Ulum Hadith Edugenki: An Interactive Platform to Enhance the Teaching and Learning of Ulum Hadith

Ulum Hadith Edugenki: An Interactive Platform to Enhance the Teaching and Learning of Ulum Hadith

Mohammad Fahmi Abdul Hamid ^1*, Khairul Azhar Meerangani ², Norhana Ahad³, Abdul Qaiyum Shamsuddin⁴

^1,2Academy of Contemporary Islamic Studies, Universiti Teknologi MARA Melaka

³ Department of General Studies, Politeknik Melaka

⁴Integrated Tahfiz Curriculum Teacher, SMA Sains Kuala Pilah

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.9010179

Received: 14 May 2025; Accepted: 17 May 2025; Published: 20 June 2025

ABSTRACT

This study looks at how well the Ulum Hadith EduGenki app, which uses interactive flashcards and spaced repetition, helps students learn important terms and ideas in Ulum Hadith. A total of 83 second-semester Diploma in Muamalat students from Universiti Teknologi MARA (UiTM) Cawangan Melaka participated in the study, which employed a one-group pre-test and post-test pre-experimental design. Ulum Hadith EduGenki was created based on the course material of ISC152 and includes visual features, color-coded icons, and a clear structure to help students understand terms like sanad, matan, marfu’, mawquf, and different types of hadith daif. The findings revealed a significant increase in the students’ average scores from 26.6 (pre-test) to 68.4 (post-test), with a dramatic reduction in the number of students classified as “Very Weak” and a notable increase in those classified as “Excellent.” A paired sample t-test confirmed that this improvement was statistically significant at p < 0.05. The study is further supported by current literature indicating that gamification and interactive learning approaches effectively enhance motivation, engagement, and academic achievement in both Islamic and general education contexts. Overall, this study demonstrates that Ulum Hadith EduGenki is an effective and student-friendly digital pedagogical innovation aligned with 21st-century educational needs. The platform supports memorization and reinforces holistic understanding of technical hadith concepts. Ulum Hadith EduGenki has the potential to be expanded to other Islamic subjects and serve as a reference model for developing digital teaching aids based on traditional Islamic content.

Keywords: Ulum Hadith, EduGenki, digital flashcards, spaced repetition, interactive teaching

INTRODUCTION

Education plays a vital role in human life, particularly in the learning of subjects perceived as difficult or tedious, such as Ulum Hadith. It is undeniable that education has been significantly influenced by technological advancements, which have brought numerous benefits to teaching and learning processes. For instance, easy access to the internet enables teachers and educators to obtain supplementary learning materials such as articles, infographics, videos, and more (Bakti & Ali, 2023; Noviasmy et al., 2023). Moreover, various interactive learning applications have been developed and can be effectively utilized in the teaching of Ulum Hadith. One such application is EduGenki, a specially designed digital platform based on flashcard systems and interactive quizzes aimed at helping students understand the core concepts of Ulum Hadith.

EduGenki is a new learning tool that uses a method of repeating information to help students remember important terms and ideas in Ulum Hadith, like riwayah, dirayah, sanad, matn, jarh wa ta’dil, and others. Additionally, this application offers added features such as image integration and brief topic summaries, making the learning process more engaging, interactive, and accessible for students across various age groups.

In the context of this study, the main focus is to assess students’ mastery of terminology and fundamental concepts of Ulum Hadith at UiTM Cawangan Melaka. Preliminary observations indicate that students face difficulties in understanding the key terms and concepts, which in turn hinder their overall comprehension of the subject. This issue appears to stem from the predominance of traditional teaching methods, primarily lecture-based delivery with minimal use of interactive learning media (Hasanah & Ali, 2021; Muallim et al., 2023).

According to Mujahidah (2017), the use of instructional media can enhance the effectiveness of content delivery and educational messaging. Furthermore, it can stimulate students’ motivation, interest, and comprehension of the subject matter. Therefore, the use of EduGenki as a flashcard-based learning tool is expected to strengthen students’ mastery of terms and concepts in Ulum Hadith. This study was conducted to evaluate the effectiveness of EduGenki in improving students’ understanding of Ulum Hadith content and terminology. It also aims to provide an alternative instructional medium that educators can use to make the teaching of Ulum Hadith more engaging, effective, and student friendly. The findings of this study are hoped to contribute to the advancement of Islamic educational technology and enhance the quality of learning, particularly in the field of Ulum Hadith.

LITERATURE REVIEW

Anki Apps

Launched officially in 2006, the original Anki platform is a flashcard application that utilizes spaced repetition technology to improve memorization efficiency and the overall learning process (Levy et al., 2023). Initially developed as a learning tool specifically for language students, Anki is now widely used by learners across various academic fields. The original version of Anki includes several main platforms:

1. Anki Desktop – the primary version installed on computers with full features.
2. AnkiWeb – an online version that can be synchronized with the desktop app, though with limited functionalities.
3. AnkiMobile – a paid version for iOS, designed to complement the desktop version.
4. AnkiDroid – an Android version developed by a separate team, offered for free like the desktop version (Levy et al., 2023).

In the context of Ulum Hadith learning, this approach and technology have been adapted into a localized version known as EduGenki. EduGenki is an interactive flashcard-based learning application specifically designed to help students memorize and understand essential terms in Ulum Hadith, such as sanad, matan, muttasil, marfu’, daif, and others (Nguyen, 2021). This application allows users to create their own sets of flashcards based on desired topics. Additionally, EduGenki features a color-coded mastery system to help students assess their level of understanding of the memorized terms or concepts:

1. Red (Fail): Unable to recall; requires immediate repetition
2. Orange (Hard): Largely unmastered; requires more frequent review
3. Blue (Good): Moderately understood; requires periodic review
4. Green (Easy): Fully mastered; minimal review needed (Lê Ngọc et al., 2021)

This approach makes EduGenki not only user-friendly but also highly effective for structured, self-paced learning based on individual mastery levels of hadith terminology. This innovation transforms the subject of Ulum Hadith into a more interactive, enjoyable, and accessible experience especially for students in Islamic secondary schools and higher education institutions.

The Study of Ulum Hadith and Technological Integration in the Era of Industrial Revolution 4.0

Ulum Hadith is one of the core disciplines within Islamic sciences, playing a crucial role in ensuring the authenticity and understanding of Islam’s second primary source after the Qur’an. This science is divided into two major branches: riwayah al-hadith (which includes narration, sanad, and matn) and dirayah al-hadith (which focuses on the analysis, understanding, and evaluation of hadith) (Al-A’zami, 2003). A comprehensive understanding of both branches is essential to ascertain the validity of hadith texts and serves as a foundational reference for formulating rulings in areas such as aqidah, shariah, and ethics.

However, within the context of contemporary Islamic education, the study of hadith faces significant challenges brought on by a paradigm shift in the learning environment of the Fourth Industrial Revolution (IR 4.0). Traditional approaches centered on one-way lectures, text reading, and rote memorization are increasingly considered less effective for digital-native students who prefer visual, interactive, and technology-based learning styles. Thus, integrating technology into the hadith studies curriculum has become an urgent necessity to ensure the subject’s competitiveness, effectiveness, and relevance in the global educational landscape.

Priyanto (2020) emphasized that conventional methods are no longer sufficient for 21st-century learners who require more flexible, contextual, and participatory teaching approaches. This view is supported by Isti’ana (2024), who proposed the use of e-learning platforms and digital applications in Islamic education as strategies to enhance student engagement and academic performance. In line with this, Ul Haq and Harnani (2020) stressed the importance of redesigning the Islamic education curriculum by incorporating technological literacy as a critical component of the teaching and learning process, including in hadith instruction. Therefore, teaching and learning hadith should keep up with digital changes by using methods like interactive apps, online self-learning, and technology-based assessments. These steps attract student interest and strengthen their understanding of critical hadith concepts such as sanad, matn, marfu’, and mursal in a more responsive and student-centered learning environment.

In this regard, Islamic educational institutions must undertake a holistic shift in both curriculum structure and pedagogical design. A study by Suriani Sudi et al. (2022) showed that Islamic higher education institutions need to be more adaptable and forward-thinking to meet the challenges of the digital age, especially by training teachers in technology, creating digital hadith materials, and building a learning environment that encourages organized and engaging hadith education. These strategic efforts are essential to ensure the sustainability and relevance of Ulum Hadith studies in modern Islamic education.

Interactive Learning Platforms in 21st-Century Education

Twenty-first-century education demands a pedagogical approach that is multidimensional, responsive to students’ needs, and fully leverages advancements in digital technology. Students’ abilities to think critically, collaborate effectively, communicate clearly, and adapt to technological changes have become key indicators in evaluating the effectiveness of teaching and learning processes (Kereluik et al., 2013). In the context of higher education, conventional lecture-centered methods are increasingly viewed as less relevant, particularly as today’s students tend to prefer interactive and experiential learning methods that promote active engagement (Kolb, 2015).

Aligning with these developments, the use of interactive learning platforms has become increasingly prevalent in educational systems. Platforms such as Google Classroom, Microsoft Teams, Edmodo, Quizizz, Kahoot! and Padlet provide virtual learning environments that support two-way communication, real-time assessment, collaborative learning, and access to diverse multimedia resources. These platforms not only enrich learning content but also offer students the flexibility to control the pace of their learning.

The benefits of interactive learning applications have been widely acknowledged by scholars. Interactive platforms can enhance student motivation through digital rewards, achievement badges, and opportunities for healthy competition within a controlled virtual environment. A study by Hamari et al. (2014) found that digital-based interactive platforms significantly improve student attendance, academic performance, and satisfaction when designed in alignment with students’ learning content and context. These applications also align with constructivist and active learning theories, which encourage learners to construct knowledge through interaction, reflection, and self-exploration (Gee, 2003).

Hence, the integration of interactive platforms not only transforms the classroom into a more dynamic environment but also enables students to experience authentic, collaborative, and context-based learning processes. In the context of Islamic education, this approach provides a valuable opportunity to restructure the teaching of core subjects such as Ulum Hadith, making them more relevant, responsive, and attuned to the realities of today’s learners.

The initial development phase of Ulum Hadith EduGenki

The initial development phase of Ulum Hadith EduGenki focused on designing an innovative structure aligned with the learning objectives of the Ulum Hadith subject, particularly for the ISC152 course. The process started with a needs analysis, which involved conducting a preliminary study to pinpoint the primary challenges in traditional Ulum Hadith instruction. These challenges included difficulties related to critical curriculum topics such as hadith categorization, the levels of sanad authenticity, and technical terminology that often confuses students. In addition, feedback from lecturers and students was analyzed to understand the actual needs concerning comprehension and mastery of important terms more effectively and efficiently.

Subsequently, the content and structural design phase was carried out by developing digital flashcard materials organized according to major topics such as Introduction to Ulum Hadith, Hadith Mutawatir & Ahad, Hadith Marfu’, Mawquf, Maqtu’, & Qudsi, Hadith Sahih & Hasan, and various categories of Hadith Da‘if based on sanad and reliability issues. Each flashcard was visually designed using colors, icons, and structured diagrams to help students grasp concepts in a more systematic and accessible manner.

In selecting a digital platform, Anki was chosen as the primary development tool due to its ability to support topic-based content organization, offer spaced repetition features, and allow access across multiple devices such as smartphones, computers, and tablets. Anki has also proven effective in helping students retain information through scheduled repeated exposure based on individual mastery levels, making it highly suitable for memorization-heavy content such as hadith terminology and classifications. Once the initial prototype of Ulum Hadith EduGenki was developed, a pilot testing session was conducted with a small group of students to evaluate the effectiveness of the materials and instructional approach. Feedback from these students formed the basis for further refinement in the interface design, card sequencing, and content adjustments to ensure greater user-friendliness and relevance to actual learning needs. As a result, the Ulum Hadith EduGenki emerged as an engaging and interactive teaching aid capable of significantly strengthening students’ understanding of key concepts in the Ulum Hadith.

RESEARCH METHODOLOGY

This study used a quantitative method with a one-group pre-test and post-test design to see how well the Ulum Hadith EduGenki application helped students understand important terms and concepts in Ulum Hadith (course code ISC152). This design was chosen because it effectively measures how students’ understanding changes before and after using a new technology-based learning tool (Creswell & Creswell, 2018). This design was selected as it is suitable for measuring the change in students’ level of understanding before and after the implementation of an intervention using an innovative, technology-based learning tool (Creswell & Creswell, 2018).

A total of 83 second-semester students from the Diploma in Muamalat program at Universiti Teknologi MARA (UiTM) Cawangan Melaka were selected as the study sample using purposive sampling. All students had enrolled in the ISC152 course and were given full exposure to the Ulum Hadith EduGenki application during the two-week intervention period.

EduGenki was developed based on an interactive digital flashcard approach using the AnkiApp platform. The flashcard content was organized around critical topics in Ulum Hadith, including Introduction to Ulum Hadith, Hadith Mutawatir & Ahad, Hadith Marfu’, Mawquf, Maqtu’, & Qudsi, Hadith Sahih & Hasan, and various categories of Hadith Da‘if involving issues of sanad and narrator reliability. Each flashcard was visually designed with a structured layout, colored icons, and mini concept maps to facilitate students’ comprehension. EduGenki also fully utilized spaced repetition features to support long-term memorization and progressive mastery of technical terminology.

The research instruments consisted of two main components. The first was the pre-test and post-test, comprising 30 multiple-choice items designed to assess students’ understanding of essential Ulum Hadith concepts, with a total score of 100 marks. The second instrument was a student reflection questionnaire, consisting of 10 Likert-scale items to evaluate students’ perceptions of the effectiveness, suitability, and user experience of the EduGenki application. These instruments underwent expert validation and pilot testing with a different group of students and achieved a high reliability coefficient, with a Cronbach’s Alpha value of 0.89 (Gay, Mills, & Airasian, 2012).

The research process was conducted in four main phases. The first phase involved administering the pre-test to determine the students’ initial level of content mastery. The second phase encompassed a two-week intervention in which students used the EduGenki application both independently and during instructor-supported learning sessions. The third phase involved administering the post-test to measure the impact of the application on students’ understanding of Ulum Hadith terminology. The fourth phase involved the distribution of the reflection questionnaire to collect student feedback regarding their experience using the platform.

Quantitative data were analyzed using SPSS version 27. Descriptive statistics such as mean, median, maximum, and minimum scores were used to describe students’ performance patterns. The Kolmogorov–Smirnov test was conducted to test for data normality, while a paired-sample t-test was used to determine whether there were statistically significant differences between pre-test and post-test scores. In addition, student reflections from the questionnaire were analyzed thematically and descriptively to support and enrich the quantitative findings of the study.

FINDINGS AND DISCUSSION

The effectiveness of the Ulum Hadith EduGenki involved 83 second-semester students enrolled in the ISC152 course, which covers key topics in Ulum Hadith. The study employed a pre-experimental design using pre-test and post-test methods to measure students’ mastery of important hadith terms and concepts before and after using the EduGenki platform. The tests were administered over a two-week intervention period, with structured monitoring using AnkiApp as the technological foundation.

Overall Score Analysis

The average student score in the pre-test was 26.6, which increased significantly to 68.4 in the post-test. The maximum score recorded rose from 46 (pre-test) to 96 (post-test), while the minimum score improved from 10 to 30. The median score increased from 23 to 70, and the mode, which was initially 16, also rose to 70 — indicating a comprehensive improvement in the students’ overall score distribution.

Student Score Classification

The comparison of performance categories reveals a significant shift. Prior to the intervention, 87% of students were classified as “Very Weak,” and none had achieved the “Good” or “Excellent” levels. However, following the implementation of EduGenki, only 7% of students remained in the “Very Weak” category, while 47% reached the “Fair” level, 13% were classified as “Good,” and 20% attained the “Excellent” category. This change indicates a highly positive improvement in students’ performance, particularly in their mastery of terminology and understanding of hadith concepts.

The normality test and statistical analysis

The normality test using the Kolmogorov–Smirnov method showed that the data followed a normal distribution, allowing for analysis with a paired sample t-test. The results of the t-test showed a p-value < 0.05, indicating that the difference in scores was statistically significant. This evidence confirms that the use of EduGenki had a tangible impact on improving students’ performance in mastering Ulum Hadith.

SUMMARY OF FINDINGS

The study found that using the EduGenki application greatly helped students understand important terms and ideas in Ulum Hadith, shown by their average score rising from 26.6 to 68.4. This improvement was further supported by a drastic decrease in the percentage of students classified as “very weak” from 87% to only 7% and an increase in the number of students in the “excellent” category to 20%. This change was not only statistically significant (p < 0.05) but also demonstrated the pedagogical impact of technology on a subject that is highly dependent on memorization and technical terminology. The effectiveness of this intervention aligns with findings by Chandran and Ismail (2024), who concluded that gamification enhances student interest and academic performance in less favored subjects, such as literature and language.

In Islamic education, using EduGenki, which features interactive flashcards and spaced repetition, supports Islamic teaching methods that focus on gradual learning, ongoing practice, and self-reflection. The research by Zulkefli and Jamil (2024) showed that the Game-Based Learning (GBL) method fits well with Islamic educational values, which include learning on your own, getting quick feedback, and building character through active participation. This conclusion is supported by Isti’ana (2024), who emphasized that the integration of technology in Islamic education has the potential to enhance the quality of teaching and learning if implemented ethically and systematically.

Moreover, gamification features such as point systems, color-coded progress tracking, visual rewards, and weekly challenges as used in EduGenki have been found to significantly boost students’ motivation and engagement (Rabi’ah et al., 2025) while also reducing anxiety and fear of making mistakes, particularly among low-performing students or those from underprivileged backgrounds. Another study by Surya (2024) also found that gamification can help simplify abstract scientific subjects, a finding that can be equally applied to the teaching of Ulum Hadith, which is also laden with complex technical terms and conceptual structures.

Overall, the discussion supports the justification that EduGenki is not merely a supplementary learning tool but a transformative pedagogical approach that aligns with the learning needs of 21st-century students. It integrates traditional Islamic pedagogical principles with modern, technology-driven, interactive, and visual learning methods. So, tools like EduGenki could be greatly expanded to other Islamic subjects that need a lot of memorization and specific terms like Fiqh, Tawhid, and Nahw, helping to create a better and more inclusive online learning experience for Islamic studies.

CONCLUSION

This study shows that using the Ulum Hadith EduGenki app, which utilizes interactive digital flashcards and spaced repetition, helps students better understand and learn important terms and ideas in Ulum Hadith. The two-week program demonstrated a significant boost in student scores and clear improvements in understanding technical hadith concepts, proving that this method contributes to a more engaging and student-focused teaching and learning environment.

The post-test score improvement, the reduction in the number of students in the weaker performance category, and the rise in students achieving excellence indicate that EduGenki contributes not only to memorization but also to a deeper, holistic understanding of the structural knowledge of hadith. This success can be attributed to the advantages of digital pedagogy, appealing visual design, and flexible, self-directed learning. Overall, this innovation presents a new model for teaching technical subjects such as Ulum Hadith one that is more interactive, effective, and aligned with the demands of 21st-century education, particularly in the context of the Industrial Revolution 4.0.

Looking ahead, several avenues for improvement and future research should be considered to further enhance the scalability and pedagogical impact of EduGenki. First, follow-up assessments at one- and three-month intervals are recommended to evaluate students’ long-term retention and sustained engagement. Second, future studies should incorporate a control group of students taught using traditional methods to more accurately isolate the impact of EduGenki. Third, expanding the sample to include participants from multiple institutions, academic levels, and geographical backgrounds will help establish the platform’s generalizability and adaptability.

Furthermore, integrating qualitative data collection through focus groups or interviews can offer deeper insights into user experiences, motivation, and perceived usability of the app. In terms of technical enhancement, optimizing EduGenki for low resource environments by enabling offline functionality and minimizing media-heavy components will improve accessibility across diverse learning contexts. Finally, embedding real-time analytics dashboards for instructors would allow for continuous monitoring of student progress and timely pedagogical intervention, making EduGenki not only a learning tool but also a smart instructional support system.

Therefore, Ulum Hadith EduGenki holds enormous potential for broader adoption across various levels of Islamic educational institutions and may serve as a reference model in the development of digital teaching aids grounded in traditional Islamic knowledge content which is adaptable, inclusive, and ready for the future of education.

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