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DIGITAL SPIRITUAL WELL-BEING FOR ISLAMIC ELEMENTARY SCHOOL STUDENTS IN THE AGE OF ARTIFICIAL INTELLIGENCE Muhammad Alfi Syahrin; Rifqi Khoiril Anam; Dody Tisna Amijaya; Rani Asmara
AL IBTIDAIYAH: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 5 No. 1 (2024): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/z7bp1j45

The rapid advancement of Artificial Intelligence (AI) has fundamentally transformed educational practices and introduced new challenges to students’ well-being, particularly in the spiritual domain. Although studies on digital well-being and spiritual well-being have grown substantially in recent years, the integration of these concepts within Islamic education remains limited. This study aims to identify, analyze, and develop a conceptual framework of Digital Spiritual Well-Being for Islamic elementary school students in the age of AI. A Systematic Literature Review (SLR) approach was employed following the PRISMA 2020 guidelines. Data were collected from the Scopus database using the keywords “spiritual well-being” and “education.” The initial search yielded 1,357 articles, which were subsequently screened through predefined inclusion and exclusion criteria, resulting in 19 eligible studies for analysis. Data were examined using thematic content analysis. The findings revealed four major themes: (1) spiritual well-being as a foundation for mental health, meaning in life, and self-regulation; (2) family, Islamic schools, and religious environments as ecological foundations of spiritual well-being; (3) spiritual practices as strategies for strengthening emotional regulation, resilience, and digital awareness; and (4) the need for a Digital Spiritual Well-Being framework in the era of AI. Based on the literature synthesis, this study proposes five key dimensions of Digital Spiritual Well-Being: spiritual awareness, digital self-regulation, moral discernment, relational well-being, and meaningful digital engagement. The findings suggest that Islamic elementary education in the AI era should integrate spirituality, ethics, and digital competencies in a balanced manner to support students’ holistic developmentKeywords: digital distraction; learning concentration; Islamic elementary school; digital literacy; systematic literature review.

DISTRAKSI DIGITAL DAN PENURUNAN KONSENTRASI BELAJAR SISWA SEKOLAH DASAR ISLAM Muhammad Alfi Syahrin; Dody Tisna Amijaya; Rifqi Khoiril Anam; Rani Asmara
AL IBTIDAIYAH: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 5 No. 1 (2024): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/3ehxfc40

Digital distraction has become one of the major challenges in learning within the era of digital transformation, potentially reducing students’ learning concentration. The increasing use of smartphones, social media, digital applications, and technology-based learning platforms has created a learning environment filled with stimuli that can divert students’ attention from academic activities. This study aims to analyze the forms of digital distraction, contributing factors, impacts on learning concentration, and mitigation strategies within educational settings, particularly among Islamic elementary school students. This research employed a Systematic Literature Review (SLR) method following the PRISMA 2020 guidelines. A total of 33 Scopus-indexed articles published between 2022 and 2026 were analyzed using thematic content analysis. The findings reveal that the most common forms of digital distraction include social media, application notifications, smartphones, digital gaming, and multitasking activities. The causes of digital distraction stem from technological, individual, and learning-environment factors. Digital distraction negatively affects learning concentration, increases cognitive load, reduces academic engagement, and lowers the quality of learning comprehension. Effective mitigation strategies include strengthening self-regulated learning, enhancing digital literacy, optimizing the roles of teachers and parents, and implementing interactive and engagement-oriented learning approaches. This study highlights that the wise management of technology is essential for maintaining students’ learning concentration while supporting character development and learning ethics within Islamic elementary school education. Keywords: digital distraction; learning concentration; Islamic elementary school; digital literacy; systematic literature review.

MODEL PENDIDIKAN HOLISTIK INTEGRATIF MELALUI SOCIAL EMOTIONAL LEARNING ISLAMI PADA SISWA SEKOLAH DASAR Muhammad Alfi Syahrin; Rani Asmara; Rifqi Khoiril Anam; Dody Tisna Amijaya
AL IBTIDAIYAH: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 5 No. 1 (2024): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/skdbqv29

This study aims to analyze the implementation of a holistic-integrative education model through Islamic Social Emotional Learning (ISEL) among elementary school students in Islamic schools. The study employed a qualitative approach using a multiple-case study design conducted at MI Muhammadiyah 1 Probolinggo and SD Muhammadiyah Plus Probolinggo, Indonesia. Data were collected through in-depth interviews, participatory observations, and document analysis involving 20 participants consisting of principals, teachers, students, and parents. Data were analyzed using thematic analysis through the stages of open coding, axial coding, and selective coding. The findings reveal that the implementation of holistic-integrative education was carried out through the integration of spiritual habituation, emotional reflection, social activities, Islamic conflict resolution, and the internalization of Islamic moral values in daily school life. The Islamic Social Emotional Learning model identified in this study consists of five main dimensions: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, which are integrated with Islamic values such as rahmah (compassion), hikmah (wisdom), ukhuwah (brotherhood), sabr (patience), amanah (trustworthiness), and afwun (forgiveness). The study also found that teachers play a central role as emotional-spiritual mentors who model emotional and spiritual character development for students. Theoretically, this study contributes to the advancement of contemporary Islamic education by extending the concept of Social Emotional Learning through a spiritual-transcendental dimension. Practically, the ISEL model may serve as an alternative paradigm for character education in Islamic elementary schools in addressing the challenges of 21st-century and digital-era education.

Value Education in the Digital Era: Its Impact on the Emotional Intelligence of Elementary School Students Muhammad Alfi Syahrin; Rifqi Khoiril Anam; Rani Asmara; Dody Tisna Amijaya
AL IBTIDAIYAH: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 5 No. 1 (2024): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/zxdt4t58

This study aims to analyze the role of value education in developing the emotional intelligence of elementary school students in the digital era. The study employed a qualitative approach using an intrinsic case study design conducted in several elementary schools and Islamic elementary schools in urban Probolinggo, Indonesia. The participants consisted of 30 students aged 8–12 years, 10 teachers, and 15 parents selected through purposive sampling. Data were collected through in-depth interviews, participant observation, and document analysis, and were analyzed using descriptive qualitative analysis through data reduction, data display, and conclusion drawing. The findings reveal that value education contributes significantly to strengthening students’ emotional regulation, empathy, prosocial behavior, and social responsibility. Value internalization occurred effectively through contextual learning, social habituation, reflective interaction, and teacher role modeling in everyday school life. The study also found that the synergy between schools and families reinforced value internalization and children’s emotional intelligence development. Furthermore, digital technology demonstrated an ambivalent role; it could support emotional development through educational media and social communication, yet it also had the potential to increase distraction, impulsivity, and emotional instability when not accompanied by adequate value-based guidance. This study confirms that value education in the digital era should be positioned as a holistic socio-emotional formation process integrated with digital literacy, family involvement, and reflective learning practices in elementary education.

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