Journal Emerging Technologies in Education

Analysis of the Use of Guidebooks on Student Learning Outcomes in Fiqh Subjects at Mts Negeri 2 Bungo

Rahayu Saputri — 2026-04-30

The use of guidebooks in Fiqh learning at MTs Negeri 2 Bungo is an important issue because even though it is available and used, its function as an independent learning resource is not optimal. This study aims to analyze the use of guidebooks on student learning outcomes and identify factors that affect their effectiveness. With a qualitative approach and case study design, data were collected through interviews, observations, and documentation involving Fiqh teachers, students, and deputy heads of madrasas in curriculum areas. The results of the study showed that handbooks support the delivery of learning materials and exercises, but their use is still dominant in the classroom and has not yet functioned as an independent reference. Its effectiveness is influenced by student involvement, language readability, design quality, content contextuality, teacher strategies, and madrasah support in building a learning culture. Students who actively use books tend to have a better understanding, although the influence is uneven. Different from previous studies that emphasized statistical relationships between variables, this study highlights the interaction between students, teachers, teaching materials, and the learning environment. The findings confirm that the optimization of guidebooks requires student-centered learning strategies, the development of communicative and contextual teaching materials, and consistent literacy habituation.

Effectiveness Of An Ojs-Based Semester Lesson Plan Validation System: A User Experience Review

Safrizal Safrizal — 2026-05-30

Background. Quality assurance in higher education instructional planning is often hindered by inefficient validation processes for Semester Learning Plans (RPS). Digital innovations inspired by academic workflow systems offer potential solutions for improving efficiency and reliability in these processes.

Purpose. This study aimed to evaluate the effectiveness and user experience of the RPS Validation and Evaluation System (SVeR), a digital platform modeled after the workflow of the Open Journal System (OJS). Specifically, it investigated whether SVeR could enhance the validation process and be positively received by lecturers.

Method. Using an explanatory sequential mixed methods design, 17 lecturers from the PGMI Program at UIN Mahmud Yunus Batusangkar participated. The quantitative phase measured inter-rater reliability using Cohen's Kappa (?) statistics and assessed user perceptions through a rating questionnaire. The qualitative phase analyzed user feedback via thematic analysis.

Results. Quantitative findings indicated a very high level of effectiveness, with an average Kappa coefficient of ? = 0.939, alongside a highly positive user acceptance, reflected in an average rating of 8.88 out of 10. Thematic analysis revealed three major advantages of SVeR: simplification of workflow, increased efficiency, and a positive impact on quality assurance.

Conclusion. The study concludes that SVeR is both objectively effective and well-received by users, suggesting its potential as a model for digitalizing academic quality assurance processes in higher education.

Directive Control Behaviors dalam Kepemimpinan Pendidikan: A Systematic Literatur Review

Riva Yullanda — 2026-04-29

(This study aims to examine more systematically aboutdirective control behaviors in educational leadership using an approachsystematic literature review (SLR). This approach is used to identify, select, and synthesize various relevant previous research findings to obtain a more comprehensive understanding of the forms, contexts, and impacts of directive and controlling leadership behaviors in educational settings. This study used a selection process through the PRISMA stages (identification, screening, eligibility, and inclusion) to obtain 30 journal articles that met all criteria for further analysis. The articles analyzed were limited to publications from 2020-2026 with inclusion criteria including reputable scientific journals, full-text availability, and discussions of directive leadership in the educational context. The results of the study indicate thatdirective control behaviors In educational leadership, it generally appears in the form of direct instruction, strict supervision, and centralized decision-making by the leader. These behaviors have a variety of impacts, both positive in terms of improving discipline and clarity in tasks, but also negative in terms ofdirective control behaviors It can also reduce the independence and creativity of teachers and school administrative staff. These findings indicate that the effectiveness of directive leadership is highly dependent on the organizational context and the level of human resource preparedness in the school.

The Influence Of Smartphones On The Dynamics Of Social Interaction Among Elementary School Students: A Case Study At Sdk Ruteng I

Maksimilianus Jemali — 2026-05-31

Background. This study is motivated by the rampant use of smartphones, which triggers a shift in children's interpersonal relationship patterns.

Purpose. It aims to analyze the intensity of smartphone utilization and its impact on the social interaction dynamics of students at SDK Ruteng I.

Method. Utilizing a descriptive qualitative approach, data were gathered through observation and in-depth interviews with fifth-grade students. Data validity was verified through source, method, and time triangulation, while data analysis applied the Miles and Huberman interactive model involving data reduction, data display, and conclusion drawing.

Results. The findings reveal two primary discoveries: first, students exhibit a high level of smartphone dependency, with daily screen time exceeding two hours; second, smartphones deliver an ambivalent impact, facilitating communication and learning access while simultaneously triggering online game addiction, sleep disturbances, and the loosening of real-world social interactions.

Conclusion. As a conclusion, this study highlights that the solution to this phenomenon requires a crucial synergy between parental preventive control through screen time limitation and teachers' persuasive education regarding digital literacy at school.

Implementation of Digital Literacy Based Hybrid Classes in Islamic Education (PAI) Study Programs in Higher Education

Darliana Sormin — 2026-04-30

Background: The rapid development of digital technology has encouraged universities to integrate technology into the learning process, including in Islamic education. The implementation of hybrid classes has become an innovative learning solution that combines online and offline learning to enhance the digital literacy of students and lecturers. However, the implementation of hybrid learning in the Islamic Education Study Program still requires the development of an effective model aligned with Islamic educational values.

Purpose: This study aims to develop a hybrid class-based Islamic education model to improve the digital literacy skills of the academic community in the Islamic Education Study Program, Faculty of Islamic Studies, Muhammadiyah University of South Tapanuli.

Method: This study employed a qualitative approach using the Plomp Model, which consists of the stages of Planning, Learning, Organizing, Operating, Monitoring, and Product. Data were collected through observation, interviews, and documentation, and then analyzed through data reduction, data presentation, and conclusion drawing.

Results: The findings revealed that the implementation of hybrid classes significantly improved students' digital literacy skills, lecturers' competencies in utilizing learning technology, and the overall quality of digital-based learning within the faculty. Hybrid learning also encouraged active student participation through the use of Learning Management Systems (LMS), virtual discussions, and collaborative digital projects.

Conclusion: The hybrid class-based Islamic education development model proved effective in enhancing digital literacy and supporting learning transformation that is relevant to technological advancements while maintaining Islamic educational values.

The AI-Powered Dialogue: Evaluating the Impact of Large Language Models on EFL Learners’ Pragmatic Competence and Speaking Anxiety

Delsa Miranty — 2026-04-25

Background. The rapid advancement of artificial intelligence has transformed language learning environments, particularly through the integration of Large Language Models (LLMs) that facilitate interactive and personalized communication practice. Despite their growing adoption in English as a Foreign Language (EFL) education, limited empirical attention has been devoted to understanding their influence on learners’ pragmatic competence and speaking anxiety.

Purpose. This study aims to evaluate the impact of AI-powered dialogue systems based on LLMs on EFL learners’ ability to use language appropriately in social contexts and their confidence in oral communication.

Method. A quantitative quasi-experimental design was employed involving 120 EFL learners divided into experimental and control groups. Data were collected through pragmatic competence assessments, speaking anxiety scales, classroom observations, and structured interviews.

Results. Findings indicate that students who engaged with AI-powered dialogue systems demonstrated significantly higher gains in pragmatic competence compared to those receiving conventional instruction. Results also reveal a substantial reduction in speaking anxiety, attributed to the non-judgmental, adaptive, and accessible nature of AI-mediated interactions.

Conclusion. The study concludes that LLM-based dialogue platforms provide meaningful opportunities for authentic communication practice while fostering psychological comfort in language learning. Integrating AI-powered dialogue into EFL instruction can therefore enhance communicative effectiveness and support learners’ confidence in real-world language use.