AIK-Based Digital Media and the CVIDLL Model: Improving Indonesian Students' Productive Language Skills

M. Afiv Toni Suhendra Saragih; Khairul Anam; Yulhasni Yulhasni; Sofeeyah Chesoh; Aesah Kehra

doi:10.51276/edu.v7i3.1836

Authors

M. Afiv Toni Suhendra Saragih Universitas Muhammadiyah Sumatera Utara
Khairul Anam Universitas Muhammadiyah Sumatera Utara
Yulhasni Yulhasni Universitas Muhammadiyah Sumatera Utara
Sofeeyah Chesoh Thamavitya Mulniti School
Aesah Kehra Thamavitya Mulniti School

DOI:

https://doi.org/10.51276/edu.v7i3.1836

Keywords:

AIK , Contextual Learning , CVIDLL Model , Digital Media , Productive Language Skills

Abstract

Islamic higher education institutions increasingly use digital media, yet many platforms remain generic and insufficiently aligned with institutional values. This study aimed to examine the effectiveness of AIK-based digital media and empirically examine the Contextual Value-Integrated Digital Language Learning (CVIDLL) model for developing students’ writing and speaking skills. A quasi-experimental nonequivalent control-group pretest–posttest design was conducted with 63 fourth-semester Indonesian Language Education students at Universitas Muhammadiyah Sumatera Utara, comprising an experimental group (n = 32) and a control group (n = 31). Data were collected using validated writing and speaking rubrics and an AIK-integration perception questionnaire. ANCOVA showed significantly greater gains for the experimental group in writing (18.4 compared with 7.3; p < .001; partial η² = .44) and speaking (17.6 compared with 7.3; p < .001; partial η² = .39). Students also reported highly positive perceptions of AIK integration (M = 4.28/5.00). These findings support CVIDLL as a contextual framework for integrating Islamic institutional values into digital language learning.

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Author Biographies

M. Afiv Toni Suhendra Saragih, Universitas Muhammadiyah Sumatera Utara

He was born in Pematang Raya, Simalungun Regency, North Sumatra, Indonesia, on May 28, 1990. He earned his bachelor’s degree in 2014 and master’s degree in 2019, and is currently pursuing a doctoral degree while serving as a lecturer and Head of the Indonesian Language Education Study Program at UMSU.

Khairul Anam, Universitas Muhammadiyah Sumatera Utara

He earned bachelor’s (S.Pd.) and master’s (M.Pd.) degrees in Indonesian Language Education from Universitas Negeri Semarang (UNNES). He is a lecturer and Secretary of the Indonesian Language Education Study Program at UMSU, specializing in instructional media and language education.

Yulhasni Yulhasni, Universitas Muhammadiyah Sumatera Utara

He earned his Bachelor’s (S.S.) and Master’s (M.Si.) degrees from Universitas Sumatera Utara (USU) and is currently pursuing a doctoral degree in Education. He is a lecturer in Indonesian Language Education at UMSU, specializing in linguistics, journalism, language education, literacy, and educational innovation.

Sofeeyah Chesoh, Thamavitya Mulniti School

She teaches Malay Language and Islamic Studies at Thamavitya Mulniti School, Yala, Thailand. Her interests include Malay language education, Islamic education, literacy, bilingual learning, and innovative teaching. She also engages in educational and community activities supporting students’ linguistic and religious development.

Aesah Kehra, Thamavitya Mulniti School

She is a teacher in the Department of Malay Language and Islamic Studies at Thamavitya Mulniti School, Yala, Thailand. She teaches Malay Language and Islamic Studies, with interests in Islamic education, curriculum development, and student-centered learning.

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