EDUKASIA Jurnal Pendidikan dan Pembelajaran
Integrating Artificial Intelligence in Islamic Religious Education: Pedagogical Opportunities, Ethical Challenges, and Teacher Competencies
The rapid integration of Artificial Intelligence (AI) in education presents unprecedented pedagogical opportunities and profound ethical dilemmas, particularly within Islamic Religious Education (PAI) for Generation Z. This study aims to explore AI's substantive opportunities, algorithmic ethical challenges, and the requisite teacher competencies needed to navigate this disruption. Methods: A qualitative Systematic Literature Review (SLR) was conducted adhering to PRISMA guidelines. Scientific documents published between 2019 and 2024, indexed in Scopus, Web of Science, and SINTA databases, were analyzed using thematic synthesis. Findings indicate that AI offers significant pedagogical opportunities, including adaptive learning personalization, enhanced student engagement through interactive conversational agents, and data-driven holistic evaluation. Conversely, crucial ethical challenges emerge, primarily concerning student data privacy, algorithmic biases reflecting secular paradigms, pedagogical transparency, and the potential degradation of spiritual authenticity due to AI hallucinations. To mitigate these risks, PAI teachers must fundamentally elevate their technical, digital-pedagogical, and Islamic-ethical competencies. The study proposes a comprehensive ethical framework grounded in the Islamic worldview (Tawhid, Khalifah, Ta'dīb) and Maqasid al-Shariah. Policy recommendations emphasize restructuring the national curriculum to include digital ethics, modernizing teacher training, establishing strict sectoral guidelines, and transforming evaluation instruments to be AI-proof. Ethical AI integration does not replace teachers but repositions them as essential spiritual architects.
Copyright (c) 2026 Aji Setiaji https://creativecommons.org/licenses/by-nc-sa/4.0
Fostering Elementary Students' Critical Thinking Skills Through an Ethno-STEAM E-Book: Integrating Bungurasih Local Wisdom into Digital Learning
This study aimed to develop an Ethno-STEAM-based interactive e-book integrating Bungurasih local wisdom and to evaluate its validity, practicality, and effectiveness in improving elementary students' critical thinking skills. The study employed a Research and Development (R&D) approach using the ADDIE model and a one-group pretest–posttest design involving 30 third-grade students. Data were collected through expert validation, questionnaires, classroom observations, and critical thinking tests. The developed e-book achieved a validity score of 91.7% and a practicality score of 92.5%, both categorized as very valid and very practical, respectively. Students' critical thinking skills improved significantly after the intervention, with an average N-Gain of 0.61, indicating a moderate level of improvement. These findings demonstrate that integrating local wisdom, interactive multimedia, and Ethno-STEAM learning creates meaningful and contextual science learning experiences. The study implies that Ethno-STEAM digital learning media can support the implementation of culturally responsive science education while fostering critical thinking and other twenty-first-century competencies in elementary schools.
-book; Ethno-STEAM; Critical thinking; Elementary School; Digital learning
Copyright (c) 2026 Firda Emilia, Ganes Gunansyah, Mareta Dellarosa https://creativecommons.org/licenses/by-nc-sa/4.0
Gamified Project-Based Learning for Digital Hajj Training: A Systematic Literature Review on Procedural Understanding and Practical Skills
This study aims to analyze the characteristics, approaches, and effectiveness of Gamified Project-Based Learning (GPBL), as well as examine its role in supporting the development of procedural understanding and practical skills in digital hajj training. The method used is Systematic Literature Review (SLR) with the PRISMA procedure on articles obtained from the Scopus database using keywords related to GPBL, procedural understanding, practical skills, and digital learning. Of the 115 articles identified, 14 articles met the inclusion criteria, namely Scopus indexed articles published in the 2020–2026 range and discussed the implementation of GPBL, procedural understanding, practical skills, or digital learning in the context of education. The results of the study show that GPBL has the characteristics of project-based active learning that is integrated with gamification so that it is able to increase student involvement, motivation, and learning outcomes. In addition, practice-based learning has been shown to strengthen procedural understanding through systematic and contextual learning experiences. Interactive digital media combined with gamification and project activities also support the development of practical skills more effectively. The main theoretical impact of the synthesis of 14 articles suggests that GPBL serves as a pedagogical framework that connects procedural understanding with practical skills through active, collaborative, and meaningful learning experiences. This study concludes that the integration of GPBL, procedural understanding, and digital learning is a potential approach in supporting the development of more effective digital hajj training.
Gamified Project-Based Learning; Digital Hajj Training; Procedural Understanding; Practical Skills
Copyright (c) 2026 A. Zainal Abidin, Rusijono Rusijono, Andi Mariono Andi Mariono https://creativecommons.org/licenses/by-nc-sa/4.0
Reconceptualizing Civic Competencies: A Multiple-Case Study on Multicultural Teacher Training in Urban Junior High Schools
This study examines how multicultural-based Civic Education training contributes to the transformation of teacher competencies in public junior high schools in Makassar City. A qualitative multiple-case study design was employed involving 28 participants from ten schools through interviews, classroom observations, and document analysis. Data were analyzed using thematic qualitative analysis involving coding, categorization, and interpretation of emerging themes. The findings show substantial improvements in pedagogical, social, and professional competencies. Teachers shifted from lecture-dominated instruction toward collaborative discussion, case-based learning, and problem-solving activities. They also demonstrated stronger sensitivity to classroom diversity, more democratic communication patterns, and greater ability to design contextual learning materials. These changes positively influenced student participation, critical engagement, and understanding of practical civic values. However, the degree of transformation varied depending on teacher readiness, school leadership support, mentoring continuity, and facility availability. The study further proposes the Sustained Multicultural Competency Transformation Model (SMCTM), which explains how multicultural teacher competencies are shaped through the interaction of institutional, cultural, and psychological factors. The study highlights that multicultural-based professional development can serve as an effective strategy for strengthening teacher competencies in pluralistic school settings. Sustainable mentoring systems, collaborative teacher communities, and adequate institutional support are required to maintain long-term impact.
Copyright (c) 2026 Ahmad Jamalong, Muhammad Sudirman, Sulha Akhmad https://creativecommons.org/licenses/by-nc-sa/4.0
Development and Expert Validation of Augmented Reality-Integrated Innovative Learning Materials on Plant Cells and Tissues for Problem-Based Learning: An Approach Using Aiken’s V
Augmented Reality (AR) has the potential to improve Problem-Based Learning (PBL) in higher education by easing the visualisation of difficult biological ideas and encouraging active participation. The purpose of this study was to assess the viability and content validity of AR-integrated teaching resources created for PBL. The study concentrated on the validation stage using the ADDIE development paradigm and included three expert validators in instructional design, educational technology, and biology education. Aiken's V was used to evaluate content validity in terms of language appropriateness, presentation viability, and topic feasibility. To enhance the teaching materials, qualitative input from validators was also examined. The findings showed strong validity across all dimensions, with Aiken's V values more than 0.85. The display of AR elements, the clarity of instructions, and the alignment of learning exercises with problem-solving objectives were the main areas of expert recommendation. The quality and usability of the updated materials were improved by incorporating these suggestions. All things considered, the AR-integrated teaching resources showed excellent content validity and viability for postsecondary education. According to the results, the products are appropriate for use in classrooms and can help students grasp difficult biological ideas through interactive, technologically enhanced learning opportunities.
Higher education; Innovative learning; Problem solving based learning; Validation of teaching materials
Copyright (c) 2026 A Bashri, R P Puspitawati, Wisanti Wisanti, S Indana, P Yakub, R Rukmana, J Shodiq https://creativecommons.org/licenses/by-nc-sa/4.0
Reconceptualizing Mathematical Problem-Solving Skills in The Digital Age: Teachers’ Perspectives Through the Lens of Theory of Didactical Situations
Mathematical problem-solving skills are a critical 21st-century competency, yet their development still faces various challenges in the digital age. This study aims to explore teachers’ perspectives on students’ mathematical problem-solving skills, analyze teaching practices through the Theory of Didactical Situations framework, and formulate a reconceptualization of mathematical problem-solving skills relevant to the era of artificial intelligence. The study employed a qualitative approach with an exploratory design involving 11 junior high school mathematics teachers selected through purposive sampling. Data were collected via semi-structured interviews and analyzed using the Bogdan and Biklen model. Findings indicate that mathematics instruction remains dominated by a procedural approach that reinforces students’ reliance on examples and teacher authority. Students struggle to understand non-routine problems, design independent strategies, engage in reflection, and verify solutions. Furthermore, the use of digital technology remains instrumental and does not yet support exploration or critical thinking. From a TDS perspective, the digital milieu has not yet functioned as an exploratory environment, while the didactic contract still positions the teacher as the primary authority. Based on a synthesis of empirical findings and studies on AI hallucination and Retrieval-Augmented Generation, this research proposes an expansion of the problem-solving framework by adding a dimension of digital information verification and formulating a conceptual model of the Didactic RAG-System to support mathematics learning in the era of artificial intelligence.
mathematical problem solving skills; theory of didactical situations; retrieval-augmented generation; AI hallucination; digital mathematics learning
Copyright (c) 2026 Siti Ruqoyyah, Kana Hidayati, Jailani Jailani, Heri Retnawati, Wahyu Setyaningrum https://creativecommons.org/licenses/by-nc-sa/4.0
Mitigating Hallucinations in Large Language Models via Retrieval Augmented Generation: A Systematic Review of n8n-Based Implementations
This study systematically examines hallucination phenomena in Large Language Models (LLMs), focusing on their characteristics, causal factors, and mitigation strategies through Retrieval-Augmented Generation (RAG) and low-code orchestration platforms such as n8n. Using a Systematic Literature Review (SLR) approach based on PRISMA 2020 guidelines, this study analysed 40 peer-reviewed articles published between 2020 and 2025 from major scientific databases. The findings reveal that hallucinations are multidimensional, consisting of factual, semantic, and contextual hallucinations influenced by static training data, probabilistic token prediction, prompt ambiguity, and insufficient validation mechanisms. The review further demonstrates that RAG significantly improves factual accuracy by integrating external retrieval systems with LLM generation processes. Recent innovations such as Hybrid Retrieval and GraphRAG enhance contextual relevance and knowledge representation. A major finding of this study is the identification of “Conflict of Information” between external retrieved data and internal LLM knowledge in automated RAG pipelines. Furthermore, this study proposes a novel conceptual framework and taxonomy for hallucination mitigation in low-code AI environments, integrating retrieval, validation, conflict resolution, and workflow orchestration mechanisms. These findings contribute to the development of more reliable, transparent, and scalable AI systems.
Large Language Models (LLMs); Natural Language Processing (NLP); Retrieval-Augmented Generation (RAG)
Copyright (c) 2026 I Ketut Widhi Adnyana, Rosalin Theophilia Tayane, Fahmi Fahmi, Freddy Wicaksono, Bagja Nugraha, Enjang Yusup Ali https://creativecommons.org/licenses/by-nc-sa/4.0
Learning Style Tendencies of Early Adult Community Education Students Across Cohorts
This study examines learning style tendencies among early adult Community Education students and compares their distribution across three cohorts. It responds to limited evidence on Kolb-informed experiential learning tendencies in community education, especially when such data are used for program-level pedagogical reflection rather than psychological labeling. A quantitative cross-sectional descriptive-comparative survey was conducted with total sampling of complete and valid responses from active students in the 2022, 2023, and 2024 cohorts (N = 210). An 18-item practical inventory, conceptually mapped to Kolb's experiential learning dimensions, classified tendencies into diverging, assimilating, accommodating, and converging. Data were analyzed using frequency distribution, cross-tabulation, chi-square test, and Cramer's V. Results showed that diverging was the most common tendency (34.8%), followed by assimilating (33.8%), accommodating (19.5%), and converging (11.9%). Cross-cohort differences were not statistically significant (χ²(6, N = 210) = 4.60, p = .596, V = .10). The findings indicate a stable reflective profile and support multimodal experiential pedagogy for classroom learning and community lab-site practice.
Copyright (c) 2026 Muhammad Irfan Hilmi, Jajat Sudrajat Ardiwinata, Deditiani Tri Indrianti, Sucianingsih Sucianingsih, Lutfi Ariefianto https://creativecommons.org/licenses/by-nc-sa/4.0
Techno-Humanistic Paradigm in Physical Education: Integrating Love-Based Curriculum and Digital Technology in Islamic Schools
The rapid integration of digital technology in physical education has transformed teaching and learning practices while simultaneously raising concerns regarding the dehumanization of educational interactions. This study investigates the implementation of the Techno-Humanistic Paradigm through the integration of a Love-Based Curriculum and digital technology in physical education learning at MTsN 1 Bandung Ciparay, Indonesia. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews with three physical education teachers, two school administrators, and twenty-four students, as well as document analysis. The data were analyzed using thematic analysis supported by source and method triangulation to ensure credibility and trustworthiness. The findings indicate that the Techno-Humanistic Paradigm is manifested through student-centered digital learning, compassion-oriented teacher–student interactions, reflective learning practices, and the incorporation of empathy, cooperation, sportsmanship, and respect into technology-enhanced physical education activities. Despite challenges related to maintaining interpersonal relationships, balancing technological efficiency with humanistic values, and disparities in digital literacy, the integration process generated positive outcomes, including increased student engagement, personalized learning experiences, improved digital competence, emotional awareness, collaboration skills, and character development. This study contributes to the literature by proposing the concept of Digital Compassion in Physical Education, a novel framework that integrates technological innovation with human dignity, empathy, and care. The framework offers an alternative model for developing holistic and value-based physical education practices in Islamic schools within the digital era.
Techno-Humanistic Paradigm; Love-Based Curriculum; Digital Technology; Physical Education; Islamic Schools; Digital Compassion
Copyright (c) 2026 Sri Widaningsih, Erni Kusmiat, Ulfa Futri Hasyimiyah Qissa'Ali, Deswita Supriyatni, Veny Juniarni Hardi https://creativecommons.org/licenses/by-nc-sa/4.0
Digital Wellbeing in Higher Education: A Sufi Approach as a Strategy to Overcome Information Overload
This study examines digital well-being among university students amid increasing information overload in digital learning environments. While digital transformation has expanded access to education, it has also intensified challenges such as technostress, digital fatigue, and fragmented attention. Existing self-regulation approaches, largely rooted in Western mindfulness, may not fully address the needs of Muslim students whose experiences are shaped by Islamic spiritual values. Using an exploratory qualitative design with an interpretative phenomenological orientation, data were collected from 18 students across three Indonesian universities through semi-structured interviews and reflective digital diaries. Reflexive thematic analysis revealed that information overload is experienced as continuous cross-channel exposure that blurs boundaries between academic and personal life, leading to cognitive and emotional exhaustion and a shift in learning meaning toward task completion. Sufi practices—dhikr, muraqabah, and tazkiyatun nafs—emerged as effective self-regulation strategies by fostering calmness, attentional focus, impulse control, and intentionality in learning. The findings highlight digital wellbeing as an integration of cognitive capacity, emotional balance, and spiritual clarity, and underscore the need for more holistic and contextually grounded digital learning ecosystems.
digital wellbeing; information overload; digital learning; Sufism; dhikr
Copyright (c) 2026 M. Sutoyo https://creativecommons.org/licenses/by-nc-sa/4.0
Beyond Metrics in Christian Education: A Conceptual-Hermeneutic Study of Reflective Evaluation and Kierkegaardian Selfhood in the Indonesian Context
Contemporary evaluation practices in Christian education are increasingly shaped by standardized metrics and outcome-driven assessment, reducing faith-based learning to measurable performance while neglecting spiritual formation, vocation, and relational life before God. Although existing studies acknowledge the role of spirituality, they often remain descriptive and lack a theologically grounded evaluative framework. This study develops an integrative model of evaluation rooted in Christian spiritual formation, reorienting assessment from external achievement toward reflective, Christ-centered transformation. Adopting a qualitative conceptual and hermeneutic approach, the study engages Ignatian spirituality—particularly the Examen—and Søren Kierkegaard’s account of selfhood to construct a normative framework. The findings suggest that the Examen, interpreted through Kierkegaardian inwardness and authenticity, offers a structured mode of reflective assessment centered on discernment, gratitude, repentance, and vocational becoming before God. Moving beyond approaches that treat spirituality as supplementary or rely on quantitative proxies, this study advances a novel synthesis that formalizes spiritual discernment as evaluative practice. It concludes that evaluation in Christian education should shift from measuring achievement to discerning faithful becoming, thereby advancing a transformative paradigm for pedagogy and practice.
Copyright (c) 2024 Sugiyanto Sugiyanto https://creativecommons.org/licenses/by-nc-sa/4.0
Nurturing Lecturer Performance in Maritime Education: The Interplay of Campus Climate, Visionary Leadership and Spiritual Intelligence
In maritime education, lecturer performance faces unique challenges because lecturers are expected not only to deliver academic instruction but also to support competency-based training, safety culture, discipline, and industry-aligned professional standards. This study is grounded in the importance of lecturer performance as a key determinant of higher education quality, particularly in maritime education, which requires strong professionalism, resilience, and academic commitment. The study aims to examine the effect of campus climate on lecturer performance with visionary leadership and spiritual intelligence as mediating variables among lecturers at Politeknik Pelayaran Sumatera Barat, Politeknik Ilmu Pelayaran Semarang, and Politeknik Pelayaran Barombong. A quantitative causal design was employed through a survey of 149 lecturers selected using total sampling. The data were analyzed using SEM-PLS with SmartPLS 3 to test validity, reliability, path coefficients, and mediation effects. The findings reveal that campus climate has a positive and significant effect on lecturer performance, visionary leadership, and spiritual intelligence. In addition, both visionary leadership and spiritual intelligence have positive and significant effects on lecturer performance. The results also indicate that visionary leadership and spiritual intelligence significantly mediate the influence of campus climate on lecturer performance. These findings suggest that lecturer performance is shaped not only by a supportive work environment but also by future-oriented leadership and the strengthening of individual spiritual capacity. The study provides practical implications for maritime education institutions in designing policies for competency development, discipline-based work culture, leadership training, and continuous performance improvement that are aligned with maritime education standards and institutional safety values.
Copyright (c) 2026 Arya Widiatmaja, Adhi Pratistha Silen, Markus Asta Patma Nugraha, Syafni Yelvi Siska, Fauziah Roselia, Vilentina Rosa https://creativecommons.org/licenses/by-nc-sa/4.0
Ethno Literacy-Based Early Childhood Articulation Intervention through Unplugged Coding Maze Media
Speech sound disorders (SSD) in early childhood hinder communicative and social aspects. Conventional, repetitive teaching methods often fail because they ignore the cultural context and emotional involvement of children. This approach places ethno literacy as the main framework of intervention which is operationalized through the unplugged coding maze media in stimulating articulation. The research used a descriptive qualitative approach with a case study design on seven children aged 4-5 years with mild SSD criteria at TK Muslimat NU Nawa Kartika, Kudus Regency. Data were collected through participant observation, in-depth interviews, and documentation, and analyzed using the Miles, Huberman, and Saldaña model with triangulation of sources and techniques and member checking. The results of the study showed an average increase in phoneme accuracy of 30.5%. Within the framework of ethno literacy, the use of cultural narratives operationalized through the unplugged coding maze media has been proven to reduce speaking anxiety and increase children's intrinsic motivation. In contrast to conventional speech therapy methods that emphasize repetition exercises, this approach integrates computational thinking and culturally based neurolinguistic stimulation, thereby accelerating the phonological encoding process. The novelty of this research lies in the use of ethno literacy as the main framework of intervention, with unplugged coding maze as a mediation medium in stimulating early childhood articulation. These findings provide implications in the form of a holistic and contextual language intervention model for early childhood educators.
Articulation; Etno Literacy; Unplugged Coding Maze; Speech Sound Disorders
Copyright (c) 2026 Naili Sakinatina, Irfai Fathurohman, Wawan Shokib Rondli https://creativecommons.org/licenses/by-nc-sa/4.0
A Qualitative Inquiry into Institutional and Pedagogical Strategies for Integrating the Eight Dimensions of Graduate Profile through Visual Arts Learning in Indonesian Primary Schools
Although character education policies in Indonesia have expanded considerably in recent years, relatively little is understood about how schools strategically embed the newly mandated eight graduate profile dimensions within subject-specific instruction, particularly visual arts education. This study analyzes the institutional and pedagogical strategies employed at the school and classroom levels to integrate these eight dimensions through visual arts learning at the primary school level. A qualitative method was adopted, with the research conducted at SDN 14 Cakranegara, involving the school principal, Grade IV and Grade V classroom teachers, and ten purposively selected students. Data were collected through participant observation and in-depth interviews, then analyzed using data reduction, thematic categorization, and interpretive analysis. The trustworthiness of the findings was ensured through triangulation and peer debriefing. Findings indicate that school-level strategies include aligning vision and mission, the cultivation of a character-affirming school culture, the implementation of artist-in-residence programs, organizing extracurricular activities, conducting routine evaluations, and documenting character traits. At the classroom level, teachers integrate the dimensions into lesson planning, implement PjBL, utilize digital media, and promote collaborative reflection. Students reported internalizing key values: faith, citizenship, critical thinking, creativity, collaboration, independence, health awareness, and communication. The study proposes an integrative conceptual framework linking institutional practices, pedagogical design, and students’ creative experiences.
Principal and Teachers; Character Education; Visual Arts Learning; Elementary School; Eight Dimensions of Graduate Profile
Copyright (c) 2026 Nurul Kemala Dewi, I Ketut Widiada, Siti Istiningsih, Muhammad Erfan, Abdul Rasyid, M. Irji Irlian Sandi https://creativecommons.org/licenses/by-nc-sa/4.0
ChatGPT as Digital Scaffolding in Argumentative Writing for First-Year Students: A Systematic Literature Review (2020–2025)
This study examines the use of ChatGPT as a form of digital scaffolding in teaching argumentative writing for first-year college students. Although prior studies highlight the benefits of AI-assisted writing tools, there is still a lack of critical synthesis on how ChatGPT functions across cognitive, metacognitive, and pedagogical dimensions, as well as the risks associated with its use. Addressing this gap, this study employs a Systematic Literature Review (SLR) following PRISMA guidelines, analyzing 40 selected articles (2020–2025) from major academic databases. The findings show that ChatGPT serves as both a writing assistant and an interactive dialogue partner, providing multidimensional scaffolding that enhances idea organization, argument clarity, coherence, and students’ writing confidence. However, this study also identifies key challenges often underexplored in the literature, including over-reliance, academic integrity concerns, and limitations in verifying AI-generated content. These findings contribute a more critical perspective by emphasizing that while ChatGPT has strong potential to support adaptive and interactive learning, its integration must be accompanied by structured pedagogical strategies, strengthened digital and AI literacy, and the promotion of students’ critical thinking to ensure meaningful and independent learning outcomes.
Copyright (c) 2026 Dadan Djuanda, Riana Irawati, Diah Gusrayani, Nurdinah Hanifah, Rana Gustian Nugraha, Sidqia Nurfadilah, Regina Lichteria Panjaitan, Enjang Yusup Ali https://creativecommons.org/licenses/by-nc-sa/4.0
Strategy for Improving the Quality of Education in Madrasas through the Integration of Islamic Values ​​in the Era of Digital Transformation
The development of digital transformation has brought about significant changes in the education system, requiring madrasas to improve their quality through the integration of technology and Islamic values ​​to remain relevant to the needs of modern society. This study aims to analyze strategies for improving the quality of education in madrasas through the integration of Islamic values ​​in the era of digital transformation. The study employed a library research approach with descriptive qualitative methods, analyzing various scientific journals, books, Islamic education, and the quality of madrasa education. Data analysis was conducted using content analysis and thematic analysis techniques to identify patterns, concepts, and relationships among previous research findings. The research results show that strategies to improve the quality of madrasa education are implemented through strengthening digital infrastructure, enhancing teachers' digital competencies, developing an Islamic digital-based curriculum, digitizing educational management, and strengthening Islamic digital culture. The integration of Islamic values ​​into digital learning has been proven to improve the quality of learning, learning motivation, digital literacy. This study concludes that digital transformation based on Islamic values ​​is a crucial strategy for holistically improving the quality of madrasa education. Consequently, madrasas need to strengthen educational digitalization policies that align with strengthening students' Islamic character and ethics.
Strategy; Improving; Quality Education Madrasas; Integration of Islamic Values; Digital Transformation
Copyright (c) 2026 Syahrul Hasibuan, Maralottung Siregar, Ilham Hasibuan https://creativecommons.org/licenses/by-nc-sa/4.0
The Effectiveness of the Technology-Based Flipped Classroom Model Integrated with TPACK in Improving Students’ Critical Thinking Skills at Al Majidiyah Islamic Senior High School
This study aims to examine the effectiveness of the technology-based Flipped Classroom model integrated with the TPACK framework in improving students’ critical thinking skills at Al Majidiyah Islamic Senior High School. The study was motivated by the limited implementation of TPACK-integrated flipped classroom learning in Islamic secondary education, where conventional teacher-centered instruction still dominates and students’ critical thinking skills remain underdeveloped. Previous studies have widely discussed flipped classrooms; however, few have specifically explored the integration of technology, pedagogy, and content knowledge through the TPACK framework to enhance higher-order thinking skills in madrasah contexts. This study employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group design. The research participants consisted of two classes: an experimental class taught using the technology-based Flipped Classroom integrated with TPACK and a control class taught using conventional learning methods. Data were collected through pretests, posttests, and documentation. The research instruments were tested for validity and reliability, while data analysis was conducted using normality tests, homogeneity tests, paired sample t-tests, and independent sample t-tests. The findings showed a significant improvement in students’ critical thinking skills after the implementation of the model. The experimental class achieved higher posttest and N-Gain scores compared to the control class, with significance values below 0.05. The main contribution of this study is the development of a student-centered learning model that effectively integrates technology, pedagogy, and content knowledge to foster critical thinking skills and support innovative 21st-century learning practices in Islamic education.
Effectiveness; Flipped Classroom Model; Technology; Critical Thinking Skills; Students.
Copyright (c) 2026 Koiy Sahbudi Harahap, Abdul Hadi, Mhd Amin Pohan https://creativecommons.org/licenses/by-nc-sa/4.0
Digital Transformation of Islamic Education through the Utilization of Artificial Intelligence Technology
This research intends to examine how Islamic education is changing digitally with the integration of Artificial Intelligence (AI) technology, the influence it has on the efficiency of the educational experience, and the obstacles and possibilities for its application in advancing Islamiceducation during the digital age. The study used a qualitative approach with the Systematic Literature Review (SLR) method through the stages of identification, selection, evaluation, and synthesis of various national and international scientific journals published between 2021 and 2026. Data sources were obtained from academic databases such as Google Scholar, Scopus, ScienceDirect, and Garuda. Data analysis techniques used content analysis to identify relevant themes, concepts, and research findings. The results show that the use of Artificial Intelligence plays a significant role in supporting the digital transformation of Islamic education through adaptive learning, digital learning media, automated evaluation, educational chatbots, and technology-based learning systems. The use of AI has a positive impact on learning effectiveness by increasing interactivity, flexibility, personalization of learning, and digital literacy of students and teachers. However, the implementation of AI also faces challenges such as limited digital competence of educators, technological infrastructure, and ethical and spiritual issues in the use of technology. The contribution of this research is to provide a comprehensive synthesis of the implementation of AI in Islamic education and to serve as a conceptual reference for the development of digital technology-based Islamic education policies and learning innovations that remain based on Islamic values.
Artificial Intelligence; digital transformation; Islamic education; learning effectiveness
Copyright (c) 2026 Iwan Agus Supriono https://creativecommons.org/licenses/by-nc-sa/4.0
The Impact of Blended Learning on Cognitive and Affective Outcomes in Fiqh Education
This study aims to examine the impact of Blended Learning on students' cognitive and affective outcomes in Fiqh education at Madrasah Aliyah Irsyadul Islamiyah Bagan Batu. The research employed a quantitative approach using a quasi-experimental method with a Pretest-Posttest Control Group Design. The participants consisted of 60 students divided into an experimental class and a control class. Data were collected through cognitive tests, affective questionnaires, and documentation. The data were analyzed using validity and reliability tests, normality and homogeneity tests, correlation analysis, and Independent Sample t-test with the assistance of SPSS 25. The findings revealed that the implementation of Blended Learning significantly improved students' cognitive and affective learning outcomes. The cognitive variable obtained a significance value of 0.000 < 0.05 with a correlation coefficient of 0.768, indicating a strong relationship. Meanwhile, the affective variable showed a significant value of 0.001 < 0.05 with a correlation coefficient of 0.721, also categorized as strong. These results indicate that Blended Learning effectively enhances students' understanding of Fiqh concepts, learning motivation, discipline, responsibility, and active participation in learning activities. This study contributes theoretically by strengthening constructivist and social learning theories in Islamic education and practically by providing innovative digital learning strategies for improving the quality of Fiqh instruction in the digital era.
Blended Learning; Cognitive Outcomes; Affective Outcomes; Fiqh Education; Islamic Education
Copyright (c) 2026 Imran Rido, Muhammad Amin https://creativecommons.org/licenses/by-nc-sa/4.0
SECI Model in Technical Education and Entrepreneurship: A Systematic Review of Knowledge Creation Enablers
This paper is a systematic literature review of the SECI model in technical education, entrepreneurship and organizational settings. Although the SECI model has been widely applied to explain knowledge creation, prior studies have predominantly emphasized its structural, procedural, and technological extensions, while giving less attention to the relational and motivational factors that shape knowledge-sharing processes. Using PRISMA guidelines, Scopus-indexed empirical studies published between 2016 and 2025 were systematically identified, screened, and selected based on their explicit application of SECI and their relevance to innovation, learning or performance outcomes. A total of 21 studies were synthesized into four themes: (1) the role of SECI in competency development in technical education, (2) the application of SECI in entrepreneurial and product innovation contexts, (3) relational, psychological, and cultural enablers of knowledge creation, and (4) the adaptation and evolution of the SECI model. The findings indicate that SECI supports competency development, innovation processes, and organizational performance. Furthermore, its effectiveness is strongly influenced by relational and motivational factors such as trust, intrinsic motivation, and interpersonal interaction. This review offers an integrative conceptual understanding of SECI that foregrounds relational and motivational factors as foundational conditions for effective knowledge creation in technical education and entrepreneurial ecosystems.
Copyright (c) 2026 Bonita Destiana, Mochamad Bruri Triyono https://creativecommons.org/licenses/by-nc-sa/4.0
Integrating the Cambridge International Curriculum within the Theology of Christian Education: Biblical Worldview Formation, Kurikulum Merdeka, and Deep Learning for Secondary Christian Schools in Indonesia
This article examines the integration of the Cambridge International Curriculum within a theology of Christian education, focusing on biblical worldview formation, alignment with Indonesia’s Kurikulum Merdeka, and the deep learning paradigm in Christian secondary schools. Grounded in the traditions of Christian Religious Education (Pendidikan Agama Kristen/PAK) as developed in Indonesian theological schools under the Ministry of Religious Affairs, the study conceptualizes curriculum integration not as a technical or administrative task but as a theological–pedagogical process shaped by Christian understandings of knowledge, human formation, and educational purpose. Employing a qualitative, theoretical, and policy-oriented approach supported by selected empirical studies on faith-based and international education, this article analyzes how Christian educational theology can inform the implementation of the Cambridge Curriculum at the secondary level—IGCSE/O Level, AS Level, and A Level—within Indonesian SPK (Satuan Pendidikan Kerja Sama) Christian schools. The analysis emphasizes theologically informed curriculum frameworks, intentional faith–learning integration across disciplines, inquiry-based deep learning practices, and sustained teacher formation rooted in Christian epistemology and theological anthropology. The findings indicate that effective integration requires: (1) a curriculum framework explicitly grounded in a theology of Christian education; (2) intentional articulation of biblical worldview across academic subjects; (3) deep learning pedagogies that foster reflective, ethical, and vocationally oriented understanding; and (4) continuous professional formation of teachers as theological and pedagogical agents. When the Cambridge Curriculum is theologically contextualized and aligned with Kurikulum Merdeka, it can support holistic Christian formation by integrating intellectual excellence, moral discernment, spiritual maturity, and vocational awareness. This study contributes to scholarship in Christian education, curriculum theology, and international education while offering policy-relevant insights for theological schools, Christian secondary institutions, and educational authorities in Indonesia.
Cambridge Curriculum; Christian Education; Theology of Education; Kurikulum Merdeka; Deep Learning; Biblical Worldview
Copyright (c) 2024 Liuw Tjhin Dji Cung https://creativecommons.org/licenses/by-nc-sa/4.0
Does the Mathematics Assessment Website Support Mathematical Problem Solving Ability? A Systematic Literature Review
Mathematical problem-solving ability is a core competency in mathematics education and a central focus of competency-based assessment. With the rapid advancement of digital technology, assessment websites have increasingly been utilized to measure and support students’ problem-solving skills. However, systematic studies that synthesize their characteristics, approaches, and contributions remain limited. This study aims to systematically review the literature on the use of assessment websites in enhancing students’ mathematical problem-solving abilities. A Systematic Literature Review (SLR) was conducted following PRISMA guidelines. Relevant articles were retrieved from Google Scholar and Scopus using keywords related to assessment websites and mathematical problem-solving. The inclusion criteria focused on websites that provide mathematical problems and allow students to access their results. The selected studies were analyzed thematically to identify assessment types, key website features, problem-solving frameworks, and their contributions. The findings indicate that assessment websites effectively support students’ problem-solving abilities, particularly through the provision of non-routine problems and immediate feedback on students’ work. The predominant framework identified is Polya’s problem-solving stages. These findings highlight the importance of developing digital assessment platforms that foster authentic and sustainable problem-solving skills in mathematics education.
Copyright (c) 2026 Harisman Nizar, Zulkardi Zulkardi, Ratu Ilma Indra Putri, Budi Mulyono https://creativecommons.org/licenses/by-nc-sa/4.0
Beyond Skills: Understanding Teachers’ Technology Integration Through Self-Determination Theory in Low-Resource Contexts
Despite the growing integration of technology in education, many elementary school teachers particularly those in suburban areas continue to demonstrate limited ICT proficiency. While previous studies have extensively examined technology integration and teacher motivation, there remains a lack of in-depth qualitative research exploring how senior teachers with limited digital competence experience and negotiate technology adoption through the lens of Self-Determination Theory (SDT), especially in under-resourced contexts. Addressing this gap, this study investigates senior elementary school teachers’ experiences in integrating technology into classroom practices, focusing on both the challenges encountered and the perceived benefits. Grounded in SDT, the study emphasizes the roles of autonomy, competence, and relatedness in shaping teachers’ motivation for technology use. A qualitative case study approach was employed, involving nine elementary school teachers from suburban areas in North Sumatra, Indonesia. The findings reveal that although teachers recognize the potential of technology to enhance teaching effectiveness and student engagement, they face significant barriers, including limited infrastructure, insufficient training, and difficulties aligning technology with pedagogy. The results further highlight that teachers’ motivation to adopt technology is strongly influenced by the fulfillment of their psychological needs. This study contributes to the literature by providing contextualized insights into how SDT operates in low-resource educational settings and underscores the importance of sustained professional development and systemic support to improve technology integration among teachers.
Copyright (c) 2026 Friska Ria Sitorus, Riris Marito Tamba https://creativecommons.org/licenses/by-nc-sa/4.0
Innovative ADDIE-Based PhET Worksheet for Physics Learning in Limited-Laboratory Contexts
This research is motivated by the main gap in physics learning, namely the lack of experimental activities due to limited laboratory facilities and the lack of systematic integration between PhET simulations and inquiry-based teaching tools. Although various studies have shown the effectiveness of virtual laboratories in improving conceptual understanding, there are still few studies that have developed structured digital LKPDs using the ADDIE model and empirically assess its impact on students' scientific attitudes. This research uses a Research and Development (R&D) design based on the ADDIE model which includes the analysis, design, development, and implementation stages. The effectiveness test was carried out using a one-group pretest–posttest design on 35 students in grade XI. Expert validation data was analyzed using a percentage of eligibility, while the improvement in students' scientific attitude was analyzed with descriptive statistics and N-Gain calculations to measure the relative improvement before and after treatment. The results showed that LKPD obtained the feasibility of 80.4% of material experts and 82.5% of media experts, both in the feasible category. The implementation of PhET-based LKPD resulted in an increase in scientific attitudes with an N-Gain value of 0.43 (medium category), indicating moderate effectiveness in facilitating virtual inquiry activities. Theoretically, this study contributes in the form of an integration model between digital LKPD, PhET simulation, and inquiry frameworks that can be replicated in the context of laboratory limitations. Practically, this product can be an innovative alternative teaching tool for physics teachers to support inquiry-based learning in limited facilities.
ADDIE Model; Inquiry-Based Learning; Limited-Laboratory Contexts; PhET Simulation; Student Worksheet (LKPD)
Copyright (c) 2026 Purwandari Purwandari, Farida Huriawati, Erawan Kurniadi https://creativecommons.org/licenses/by-nc-sa/4.0
Development of Android-Based Learning Media for Islamic Cultural History to Improve Students’ Learning Outcomes
The integration of digital technology in history education is still limited in many Islamic secondary schools, where learning is often dominated by text-based instruction that reduces student engagement and learning outcomes. This study aims to develop and evaluate Android-based learning media for Islamic Cultural History to improve student learning outcomes at Madrasah Aliyah Qamarul Huda Bagu. This research method uses a research and development (R&D) approach with the ADDIE model, followed by a quasi-experimental pre-test and post-test design to test the effectiveness of the learning. Data were collected through expert validation instruments, student response questionnaires, and achievement tests, and analyzed using descriptive statistics, normalized gain (N-gain), and comparative analysis of pre-test and post-test scores. The results indicate that the developed Android-based learning media is valid and practical, as confirmed by expert assessments and positive student responses. Furthermore, statistical analysis shows a significant increase in student learning outcomes after the media implementation, with the improvement in learning outcomes being in the moderate to high effectiveness category. These findings suggest that Android-based learning media can serve as an effective teaching tool that enhances conceptual understanding and active engagement in learning Islamic Cultural History.
Copyright (c) 2026 Ramadhana Agung Pratama, Adi Fadli, Ismail Ismail, Wildan Wildan https://creativecommons.org/licenses/by-nc-sa/4.0
Developing a Learner-Centered International Class Model for Institutional Globalization: Multi-Site Evidence from Indonesian Universities
This study addresses the persistent gap in empirically grounded, learner-centered models for international classes within Indonesian higher education, amid intensifying globalization demands. Despite policy pushes like Merdeka Belajar-Kampus Merdeka, prior research remains fragmented, overlooking integrated analyses of learning conditions, methods, and outcomes. Employing a qualitative multi-site design, we gathered data via classroom observations, semi-structured interviews, and document reviews from March to August 2023 across eight leading universities Airlangga, Gadjah Mada, Indonesia, and others involving 25 students, 8 lecturers, and program heads per site (total 200+ participants). Analysis followed Miles et al.'s interactive model (data reduction, display, verification) with triangulation for credibility. Findings indicate international classes foster diversity in nationality, socioeconomic backgrounds, ethnicity, cultural interactions, and academic mobility, while outperforming regular classes in facilities, English proficiency, student performance, and outcomes—yet reveal inconsistencies in consistent language use (70% Bahasa Indonesia-dominant) and innovative pedagogy (65% lecture-based). Participants view these practices as feasible and aligned with institutional goals. We propose a pioneering structured model integrating conditions (e.g., objectives, constraints), methods (collaborative, reflective), and outcomes (global competence), tailored for Indonesia. This framework advances fragmented studies, offering actionable strategies for universities to enhance competitiveness via MBKM and internationalization.
Copyright (c) 2024 Hamka Hamka, Imam Nur Aziz https://creativecommons.org/licenses/by-nc-sa/4.0
The Mediating Role of Prophetic Character in Linking Quran Memorization, Emotional Intelligence, and Student Discipline in Pesantren Indonesia
This study examines the relationships among Quran memorization activity, emotional intelligence, prophetic character, and student discipline in pesantren, with prophetic character operationalised through the FAST framework as a mediating mechanism. Employing a quantitative causal explanatory design, data were collected through a structured questionnaire administered to 95 students at Pondok Pesantren Jamiatul Qurro Palembang. Structural Equation Modelling with a partial least squares approach was used to analyse direct and indirect relationships among the variables. The findings indicate that Quran memorization activity and emotional intelligence both have significant positive effects on prophetic character and student discipline. Prophetic character emerged as the strongest predictor of discipline β = 0.412, p < .001 and significantly mediated the effects of Quran memorization β = 0.157, p = .002 and emotional intelligence β = 0.186, p < .001 on disciplined behaviour. These results suggest that discipline in religious educational settings is best understood as an internally regulated outcome shaped by moral internalisation and emotional self-regulation. The study contributes to character education literature by empirically validating prophetic character as a central mechanism linking religious practice and psychological capacity to behavioural outcomes in pesantren education.
Copyright (c) 2024 Zhafirah Syarafina, Fajri Ismail, Karoma Karoma, Indah Wigati, Maryamah Maryamah, Wildan Miftahussurur https://creativecommons.org/licenses/by-nc-sa/4.0
Religiosity and Student Character Formation in Vocational Education: A Mediated Model of Motivation and Literacy in Indonesia
This study examines the role of religiosity in student character formation within vocational education by analyzing the mediating effects of learning motivation and literacy. Employing a quantitative correlational design with an ex post facto approach, the study analyzes survey data collected from 381 students enrolled in public vocational secondary schools in Indonesia (N = 381). Religiosity is conceptualized as a multidimensional construct encompassing belief, practice, experience, and social consequences, while student character is defined as an integrated set of cognitive, moral, and socio-emotional dispositions. Data were analyzed using regression-based mediation analysis within a structural equation modeling framework, indicating that religiosity has a positive and statistically significant direct effect on student character. In addition, learning motivation and literacy function as significant mediating variables, demonstrating partial mediation in the relationship between religiosity and character formation. These findings suggest that religious values influence character development not only through direct moral orientation, but also indirectly by strengthening students’ motivational engagement and interpretive capacities. By empirically testing a mediated model of character formation, this study advances a mechanism-oriented understanding of how values, motivation, and literacy interact in vocational education. The findings contribute theoretically to research on character education and religious education, while practically underscoring the importance of integrating ethical values, motivational support, and literacy development in holistic vocational education models.
Copyright (c) 2024 Hesti Winingsih, Fajri Ismail, Karoma, M. Kharis Fadillah, Wildan Miftahussurur https://creativecommons.org/licenses/by-nc-sa/4.0
Integrating Generative Artificial Intelligence into Islamic Character Education: Practices and Challenges in Indonesian Islamic School
The rapid growth of generative technology, particularly Generative Artificial Intelligence (GAI), provides new opportunities to strengthen character education in Islamic schools. However, previous studies on Islamic character education have largely relied on conventional teaching approaches, while research discussing the integration of generative AI into value-based education remains limited. In addition, many studies on artificial intelligence in education focus on cognitive outcomes rather than moral development, leaving a gap in understanding how generative technology can support character formation in religious educational settings. This study aims to examine the development of a generative technology–based Islamic character formation model at SMP Islam As Sakinah Sidoarjo as part of efforts to prepare the Indonesian Golden Generation 2045. The study used a descriptive qualitative design through observations, interviews, and analysis of school documents. The results show that GAI supports teachers in developing contextual moral learning materials, generating ethical case simulations, and facilitating reflective learning adapted to students’ needs. These practices strengthen values such as honesty, responsibility, discipline, and empathy through adaptive learning scenarios. The school also applies ethical supervision and digital literacy guidance to ensure that technology use remains aligned with Islamic principles. This study proposes an AI-assisted Islamic character education model integrating generative learning, reflective value formation, and ethical control, which represents a novel framework for character education in the digital era.
Islamic Character, Generative Artificial Intelligence, Golden Generation.
Copyright (c) 2026 Hadi Suryanto https://creativecommons.org/licenses/by-nc-sa/4.0
Artificial Intelligence-Based Music as a Cultural Practice: A Socio-Anthropological Analysis of Creativity, Agency, and Algorithmic Mediation
The integration of artificial intelligence (AI) in music production is growing rapidly and has given rise to debates about creativity, authorship, and the role of human agents in cultural practices. While a number of previous studies have tended to highlight the technical, economic, or legal aspects of AI-based music, studies of its socio-anthropological implications are still limited. This research aims to analyze AI-generated music as a cultural practice that is at the intersection of human and machine agents. Using a qualitative socio-anthropological approach, this study applies digital ethnography and document analysis to AI music platforms, musical artifacts, and online public discussions that developed between 2022–2024. The findings show that AI-based music practices are characterized by the normalization of algorithmic sounds, increasing human-AI collaboration, unclear boundaries of authorship, the influence of algorithmic mediation on cultural visibility, as well as ambivalent listener responses. The results show that AI does not replace human creativity, but reconfigures music agencies through relational and curatorial practices shaped by the platform's infrastructure. The study concludes that AI-based music is a new socio-technical configuration in which creativity, meaning, and cultural authority are negotiated on an ongoing basis. The contribution of this research enriches the study of music anthropology, posthumanist theory, and critical discourse on cultural production in algorithmic societies.
artificial intelligence; music practice; human agency; machines; socio-anthropology; digital creativity
Copyright (c) 2024 Buky Wibawa Karya Guna, Diah Fatma Sjoraida, Soni Reffali, Agus Sukarna Dipura, Yuly Hidayah https://creativecommons.org/licenses/by-nc-sa/4.0