement and resulted in substantially greater learning gains. Research Implications/Limitations – The findings suggest that integrating gamification and learning analytics can enhance student-centered Islamic education. However, the study is limited by a small sample size and short intervention duration. Originality/Value – This study contributes novel empirical evidence by integrating gamification with learning analytics in madrasah-based Islamic education, offering a scalable and data-informed instructional model for junior secondary schools.
Integrating AI Chatbots into Islamic Education: Effects on Students’ Self-Regulated and Learning Outcomes at SMP IT Pondok Tahfizh Qur'an Kepulauan Bangka Belitung Sumarli Sumarli; Dian Rezki Pratama
Ar-Fachruddin: Pendidikan Agama Islam Vol 2 No 2 (2025): Transforming Islamic Education through Digital Innovation, Immersive Learning, an
Publisher : CV. Zamron Pressindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7401/qxyfsn30

Abstract

Research Objective – This study aims to examine the effects of integrating AI-powered chatbots into Islamic education on students’ self-regulated learning (SRL) and learning outcomes at the junior high school level. Methodology – A quantitative quasi-experimental design with a non-equivalent control group pretest–posttest was employed. The participants were 64 eighth-grade students at SMP IT  Pondok  Tahfizh Qur'an Kepulauan Bangka Belitung, Indonesia, divided into an experimental group receiving AI chatbot–supported instruction and a control group receiving conventional teacher-centered instruction. Data were collected using an adapted Self-Regulated Learning questionnaire and an achievement test, and analyzed through descriptive statistics, independent-samples t-tests, gain score analysis, and Pearson correlation. Findings – The results indicate that students in the experimental group demonstrated significantly higher improvements in both self-regulated learning and learning outcomes compared to the control group (p < 0.001). A strong positive correlation was also found between SRL and learning outcomes (r = 0.68), suggesting that enhanced self-regulation contributes meaningfully to academic achievement. Research Implications/Limitations – The findings highlight the pedagogical potential of AI chatbots to foster learner autonomy and academic performance in Islamic education, although generalizability is limited by the single-institution sample. Originality/Value – This study provides novel empirical evidence on AI chatbot integration in Islamic secondary education, linking SRL development with learning outcomes within a faith-based context.
The Effect of Self-Regulated Digital Learning on Learning Outcomes in Islamic Religious Education: The Mediating Role of Learning Motivation at MAS Nurul Fadhilah Deli Serdang Muhammad Alfah Rizi; Nirzal Sunardi
Ar-Fachruddin: Pendidikan Agama Islam Vol 2 No 2 (2025): Transforming Islamic Education through Digital Innovation, Immersive Learning, an
Publisher : CV. Zamron Pressindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7401/867jgz42

Abstract

Research Objective – his study aimed to examine the effect of self-regulated digital learning (SRDL) on learning outcomes in Islamic Religious Education (IRE), with learning motivation as a mediating variable, at MAS Nurul Fadhilah, Percut Sei Tuan, Deli Serdang. The research addresses the gap in empirical studies on digital self-regulated learning within Islamic secondary education, particularly in semi-urban madrasah contexts. Methodology – A quantitative explanatory design with a cross-sectional approach was employed. The study involved 46 students from IRE classes, selected through total sampling. Data were collected using structured questionnaires measuring SRDL and learning motivation, while learning outcomes were obtained from curriculum-based achievement scores. Mediation analysis was conducted using SPSS and Process Macro (Model 4) with 5,000 bootstrap resamples to test indirect effects. Findings – The results indicate that SRDL has a significant positive effect on learning outcomes both directly (β = 0.26, p < 0.05) and indirectly through learning motivation (β = 0.24, 95% CI [0.09, 0.42]), confirming partial mediation. Students who actively regulate their learning in digital environments exhibit higher motivation, engagement, and academic performance in IRE. Research Implications/Limitations – The study highlights the importance of integrating SRDL and motivational strategies in digital PAI instruction. Limitations include the small sample size and the focus on a single madrasah, which may affect generalizability. Originality/Value – This study contributes to the literature by demonstrating the mediating role of learning motivation in linking SRDL to academic outcomes in Islamic education, offering insights for designing learner-centered, motivationally supportive digital learning environments.

Page 3 of 3 | Total Record : 24

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