This study designed, validated, and refined a podcast-assisted Project-Based Learning (PjBL) instructional procedure for EFL speaking development in an Indonesian higher-education context. Framed as model development within a descriptive–exploratory educational design research/design-and-development research approach, the study produced an initial prototype specifying learning activities and sequencing, then subjected the procedure to expert review and iterative refinement. Two expert validators evaluated the model using a 5-point validation rubric comprising 16 indicators covering key instructional components (Introduction, Core, Closing, and Assessment) and four criteria (logicality, appropriateness, alignment, and non-controversiality), complemented by open-ended comments to guide revisions. Quantitative ratings were analyzed using the Content Validity Index (CVI) and Aiken’s V, supported by descriptive summaries and agreement metrics. Findings indicate excellent content validity: all indicators met the relevance criterion (I-CVI = 1.00; S-CVI/Ave = 1.00; S-CVI/UA = 1.00). Aiken’s V coefficients ranged from 0.75 to 1.00, with a mean of 0.898 (≈0.90), and the overall feasibility/appropriateness rating was high (M = 4.59/5). Feedback from, the validators informed targeted refinements, particularly strengthening the production-oriented Core phase by clarifying scaffolding and integrating an explicit feedback–revision cycle, including an individual (solo) podcast recording task. The final model organizes instruction into three connected phases (Introduction–Core–End) with assessment embedded across phases, offering a validated, classroom-ready procedure for integrating authentic audio input and project-based speaking production. The findings have important implications for teachers who wish to explore alternative ways to teach language using digital and project-based methods.
Curriculum reform in Islamic education in Indonesia faces serious challenges amidst increasingly complex social, cultural and religious dynamics. To date, the Islamic education curriculum has remained dominated by a textualist approach that emphasises a literal understanding of religious texts and tends to overlook the historical context and social realities of the learners. This article aims to analyse a new direction for the reform of the Islamic education curriculum through a paradigm shift from textualism towards contextualism. This article employs a qualitative approach using critical literature review and discourse analysis of curriculum documents, journal articles, and academic literature from the past seven years. The research findings indicate that whilst the discourse on contextualism is growing within academic studies, its implementation in the national curriculum remains partial and lacks systematic integration. The dominance of the textualist paradigm continues to limit the development of students’ critical thinking and social awareness. Therefore, this article emphasises the importance of an epistemological paradigm shift in the reform of the Islamic education curriculum. Contextualism must be positioned as a guiding principle in the formulation of objectives, the development of teaching materials, and evaluation strategies so that Islamic education can shape a generation of Muslims who are religious, critical, moderate, and socially responsible
Control-gate operation affects discharge and water-conveyance performance in secondary irrigation canals. This study evaluates the hydraulic performance of the Boki 2-Boki 3 Secondary Canal in Pinrang Regency under five gate-opening levels and identifies a relative optimum opening based on discharge capacity, conveyance efficiency, and water loss. A quantitative field-survey approach was applied at six observation stations (STA 0+000, 0+200, 0+700, 1+200, 1+460, and 1+468) using gate openings of 15, 30, 45, 65, and 85 cm. Surface-flow velocity was measured using the float method and calculated from V=L/t; the measured surface velocity was used directly without a correction factor to determine discharge from Q=A×V. Conveyance efficiency and water loss were evaluated from upstream and downstream discharge. The results show that larger gate openings increased flow area, velocity, and discharge, but were accompanied by greater water loss and lower total conveyance efficiency. The 15 cm opening produced the highest efficiency of 85.89% with a water loss of 0.0316 m³/s, whereas the 85 cm opening produced the largest upstream discharge of 1.4638 m³/s but reduced efficiency to 71.97% with a water loss of 0.4103 m³/s. The 45 cm opening was identified as the relative optimum among the tested conditions, providing an upstream discharge of 0.5618 m³/s, an efficiency of 82.79%, and a water loss of 0.0967 m³/s (17.21%).
This study is motivated by the rapid development of Artificial Intelligence (AI), which offers new opportunities for innovation in Qur’anic learning, however its utilization in school settings remains suboptimal. Although students generally use digital Qur’an applications, the use of AI-based applications capable of providing automated feedback on Qur’anic recitation remains limited. It aims to analyze students’ Qur’an reading abilities prior to using Ngaji.ai applications, examine the utilization of AI in Ngaji.ai in relation to students’ Qur’an reading abilities, and identify the supporting and inhibiting factors affecting the use of the application among Grade X students at SMK Negeri 3 Parepare. This study employed a qualitative research method with a case study approach. The data sources comprised 14 informants, including 10 Grade X students, three Islamic Religious Education (PAI) teachers, and one Vice Principal for Curriculum at SMK Negeri 3 Parepare. Data were collected through observations, interviews using purposive sampling, and documentation. The data were analyzed thematically based on the Braun and Clarke model, with the assistance of NVivo 12 Pro software. Data trustworthiness was established through the criteria of credibility, transferability, dependability, and confirmability. The findings indicate that students’ Qur’an reading abilities prior to using Ngaji.ai varied considerably, particularly in terms of reading fluency, makharij al-huruf (articulation of Arabic letters), and the application of tajwid rules. The utilization of Ngaji.ai contributed positively to students’ Qur’an reading development by providing AI-based speech recognition, automated feedback, learning materials, and tadarus practice, which supported greater learning independence, motivation, and confidence. The use of the application was supported by technological and pedagogical factors, while its implementation was constrained by technical limitations and differences in students’ digital literacy. Overall, Ngaji.ai demonstrates potential as an AI-assisted learning tool for supporting Qur’an reading development in school settings. Keywords: Artificial Intelligence, Ngaji.ai application, Qur'anic reading ability, Islamic Religious Education, vocational school students Penelitian ini dilatarbelakangi oleh perkembangan teknologi Artificial Intelligence yang membuka peluang inovasi dalam pembelajaran Al-Qur’an, tetapi pemanfaatannya di lingkungan sekolah belum optimal. Peserta didik umumnya telah menggunakan aplikasi Al-Qur’an digital, namun belum banyak memanfaatkan aplikasi berbasis AI yang mampu memberikan umpan balik secara otomatis terhadap bacaan. Penelitian ini bertujuan untuk menganalisis kemampuan membaca Al-Qur’an peserta didik sebelum menggunakan aplikasi Ngaji.ai, menganalisis pemanfaatan AI pada aplikasi Ngaji.ai terhadap kemampuan membaca Al-Qur’an, serta mengidentifikasi faktor pendukung dan penghambat pemanfaatan aplikasi tersebut pada peserta didik kelas X SMK Negeri 3 Parepare. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Sumber data terdiri atas 14 informan, yaitu 10 peserta didik kelas X, 3 guru Pendidikan Agama Islam, dan 1 Wakil Kepala Sekolah Bidang Kurikulum SMK Negeri 3 Parepare. Data dikumpulkan melalui observasi, wawancara dengan pemilihan informan secara purposive sampling, dan dokumentasi. Analisis data dilakukan menggunakan analisis tematik model Braun dan Clarke dengan bantuan software NVivo 12 Pro. Keabsahan data diuji melalui kredibilitas, transferability, dependability, dan confirmability. Hasil penelitian menunjukkan bahwa kemampuan membaca Al-Qur’an peserta didik sebelum menggunakan Ngaji.ai masih beragam, terutama pada aspek kelancaran, makharijul huruf, dan penerapan tajwid. Pemanfaatan Ngaji.ai memberikan kontribusi positif terhadap perkembangan kemampuan membaca Al-Qur’an peserta didik melalui fitur pengenalan suara berbasis AI, umpan balik otomatis, materi pembelajaran, dan latihan tadarus, yang mendukung peningkatan kemandirian belajar, motivasi, dan kepercayaan diri peserta didik. Pemanfaatan aplikasi ini didukung oleh faktor teknologi dan pedagogis, sedangkan pelaksanaannya menghadapi kendala teknis dan perbedaan tingkat literasi digital peserta didik. Secara keseluruhan, Ngaji.ai memiliki potensi sebagai media pembelajaran berbantuan AI dalam mendukung pengembangan kemampuan membaca Al-Qur’an di lingkungan sekolah. Kata Kunci: Artificial Intelligence, Aplikasi Ngaji.ai, Kemampuan Membaca Al-Qur’an Peserta Didik.
This thesis examines the role of Islamic Religious Education (IRE) teachers in fostering students’ independence at SDN 158 Mundan, Masalle District, Enrekang Regency. The study specifically addresses three main issues: (1) the role of IRE teachers in instilling students’ independence, (2) the implementation of IRE learning methods directed toward developing independent attitudes and behaviors, and (3) the forms of independence demonstrated by students as a result of the IRE learning process. The purpose of this study is to describe the role of IRE teachers, explain the application of learning methods that promote independence, and identify the manifestations of students’ independence in daily school life. This research employs a qualitative approach with a case study design and was conducted over a period of three months at SDN 158 Mundan. The primary data sources included the school principal, Islamic Religious Education teachers, and school operators, while secondary data were obtained from school documents, articles, journals, and other relevant sources. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that Islamic Religious Education teachers play a priority role in fostering students’ independence through moral exemplification and the internalization of practical Islamic values in everyday life. Teachers do not merely deliver religious material, but also serve as role models in discipline, responsibility, honesty, and time management. Furthermore, the use of varied and applicative learning methods—such as lectures, discussions, worship practice demonstrations, simulations, and independent worship assignments—has proven effective in promoting students’ independence. This independence is reflected in students’ ability to perform worship independently, complete tasks without frequent reminders, manage time more effectively, and demonstrate social initiative, such as leading prayers, helping peers, and confidently making decisions related to religious activities.
