Enhancing Junior High School Teachers’ English Vocabulary Competence through AI-Based Neo-Sorogan Learning Model Training
Article Sidebar
Lifelong Learning,
Neo-Sorogan,
Teachers’ English Vocabulary Competence,
Technology Transfer
Main Article Content
Dewi Utari
Andi Kristanto
Husni Mubarok
Mujahidah Auliya Ihsani
Abstract
Background: Rapid advances in digital technology and artificial intelligence (AI) are transforming the educational landscape, particularly at the junior high school level. This stage is crucial for developing students' critical thinking skills, fostering independent learning, and shaping their character. During this transitional phase of cognitive and social development, students need intensive mentorship, meaningful interactions, and learning experiences that accommodate diverse abilities and learning styles.
Aims: This study aimed to better equip teachers to implement more personalized, effective, and meaningful English vocabulary learning experiences through the AI-based Neo-Sorogan model. Ultimately, it aimed to enhance the quality of human resources in education and prepare them to address 21st-century challenges.
Methods: A mixed-methods research design integrating quantitative and qualitative techniques was employed, using paired comparisons, a Likert scale, and descriptive statistics.
Results: The study's results demonstrated a significant improvement in vocabulary skills, with pre-test scores averaging (M = 64.28, SD = 8.47) and post-test scores averaging (M = 78.63, SD = 7.21). The analysis yielded a t-value of -11.98 with 42 degrees of freedom (t(42) = -11.98, p < 0.001), indicating strong statistical significance and a robust effect size (d = 1.83). Furthermore, participant satisfaction was categorized as high.
Conclusion: This study showed participants' enthusiasm improved understanding of the AI-based Neo-Sorogan model, focusing on individualized learning and interaction. They designed subject-specific activities and rated their satisfaction at an average of 4.59 out of 5, reflecting their increased willingness to implement AI strategies in the classroom.
Downloads
Article Details
Copyright (c) 2026 Dewi Utari, Andi Kristanto, Husni Mubarok, Mujahidah Auliya Ihsani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
al-Zyoud, H. M. M. (2020). The Role of Artificial Intelligence in Teacher Professional Development. Universal Journal of Educational Research, 8(11B), 6263–6272. https://doi.org/10.13189/ujer.2020.082265
Ariyanto, A. A., & Pantiwati, Y. (2026). Penguatan Kompetensi Guru Sekolah Dasar Melalui Pelatihan Artificial Intelligence dalam Pengembangan Instrumen Evaluasi Pembelajaran. Jurnal Solma, 15(2), 3778–3787. https://doi.org/10.22236/solma.v15i2.23946
Baizhanov, N., Sharimbayev, B., & Churbanova, Z. (2026). Artificial Intelligence and Teacher Competence: A Scoping Review Of Assessment, Analytics, And Professional Development. Frontiers in Artificial Intelligence, 9(July), 1–17. https://doi.org/10.3389/frai.2026.1901449
Bentri, A., Hidayati, A., & Kristiawan, M. (2022). Factors Supporting Digital Pedagogical Competence of Primary Education Teachers in Indonesia. Frontiers in Education, 7(November), 1–9. https://doi.org/10.3389/feduc.2022.929191
Berg, G. Van Den, & Plessis, E. du. (2023). ChatGPT and Generative AI: Possibilities for its Contribution to Lesson Planning, Critical Thinking and Openness in Teacher Education. Education Sciences, 13. https://doi.org/10.3390/educsci13100998
Bieri, J., Tuor, C., Nendaz, M., L Savoldelli, G., Blondon, K., Schiffer, E., & Zamberg, I. (2023). Implementation of a Student-Teacher–Based Blended Curriculum for the Training of Medical Students for Nasopharyngeal Swab and Intramuscular Injection: Mixed Methods Pre-Post and Satisfaction Surveys. JMIR Med Educ, 9, e38870. https://doi.org/10.2196/38870
Borshchovetska, V. D., Ponomarova, V. A., Smovzhenko, L., Semian, N. V, Shykhnenko, K. I., & Zatserkovnyi, A. (2026). A Review of AI-Powered Personalized Language Learning Implications for Vocabulary Acquisition in L2 Learners. The International Journal of Humanities Education, 24(1). https://doi.org/10.18848/2327-0063/CGP/A185
Chen, X. (2026). Artificial intelligence in EFL Vocabulary Learning: A Systematic Review of Higher Education Practices and Research Trends (2015 – 2025). Cogent Education, 13(1). https://doi.org/10.1080/2331186X.2026.2667534
Deng, Y., Çelik, F., & Duran, V. (2026). Governing the Unseen : A Systematic Review of AI Literacy Among Language Teachers in Higher Education. Computers and Education: Artificial Intelligence, 11(May), 100658. https://doi.org/10.1016/j.caeai.2026.100658
Dumont, H., & Ready, D. D. (2023). On the Promise of Personalized Learning for Educational Equity. Science of Learning, 8(26). https://doi.org/10.1038/s41539-023-00174-x
Ellikkal, A., & Rajamohan, S. (2026). AI-Enabled Personalized Learning: Empowering Management Students for Improving Engagement and Academic Performance. Vilakshan – XIMB Journal of Management, 22(1), 28–44. https://doi.org/10.1108/XJM-02-2024-0023
Gao, K., Shi, X., & Zhang, J. (2026). Student–AI Interaction: Unveiling the Impact of AI Agents on Vocabulary Learning – A Meta-Analysis. International Review of Applied Linguistics in Language Teaching. https://doi.org/doi:10.1515/iral-2025-0382
Hooda, M., Rana, C., Dahiya, O., Rizwan, A., & Hossain, M. S. (2022). Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education. Mathematical Problems in Engineering, 2022(1). https://doi.org/10.1155/2022/5215722
Hou, C., Zhu, G., & Sudarshan, V. (2025). The Role of Critical Thinking on Undergraduates’ Reliance Behaviours on Generative AI in Problem-Solving. British Journal of Educational Technology, 56(November 2024), 1919–1941. https://doi.org/10.1111/bjet.13613
Husna, Z. N. (2023). Konsep Metode Sorogan pada Pembelajaran Kitab Kuning di Pondok Pesantren Luqman Hakim Pekalongan. Jurnal Inovasi Edukasi, 06(02), 142–148. https://doi.org/10.3390/educsci13100998
Hussain, S., Debreli, E., & Farman, M. (2025). Sustainable Professional Growth Through Digital Mentorship: Evidence from Language Teachers in Low-Resource Settings. Scientific Reports. https://doi.org/10.1038/s41598-025-29242-5
Imran, M., Almusharraf, N., & Shehzad, K. (2026). Artificial Intelligence in School Language Education: A Systematic Review of Trends, Challenges, and Future Directions. Journal of Interdisciplinary Studies in Education, 15(6). https://doi.org/10.32674/w506dk33
Indrašiene, V., Jegeleviˇciene, V., Merfeldaite, O., Penkauskiene, D., Pivoriene, J., Railiene, A., & Sadauskas, J. (2023). Critical Reflection in Students’ Critical Thinking Teaching and Learning Experiences. Sustainability, 15(18). https://doi.org/10.3390/su151813500
Kabudi, T., Pappas, I., & Olsen, D. H. (2021). AI-Enabled Adaptive Learning Systems: A Systematic Mapping of the Literature. Computers and Education: Artificial Intelligence, 2(March), 100017. https://doi.org/10.1016/j.caeai.2021.100017
Khalifeh, F., & Santiago, R. (2026). Redefining Personalized Learning in the Artificial Intelligence Era: An Updated Systematic Review from 2019 to 2025. Smart Learning Environments, 6(19). https://doi.org/10.1186/s40561-026-00440-6
Kundu, A., & Bej, T. (2025). Transforming EFL Teaching with AI : A Systematic Review of Empirical Studies. International Journal of Artificial Intelligence in Education, 35(4), 2281–2314. https://doi.org/10.1007/s40593-025-00470-0
Maass, K., Cobb, P., Krainer, K., & Potari, D. (2019). Different Ways to Implement Innovative Teaching Approaches at Scale. Educational Studies in Mathematics, 102, 303–318. https://doi.org/10.1007/s10649-019-09920-8
Martin, F., Zhuang, M., & Schaefer, D. (2024). Systematic Review of Research on Artificial Intelligence In K-12 Education (2017 – 2022). Computers and Education: Artificial Intelligence, 6(December 2023). https://doi.org/10.1016/j.caeai.2023.100195
Mastrogiacomi, F. (2024). Facilitating A Paradigm Shift for Teaching and Learning with AIs. Italian Journal of Educational Technology, 32(1), 69–81. https://doi.org/10.17471/2499-4324/1322
Moltudal, S. H., Krumsvik, R. J., & Høydal, K. L. (2022). Adaptive Learning Technology in Primary Education : Implications for Professional Teacher Knowledge and Classroom Management. Frontiers in Education, 7(February), 1–18. https://doi.org/10.3389/feduc.2022.830536
Mujtahid, Assidiqi, A. H., & Sadiyah, D. (2026). Implementasi Pembelajaran Mendalam (Depp Learning) di Sekolah Dasar sebagai Penguatan. PEDASUD: Jurnal Ilmu Pendidikan Guru Sekolah Dasar Dan Usia Dini, 02(02). https://repository.uin-malang.ac.id/25281/
Mulyani, H., Istiaq, M. A., Shauki, E. R., & Kurniati, F. (2025). Transforming Education: Exploring the Influence of Generative AI on Teaching Performance. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2024.2448066
Nitkin, D., Ready, D. D., & Bowers, A. J. (2022). Using Technology to Personalize Middle School Math Instruction: Evidence From a Blended Learning Program in Five Public Schools. Frontiers in Education, 7(April). https://doi.org/10.3389/feduc.2022.646471
Oktavianus, A. J. E., Naibaho, L., & Rantung, D. A. (2023). Pemanfaatan Artificial Intelligence pada Pembelajaran dan Asesmen di Era Digitalisasi. Jurnal Kridatama Sains Dan Teknologi, 05(2), 473–486. https://doi.org/10.53863/kst.v5i02.975
Putri, C. A. (2023). Model Pembelajaran Berorientasi Student Centered Menuju Transisi Kurikulum Merdeka. Ibtidaiyyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 2(2), 95–105. https://doi.org/10.18860/ijpgmi.v2i2.2977
Ramadhan, D. N., Rofifah, D., Maulana, E. I., Rahani, E. D., Almaghfiroh, E., Imron, A., Musrifajaton, & Suhartini, N. (2025). Meningkatkan Kemampuan Kemandirian Belajar Siswa Kelas VIII melalui Pembelajaran Berbasis Problem Based Learning Berbantuan Film Pendek. Jurnal Pendidikan: Riset & Konseptual, 9(4), 1026–1035. https://doi.org/10.28926/riset_konseptual.v9i4.1317
Rind, I. A. (2026). Conceptualizing the Impact of AI on Teacher Knowledge and Expertise : A Cognitive Load Perspective. Education Sciences, 16(57). https://doi.org/10.3390/educsci16010057
Rusdiana, R., Zaenab, S. N. N., & Sari, A. M. M. (2025). Dimensi Kognitif dan Sosial Emosional dalam Psikologi Perkembangan Anak (Usia 0-7 Tahun): Tinjauan Teoritis dan Empiris. Jurnal Media Akademik, 3(6). https://doi.org/10.62281/v3i6.2440
Sahnir, N., Yatim, H., & Jamilah. (2023). Pengenalan Teknologi Artificial Intelligence (AI) dalam Meningkatkan Pengalaman Belajar Seni di Era Digitalisasi Pendidikan. Prosiding Seminar Nasional Dies Natalis UNM Ke 63, 245–256. https://journal.unm.ac.id/index.php/Semnasdies62/article/view/811
Salam, M. Y., Suharmon, Shidqi, M. H., Yozi, S., & Jisito, D. (2025). Tradisi Keilmuan Pesantren Melalui Integrasi Sorogan dan Bandongan dalam Pembelajaran Kitab Kuning di Sumatera Barat. At-Tasyrih Jurnal Pendidikan dan Hukum Islam, 11(2), 27–45. https://doi.org/10.55849/attasyrih.v11i2.336
Sanusi, M., Mukti, A., & Usiono. (2026). Islamic Knowledge Transmission in Salafiyah Pesantren : An Analysis of Sorogan , Wetonan , and Bandongan Learning Methods. Dirasah: International Journal of Islamic Studies, 4(1), 97–109. https://doi.org/10.59373/drs.v4i1.67
Sayın, İ., & Coşkun, D. (2025). AI-Enhanced Professional Development for Language Teachers: A Systematic Review. In Z. Robert (Ed.), The Intersection of AI and Student Development in Learning (pp. 33–88). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3373-2927-7.ch002
Seo, K., Yoo, M., Dodson, S., & Jin, S. (2025). Augmented Teachers : K – 12 Teachers’ Needs for Artificial Intelligence’s Complementary Role in Personalized Learning. Journal of Research on Technology in Education, 57(4), 876–893. https://doi.org/10.1080/15391523.2024.2330525
Tammets, K., & Ley, T. (2023). Integrating AI Tools in Teacher Professional Learning: A Conceptual Model and Illustrative Case. Frontiers in Artificial Intelligence, 6(2022). https://doi.org/10.3389/frai.2023.1255089
Trihantoyo, S., Wulandari, A., Janah, M. U., Kumairo, M. N., & Alfi, D. N. (2023). Kompetensi Pedagogik Guru dalam Implementasi Model Pembelajaran Inovatif. Jurnal Visionary: Penelitian dan Pengembangan Dibidang Administrasi Pendidikan, 11(2), 9–14. https://doi.org/10.33394/vis.v11i2.7642
Turvey, K., & Pachler, N. (2026). A Topological Exploration of Convergence/Divergence of Human Mediated and Algorithmically Mediated Pedagogy. British Journal of Educational Technology, 57, 619–638. https://doi.org/10.1111/bjet.70007
Wang, Z., Fan, H., Wu, S., Chen, Q., Liang, Y., & Peng, Z. (2025). Exploring the Usage of Generative AI for Group Project-Based Offline Art Courses in Elementary Schools. Proceedings of the ACM on Human-Computer Interaction, 9(7). https://doi.org/10.1145/3757476
Yavich, R. (2025). Will the Use of AI Undermine Students Independent Thinking? Education Sciences, 15(6). https://doi.org/10.3390/educsci15060669
Zahrani, J., & Muthahari, A. (2024). Metode Sorogan Berbasis Teknologi Kecerdasan Buatan: Analisis Aplikasi Tarteel. Nusantara Hasana Journal, 3(11), 35–43. https://share.google/ZVvcDAtwPvpL7h9bR
Zhai, C., Wibowo, S., & Li, L. D. (2024). The Effects of Over ‑ Reliance on AI Dialogue Systems on Students’ Cognitive Abilities: A Systematic Review. Smart Learning Environments, 11(28). https://doi.org/10.1186/s40561-024-00316-7