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All Journal Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Journal of Educational Management Research
Zainal Arifin
Universitas Islam KH. Achmad Muzakki Syah
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Transforming Islamic Religious Education Through ChatGPT: Responding to Digital Learning Emergencies and Pedagogical Challenges in Indonesian Junior High Schools Zainal Arifin; Akhmad Iqbal; Asmad Hanisy
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 23 No. 3 (2025): Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Lembaga Penelitian, Pengabdian kepada Masyarakat dan Publikasi Ilmiah (LP3M) Institut Agama Islam (IAI) Al-Qodiri Jember, Jawa Timur Indonesia bekerjasama dengan Kopertais Wilayah 4 Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/qodiri.2025.23.3.630-642

Abstract

This study explores the implementation of ChatGPT in Islamic Religious Education (IRE) learning at SMP Darussalam Kalibaru in response to digital learning emergencies and pedagogical challenges in Indonesian junior high schools. The research aims to analyze how artificial intelligence, particularly ChatGPT, is integrated into teaching practices, as well as its benefits, challenges, and educational implications. A qualitative case study approach was employed involving Islamic Religious Education teachers and students as key informants. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that ChatGPT is widely utilized by teachers in preparing lesson plans, instructional materials, and assessment instruments, thereby increasing efficiency and productivity in teaching activities. Students also use ChatGPT as a learning support tool to understand Islamic Religious Education materials more easily and independently. However, the study also identifies challenges such as students’ overreliance on AI-generated responses and the potential reduction of critical thinking skills. Despite these concerns, ChatGPT is generally perceived as a beneficial educational innovation when used under proper teacher guidance. The study concludes that ChatGPT serves as an effective supplementary tool in Islamic Religious Education, supporting the transformation of traditional pedagogy into a more interactive and technology-enhanced learning environment. Nevertheless, its implementation requires careful supervision to ensure ethical and responsible use. This research contributes to the growing discourse on artificial intelligence in education, particularly within religious education contexts, and highlights the importance of balancing technological innovation with pedagogical and moral values.
The Implementation of SMART-Q in Enhancing Islamic Values in Islamic Junior High School Education Umi Maysaroh; Elok Rufaiqoh; Zainal Arifin
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2424

Abstract

This study aims to analyze the implementation of SMART-Q, or Spiritual Morality and Reflective Tahfidz Qur’an, and its role in strengthening Islamic values among junior high school students. This research used a descriptive qualitative method involving the principal, teachers, and students as informants. Data were collected through observation, interviews, and documentation. The data were analyzed using the Miles and Huberman model, which includes data condensation, data display, and conclusion drawing. Source and technique triangulation were used to ensure data validity. The findings show that SMART-Q was implemented systematically through the 3T 1M method, consisting of taqrir, tafahum, tasmi’, and murojaah. The program was also supported by Qur’an memorization submission and murojaah kubro activities. SMART-Q had a positive impact on students’ religious behavior, especially in improving morality, worship consistency, discipline, and self-control. The study implies that integrating Qur’an memorization, moral guidance, and self-reflection can serve as an effective strategy for developing students’ Islamic character in secondary education.
Co-Authors Akhmad Iqbal Asmad Hanisy Elok Rufaiqoh Umi Maysaroh