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All Journal Al-Fikru: Jurnal Ilmiah Islamic Education Local History & Heritage Referensi Islamika: Jurnal Studi Islam
Ahmad Ibrahim Hasibuan
Sekolah Tinggi Agama Islam Serdang Lubuk Pakam
Religion Arts Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Problems in the Evaluation of Islamic Religious Education Learning in the Digital Era and Efforts to Supervise Mobile Phone Usage Nur Azizah; Ahmad Ibrahim Hasibuan; Yusman Yusman; Rahmaini Rahmaini; Iin Triana
Al-Fikru: Jurnal Ilmiah Vol. 20 No. 1 (2026): Juni (2026)
Publisher : STAI Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/alfikru.v20i1.965

Abstract

Advances in digital technology have transformed the evaluation process in Islamic Religious Education, shifting the focus of assessment from cognitive aspects to include affective and psychomotor aspects as well. However, digital-based evaluation still faces various challenges, such as low student integrity, smartphone misuse, limited supervision, disparities in technological proficiency, and internet connectivity issues. This study aims to analyze the challenges of assessment in Islamic Religious Education in the digital age, as well as strategies for monitoring smartphone use to enhance the effectiveness and integrity of assessment. The research employs a qualitative approach through a literature review, examining relevant journals and books. The results indicate that digital assessment offers efficiency and flexibility but also creates opportunities for academic dishonesty and learning distractions. To address these issues, schools implement strict supervision, restrictions on smartphone and app usage, the development of analysis-based questions, and the instillation of integrity values. Therefore, digital literacy and effective supervision are essential for supporting meaningful and accountable learning assessments in the digital age.
SOCIAL MEDIA, DIGITAL LITERACY, AND MULTICULTURAL ISLAMIC EDUCATION: PERSPECTIVES OF ISLAMIC HIGHER EDUCATION STUDENTS IN NORTH SUMATRA Ahmad Ibrahim Hasibuan; Mulkan Hasibuan; Salma Rozana; Fatima Rahma Rangkuti
Referensi Islamika: Jurnal Studi Islam Vol. 3 No. 2 (2025): DECEMBER
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/ri.v3i2.827

Abstract

This study examines the relationship between social media use, Islamic digital literacy, and multicultural Islamic education from the perspective of students at Islamic higher education institutions (PTAI) in North Sumatra, Indonesia. This study employed a qualitative phenomenological approach. Data were collected through semi-structured in-depth interviews, participatory observation, and documentation involving 24 students (purposive sampling) from four purposively selected PTAI representing institutional diversity. Thematic saturation was continuously monitored and reached after the 20th interview, confirmed by 4 additional interviews yielding no new themes. Data analysis followed the Miles, Huberman, and Saldana (2014) interactive model, with source and method triangulation to ensure credibility. The study adhered to the SRQR (Standards for Reporting Qualitative Research) guidelines. Students demonstrated high technical digital skills but low critical literacy, particularly in evaluating religious content online. Social media simultaneously broadened multicultural awareness and intensified perceived religious exclusivism through students’ reported experiences of algorithmic echo chamber effects. Digital content significantly shaped students’ perceived tolerance attitudes. None of the four campuses had developed systematic institutional strategies for fostering digital religious moderation. The study is limited to four campuses in North Sumatra, which restricts the generalizability of findings to other regional and institutional contexts. The qualitative cross-sectional design does not allow for causal claims regarding attitudinal change over time. Practically, this study offers concrete implications for Islamic higher education institutions: curriculum reform through formal integration of Islamic digital literacy courses guided by the IDLT framework; development of digital religious moderation programs at the institutional level; investment in TPACK-based lecturer training for Islamic digital pedagogy; and structured programs to develop students’ critical digital literacy competencies. Future research employing mixed methods with a broader national sample is strongly recommended, as is quantitative validation of the IDLT framework across diverse PTAI contexts.  This study makes an original contribution by integrating Islamic digital literacy, multicultural education, and religious moderation within the PTAI context of North Sumatra. It proposes the Islamic Digital Literacy Triad (IDLT) as a conceptual framework for PTAI curriculum development, building upon existing digital literacy models by explicitly integrating Islamic ethical principles (tabayyun, wasathiyyah) and multicultural awareness as inseparable dimensions of digital competence within the Islamic higher education context.
The Modernization of Islamic Institutions in North Sumatra during the Early Twentieth Century: The Development of Madrasahs and the Transformation of the Learning System Ahmad Ibrahim Hasibuan
Local History & Heritage Vol. 6 No. 2 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/lhh.v6i2.2173

Abstract

This article examines the historical trajectory of Islamic modernization in North Sumatra during the early twentieth century by analyzing the emergence of madrasas and the transformation of traditional learning systems amid colonial intervention, socio-religious reform, and the expansion of transregional intellectual networks. The study addresses how Islamic institutions evolved from surau- and pesantren-based instruction into structured madrasa systems and identifies the historical forces that shaped this transformation. Employing the historical method, the research applies heuristic, source-critical, interpretive, and historiographical methods using archival records, colonial reports, contemporary newspapers, organizational documents, and relevant secondary literature. The findings reveal that these primary historical sources demonstrate the modernization of madrasas as a multidimensional process driven not only by reformist ideas introduced by Middle Eastern-educated scholars and Islamic organizations but also by institutional responses to Dutch colonial educational policies. The establishment of graded classes, standardized curricula, secular subjects, and modern administration redefined patterns of knowledge transmission and strengthened the institutional position of Islamic education. This study argues that madrasa modernization constituted a broader process of social, intellectual, and religious transformation that reshaped the historical development of Islamic institutions in colonial North Sumatra.
Transformasi Sistem Pendidikan Islam dari Masa Klasik hingga Era Modern: Sebuah Tinjauan Pedagogis Ahmad Ibrahim Hasibuan
Islamic Education Vol. 6 No. 2 (2026): In Press
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ie.v6i2.2177

Abstract

This article examines the transformation of the Islamic educational system from the classical period to the modern era through a pedagogical perspective, focusing on the continuity and change of educational principles, institutions, and learning practices across historical epochs. The study is grounded in the recognition that Islamic education has undergone significant structural and epistemological shifts in response to sociopolitical, intellectual, and technological developments, raising questions regarding how these transformations have reshaped pedagogical orientations and educational objectives. Employing a qualitative library research design with a historical-pedagogical approach, this study analyzes classical and contemporary scholarly works, historical records, and relevant academic literature to trace the evolution of Islamic educational traditions. The findings reveal that while classical Islamic education emphasized the transmission of religious sciences through teacher-centered instruction in institutions such as kuttab and madrasah, modern Islamic education has increasingly incorporated scientific knowledge, learner-centered pedagogies, curriculum integration, and digital technologies. Nevertheless, core Islamic values, including moral cultivation, spiritual formation, and holistic human development, remain enduring foundations across periods. The study argues that the sustainability of Islamic education in the contemporary era depends on its capacity to harmonize classical intellectual heritage with innovative pedagogical practices responsive to modern educational challenges.
Co-Authors Fatima Rahma Rangkuti Iin Triana Mulkan Hasibuan Nur Azizah Rahmaini Rahmaini Salma Rozana Yusman Yusman